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|
Katie Gore, MA, CCC-SLP
Craig Coleman, 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.
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
Course participation information
To ensure you are ready to participate, please complete our short Test Drive to prepare your computer to view the course.
Login and logout times will be recorded and documented.
Passing an online exam will be required to earn continuing education credit, where applicable.
Live Webinars allow presenter and participant interaction. The exam and course evaluation for these courses must be completed within 7 days of the event.
On-demand courses include texts, video and audio recordings of live webinars, and multimedia formats. The exam and course evaluation for on-demand courses must be completed within 30 days of course registration.
To participate in the course, complete the exam, and earn continuing education credit (where applicable), you must be a SpeechPathology.com member.
SpeechPathology.com is committed to providing equal opportunities in accordance with all applicable laws. If you are in need of a disability-related accommodation, please contact firstname.lastname@example.org. We will review your request and respond in a timely manner. Please note that we will require a minimum of 2 weeks to provide a reasonable accommodation for your request.
Visit our Contact us page or give us a call if you have questions.
American Speech-Language-Hearing Assn.
This course is offered for 0.2 ASHA CEUs (Intermediate level, Professional Area)
International Association for Continuing Education and Training
continued, LLC, DBA AudiologyOnline, is accredited by the International Association for Continuing Education and Training (IACET). continued complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, continued is authorized to issue the IACET CEU. continued, LLC, is authorized by IACET to offer 0.2 CEUs for this program.
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
Clinically certified members of Speech-Language and Audiology Canada (SAC) can accumulate continuing education equivalents (CEEs) for their participation with SpeechPathology.com. One hour of coursework equals 1 CEE. All SAC members are encouraged to participate in on-going education.