morphology speech therapy goals
Speech-language pathologists foster vocabulary development by embedding evidence-based practices within therapy activities. Now, you might have noticed I used a more generic term like parts of speech. For students who require more structured support, I like to do either fill-in-the-blank conjunction activities or sentence starter activities. Language, Speech, and Hearing Services in Schools, 42, 561-579. Bilinguistics 2019 All Rights Reserved. Articulation goals are the target we work toward in Articulation therapy. After we defined and described the topic, we went through and highlighted our target speech sounds. Finally, this program is also unique because it addresses spelling. 1 My Prefix and Suffix Activities resource is my top recommendation! Whether you are a speech-language pathologist (or a parent), this blog post is stuffed with ideas, suggestions, and great activities to try with young children! Copy and paste the speech and language goals from below. It targets all areas of language, including semantics, pragmatics, syntax, phonology, and morphology through games, activities, and worksheets. So, during his twice-weekly speech therapy sessions, we use his communication device to make a choice for his desired meal items, describe the type of art he wants to create and ask for continuation of House of Payne, a television sitcom. Will approximate target volume level in wordsAproximar un nivel de volumen apropiado en palabras, Will approximate target volume level in sentencesAproximar un nivel de volumen apropiado enoraciones, Will approximate target volume level in connected speechAproximar un nivel de volumen apropiado enhabla continua, Will approximate target volume level in non-therapy situationsAproximar un nivel de volumen apropiado ensituaciones no-terapeuticas, Will approximate target volume level for optimal participationAproximar un nivel de volumen apropiado para participacin ptima, Will approximate target volume level in classroom activitiesAproximar un nivel de volumen apropiado enactividades en el aula, Will speak using a volume appropriate to varied situations, within the limits of his/her physical mechanismHablar usando un volumen apropiado en diferentes situaciones, dentro del rango normal de su mecanismo fsico, Will describe the general problem and the goal of therapyDescribir el problema general y la meta de terapia, Will explain the function of the vocal mechanismExplicar la funcin del mecanismo vocal, Will judge appropriateness of model voiceEvaluar la calidad apropiada de la voz con un modelo de la terapista, Will judge appropriateness of students own voiceEvaluar la calidad apropiada de su propia voz, Will identify appropriate/inappropriate nasal resonance in self and othersIdentificar resonancia nasal apropiada/no apropiada en s mismo/a y los dems, Will speak using optimal voice resonance, within the limits of his/her physical mechanismHablar usando resonancia vocal ptima, dentro de los lmites de su propio mecanismo fsico, Will use appropriate nasal resonance in single words/ phrases/ sentences/ paragraphs/ conversational speechsar resonancia nasal apropiada en el nivel deseado [palabras, frases, oraciones, conversaciones], Will approximate target resonance in phonemes, syllables, words, phrases, sentences, connected speech, different speaking situationsUsar resonancia nasal aproximada en fonemas, slabas, palabras, frases, oraciones, conversacin, y situaciones diferentes, Will imitate optimum pitch in syllables, words, phrases and sentencesImitar tono de voz ptimo en slabas, palabras, frases y oraciones, Will use optimum pitch in syllables, words, phrases, and sentencesUsar tono de voz ptimo en slabas, palabras, frases y oraciones, Will use optimum pitch in reading and structured conversationUsar tono de voz ptimo en lectura y conversacin estructurada, Will use optimum pitch in conversational speech across two environmentsUsar tono de voz ptimo al nivel de conversacin a travs de dos lugares, Will use appropriate vocal pitch in single words progressing to conversational speechUsar tono vocal apropiado al nivel deseado [palabras, frases, oraciones, conversaciones], Will use appropriate stress patterns in single words progressing to conversational speechUsar patrones de estrs apropiados al nivel deseado [palabras, frases, oraciones, conversaciones], Student will describe the general problem and the goal of therapyDescribir el problema general y la meta de