What are some recommendations for collecting data during stuttering treatment?
Answer
I like to collect data in 5-minute spurts. During a session with a student, I will take 5 or 10 minutes and explain a stuttering technique. I will talk about the technique while we talk about our day, etc. We will talk about when we use this particular technique. I am modeling the technique the whole time, and then we sit down and play a board game. For 5 minutes, during the game, I count every time I hear him use easy onset or every time I hear him do a cancellation or pullout. For those 5 minutes, I am really concentrating on some data driven things while we are playing a board game. Then we return to our unstructured activity. I rotate between 10-minute and 5-minute sessions of structured and nonstructured tasks. You can be flexible, just make sure that when you are collecting data that you collect it naturally. I collect my data during a board game and this is a more natural activity. I am not seeing how many times he can repeat after me. These are school-aged children and they are fluent in more clinical settings. They are going to learn quickly how to become fluent.
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.
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
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/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.
5https://www.speechpathology.com/slp-ceus/course/ethical-considerations-when-working-with-8991Ethical Considerations When Working with Those who StutterThis 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.auditory, textual, visual
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.
