Assistive Technology for Students with Disabilities

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Assistive technology in special education refers to any sort of device or resource that is used to make learning more accessible to students with disabilities. Assistive technology is not reserved for any one circumstance. There are various types of technologies that can be used to support students with any disability, whether it be a physical, emotional, or mental disability. Read on for suggestions and resources to support students with special needs.

 

Text to speech

Text to speech, TTS, can be used to support students with various obstacles that might impact learning. The technology scans and modifies print text so that students are provided with audio of the text. TTS resources are especially helpful to students who have difficulty absorbing and/or processing print text. Some conditions might include visual impairment or blindness, ADHD, dyslexia, autism, or other health impairments that impede the ability to read print. Some advanced devices that utilize TTS are portable and can be carried around during the school day to photograph any piece of text. The device will then use its camera image to translate the text to audio that students can save.

 

Proofreading technology

Assistive technology that helps students become better proofreaders can be beneficial to all students, but especially for those who struggle with executive functioning deficits or attention issues. Proofreading one’s own writing is inherently difficult, especially if it is something that the writer has already read through a few times. This is because we often overlook our errors because we know what we are trying to say, so our eyes fail to recognize a careless mistake. Furthermore, several proofreading systems also utilize TTS software so that students can hear their potential errors aloud.

 

Electric handouts

For students who may struggle with the physical process of writing and/or lack the cognitive ability to process thoughts and commit those thoughts to paper, digital handouts can be immensely helpful. The key is to allow students to exhibit their ability without the barrier that pencil-to-paper writing might cause. Depending on the students’ needs, teachers might create digital documents that allow students to drag and drop appropriate responses, as opposed to writing them out or drawing lines to match them up. For math items, digital handouts ensure that multi-step math problems remain clear, organized, and aligned properly for students that struggle with the physical aspects of writing.

 

Low-tech options

While many examples of assistive technology in the classroom involve the use of computers or digital programs, there are various low-tech approaches that can help students with special needs. Many of these suggestions are considered best practices for all learners. Flexible seating, which allows for stools, bean bags, yoga balls, or standing desks help students with ADHD try to refocus during class work. Flex seating can also be used for students who struggle to self-regulate or who depend on movement to expel stress and anxiety. Even simple classroom items and modifications, such as pencil grips, wrist pads for keyboards, slanted table tops, or colored overlays are considered assistive resources. While relatively unsophisticated, these tools can make all the difference for students whose learning is impacted by a disability.

Combating Toxic Stress

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As the school year progresses and we near winter break and the holidays, it is easy to get caught up in the chaos of the season. Between family visits, vacations, gift lists, and holiday parties, it is easy for educators to get wrapped up in all of the things going on outside of our classrooms.

 

In fact, we may forget that not everyone eagerly awaits these festive times—for some, the holidays are not full of happy traditions and fond memories. Even with the interventions, resources, and extra supports that schools often provide for students in need, winter break can be a lonely, uncomfortable, and emotionally trying time for students with major stressors at home. For this reason, a little extra TLC before and after the holidays may be necessary. Schools need to provide teachers with strategies for creating and maintaining a classroom environment that helps to combat toxic stress.

 

ACE’s

Adverse childhood experiences, or ACE’s, are shown to result in prolonged, unhealthy levels of stress, which doctors call toxic stress. ACE’s can include alcoholism or drug abuse in the home, homelessness, domestic violence, guardians with mental health issues, divorce, etc. These negative experiences cause stress that chemically changes the brain over time, resulting in learning difficulties, issues regulating one’s emotions, and difficulty making sound decisions.

 

In the classroom

Experts estimate that nearly 40 million American children are at risk of developing toxic stress because of ACE’s. That staggering number means that many of our classrooms include children who are struggling to learn because of circumstances at home that are completely out of their control. To reduce the negative impact of ACE’s, schools must foster a safe, nurturing environment, one that is especially acute to the needs of students battling toxic levels of stress.

