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The purpose of this article is to share a stuttering program utilized in public schools of Oregon. It is a direct intervention program aimed at the elementary age school population. The program has four stages which combine management and transfer in order to lead to fluent maintenance. The central goal of the program is to teach the child to make appropriate discriminations of muscle tension and air flow. Suggested criteria for movement between stages are included. THE MODIFICATION OF STUTTERING IN A PUBLIC SCHOOL SETTINGToo often stuttering programs are designed for adults or, at best, for the adolescent population. It then becomes the task of the public school clinician to adapt for children a program meant for adults. Williams (1971) surveyed public school clinicians regarding the types of clinical experiences received during their training. Of those surveyed, only 28 percent of the clinicians had clinical experience with elementary school age children who stuttered. The participating clinicians were trained at 33 different institutions and, thus, probably represented a rather general trend throughout the country. Approximately, then, three-fourths of those trained for the public school setting gained their clinical experience in stuttering with the wrong age group and in a nonappropriate setting. The two age groups do not match in terms of language, internalization of the problem, types of failures nor the amount of concern verbalized. The amount of time available each week to work with the client was probably different as well.Additionally, many programs which are designed for the public schools involve expenditures for hardware which tax limited school budgets (especially so, if the clinician sees only three or four stutterers in five years).The purpose of this article is to share a program designed to aid the speech clinician working in the elementary school setting. It is not the program; however, it is free of hardware constraints and has been field

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