SpeechPathology.com Phone: 800-242-5183


Epic Special Education Staffing - April 2023

Online Disfluency Counts

Kia Johnson, Ph.D., CCC-SLP

September 19, 2011

Share:

Question

When taking a conversational speech sample at the beginning of a client’s fluency treatment session, should I collect the sample online? 

Answer

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.   


kia johnson

Kia Johnson, Ph.D., CCC-SLP

 

 

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. She holds a Certificate of Clinical Competence with the American Speech-Language-Hearing Association.


Related Courses

The Ripple Effect of Stuttering: A Community-Based Approach
Presented by Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow, Mary Weidner, PhD, CCC-SLP
Video

Presenters

Craig Coleman, MA, CCC-SLP, BCS-F, ASHA FellowMary Weidner, PhD, CCC-SLP
Course: #9217Level: Intermediate2 Hours
  'It was interesting'   Read Reviews
This is Part 2 of a four-part series. The stuttering experience has a ripple effect that extends far beyond the child who stutters. Parents, teachers, peers, and others must possess both knowledge and skills to best support children who stutter. This course will highlight new clinical tools and resources to provide a community-based treatment approach for stuttering. (Part 1 - Course 9278, Part 3 - Course 9301, Part 4 - Course 9304)

Creating Allies and Developing Advocacy Skills in Stuttering Therapy
Presented by Brooke Leiman Edwards, MA, CCC-SLP, Hope Gerlach, PhD, CCC-SLP
Video

Presenters

Brooke Leiman Edwards, MA, CCC-SLPHope Gerlach, PhD, CCC-SLP
Course: #92232 Hours
  'Great examples and thorough information!'   Read Reviews
This is Part 3 of a four-part series. This course will focus on specific strategies for involving parents/caregivers in stuttering therapy, and promoting self-advocacy skills among clients who stutter. Through the use of case studies, the speakers will problem-solve obstacles commonly faced by speech-language pathologists when addressing these important aspects of therapy. (Part 1 - Course 9278, Part 2 - Course 9286, Part 4 - Course 9304)

Best Practices for Stuttering Assessment and Treatment Including the Role of Support Groups
Presented by Katie Gore, MA, CCC-SLP, Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
Video

Presenters

Katie Gore, MA, CCC-SLPCraig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
Course: #9225Level: Intermediate2 Hours
  'Appreciate the great information regarding stuttering'   Read Reviews
This course is Part 4 in a four-part series. It will provide an overview of stuttering peer support communities and the clinical importance of incorporating community experience into therapy. Current research and practical application questions will address goal writing, SLP roles and responsibilities, and common challenges connecting therapy to the community. Case studies will be shared to highlight assessment and treatment across various age ranges. (Part 1 - Course 9278, Part 2 - Course 9286, Part 3 - Course 9301)

20Q: Early Childhood Stuttering: Less-Direct and More-Direct Treatment
Presented by J. Scott Yaruss, PhD, CCC-SLP, BCS-F, Nina Reardon-Reeves, MS, CCC-SLP, BCS-F
Text

Presenters

J. Scott Yaruss, PhD, CCC-SLP, BCS-FNina Reardon-Reeves, MS, CCC-SLP, BCS-F
Course: #8978Level: Intermediate1 Hour
  'The information was presented in an easily understood and easily remembered way'   Read Reviews
This course addresses key issues in the treatment of early childhood stuttering, with a focus on less-direct and more-direct treatment approaches. The course will discuss ways that clinicians can draw upon various approaches to develop individualized treatment so that each child’s and family’s individual needs are addressed.

Ethical Considerations When Working with Those who Stutter
Presented by Lisa R. LaSalle, PhD, CCC-SLP
Video

Presenter

Lisa R. LaSalle, PhD, CCC-SLP
Course: #8991Level: Intermediate1.5 Hours
  'The ethical principles, speech therapists can provide high-quality care that respects the rights and dignity of individuals who stutter while promoting their communication skills and overall well-being'   Read Reviews
This course will discuss how the stigma of stuttering, advocacy, empathy, caseload management, and the structure of various settings in which we work (e.g., schools, medical settings, university clinics) impact our work with people who stutter, across the lifespan. Case scenarios involving ethics and stuttering will be presented for participants' consideration.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.