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)
Course created on May 26, 2020
- After this course, participants will be able to name 3 different stuttering support communities, and the special focus of each group.
- After this course, participants will be able to create 2-3 realistic, community-oriented treatment goals that are within the scope of speech therapy.
- After this course, participants will be able to describe two cultural issues pertaining to SLP involvement in stuttering communities, and best practices for navigating this as a non-stuttering clinician.
- After this course, participants will be able to describe assessment principles to target all aspects of stuttering across age ranges.
- After this course, participants will be able to describe at least 3 treatment activities for children and adults who stutter.
|5-15 Minutes||Communities overview|
|15-25 Minutes||Incorporating community into speech therapy|
|25-40 Minutes||Writing goals for the community|
|40-55 Minutes||Cultural and historical considerations|
|55-60 Minutes||The Role of the SLP|
|60-80 Minutes||Assessment and treatment - Preschool example|
|80-100 Minutes||Assessment and treatment - School-age example|
|100-115 Minutes||Assessment and treatment - Adult example|
|115-120 Minutes||Summary, Q&A|
MA CCC-SLP, BCS-F, ASHA Fellow
Craig Coleman, MA, CCC-SLP, BCS-F, ASHA-F is the Department Chairperson of Communication Sciences and Disorders at Edinboro University and a Board-Certified Specialist in Fluency Disorders. He currently serves as the Vice President for Planning of the American Speech-Language-Hearing Association. Craig was a previous Coordinator of ASHA Special Interest Group 4: Fluency and Fluency Disorders. 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.
Sponsor Disclosure: This Course is presented by SpeechPathology.com, a Continued site.
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
Course participation information
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American Speech-Language-Hearing Assn.
0.2 ASHA CEUs
International Association for Continuing Education and Training
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Kansas Dept for Aging and Disability Services
Approved for 2 continuing education clock hour(s) for Kansas licensed Speech Pathologists by the Kansas Department for Aging and Disability Services. Long-Term Sponsorship number: LTS-S1370.
California Speech-Language Pathology and Audiology Board: SpeechPathology.com is approved by the California Speech-Language Pathology and Audiology Board as a Continuing Professional Development Provider, approval number PDP 268. This course may meet the requirements for 2 hours of continuing education credit for SLPs as required by the California Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board. The responsibility for determining whether or not this specific course counts toward an individual's requirements for license renewal is up to the individual. Please refer to the CA state board rules regarding allowable topics and self-study limits: http://www.speechandhearing.ca.gov/licensees/ce_req.shtml. Live webinars on SpeechPathology.com do not count as self-study courses toward California professional development requirements.
Speech-Language and Audiology Canada
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