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• Provide visuals
• Reduce extraneous noise (talking, radio, A/C, outside noises)
• Modify vocal intonation patterns and rate to emphasize key ideas and concepts
• Pause between each step when giving directions
• Shorten listening time
• Use note-taking buddies, tape recorder
• Avoid abrupt changes in topic and straying from topic

• Provide direct instruction in the rules of conversation (i.e., turn-taking, social distance, topic maintenance)
• Provide student with responsibility or position of leadership, with a clearly defined role
• Use strategy cards to teach group interaction skills (online strategy cards here) 

Difficulty Pronouncing Words or Sounds:

• Using pictures of similar sounding words, say each word and have the student point to the appropriate picture (i.e., run vs. won)
• Play a game, such as "Simon Says" in which the student tries to imitate the targeted words when produced by the teacher or peers
• Have the student raise a hand or clap hands when he/she hears the target sound produced during a series of isolated sound productions (i.e., sssss, shshshsh, errrrr, mmmmm, etc.)
  

• reinforce the student for using appropriate verbal and/or nonverbal language in social situations or interactions with peers and/or adults: give the student a tangible reward (ie, classroom privileges, line leading, passing out materials, five minutes free time, etc.) or intangible reward (ie, praise, handshake, smile, etc.)
• act as an appropriate model in social situations with adults and peers
• communicate to the student that he/she is a worthwhile individual
• provide the student with many academic and social successes
• pair the student with someone with whom the student wold most want to converse and allow them to spend time interacting each day
• reduce stimuli which contribute to the student's inappropriate language
• use pictures or other visuals with "scripts" that provide language needed during interactions (ie, When someone says, "Hello," I say, "Hello, how are you?")
  
   

• provide the student with an appropriate model of slow, easy speech. Lengthen the pauses between words, phrases, and sentences
• during conversations, calmly delay your verbal responses by one or two seconds
• have the student practice techniques for relaxing (ie, deep breathing, tensing and relaxing muscles, etc.) which he/she can use
• encourage the student to maintain eye contact during all speaking situations
• empathize with the student and explain that he/she is not more or less valuable of a person because of stuttering; emphasize the student's positive attributes
• allow ample time to continue speaking, even if he/she is not speaking fluently
• do not interrupt or finish the student's sentences even if you know what he/she is trying to say; this can be extremely frustrating for the student and may decrease his/her willingness to communicate
• do not require the student to speak in front of other students if he/she is uncomfortable doing so
• when the student is dysfluent during conversation, explain to him/her that this happens to everyone at times
  

Hagan, J.S, McDannold, S.B., & Meyer, J. 1990. The Speech & Language Classroom Intervention Manual. Columbia, MO: Hawthorne Educational Services