terapia, Will judge appropriateness of his/her own voiceEvaluar la calidad apropiada de su propia voz, Will identify situations in which appropriate volume is neededIdentificar situaciones cuando sea necesario usar un volumen apropiado, Will establish adequate breath supportEstablecer un nivel de respiracin adecuada para el habla, Will sustain phonation for 10-15 seconds at target loudness levelSostendr fonacin por 10-15 segundos al nivel apropiado de volumen, Will identify basic anatomical features (larynx [voice box], throat, tongue. Now check your email to confirm! The Los Angeles Unified School District Speech and Language Program consists of a dedicated staff of over 300 qualified speech-language pathologists. (regular and irregular past tense, regular and irregular plurals, helping verbs, etc) with 80% accuracy for 3 data collections. ), Will describe related emotional responses of communicative partners when a student uses expected behaviors and unexpected behaviors during conversationsDescribir las respuestas emocionales de una persona con quien est hablando cuando el estudiante demuestra los comportamientos esperados e inesperados de una conversacin, Will demonstrate expected behaviors for a conversation during preferred and un-preferred topicsDemostrar comportamientos esperados de una conversacin durante conversaciones de temas preferidas y no preferidas, Will report on how someone else is feeling based on observing their body languageDescribir cmo se siente otra persona basndose en sus observaciones de lenguaje corporal, Will respond to questions that require predictions/inferences from picture cards, short paragraph,or a short storyContestar preguntas que requieren una prediccin o inferencia, acerca de fotos, un prrafo corto, o un cuento corto, Will make a prediction (smart guess) after observing others, looking at picture cards, listening to a short paragraph, or listening to a short storyHar una prediccin (adivinanza) despus de observar a otras personas, mirar a fotos, escuchar a un prrafo corto, o escuchar un cuento corto. Make sure to learn about the straw technique for a lateral lisp. $~301210b%3f0 I dont recommend writing one huge, generic R goal, that expects your student to be able to say all the variations of R, in every position. This doesnt necessarily need to be a formal goal- but its not a step I usually skip. It made the group more accountable and was also a great way to build rapport. You can write your goals accordingly. Youll also find some great ideas for making ch therapy more effective with a variety of engaging games,, Read More CH Words for Speech Therapy (Word Lists and Activities)Continue, Speech-language pathologists often work on the fly- but sometimes it can be really nice to have a solid therapy plan for your speech therapy sessions! Trying to find ch words for speech therapy? Youll need to decide on factors like what % progress will be measured, how many consecutive sessions you would like your student to demonstrate that percentage, and by what date youd like your student to achieve this goal. By the way, I discussed my speech goals for 4th and 5th graders earlier. I often have to remind them- its much more important to listen carefully and focus. See more ideas about language therapy, speech language pathologists, language disorders. I needed to make my goals more functional. Continued education is supported by the district for our . This is done through a formal evaluation by a speech-language pathologist (SLP), and includes formal and informal assessments. Need some ideas for grammar goals for speech therapy? Isolating the morphemes is important to doing grammar activities for speech therapy because even young students are capable of inferring meanings of unknown words using their knowledge of word parts. Children with language disorders on your caseload will likely need explicit and intentional instruction in this area. HWYs~ I*UhV-RADL_> &D 3=}~rr[.a#fo ?pMW~b71Lrb8,\3 Cognitive Client will consistently use compensatory strategies to aid memory. Whether they are using a communication board or a communication device, be sure to provide that student with access to increasing morphology, grammar, and syntax. =,f$lK2>i}sBH"0h^ q\?