When taking a conversational speech sample at the beginning of a client’s fluency treatment session, should I collect the sample online?
Yes. Typically, I have groups of no more than five preschoolers and I use the same form for each child. In my first section of the form I will put ‘Bobby’, by the second section I will put ‘Joey’ and by the third section I will put ‘Billy’. I'm working to stimulate conversation in that first five to 10 minutes of the session. I am taking my disfluency count on that one form for all of the children in the session. This is where it is important to become efficient when collecting it. So if I notice that Billy is talking a lot but I have 20 more words I need from Joey then I really focus on Joey – “What else did you do at school today? What are you going to do tomorrow?” - to really get 100 words from everyone. I then enter the disfluency count on a spreadsheet file so I have a graphic representation that is continuous from session to session to session.
Kia N. Johnson is an assistant professor and Director of the Developmental Stuttering Laboratory within the Department of Communication Sciences & Disorders at James Madison University (Harrisonburg, Virginia). She has provided lectures at local and national professional conferences on assessment and treatment of developmental stuttering in preschool and school-aged populations.nd treatment of developmental stuttering in preschool and school-aged populations.
When working with young children who stutter, it can be difficult to determine which children need treatment and which children will recover without formal intervention. This course will discuss risk factors for young children who stutter that help determine the treatment plan following a comprehensive evaluation.
We are moving into an era where family-centered intervention may not be sufficient to serve the needs of children who stutter. As the healthcare and school service delivery models change, it will be critical to provide community-centered assessment and treatment. This course will discuss specific assessment and treatment activities to utilize as part of a community-centered approach to stuttering.
As defined by ASHA, our scope of practice includes counseling people with communication disorders and their families. However, many speech-language pathologists lack formal training in counseling. Stuttering is an area where significant counseling is needed to help the child/adult work through the affective and cognitive reactions to stuttering. This course will focus on a review of counseling principles and discuss how those principles can be applied to stuttering intervention across the lifespan.
This course will present the latest information regarding what is known and unknown about the presence, possible causes, and potential effective treatments of fluency disorders in Autism Spectrum Disorders (ASDs). Advanced review of cognitive features of ASDs which may play a role in assessment and treatment of disfluencies will be discussed. Examples of practical application of existing information will be presented.
That’s impossible! How many times have we said or thought this in regards to treating negative beliefs and feelings related to stuttering? Through the eyes of a speech pathologist who has struggled with stuttering, you will acquire strategies for making it POSSIBLE to treat the emotional component of stuttering. Easy, straightforward techniques for addressing negative beliefs and feelings will be discussed.