 

  • By absorbing the mantra that teachers are educating “the whole child,” we can begin to develop an environment that seeks to help stabilize children’s lives beyond their grades and academics. Whether it be a teacher, coach, counselor, or administrator, students need to have a “safe adult” at school to talk to about their struggles. Showing an interest in that student’s life can be the first step to building that positive, safe relationship. By showing that we care about them, not just their grades, students begin to gain a sense of comfort, appreciation, and trust—which they may not be getting at home.
  • Allow students to take ownership over the classroom to help build a trusting, positive rapport. By providing student choice whenever possible, like choices for novel, projects, procedures, seating, etc., teachers demonstrate that the classroom is fully inclusive—everyone’s voice and opinion deserves to be heard. These inclusive practices help students see themselves as more than their stressors and unstable home life. Collaboration puts them in the driver’s seat by providing a sense of control where they might otherwise feel pushed around or victimized.
  • Set clear, predictable expectations for all children in the classroom. Students need structure, especially those whose home lives might lack structure and stability. Therefore, teachers must maintain consistency so that children know what to expect. For them, school is their safe space; it is where they know that the adults are caring, fair, trustworthy, and reliable. These are qualities that many children with toxic stress do not witness in the adults with whom they live. It’s our job to be that constant in their day-to-day lives.
  • Allow options for self-regulation by modeling appropriate responses to stress. Teachers should consider making a “calm corner” or quiet space in the room designated for cool down time so that students can have a private place to gather their thoughts when emotions run high. Teachers should also consider working out a system where students can use nonverbal cues to communicate their need for a breather. The point is to create classroom procedures that allow students to express their emotions in positive and productive ways. These strategies become habits that children can then employ outside of school when stressors run high.

Closing the Gaps: How Expectations Become Reality

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What began as “the achievement gap,” later called the “opportunity gap,” is now being referred to by some as “the value gap.” While there is much controversy around each of these terms for various different reasons, the value gap is perhaps the most provocative because of its assumed implications. Essentially, a value gap is a noticeable distinction in academic achievement between those who value education and those who do not. More and more educators are finding that students who value education, regardless of where that intrinsic motivation comes from, are statistically higher achieving and more successful in their education. Like motivation, however, seeing the value in one’s education is unique to each individual—there is no singularly universal way to get children to see the value in education.

 

To value something means to recognize its worth or importance. Perhaps the reason that some students find it difficult to see the value in education is because it’s not something that provides instant gratification—the pay off, figuratively and quite literally, happens down the road. It may seem tricky, but there are ways to help even the most reluctant students see how their education will be of value to them later in life.

 

We take it for granted

One way to help students recognize the importance of education is to provide examples of ways that other people have fought to have access to such an education. From the push to integrate schools during the civil rights movement, to the example that Malala set in the Middle East so that girls could have the right to go to school, highlighting the lengths that others have gone to for the right to learn shows students how priceless education truly is. By recognizing the fact that education is a privilege, a gift not given freely to the rest of the world, children begin to recognize its inherent value.

 

It can never be taken away

The common adage, “knowledge is power,” might be a little cliché, but it is true nonetheless. Education is the only form of currency that, no matter how much you use it, never decreases. Part of its value comes from the fact that whatever you learn becomes a part of you. It becomes a permanent, undeniable asset. By showing students that learning is a limitless form of wealth, they begin to see how that “wealth of knowledge” can make a concrete difference in their lives.

 

It separates you from the pack

Parents and educators can appeal to the natural competitive instincts that many teens have by discussing the fact that education is often a defining factor that distinguishes one person from another. GPA, honors courses, graduation rankings, college acceptance—all of these figures contribute to the common notion that education is something of great value. If nothing else, talk to students about the merits of academic achievement and competition.

 

It’s more than just “book smarts”

Often, students who do not see themselves as natural-born learners or gifted intellectuals become discouraged by the academic arena—to them, school can seem like an exclusive club that they haven’t “tested into.” However, it is critical to emphasize how education is about more than being a straight A, book smart, honor roll, highest percentile scholar. Some of the most successful people in history did not fall into that gifted and talented category, in fact. Countless artists, inventors, performers, and entrepreneurs have paved the way using skills they learned in school that were not necessarily academically-related. What students don’t often recognize is that, in addition to academic achievement, there is also great value is social-emotional intelligence. Recognizing that schooling is about building communication skills, problem solving skills, creative reasoning, time management, independence, accountability—the list goes on and on—can help students internalize the belief that education has lasting value beyond the report cards and diplomas.

Organization Part II

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Certainly organizing one’s time is an essential skill that students will need to acquire as they progress through their education. However, equally important is the ability to organize one’s necessary materials. Think about it—what good is the knack for time management if the product, assignment, or project goes missing?

Encourage organization with color-coding

Color-coding is a helpful study tactic that helps students maintain focus and narrow in on the essential information. Of course, any notes are helpful for exam review, but notes that are organized by color are especially beneficial for categorizing and committing information to memory.

