Teaching · Speech & Language

The whole story of the stutter, before the first sample.

Ask when it started, how it has changed, what it sounds like, where it is harder, and what the student and family make of it. The summary sets out the history and the background factors worth weighing, without turning them into a score.

Start a historyWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Speech & Language toolkit, $79 for 72 items.

The fluency history

One record per student and date. Use initials or a code, never a name. The example is made up.

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What you get

Teaching · Speech & Language$12 · included with Classroom and Whole-school licenses

What you finish with
For each student, a fluency case history covering onset, course, what the stuttering is like, situations, awareness, impact, background and hopes, with a summary for the evaluation report.
Who it is for
Speech-language pathologists and clinical fellows evaluating children and teens who stutter. Families and students can answer from the printed blank form.
Format
Browser form used in an interview or keyed in from the paper form. Several saved records; printed with the summary or as a blank form; CSV with one row per record; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Speech & Language toolkit ($79) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Speech & Language space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
onsettodayit comes and goes
Drawn for this page. Stuttering often varies by day, week and situation, which is why the history asks about the course and the settings, not only the worst moments.

How to use it

  1. Start a record with the student’s initials or a code and the date.
  2. Ask about onset and course first, while the family is remembering.
  3. Mark what the stuttering sounds like and how each situation compares with usual.
  4. Ask the student directly about awareness and impact, and quote them.
  5. Finish the background and hopes, then read the summary before the speech sample.

Start a history

What the history is for

Why the history matters

Stuttering varies a great deal across days and settings, so a single sample can miss it or overstate it. The history shows the course since onset, the situations that are hardest, and the impact on the student’s life, which matter as much as how often stuttering happens.

Background factors

Studies of young children who stutter have linked some factors with stuttering that continues, such as a family member who still stutters, a longer time since onset, a later onset and co-occurring speech or language concerns. A family member who stuttered and stopped has been linked with recovery. They describe groups, not one child, and are shown here as context only.

What this form is not

It does not diagnose stuttering, predict recovery or give a severity rating. Those come from the full evaluation and the clinician’s judgment.

Sources

  1. American Speech-Language-Hearing Association, Practice Portal: Childhood Fluency Disorders (assessment: case history, factors related to persistence and recovery, impact).
  2. Yairi, E., and Ambrose, N. G. (2005). Early Childhood Stuttering for Clinicians by Clinicians.
  3. Singer, C. M., Hessling, A., Kelly, E. M., Singer, L., and Jones, R. M. (2020). Clinical characteristics associated with stuttering persistence: a meta-analysis. Journal of Speech, Language, and Hearing Research, 63(9), 2995 to 3018.
  4. Yaruss, J. S., and Quesal, R. W. (2006). Overall Assessment of the Speaker’s Experience of Stuttering: documenting multiple outcomes in stuttering treatment. Journal of Fluency Disorders, 31(2), 90 to 115 (on impact beyond observable stuttering).

The example student and family are made up. The history gathers information; it does not diagnose or predict. Support: team@caveatacademic.com.