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Addressing the Reactions of the Child and the Environment

presented by J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA

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Financial Scott Yaruss is an employee of Michigan State University. Scott Yaruss is the owner of Stuttering Therapy Resources, Inc. (Royalties, Ownership) and receives royalties for the following books: Overall Assessment of the Speaker’s Experience of Stuttering (OASES) School-Age Stuttering Therapy: A Practical Guide Early Childhood Stuttering Therapy: A Practical Guide Stuttering: How Teachers Can Help Minimizing Bullying for Children Who Stutter Scoot Yaruss receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course Non-financial Scott Yaruss performs volunteer consulting and serves on the advisory board of the National Stuttering Association

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Children who stutter are likely to experience negative reactions to their speaking difficulties—both within themselves and within their environment. Part three of this course will address these negative reactions to help children cope effectively with stuttering and to create a supportive environment. Stuttering can be a challenging condition for school-age children. Still, there is much that speech-language pathologists can do to help children overcome the burden of their speaking difficulties. This is best achieved through a comprehensive approach to therapy, which involves more than just changes in speech fluency. Therapy addressing the child’s negative reactions as well as the reactions of those in the child’s environment can help to create a future in which the child is able to communicate freely and effectively, regardless of whether or how much he stutters. This is the true goal of stuttering therapy; this course is designed to help clinicians achieve this goal.

Meet Your Instructor

J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA

J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA, is a Professor of Communicative Sciences and Disorders at Michigan State University. A board-certified specialist in fluency disorders, Dr. Yaruss has served on the board of directors for the National Stuttering Association and as Associate Coordinator for the American Speech-Language-Hearing Association’s Special Interest Division for Fluency Disorders. His…

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Chapters & Learning Objectives

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1. Addressing the Stuttering “Iceberg”

Not surprisingly, many children who stutter feel bad about their speaking difficulties. Chapter one will discuss the negative reactions that children who stutter are likely to experience within themselves as a result of stuttering. These strategies will help children come to terms with the fact that they stutter so they will be less likely to feel bad about the fact that their speech is different.

2. No Child Is an Island

Children who stutter live in an environment that does not understand stuttering. Chapter two will describe strategies for educating parents, teachers, and peers about stuttering so they will be less likely to react negatively to the fact that the child stutters.

More Courses in this Series

Evaluating Stuttering in School-Age Children

Presented by J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA

Evaluating Stuttering in School-Age Children

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Many speech-language pathologists express that they are uncomfortable evaluating and treating school-age children who stutter. Part one of this three-part course is designed to help clinicians learn more about the nature of stuttering so they will be able to determine which school-age children are most likely to benefit from stuttering therapy. The course will begin with a description of the experience of stuttering from the perspective of children who live with this condition, followed by a detailed discussion of appropriate evaluation processes that lead to the development of comprehensive, individualized treatment programs. The purpose of the diagnostic evaluation for school-age children who stutter is to determine the appropriate time for treatment. Children who are ready to benefit from treatment will exhibit adverse impact as a result of their stuttering. Children who are experiencing minimal impact should not be enrolled in treatment, though there are still several ways that clinicians can support the child’s communication skills both in and out of the school setting.

View full course details

Setting A Foundation For Therapy & Packing The Stuttering Toolbox

Presented by J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA

Setting A Foundation For Therapy & Packing The Stuttering Toolbox

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Treatment for school-age children who stutter can involve strategies for modifying the impairment (that is, the observable disruptions in speech). Before introducing these strategies, however, clinicians should first lay a strong foundation for both speech and stuttering modifications by helping the child learn about the speech mechanism and about stuttering. Part two of this three-part course describes the processes for developing this strong foundation and for teaching strategies that help students modify their stuttering and improve their speech fluency.

View full course details

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