Why are risk factors important for young children who stutter?
Answer
For many young children who stutter, risk factors are what ultimately help guide us to our treatment decisions, at least very early on in the process. When we talk about doing evaluations with young children who stutter, one of the main things that we do is evaluate whether or not the child is likely to outgrow their stuttering or if they are more likely to continue stuttering without treatment. Essentially, that comes down to a risk analysis. We are evaluating what the likelihood is that this child is going to continue stuttering if we do not do some intervention.
Craig Coleman is an assistant professor at Marshall University and a Board Certified Specialist in Fluency Disorders. He is a co-founder of MC Speech Books, where he has co-authored two children's books on stuttering and is also the founder of the Virtual Stuttering Center, a provider of tele-therapy for people who stutter. Craig collaborated on the child versions of the Overall Assessment of the Child's Experience of Stuttering (OASES), which assesses the affective and cognitive components of stuttering.
Craig Coleman, M.A., CCC-SLP, BCS-FD
Craig Coleman is an assistant professor at Marshall University and a Board Certified Specialist in Fluency Disorders. He has served two terms as president of the Pennsylvania Speech-Language-Hearing Association. Craig is also a member of the Scientific and Professional Education Board of the American Speech-Language-Hearing Association and Associate Coordinator of ASHA Special Interest Group 4: Fluency and Fluency Disorders. In 2011, Craig was awarded the Clinical Achievement Award of the Pennsylvania Speech-Language-Hearing Association. Craig is a co-founder of MC Speech Books, where he has co-authored two children's books on stuttering. Craig is also the founder of the Virtual Stuttering Center, a provider of tele-therapy for people who stutter. Craig collaborated on the child versions of the Overall Assessment of the Child's Experience of Stuttering (OASES), which assesses the affective and cognitive components of stuttering.
Related Courses
1https://www.speechpathology.com/slp-ceus/course/ripple-effect-stuttering-community-based-9217The Ripple Effect of Stuttering: A Community-Based ApproachThis 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)auditory, textual, visual
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)
2https://www.speechpathology.com/slp-ceus/course/best-practices-for-stuttering-assessment-9225Best Practices for Stuttering Assessment and Treatment Including the Role of Support GroupsThis 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)auditory, textual, visual
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)
3https://www.speechpathology.com/slp-ceus/course/overview-stuttering-what-every-slp-9215Overview and Assessment of Stuttering: What Every SLP Should KnowThis is Part 1 of a four-part series. This course will cover current research and trends in stuttering. Specifically, information related to risk factors and epidemiology, as well as the foundational knowledge needed to assess and treat stuttering, will be addressed. Additionally, assessment of people who stutter will be described through the International Classification of Functioning, Disability and Health (ICF) model, which focuses on all aspects of stuttering, beyond the surface-level characteristics. (Part 2 - Course 9286, Part 3 - Course 9301, Part 4 - Course 9304)auditory, textual, visual
This is Part 1 of a four-part series. This course will cover current research and trends in stuttering. Specifically, information related to risk factors and epidemiology, as well as the foundational knowledge needed to assess and treat stuttering, will be addressed. Additionally, assessment of people who stutter will be described through the International Classification of Functioning, Disability and Health (ICF) model, which focuses on all aspects of stuttering, beyond the surface-level characteristics. (Part 2 - Course 9286, Part 3 - Course 9301, Part 4 - Course 9304)
4https://www.speechpathology.com/slp-ceus/course/creating-allies-and-developing-advocacy-9223Creating Allies and Developing Advocacy Skills in Stuttering TherapyThis 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)auditory, textual, visual
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)
5https://www.speechpathology.com/slp-ceus/course/20q-early-childhood-stuttering-less-897820Q: Early Childhood Stuttering: Less-Direct and More-Direct TreatmentThis 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.textual, visual
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.