Aside from using multiple highlighters and different colored post-it notes, students can also use colored folders, lined notebook paper in different hues, and different binders to quickly and easily organize materials by subject area. Multi-colored dividers are another easy method for keeping notes organized by course, date, etc.

A good rule of thumb, especially for forgetful children and/or the organizationally-challenged, is to create a homework folder that is unmistakably unique and distinguishable. Choosing a neon-colored or wildly-patterned folder for taking homework to and from school will mean that it is less likely to be left on the kitchen counter or mistaken for another school folder.

Consider using the homework folder just for daily homework assignments, with the left pocket being the “turn in” side and the right pocket being for “to-do” items. This allows students to easily find the homework they need to complete and quickly retrieve the homework they need to submit.

The biggest aspect of the color strategy for organization is consistency, so if the blue folder and binder is for math work, keep it that way throughout the school year to avoid misplacing things.

Utilize the materials purposefully

This will sound obvious, but many parents would be surprised to see just how quickly organizational skills can begin to fly out the window when students hear the dismissal bell. Instead of shoving papers and materials into a half zippered binder in an effort to sprint out the door, teach children to make use of the pockets, sections, and binder rings for keeping materials in their rightful spots.

Teachers can assist with this, especially with younger learners, by pausing in the final few moments of class to allow students to wrap up and organize any loose papers or materials.

Another teacher tip to promote sound organizational practices is to make sure that handouts are hole-punched every time. This is another obvious suggestion, but papers without holes are begging to be misplaced, dropped, or forgotten. Similarly, having a stash of reinforcers, the hollowed circle stickers to cover a torn hole punch, will help to ensure that even ripped papers are organized and secured appropriately.

Consider keeping a shared Google document for each child’s many, many educational usernames and passwords. This might include access info to their school email account, library username, Noodletools account info, Quizlet flashcards, etc. Not only will parents be able to access school work and monitor screen use for safety, but the automatic saving feature in Google docs ensures that passwords are saved when added or updated.

Organization Part I

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Getting organized is one thing—staying organized is an entirely different story for some people. Many “type-B” folks, myself included, focus more on the whole picture, but fail to give much time or energy to the finite details to get to that end goal. The lack of these skills can prove to be a real hinderance to productivity and success; however, there are many ways to improve organization during this busy time of year.

  • For regularly-occurring tasks, like picking out outfits, showering, doing homework, or packing lunch,
    complete the tasks at the same time, in the same order every day to avoid getting distracted or missing a step. For instance, when a teen packs his gym bag, he should follow the same process every time, putting socks with sneakers, T-shirts or necessary uniforms, etc. You are less likely to forget an essential item if you’ve developed a routine for packing.
  • To maintain even more organization, decide which tasks can be accomplished in the morning versus those that should be done the night before. For example, picking outfits out the night before will avoid the last-minute manic search for “that one particular shirt” that may still be in the dirty clothes pile.
  • For those of us that are especially forgetful, it could be beneficial to use a checklist or personal reminder of necessary items for the day. With many children and teens carrying smartphones, one advantage of being dialed in at all times is that calendar apps and push notifications can help keep everyone abreast of the day’s activities. Parents can even help by setting recurring reminders of important things that occur daily or weekly on their child’s phone. Then, syncing everyone’s Google calendars makes everything that much more organized.
  • Placing essential things for school by the door the night before will reduce think-time and anxiety in the morning. It also helps to ensure that the item makes it to school by having to physically step over it or pass it on the way out the door in the morning. This is especially helpful when items are not the usual day-to-day necessities. For example, a talent show costume or lacrosse stick has a way better chance of making it to school if it’s hung by the front door than if it’s stashed upstairs in the closet.
  • Plan for and maintain an organized work space. For some, the kitchen table is best, while others do better studying on the Whatever the preference, establish an environment that is easy to access, free from distractions, has a flat surface for working, has space for books/materials, allows for charging a computer if necessary, and has ample light.
  • When working on homework or projects, an organizational technique that many overlook is to arrange all necessary materials up front before starting to study. This not only acts as a visual reminder of what needs to be accomplished, but it also ensures that focus is not broken by having to dig through a book bag or desk to find something.
  • Parents can assist with keeping students organized by making sure all necessary materials are in the workspace. All school materials should be in the room and out of the book bag. All homework should be taken out and organized on a flat surface by priority and due date. Additionally, for nights when many assignments are to be completed, an agenda is highly recommended and should be placed within eyesight.

