Use resources like drawings, maps and picture books to elicit discussion and focus the students' attention on completing a task. For example, ask students to draw a picture of themselves stuttering or a recent situation in which they stuttered and then ask them to tell you about what they drew. Alternatively, ask them to look at a map and give another student verbal directions to a certain place on the map, or ask them to tell you a story based on a picture book you provide.
Childhood apraxia of speech (CAS) is a motor speech disorder. Children with CAS have problems saying sounds, syllables, and words — not because of muscle weakness or paralysis, but because the brain has problems planning to move the body parts (lips, jaw, tongue) needed for speech. Instruct students to watch themselves in the mirror as they repeat syllables, words and sentences. Stand next to them and allow them to watch your reflection as you model correct mouth and tongue movements for the same sounds, then tell them to mimic you. This will help improve muscle coordination and correct speech sequencing. Alternatively, ask students to speak into a voice recorder and play back the sound so they can hear improvements in their speech.
Selective mutism is a disorder in which the child does not speak in some social settings, but can speak in other situations. Place students in a relaxed, nurturing environment where they feel safe. Videotape the students communicating effectively in this environment, even at home if necessary, then ask them to watch themselves to build self-awareness and self-confidence. Ask them to act out what they saw on the videotape in a place where they don't feel as safe. Reward them for small successes, including gesturing, mouthing or whispering.
Dysarthria is a motor speech disorder caused by a stroke or other brain injury. The muscles of the mouth, face, and respiratory system may become weak, move slowly, or not move at all. Engage in miming activities. Miming or gesturing gives students tools to communicate without sound if they get stuck on a word or tired from verbal communication. Also play games such as charades or host a silent performance theater. Other activities include encouraging the child to think of one or two words that summarize what they want to say, then use those words to communicate larger sentences. For example, turn "I want to go to the store and buy bananas" into "store, bananas." This way, students learn to conserve energy and get their points across quickly and effectively.