REHA1006

Communication and
Mealtime Foundations

Week 9
Activity Response Booklet
(Tutorial & Practical
)

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Tutorial
 Activity 1: Observing and Recording Stuttering Behaviours
o Core (Primary) Stuttering Behaviours: Repetitions, Prolongations, Blocks
o Secondary Behaviours: Interjections, eye, head or body movements. May
be used to escape (during a stutter) and or avoid (before stutter) stuttering
behaviours.
Core (primary) Secondary Reactions Comments (potential impacts for
Behaviours Behaviours Awareness child)
What’s the Any observed? Frustration
most What type?
dominant
feature?
- In teenagers - Wasn’t really - Talk more - Getting bullied and kids laughing at them
their speech extreme about it - Isolated and discriminated because of
was smooth their stuttering
and was flowing
not like the
younger kids
- Repetitions
- Blocking
- Prolongating

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 o Feelings: Reactions to stuttering

Your observations
- Repetitions
Your observations
Core Secondary Reactions Comments (potential impacts for
Behaviours Behaviours Awareness child)
What’s the Any observed? Frustration
most dominant What type?
feature ?
Repetitions of Scrunch his face
words and up when he
syllables stutters

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Your observations
Core Secondary Reactions Comments (potential impacts for
Behaviours Behaviours Awareness adult)
What’s the Any observed? Frustration
most dominant What type?
feature ?

Stuttering

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Activity 2: Case History Questions
o What questions is it important to ask a parent who is concerned about
their child’s fluency
- How long has this been going on for?
- Family history
- What age did he start talking?
-
Body Structure & Functions
When did the child start crawling
Talk about feeding

Activities
Who do they see?
Who they visit?

Participation
- Do they engage with peers the same age as them?

Environment
- Does the behaviour impact his stuttering speech?

Personal
- How long has this been going on for?
- What age did he start talking?
- What age did he start stuttering?
- Find out if she secondary behaviours

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Activity 3: Stuttering Severity Ratings
• The video includes short speech samples from several children
• Listen as a small group, or if needed listen individually
• Pause after each child speaks and rate their sample
• Compare your ratings, what influenced your rating?
• If time, listen again and see if your rating changes

Limitations

Child Rating Rationale for Rating

Kate (will 4 moderate 3 or 4 mild
feature twice)

Daniel (will
feature twice)

Matthew

Wyatt

Josh

Tommy

Arianne 1 hardly
anything

Umany

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Strengths

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Practical

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Activity Part 1 Indirect Treatment
Each group member identifies
different
onequestion to ask
Katherine’s mother about her home language environment or
communication interactions. Group then identifies additional
questions- aim for five questions. The purpose of the question is
to understand communication demands at home.

Questions

1. What is it like at home, how is Katherine being supported in a home

language environment?
2. How does she interact with her siblings or friends outside of school; is she
friendly, take turns and knows how to listen
3. What activities is Katherine doing that helps improve her communication
along with extra therapy sessions on the side

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Activity Part 2 Recommendations
• Each group member selects a ‘tip’.

• You will need to explain why you are suggesting the tip for Katherine’s mum (why will it help?).
Remember we are not suggesting that parents have caused stuttering.
• Then provide a clear example of how and when to use the indirect strategy at home e.g., you may
provide an example of how to change multiple questions to comments during night time story
reading changing a question “What’s she wearing on her feet?” to comment “What pretty
slippers!”.
• Share with the group and use feedback to enhance your recommendation.

The Stuttering Foundation

7 Tips for Talking with the Child who Stutters
https://www.youtube.com/watch?v=wTpckAufNDE&feature=youtu.be

Recommendation Description Rationale (Why

(What do you do?) does it work?)
1. Pace of Speech The pace of speech, also known as
speech rate or speaking tempo, refers
to the speed at which an individual
speaks when communicating verbally. It
plays a crucial role in effective
communication and can convey various
nuances and emotions

2. Asking Questions - gains more information about the
child’s case history or background
information
3. Listening - listening can help obtain as much
information to help assist the
individual
4. Taking Turns - learning how to take turns is
taught as such a young age and is
often known as one of the form of
language and how its used on daily
basis
5. Building Confidence - it is important to build confidence - building confidence works with
and self-esteem specially in younger consistent positive affirmations,
kids as it can help when
communicating with others their age
6. Special Times- - Kids need that one and one as it
helps them feel seen,
attention acknowledged and understood
when they are provided with that
- To clarify or reiterate what the
client is saying shows the person
listening and paying attention to
them
- important for one to listen as it
helps drive one’s train of thought
- taking turns is a taught respect
whether it happens when talking or
palying a game it works to allow a
sense of flow and distribution
between the individual and their
surrounding
positivity being spread and gratitude
- It increases the child’s motivation
and engagement when having the
specific time during the day to
speak about the things they find
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 special time throughout the day
7. Normal Rules- - Following the rules can shape the
child’s actions and behaviours
behavioural when he is around his peers.
discipline Important for them to know and
understand the instructions when
given to them by their teacher etc.
Your Strategy
fun and enjoyable, allows them to
explore their creativity. Hence,
focusing more in class etc
- To teach the kids how life works as
everything has a set law provided
to them. If not appropriately
performed there is consequences
being met

Explanation

Example

Activity Part 3 Role Play

Role play for this section. One group member will take the role of
Katherine’s mum. Each group member will practice explaining an indirect
strategy in parent-friendly language. Think about how to introduce your
tip, how to word it clearly and how you may engage Katherine’s mum in a
conversation about how to use the indirect treatment strategy at home
(i.e. how will you check that mum understands how to do it?).

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