^RX\$nw(w e}l/ "^!VXE2Qm^o_j#xmDaKVK8 [O7.8ua \+t_\u;^\o> Theres so much to cover- so, where to start? This one is a bit of a challenge and perfect for the competitive students on your caseload. However, we want to increase language skills and help our students share information. In this blog post, Ill share, Read More Quick and Easy Semantic Relationships Speech Therapy WorksheetsContinue, Are you a speech pathologist that works with 4th and 5th graders? plural s ending: toys), correctly produce final consonant clusters to indicate a past tense grammatical ending (i.e. That doesnt mean thats EXCLUSIVELY what youd target, of course. Are you trying to write speech therapy goals for your 4th and 5th grade elementary students and feeling stuck? The Entire Year of Grammar and Sentence Structure provides you with a structured activity and lesson to use each week with your students. Im sharing my 5 favorite tips for teaching the R sound in speech therapy with you in this blog post. Feel free to modify or expand on them. Case in pointI am currently working with a 24-year-old young man, Chris. This is because grammar and syntax affect reading comprehension. in words/phrases/sentences (his, hers, theirs, etc). an author? Here are some examples of speech therapy goals I have targeted while treating a lisp: While working on any of these goals, they need to make sure they are: Your next question is probably, but what about articulation goals for z?. In one year, using curriculum relevant tasks student will use context clues to determine the meaning of unfamiliar words or phrases 8/10 trials with data charted monthly using direct observation. Dec 19, 2022 - This board is filled with resources and information that will help speech-language pathologists work on grammar and morphology with students who have language disorders. Just: Children make great progress when they identify their speech and language goals in every session. Morphology study of the rules that govern how morphemes, the minimal meaningful units of language, are used in a language. Lets say youre focusing on adverbs that day. They will learn what the past tense suffixes (-ed, d) and plural suffixes (-s, -es) mean. 9\69he5}X@-48%n3* 6c 3 9p3I&4#w9>@ ,` While I was working with my 4th and 5th graders, I realized I needed a better system for teaching grammar and sentence structure. 4th and 5th graders (and even some middle schoolers) working on complex following directions can get- well bored when doing the same old, same old following directions activities. ), Will follow #-step directions with age-appropriate quality concepts (color, size, shape)Seguir instrucciones de # pasos que incluyen conceptosde calidad apropiados para su edad (color, tamao, forma geomtrica), Will follow #-step directions with age-appropriate pronounsSeguir instrucciones de # pasos que incluyen pronombres apropiados para su edad, Will follow #-step directions with age-appropriate temporal conceptsSeguir instrucciones de # pasos que incluyen conceptostemporales apropiados para su edad, Will answer age-appropriate yes/no questions related to personal experiences/classroom discussions/storiesContestar preguntas de si/no apropiados para su edad en relacin a experiencias personales/discusiones en el saln/cuentos, Will answer age-appropriate wh- questions related to a storyContestar preguntas apropiadas para su edad acerca de un cuento, Will answer age-appropriate wh- questions related to an activityContestar preguntas apropiadas para su edad acerca de una actividad, Will answer age-appropriate wh- questions related to discussionsContestar preguntas apropiadas para su edad acerca de discusiones, Will answer a variety of age-appropriate wh- question typesContestar una variedad de preguntas apropiadas para su edad (quin, qu, cundo, dnde, por qu y/o cmo), Will answer who, what, and where questionsContestar preguntas dequin, qu, y dnde, Will answer when, why, and how questionsContestar preguntas de cundo, por qu y cmo, Will answer who questionsContestar preguntas de quin, Will answer what questionsContestar preguntas de qu, Will answer when questionsContestar preguntas de cundo, Will answer where questionsContestar preguntas de dnde, Will answer why questionsContestar preguntas de por qu, Will answer how questionsContestar preguntas de cmo, Will sequence a)3 b)4 c)5 images to show the correct order of events after hearing a storySecuenciar a)3 b)4 c)5 imgenes para ensear el order correcto de eventos despus de or un cuento, Will sequence a)3 b)4 c)5 images to show the correct order of events after an activitySecuenciar a)3 b)4 c)5 imgenes para ensear el order correcto de eventos despus de una actividad, Will sort images/objects into categoriesClasificar