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Approaches to working with school personnel to enlist their involvement and assistance in fluency assessment and treatment programs in their schools are described. An environmental approach to the evaluation of fluency, including observations of students in a variety of academic and social situations in addition to information-exchange meetings and interviews between clinician and school personnel is described. A classroom-based fluency program using collaborative service delivery models is presented.

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A fluency disorders prevention program for classroom use, designed to develop the feeling of fluency control in normally fluent preschool and primary grade children, is described. The program addresses the affective, behavioral, and cognitive aspects of fluency and features activities that not only develop the child’s fluency motor skills but also teach the language of fluency by developing the child’s metalinguistic skills.