Preparing Foundations for Success, Support, and Change
Please enter a valid quantity
Please select a product format
That product is out of stock
BEFORE YOU BUY...
This course is one of more than 800 CE courses in the ASHA Learning Pass, which gives you unlimited access to more than 1,350 hours of CE content for the cost of just one or two a la carte courses.
*If this is a recent SIG Perspectives course, you must also be a Special Interest Group (SIG) affiliate to unlock it as part of your subscription.
Already an ASHA Learning Pass subscriber?
Login
In this SIG 4 activity, authors explore ways to provide experiential learning to graduate
students enrolled in stuttering courses (Palasik, Hughes, & Ellis) and discuss the clinical
experiences of school-based speech-language pathologists related to stuttering (Panico,
Daniels, Yarzebinski, & Hughes), strategies for teachers to support children who stutter
(Cozart & Wilson), and ways to interrupt the narrative of ableism that surrounds the
treatment of stuttering (Gerlach-Houck & Constantino). Each of these articles provides a
unique perspective on ways that professionals can seek to create a more supportive
environment for our clients who stutter by changing the foundations of the way we teach
preservice clinicians, support our school-based colleagues, and address the narrative of
ableism that pervades our culture.
Learning
Outcomes
You
will be able to:
- describe which fluency-enhancing techniques graduate students felt more
comfortable, less anxious, and more positive toward
- provide examples of clinical situations that school-based clinicians indicated
they were least comfortable providing services in
- list the three items rated most helpful for teachers to do to support students
who stutter
- provide examples of practices that interrupt ableism in stuttering therapy and
research
Assessment
Type
Self-assessment—Think
about what you learned and report on the Completion Form how you will use your
new knowledge.
Articles
in This Course
- Perceptions of Using Fluency-Enhancing Techniques: A Survey of Graduate Student
Experiences by Scott Thomas Palasik, Charles Hughes, and Kellie Ellis, published in SIG 4, Volume 7, Issue 2,
April 14, 2022
- Clinical Experiences of School-Based Clinicians With Stuttering: A Mixed Methods
Survey by James Panico, Derek E. Daniels, Charity Yarzebinski, and Charles D. Hughes, published in SIG 4, Volume 6, Issue 2,
April 28, 2021
- Strategies for Teachers to Support Children Who Stutter: Perspectives of Speech-Language Pathologists by Gabrielle Cozart and Laura Wilson, published in SIG 4, Volume 7, Issue 1,
February 11, 2022
- Interrupting Ableism in Stuttering Therapy and Research: Practical Suggestions by
Hope Gerlach-Houck and Christopher D. Constantino, published in SIG 4, Volume 7, Issue 2,
April 14, 2022
|