imagenes/objetos en categoras. If you say Child will produce /s/ clusters and produce initial /s/ what do you focus on? Past tense verbs can be very tricky for our students to figure out. Weve included a broad range of expressive language topics and goals here. MONTHS. easy onset, relaxed breathing, slowed speech, light contact, continuous phonation) during a 5-minute conversation in the therapy settingUtilizar 2 estrategias que facilitan la fluidez (empezar suave, respiracin relajada, habla lenta, contacto ligero, fonacin continua) durante una conversacin de 5 minutos en el entorno de la terapia, Will use fluency shaping techniques (i.e. For the purpose of this article, we will focus specifically on writing goals for pediatric voice disorders. In this goal bank youll find the fluency goals we use most often. We needed a system that would start with the basics before moving to compound sentences and complex sentences. I am also providing a list of idioms that you can use right now in your speech therapy session! Subjects: Reading, Spelling, Vocabulary Grades: 3rd - 6th Types: As a reminder: you know your student best and will want to individualize all goals and make them measurable. Retrieved 13 June 2022, from http://www.butte.edu/departments/cas/tipsheets/grammar/parts_of_speech.html#:~:text=There%20are%20eight%20parts%20of,as%20grammatically%20within%20the%20sentence. )Seguir instrucciones de # pasos que incluyen conceptosde ubicacin apropiados para su edad (en frente, atrs, arriba, abajo etc. The words hurt and germs are spelled very differently, but both contain the vocalic er sound, whereas cherry and dairy both contain vocalic air spelled in very different ways. Sign up here and grab the CFY SLP Survival Guide: Articulation Sampler. Typically, I send 3-4 emails per month. Speech therapy is designed to help an individual develop their communication skills. I might say, Were going to say the beginning of a word, ca, then add a long t to the end. The resulting word would be cats. For more information on writing objectives using the SMART framework, this n2y.com blog post is very helpful. Goodwin and Ahn (2010) found morphological awareness instruction to be particularly effective for children with speech, language, and/or literacy deficits. When Im working with my speech and language students, there are certain must have materials that I need by my side the entire day. From eye gaze and body positioning to complex conversations and inferencing, were here with pragmatic language goals to support your childs learning. first, next, then, after that, last)Usar palabras temporales para poner en orden un evento (primero, segundo, despus, al final), Will use appropriate descriptive words to report an event/storyUsar palabras descriptivas para reportar los eventos de un evento/cuento, Will state the sequence of an event/procedureExpresar la secuencia de un evento/procedimiento, Will answer wh questions after listening to a short storyContestar preguntas (qu, quin, dnde, cundo, por qu, cmo) despus de escuchar un cuento corto, Will name critical features of a story (who, what, when, where, outcome, main idea)Nombrar elementos esenciales de un cuento (quien, que, cuando, donde, consecuencias, e idea principal), Will name critical features of a problem (whos involved, how its solved, dangerous or not)Nombrar elementos esenciales de un problema (quien estaba involucrado, como se solucion, era peligroso o no), Will name critical features of an interaction (who, relationship, positive or negative)Nombrar elementos esenciales de una interaccin (quien, relacin, positiva o negativa), Will distinguish between fact and fantasyDistinguir entre fantasa y realidad, Will use appropriate narrative organization when relating storiesUsar una organizacin narrativa apropiada cuando relata cuentos, Will include all story elements (characters, setting, problem, solution) when retelling a storyIncluir todos los elementos de un cuento (personajes, ambiente, problema, solucin) cuando recuenta un cuento, Will retell a story or event including sufficient detail in the correct orderRecontar un cuento o evento incluyendo detalles suficientes en el orden correcto, Will produce a verbal narrative including all story elementsProducir una narrativa verbal incluyendo todos los elementos de un cuento. I'd like to receive the free email course. Speech-language pathologists foster vocabulary development by embedding evidence-based practices within therapy activities. So, when