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)
Course created on May 7, 2020
On Demand
Course Type: Video, Audio
CEUs/Hours Offered: ASHA/0.2 Intermediate, Professional; IACET/0.2; Kansas LTS-S1370/2.0; SAC/2.0
Learning Outcomes
- After this course, participants will be able to list risk factors associated with chronic stuttering for young children.
- After this course, participants will be able to describe current research trends in the epidemiology of stuttering.
- After this course, participants will be able to describe foundational principles of stuttering assessment and treatment.
- After this course, participants will be able to explain the components of the ICF model.
- After this course, participants will be able to list 2-3 examples of specific assessment goals related to the ICF model.
- After this course, participants will be able to develop treatment goals for people who stutter, based on assessment data.
Agenda
| 0-5 Minutes | Introduction |
| 5-30 Minutes | Foundational knowledge |
| 30-45 Minutes | Risk factors |
| 45-60 Minutes | Epidemiology |
| 60-80 Minutes | ICF framework |
| 80-100 Minutes | Assessment tools |
| 100-115 Minutes | Developing goals |
| 115-120 Minutes | Summary, Q&A |
Reviews
1200 ReviewsPresented By
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.
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cont-pt-overview-and-assessment-of-stuttering.pdfSponsor Disclosure: This Course is presented by SpeechPathology.com.
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
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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.