SpeechPathology.com Phone: 800-242-5183


EdTheory Build Your Career 2018

Differential Treatment of School-Age Children Who Stutter

Differential Treatment of School-Age Children Who Stutter
Megan Scott Dacus, M.S., CCC-SLP
December 19, 2013
Share:

This text-based course is a transcript of the webinar, "Differential Treatment of School-Age Children Who Stutter," presented by Megan Scott Dacus, M.S., CCC-SLP.

>> Megan Scott Dacus:  I am a full-time practicing clinician.  I have my CCCs and have worked with children who stutter for about four years in two different private clinics.  I am speaking to you from my academic knowledge, as well as clinical experience, which I think is important to note.  First I want to spend some time describing the school-age child specifically.  What does literature tell us about the school-age child and why do we need to know that for the school-age child who stutters?  Then specifically what does research and literature tell us about the school-age clinician?  What are some specific things we need to know and implement about ourselves as we work with this specific school-age population?  

As we move further into treatment, I want to spend some time discussing treating overt stuttering behavior which is the stuttered speech behavior that we can hear and things that we can see.  Most commonly this is what is associated when you say a stuttering disorder. But I also want to address some covert stuttering behavior.  I want to talk about school-age children and their attitudes and emotions.  These do not cause stuttering, but they can definitely contribute to stuttering, exacerbate stuttering, and also make a big difference in the progress made in therapy so it is important to include attitudes and emotions.  

Then I would like to discuss some contributing factors – factors in the environment, at home, with peers – those things that can contribute to dysfluency and ways that we can manage them.  All of this information is based in research and I have provided a list of resources.

The School-age Child: What the Literature Shows

Let's begin by talking about the school-age child and some things that are important to remember that are specific to this situation (Chmela, 2012; Rycus & Hughes, 1998; Piaget, 1979).  

Cognition


megan scott dacus

Megan Scott Dacus, M.S., CCC-SLP

Megan Scott Dacus will earn her Ph.D. from the Arkansas Consortium for the Ph.D. in Communication Sciences and Disorders in 2013.  Her area of research is specific to pediatric fluency disorders.  Her primary interests are temperament/personality characteristics of children who stutter in the identification of subtypes of stuttering and contributing factors to disfluency within this population.



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
Course: #9217Level: Intermediate2 Hours
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
Course: #92232 Hours
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
Course: #9225Level: Intermediate2 Hours
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
Course: #8978Level: Intermediate1 Hour
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
Course: #8991Level: Intermediate1.5 Hours
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.