they made the sound, they were SO proud of their efforts. They also need access to grammatical morphemes, derivational morphemes, and grammatical parts of speech, to name just a few things. Over THOUSANDS of possible goal combinations for all areas of speech therapy for this population What else is included: Receptive & expressive goals: Articulation/Phonology/Apraxia Phonological awareness Morphology/syntax Semantics Sequencing WH- questions Emotions/feelings Directions Auditory stimulation Pragmatic language goals: Body orientation in orally presented sentencesIdentificar las palabras que faltan (artculos, preposiciones) en oraciones presentadas oralmente, Will include all necessary words in sentences during structured activitiesIncluir todas las palabras necesarias en oraciones durante actividades estructuradas, Will respond during an activity with rote phrases (i.e. I also often used a map of the United States we located all states and cities containing our target speech sound. Thats why I like to take a structured approach and really break things down. 2023 The Pedi Speechie Website + Branding Design by Christi Fultz, CH Words for Speech Therapy (Word Lists and Activities), The Top 10 Lesson Plans for Speech Therapy, Core Vocabulary Speech Therapy: Get Started Guide for SLPs, 19 TOP Speech Therapy Materials (SLP Must Haves). As an SLP, I know that its important to write good, measurable speech therapy goals. This will likely mean explicit instruction in articulation, which I why I am including articulation goals in this list. You can practice creating new words by adding a suffix to a base word to work on morphology. P.S. Phonological processes are patterns that children use as they learn to produce adult speech, but when used beyond a certain age, they negatively impact intelligibility. At the end of the speech session, have the child identify their goal and how they did in order to receive their prize or sticker. The Speech Language Pathology degree program prepares students to assist Speech-Language Pathologists in treating disorders of communication. https://pubmed.ncbi.nlm.nih.gov/32692961/, https://pubs.asha.org/doi/full/10.1044/2020_LSHSS-19-00057, https://mydigitalpublication.com/publication/?m=13959&i=398575&p=16&ver=html5, https://www.scholastic.com/content/dam/teachers/lesson-plans/migrated-files-in-body/prefixes_suffixes.pdf, https://www.wvced.com/wp-content/uploads/2019/04/Morphology-Matters-4-1-19.pdf?fbclid=IwAR1boEXbtVmx1VtqRmp-b6QljVQUlU8GZN_6Fp8Oxlc4z6HM4SRarIvBwa0. Now Ill share how I write speech therapy goals for treating a lisp. Because they overlap all of our core language areas: semantics, syntax, and phonology theyre a perfect target for many of our students with language disorders. Here is another fun articulation carryover activity to try. I think it is important for our students to see the connection between the sounds we say and how they are written. Morphology governs how morphemes (i.e., the smallest meaningful units of language) are used in the language system. $15.00. verb + ing) to describe actions or pictured actions use present progressive verbs (verb +ing) to describe actions Each of these 3 main tenses can be broken down into further components, including simple, continuous, perfect, and perfect continuous. a variety of text and materials (i.e. Client will engage in speech at the conversational level using appropriate prosody. #2 Affixes are functional, everywhere, and easier to target than you might think. I highly doubt this will be attainable if your student has struggled with R for years. ), Will follow #-step directions with age-appropriate quantity concepts (all, none, some, etc. I make sure to explain what the past tense suffix endings look like and what they mean. There was an error submitting your subscription. Students with language disorders benefit from explicit instruction in these areas and affixes are one functional way to make vocabulary instruction explicit and direct. and), create spoken sentences containing embedded prepositional phrases, label common objects using grammatical endings (i.e. Subordinating conjunctions can help explain reasoning (because, since, so that), time (after, as soon as, until), make comparisons (whether, as much as), provide conditions (if, only if), and use concessions (though, even though). adjective) to describe a picture, add modifiers (i.e. Receptive language goals target what a child understands. That said, once your student