Phones and other technology devices should be out of reach and out of sight to avoid any unnecessary distractions. The calculator app on a computer should be used instead of the phone to avoid the temptation of reaching for the phone and getting sidetracked.

Tips for Time Management

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Regardless of a student’s eventual career path, time management skills are bound to be a necessity. The ability to manage one’s time is sometimes a skill acquired from trial and error, but it doesn’t have to be this way. Students don’t need to miss a deadline in order to learn better time management skills for next time—it is all about proactivity and planning.

Track your time

We typically experience the stress that accompanies a time crunch when we have allowed necessary tasks to pile up. Instead of continuing the cramming and crashing cycle, bad habits involving procrastination can be broken by familiarizing ourselves with our own pace of work and following a schedule based on those timeframes. Therefore, being aware of and proactive about your workload is the best defense against procrastination.

  • Identify your weekly or regularly occurring tasks; any long term project or ongoing task should be listed.
  • For a week, track the exact amount of time that each task requires on a daily basis, including a 10-minute buffer for miscellaneous interruptions.
  • After tracking for the week, identify a rough average for the amount of time each task takes per night. Include a 20 to 40-minute cushion for nights that you know a task might require more time.
  • Use this as a guide for planning the week’s homework time, including time for studying and/or reading.
  • Establish an approximate dinner time and set bedtime, especially for younger children, which can help families manage the schedule and stick to allotted times for weekly tasks.
  • When extracurricular activities, family events, doctors appointments, etc., come into the picture, the approximate allotted time for homework and projects helps to configure the rest of the week’s schedule, almost like a jigsaw puzzle.

Rules of Thumb

  • Encourage children not to spend more than 30 minutes on an assignment—if an assignment takes more time, parents should document how long it took to complete and what made it time consuming.
  • Extended time spent on homework may be something worth discussing with the teacher, especially for children with an IEP or 504 plan.
  • Take short breaks every 20-30 minutes while working to maintain motivation.
  • Identify an incentive that will occupy you for a limited time (no more than 5 minutes, such as a short video clip, song, timed game).
  • Break frequency and length may vary depending on frustration level, time on task, and work
  • A short walk to get some water, use the bathroom, or take a stretch may be necessary and more beneficial for those who struggle with resetting their focus after a break; keep the breaks short to maintain a level
    of focus.
  • Avoid skipping around from assignment to assignment until you’ve fully completed something or have come to a reasonable stopping point.

Phonemic Awareness Pt. III

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Vowel Phonemes

The English alphabet contains the following five vowels: A, E, I, O, U. The letter Y is also considered a vowel when it represents a vowel sound, like “fly” or “lonely.” Vowels make up a small percentage of the letters in the English alphabet; however, the list of vowel sounds that these letters can produce is much longer!  Because there are so many different ways of spelling certain vowel phonemes, learning the appropriate patterns for reading and writing require much more instruction than the “sound it out” method.

For instance, take the diphthong (combination of two vowel phonemes) /aɪ/. This sound can be made using multiple different letter patterns:

  • eye
  • by
  • die
  • bright
  • mite
  • Thailand
  • kayaks

So how do we begin to teach these phonological skills when there are so many letter combinations to create these sounds? 

As discussed in part II, vowel sounds are a whole new ball game when it comes to reading instruction. For beginning readers, as previously explained, it’s all about initially hearing the difference between short and long vowels. Parents and educators can solidify foundational knowledge about how to distinguish short vowel sounds from long vowel sounds by incorporating repetition and movement. 

To introduce short vowel sounds, students will want to practice using familiar one-syllable words with corresponding actions. Parents and/or teachers will recite and model the phrase and motion. Then adults should ask children to recite/perform it back in unison:

  • “i as in itch” (scratch shoulder)
  • “eh as in elephant” (pretend your arm/wrist is the elephant’s trunk)
  • “ah as in apple” (motion as though you’re holding and biting into an apple)
  • “uh as in up” (jump or point upwards)
  • “o (aw) as in octopus” (motion with fingers as though you’re an octopus crawling on the seafloor)

In order to introduce long vowel sounds, repeat the phrase, “Long (fill in with vowel) says its name.” This way, children will begin to equate the words that they are hearing to either long or short sounds. This differentiation prepares them for the spelling patterns/rules that correspond to short and long vowel sounds, which they will learn shortly. Examples include:

  • “The word be is a long vowel sound because long E says its name.”
  • “The word tape is a long vowel sound because long A says its name.”
  • “The word oval is a long vowel sound because long O says its name.” 

