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Color Me Fluent. Sarah Benjamin & Annette Boldt. Introduction. Created by Alice Anne G. Farley Incorporates learning theory, behavior modification, and family education Ages 2 to adults “Let out air, let out tightness, and let out talking”

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color me fluent

Color Me Fluent

Sarah Benjamin & Annette Boldt

introduction
Introduction
  • Created by Alice Anne G. Farley
  • Incorporates learning theory, behavior modification, and family education
  • Ages 2 to adults
  • “Let out air, let out tightness, and let out talking”
  • Red speech through orange speech to “earned” green speech
theoretical basis
Theoretical Basis
  • ColorMeFluent combines . . .
    • Fluency Shaping (Speak-More-Fluently)
      • Over-learning and exaggerating correct speech
      • Promotes and reinforces fluency
    • Stuttering Modification (Stutter-More-Fluently)
      • Teaches block management and control
      • Addresses fears and avoidances
levels of fluency
Levels of Fluency
  • Red Speech – Stuttering
    • Disfluent speech
    • Blocks and hesitations
    • Discoordination of jaw, lips, and tongue
    • Poor rhythm, timing, stress, and intonation
    • Poor breath support
    • Secondary characteristics
    • Use of fillers and starters
    • Avoidance of certain words
levels of fluency5
Levels of Fluency
  • Orange Speech – Adaptive Stuttering
    • Stretchy, careful speech
    • Efforts to understand, predict, control, and monitor stuttering
    • Carefully planned speech with an element of naturalness
    • Uses targets to coordinate language and motor planning
levels of fluency6
Levels of Fluency
  • Green Speech – Fluent Speech
    • Regular speech
    • Automatic, smooth speech with minimal disruptions
    • Absence of timing, stress, intonation, or rhythm difficulties in speech
    • Coordination of language and motor speech
therapy
Therapy
  • SLP, parents, teachers, and student work together to improve client’s speech
  • Provides activities, manipulatives, and worksheets for use in treatment
    • Teaches what happens when you speak and stutter
    • Provides ways to change the way you speak
  • Focus is on orange speech so the client gets habituated to fluency skills
the umbrella of orange speech
Purpose of orange speech

Fewer blocks

Less severe blocks

Easier-to-manage blocks

What if I get stuck?

Targets include

Full breath

Breath and speech together

Talking in phrases

Light, loose contact

Regulated rate

Continuous phonation

Pause often

Plan speech before speaking

Feigned block corrections

The Umbrella of Orange Speech
presentation of therapy
Presentation of Therapy
  • Frequency and intensity not specified
  • Progress sheets for daily or weekly increments indicating
    • Fluency level
    • Number of stuttering episodes per minute
    • Percentage of red, orange, and green speech
    • Observed behaviors during speaking
success
Success
  • “Earned” green speech
    • No specific level of fluency is required
    • Client consistently uses fluent speech
      • Regular, automatic, smooth speech
      • Speech with minimal disruptions or difficulty
      • Coordination of language and motor speech
    • Fluency develops gradually as a result of practice with orange speech
generalization
Generalization
  • Requires the client to exaggerate speech and use target speech consistently in and out of therapy
  • Work on speech even when the client is not stuttering to achieve permanent control
  • Practice new speech consciously and with awareness so it becomes automatic
  • As soon as fluent speech is achieved in a session, have the client demonstrate the new speech outside of the therapy room
maintenance
Maintenance
  • Set up a support system to maintain green speech
  • Create a plan in case red speech occurs
    • Cancel it by pausing and repeating the blocked word
    • Exaggerate the blocked word using orange speech
    • Begin the next few sentences with stretchy onset or loose contact following red speech
    • Don’t panic – work to gain orange speech again
  • Daily practice will make orange and green speech natural
  • Meet with supports daily to discuss progress
data about success rates
Data about Success Rates
  • Field-tested by the author
    • No data reported regarding success rates
  • Limited anecdotal evidence point to success according to SLPs who use it
        • www.speakingofspeech.com discussion boards
  • No independent research has been conducted regarding efficacy
color me fluent14
Strong Points

Provides helpful ideas for child-centered activities

Easy-to-understand color concepts

Provides all handouts, manipulatives, stimulus items, data charts, etc. required for therapy

Weak Points

Most appropriate for elementary-school students

Uses vague terms (fluency, correct speech, blurting, barking )

No research on short- or long-term efficacy

Not as beneficial to someone who is color blind

ColorMeFluent
recommendations
Recommendations
  • Not yet . . .
    • No research indicating efficacy
    • Limited rationale for activities
    • Do not agree with some of their terms and techniques
      • “Earned” green speech is success
      • Fluency
      • Correct speech