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Setting A Foundation For Therapy & Packing The Stuttering Toolbox

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

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Disclosure Statement:

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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Accreditation Check:
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.

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. Building a Strong Foundation: Learning about Speaking and Stuttering

Unless children understand how their speech works (and how it does not), they will have difficulty making the types of changes required in stuttering therapy. Chapter 1 will describe strategies for educating children about the speech mechanism and stuttering.

2. Packing the Speech Therapy Toolbox: Strategies for Modifying Stuttering

Chapter 2 will describe strategies for helping children modify the moment of stuttering so it is less severe and less disruptive to communication. This will be accomplished through a discussion of stuttering modification strategies, such as cancellation, pullout (easing out), and preparatory set (easing in). In addition, this chapter will include a review the purpose and benefits of voluntary stuttering and pseudostuttering exercises.

3. More Tools for the Speech Therapy Toolbox: Strategies for Modifying Fluency

Chapter 3 will describe strategies for modifying speech timing and tension to enhance fluency. These strategies, including reducing speaking rate, implementing pausing and phrasing, using light contact, and employing easy starts, will be presented as a way of increasing fluency while maintaining naturalness of speech.

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

Addressing the Reactions of the Child and the Environment

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

Addressing the Reactions of the Child and the Environment

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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.

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