After children grasp the concept of how these vowel phonemes sound in different words, they are ready to start looking at the letter/sound combinations (diphthongs) in order to correctly read the various vowel patterns. 

Digraphs

Another key concept regarding phonemic awareness is the digraph. A digraph is a combination of two letters that make up one sound. Common digraphs include sh, ch, th, and wh. When introducing these sounds, provide visuals or photo cards to accompany the examples of words with digraphs—the more familiar, the better. 

Here, you can return to tapping, finger stretching, etc., but instead of tapping syllables within a word, you’ll ask students to tap for the phonemes that they hear in each word. For example, cat and that are both one syllable words; however, students will notice how that has an additional letter. But instead of students tapping out the “t” and “h” sounds separately, the two are combined to form the one sound, the digraph “th.” So while 3-letter word cat is tapped c-a-t (3 phonemes, 1 syllable), 4-letter word that is also tapped using 3 phonemes: th-a-t. 

Phonemic Awareness Pt. II

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Phonemic awareness, which many experts say should be mastered before first grade, is just the first layer when introducing a child to reading. While the terms sound very similar, moving from phonemic awareness to phonics instruction is actually a rather involved leap. A child who has mastered phonemic awareness is able to understand that sounds are represented by letters in the alphabet, whereas phonics is more complex. It requires the reader’s knowledge of blending those sounds together to form syllables within words.

Closed Syllables

Closed syllables are the most common form of English syllables—over 50% of all syllables in the English language are closed. But what does this mean? A closed syllable is a syllable with one vowel—typically a short vowel sound—followed by one or more consonants. Examples of one-syllable words that fall into this category include:

  • Cup
  • Cat
  • Bet
  • Dot
  • Sin
  • Log 

This is by no means an extensive list; however, the point of starting with examples of closed syllables is to familiarize children with short vowel sounds and the patterns of letters that consistently create those sounds. When children move on to look at multisyllabic words, the same rules apply for those syllables. Take the word napkin. It is comprised of two syllables, nap and kin, both of which include a single, short-vowel, followed by a consonant.  Other examples to introduce multisyllabic words with short vowel sounds include:

  • Magnet
  • Submit
  • Content
  • Epic
  • Picnic 
  • Sandwich 

Non-examples, where the syllable is open, meaning that the vowel phoneme is not “closed in” by a consonant, include:

  • Ta ble (table)
  • Ba by (baby)
  • Fro zen (frozen)
  • Pro test (protest)
  • Ho tel (hotel)

Syllable Segmentation

In order for children to identify how words are made up of different sounds (or phonemes), we must help them to explicitly hear the different components or syllables within those words. We are likely familiar with the “clapping” method, in which educators model how to “chunk” words into their separate sounds (syllables) by clapping for each syllable. For example, clapping out the syllables for people’s names would look like this:

  • Sarah = Sa-rah (2 claps)
  • Bethenny = Be-then-ny (3 claps)
  • Jake = (1 clap)
  • Felicity = Fel-i-ci-ty (4 claps)

Another option for syllable segmentation involves the use of an abacus, a tool that is typically used for counting and other math skills. Children will slide a bead to the other side for every syllable they hear in the word. Some reading programs suggest a strategy similar to clapping, in which students “tap” or “finger stretch” the syllables in a word. Either way, the process should begin as an auditory practice—no written words or word cards are necessary in this stage. You really are asking children to simply hear the phonemes before they delve into written words. 

Hear the difference: Vowel Phonemes

Short vowel phonemes are introduced organically when children learn about closed syllables. However, the long vowel phonemes are another story altogether; they follow a myriad of different rules when combined with other letters. This is partly what makes the English language so complex! Stay tuned for part III!

Phonemic Awareness Pt. I

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Most adults do not remember learning how to read. We likely remember fumbling through picture books and sitting crisscross applesauce during story time while the teacher pointed word by word on a giant-sized story. We probably remember counting the pages to the next chapter in our first chapter books. We may remember all of these initial interactions with literacy, some fond, some agonizing—but few of us remember how, exactly, we learned to read. 

Besides the good ole “sound it out” adage that my parents and teachers would push, I honestly do not remember much of my own initial reading instruction. And while methodology and strategies have evolved, the struggles with reading still exist for many children. There is no magical answer when it comes to learning how to read; however, there are a couple of strategies that parents and educators can employ to ease the journey.