HAS mastered vocalic er in isolation, nonsense word combinations, and real words, I might write more specific vocalic r objectives, and even carryover objectives, such as: When your student is ready, you could move on to phrases, sentences, and carryover activities. This course includes 80 downloadable vocabulary and morphology interventions & activities! endstream endobj 90 0 obj <>stream Speech-language pathologists looking for a quick list of initial ch words, medial ch, and final ch target words to practice during speech therapy, make sure to bookmark this post. Some of our favorites are included below. Typically, I send 3-4 emails per month. I explain that conjunctions are words that join sentences or sentence parts together to my students. But now that you understand a little bit about my approach, the articulation goals I write will hopefully make more sense. Additionally, suffixes can change the class of words, which changes how we use them in sentences. To encourage the student to increase utterance length and overall communication skills, they need access to more than just single words. Verbs are a great place to start when targeting expressive language. Speech pathologists often work on verb tense with school-age children. Speech Therapy Goal Bank Syntax, Morphology & Grammar Goals - Shine Speech Activities 0 Syntax, Morphology & Grammar Goal Bank (client) will produce plural nouns (cats, apples, etc) in words/phrases/sentences with 80% accuracy for 3 data collections. We can use intervention strategies with young children in language therapy such as direct teaching, modeling, expansion, verbal prompts to use the grammatical target, and recasts. Need a formal lesson plan to work on, Read More The Top 10 Lesson Plans for Speech TherapyContinue, Are you wondering how to use core vocabulary in speech therapy? They specify which phoneme (s) will be addressed in speech therapy. hkk02]|H]:%Zb%*Kts7fEtD g $8 What are some good grammar goals for speech therapy with school age children? There are grammatical morphemes (such as a plural -s ending) and derivational morphemes (prefixes and suffixes). 98 0 obj <>stream during structured language activitiesProducir lenguaje figurativo (smiles, metforas, hiprboles, personificacines, etc.) Once air has been added, you can hear the /s/ in isolation. At all levels, language is rule-based. Younger students can- and SHOULD- work on grammar and syntax, too! Your student can answer semantic relationship questions related to time vocabulary using his own daily school schedule. Youd want to make sure to add components such as the prompts or cues youd provide, the percentage you expect them to master (it doesnt always have to be 80%), the number of sessions you hope they accomplish this, and more. If so, I like this article. a pediatric speech-language pathologist and founder of speechy musings! Look here: If your goals meet the above criteria, you should be in great shape. noun vs verb), identify parts of speech or sentence parts within sentences, complete sentence fill-in tasks using targeted parts of speech or sentence parts, arrange scrambled words into meaningful sentences, complete spoken/ written sentences using relative clauses, create a sentence about a picture using a targeted coordinating conjunction, finish spoken sentence starters using targeted subordinating conjunctions, use a target word (i.e. Finally, your older students will love this creating sentences using conjunctions activity. Goal 3: Request for a continuation of an activity or more of an item by using 2-3 word combinations in 50% of opportunities, given no cues. Because of this, Im always trying to make that connection between what Im working on with students in therapy and the relevance to their classroom work. We already know that our students tend to stick to simple sentences; which contain just one clause. Clauses are an important area to address with our students. His goals are the following: Goal 1: Express wants and needs using a variety of 3-word combinations in 70% of opportunities, given no cues. HVM6WQ.