I want to talk about our goals for today’s session and for the rest of the week. Today’s objectives include identifying the role a parent plays in how a child experiences stuttering and describing how to develop a blueprint for performing the initial interview of parents of children who stutter. I will talk about some of the underlying causes and risk factors associated with stuttering and then Brooke will focus more on the roles that parents play, the interview process and how we interact with parents in the therapy process to build relationships.
Other goals for today are describing how to properly educate families on stuttering. I think all of us who are part of this series would agree that is one of the fundamental roles that we play as speech language pathologists who work with families of children who stutter. Having that effective therapeutic relationship with a client is critical to progress. But when you work with children, it is ultimately about having a relationship with the entire family that makes the clinical process more effective.
Craig Coleman, MA, CCC-SLP, BCS-F
Craig Coleman, MA, CCC-SLP, BCS-F, is an assistant professor at Marshall University and a Board-Certified Specialist in Fluency Disorders. Coleman is currently serving as coordinator of ASHA SIG 4 (Fluency) and as a member of the ASHA ad-hoc committee to revise the scope of practice in speech-language pathology. Craig is an adjunct instructor at Indiana University of Pennsylvania and Co-Director of the Stuttering U. summer program for children who stutter, their families, and SLPs.
Brooke Leiman, MA, CCC-SLP
Brooke Leiman, MA, CCC-SLP is the Director of the Stuttering Clinic at National/Speech Language Therapy Center, with offices in Maryland and DC. She is an affiliate of ASHA’s special interest group on Fluency Disorders and a part of a group of subject-matter experts that helped develop ASHA’s Practice Portal on Childhood Fluency Disorders. Brooke also hosts www.stutteringsource.com, a website dedicated to building awareness and educating others on fluency disorders.
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/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)
3https://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)
4https://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)
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.