Hear it out

It turns out that the antiquated advice to simply “sound it out” while struggling to read a word is not too far off. However, some key components are missing that would make all the difference—and it starts with phonemic awareness. Phonemic awareness is a fancy way to describe one’s ability to identify, manipulate, and distinguish units of sound—phonemes—and how those units work together to make words. For instance, a child does not need to know how to spell cake to know that it is different from the word bake. Their ability to distinguish the different sounds or phonemes—“c” vs. “b”— is the first step to understanding written language. 

Start simple

Before even putting written words in front of a child to read, try activities that build phonemic awareness just by listening. They can be hugely beneficial, and also much less intimidating than trying to read text right off the bat! 

An easy way to start measuring and improving upon a child’s phonemic awareness is to list 3-4 words orally, such as spoon, step, salt, and dot. Pronounce the words clearly and deliberately several times. Then ask your child if the beginning sound is the same for each word. Ask which word has a different beginning sound. Then isolate just that sound—“d” vs. “s.” Prompt your child to simply repeat the individual phoneme “d,” as opposed to “duh,” as this pronunciation could complicate things later. Model how that isolated phoneme sounds, for instance “m” sounds like “mmmm,” not “muh.”

Once they have identified the beginning phoneme (sound) that doesn’t fit the others in the list, ask your child to think of another word that starts with the “d” sound. You can also use image cards to represent the one-syllable words from your list. Have your child sort the picture cards by beginning phonemes. Remind them to orally say the word that the image depicts while they sort. Just remember that the card should contain only the picture—no word or label, as that will come later. With this method, the focus really is on letter sounds in isolation to familiarize beginning readers with letter sounds, then syllable sounds, then words. 

Stuttering Awareness

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Just before Halloween each year, speech pathologists and educators recognize International Stuttering Awareness Day as a way to bring attention to a widely misunderstood condition. While families dealing with a stuttering condition often feel alone in their frustration, it is important to highlight the many strategies and resources available to ease the stress of this temporary, or sometimes lifelong, journey.

Fact vs. Fiction

  • The onset of stuttering symptoms typically occurs in the early toddler years, around 2-4 years old; however, there is no single known cause of stuttering.
  • Boys are more likely to develop a stutter than girls. And while many children (about 5%) develop a stutter for a short period of time, a small percentage of those children will experience lifelong stuttering issues.
  • Children whose stuttering persists for 3 or more years will likely deal with the condition throughout their whole lives.
    There are no psychological or intellectual factors related to stuttering. Many people believe that stuttering is a result of high anxiety; however, this is untrue. Stuttering may contribute to anxiety because of the social implications, but it is not caused by anxiety.
  • Similarly, a child who stutters is often viewed as excessively nervous or insecure, but this is also untrue. What is true is that high stress environments or stressful circumstances may cause a child to stutter more noticeably, much like how symptoms of Tourette’s can be triggered or exacerbated by stress.
  • Frequency and severity are not consistent; a child’s stutter could improve or worsen as days, weeks, or months go on.
    Speech therapy will not cure a child’s stutter. However, therapy can provide children with strategies for managing and/or easing the stress associated with stuttering.
  • Stuttering is not indicative of a learning disability, but may contribute to poor performance in school because of a child’s unwillingness to participate, engage, and ask questions. In some instances, a child will answer with “I don’t know” even when they do know the answer, but are insecure about the possibility of stuttering while speaking out loud.
  • Insecurities surrounding one’s stutter might cause social withdrawal and/or an inability to participate in group activities. Stutterers may also feel limited by their speech difficulties and therefore might not take academic or vocational risks that others would.
  • When children are struggling to produce a sound, their stutter may result in what experts call “secondary behaviors.” These include tight blinking, jaw clenching, pursing lips, unintentional spitting, etc. In essence, the child is battling to spurt out the word or syllable.
  • Stuttering might be limited to word/syllable repetitions or prolongations, but some children experience both patterns. Repetition occurs when the sound or syllable is repeated in isolation, whereas prolongations are long, continuous, drawn out forms of a beginning syllable. “I-I-I want that!” vs. “Sssssss-top that!”
  • Telling a child to “slow down” or “think about your words before speaking” is not helpful advice. In actuality, those pointers often make children feel more self-conscious in that moment and could aggravate their condition, increasing their likelihood of stuttering.