%i `=lr$JF+ Make sure to grab the PDF mini ebook version of this post for future reference, too! Want to dig deeper into some lisp therapy techniques? )Describir los comportamientos esperados e inesperados de una conversacin (mantenerse en tema, cambiar de tema, hacer preguntas, hacer comentarios en tema, hacer comentarios que no estn de tema, interrupciones apropriadas, hablar demasiado, no contestar, iniciar una conversacin, etc. This assessment is used to determine where to start morphology instruction. fear, anger, embarrassment, pride) during discussionExplorar sentimientos relacionados con la tartamudez (por ejemplo miedo, ira, vergenza, orgullo) durante discursos, Will recognize disfluencies in him/herself and othersReconocer los tartamudeos en su habla y el habla de otras personas, Will identify different types of speech (bumpy/smooth, fast/slow)Identificar varios tipos del habla (duro/suave, rapido/despacio), Will determine if the therapist is using fast or slow speechDeterminar si la terapeuta habla rpido o despacio, Will determine if he/she is using fast or slow speechDeterminar si l/ella habla rpido o despacio, Will determine if the therapist is using smooth or bumpy speechDeterminar si la terapeuta habla suave o duro, Will determine if he/she is using smooth or bumpy speechDeterminar si l/ella mismo/misma habla suave o duro, Will participate in desensitization activitiesParticipar en actividades de insensibilizacin hacia la tartamudez, Will identify instances of stuttering when listening to a recording of him/herselfIdentificar casos de tartamudeo al escuchar una grabacin de si mismo/a, Will decrease avoidance behaviors by entering 3 specific situations that were previously avoidedDisminuir los comportamientos de evitacin al ingresar a 3 situaciones especficas que se evitaron previamente, Will demonstrate desensitization by pseudo-stuttering in the therapy setting/in the classroomDemostrar desensibilizacin al pseudo-tartamudear en el entorno de la terapia/en el aula, Will name and describe stuttering modification techniques (cancellation, pull-out, preparatory set, relaxed stuttering, voluntary stuttering)Nombrar y describir las estrategias de modificar la tartamudez (cancelacin, salir suavemente de un momento de desfluidez, conjunto preparatorio, tartamudeo relajado, tartamudeo voluntario), Will use stuttering modification techniques during therapy activitiesUsar estrategias de modificacin del tartamudez durante actividades de la terapia, Will maintain eye contact during stuttering moment during structured therapy activities/in an assigned situation outside of therapy/during daily activitiesMantendr el contacto visual durante el tartamudeo durante actividades estructuradas de terapia/ en situaciones fuera del saln de terapia/ durante actividades cotidianas, Will name and describe the technique of voluntary stutteringNombrar y describir la estrategia del tartamudeo voluntario, Will use voluntary stuttering during structured therapy activities/in an assigned situation outside of therapy/during daily activitiesTartamudear voluntariamente durante actividades estructuradas de terapia/ en situaciones fuera del saln de terapia/ durante actividades cotidianas, Will name and describe cancellationNombrar y describir la estrategia de la cancelacin, Will use cancellation to name and describe/in structured activities/in narration or conversation/outside of therapyUsar cancelacion para nombrar y describir/durante actividades estructuradas de terapia/durante la narracin o conversacin/fuera del saln de terapia, Will name and describe the strategy of pull-outNombrar y describir la estrategia de salir suavemente de un momento de desfluidez, Will use the strategy of pull-out to name and describe/in structured activities/in narration or conversation/outside of therapyUsar la estrategia de salir suavamente de un momento de desfluidez para nombrar y describir/durante actividades estructuradas de terapia/durante la narracin o conversacin/fuera del saln de terapia, Will name and describe preparatory setNombrar y describir la estrategia de prepatory set(conjunto preparatorio), Will use preparatory set to name and describe/in structured activities/in narration or conversation/outside of therapyUsar la estrategia de prepatory set(conjunto preparatorio) para nombrar y describir/durante actividades estructuradas de terapia/durante la narracin o conversacin/fuera del saln de terapia, Will name and describe relaxed stutteringNombrar y describir la estrategia del tartamudeo relajado, Will use relaxed stuttering to name and describe/in structured activities/in narration or conversation/outside of therapyUsar la estrategia del tartamudeo relajado para nombrar y describir/durante actividades estructuradas de terapia/durante la narracin o conversacin/fuera del saln de terapia, Will name and describe fluency facilitating techniques (i.e.