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. Participants will consider and problem-solve case scenarios involving ethics and stuttering.

This case-based Pearson EBP Brief examined the clinical question, "For individuals who stutter, which behavioral treatment approaches are most effective in promoting fluent speech?" The related literature search & analysis, along with the resultant clinical decision & application to clinical practice, will also be discussed.

The integration of cognitive behavioral therapy (CBT) and guided metaphors with behavioral models of SLP delivery is often vital to unleashing confidence and the courage to communicate. This course will demonstrate how stories can be used as metaphors to help improve outcomes for individuals with speech disorders.

This course will review scenarios that might result in difficult discussions with parents and children in stuttering assessment and treatment. Strategies for building effective therapeutic partnerships will be discussed.

This course will provide a framework for the assessment of young children who stutter. A sample client will be introduced and a treatment plan following an indirect approach to stuttering will be described.

Although counseling is an integral component of stuttering therapy, many speech-language pathologists have received little to no formal counseling training. The purpose of this course is to provide an overview of various counseling theories, principles and techniques that can be integrated into stuttering therapy. Attendees will gain a basic understanding of how to practice theory-driven counseling in order to help children and adults who stutter manage negative or undesired life experiences associated with their stuttering. An overview of stuttering treatment for older children and adults will also be provided.

When working with young children who stutter, it can be difficult to determine which children need treatment and which children will recover without formal intervention. This course will discuss risk factors for young children who stutter that help determine the treatment plan following a comprehensive evaluation.

Fluency disorders (i.e., developmental stuttering, late onset stuttering, cluttering) have a relatively low prevalence, but 30-40% of children who stutter show speech sound disorders and 15-30% show language disorders. Thus, it is incumbent upon us to plan and implement improvement in both or multiple disorders. This course will focus on how best to do that.

This course will provide a brief overview on the construct of executive functions, in particular those that may relate to childhood stuttering. Empirical evidence on the role of executive functions in childhood stuttering as well as clinical implications for assessment and treatment will be discussed.

This course will explore the use of meditation and mindfulness practices as it applies to pediatric speech-language pathology. Participants will be provided with a review of the research and instruction for practical application in the pediatric population.