School-Age Stuttering Therapy: Redefining Our Roles

Name: School-Age Stuttering Therapy: Redefining Our Roles
SKU: abad_0109
Price: 40.00 USD
Availability: InStock

$40.00

Course Type: Video – 1 1/2 hours (0.15 ASHA CEUs)

ASHA Course Code: Fluency Disorders - 1010

In the era of neurodiversity, many SLPs have expressed confusion regarding their roles in working with those who stutter. This presentation will highlight the current climate, how it relates to what has been transpiring over decades, and how SLPs can provide effective stuttering therapy that supports the personal journeys of each person who stutters.

Join Nina Reeves, cofounder of Stuttering Therapy Resources for a deep dive into current approaches on stuttering and how we view the disorder as a whole.

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SKU: abad_0109 Categories: Live Events, Speech Pathology Continuing Education Tag: best

Additional Information
Level, Authors, & Disclosures
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Additional Information

Population	Adult, Early Childhood, School Age
Duration	1.5 hours
Credit	.15 Continuing Education Units
Topics	SLP Professional, Special Populations
Format	Live Event, Video

Nina Reeves is a board-certified specialist in fluency differences, and co-owner of Stuttering Therapy Resources. She is an author of clinical materials, and presenter of professional development workshops. For her contributions as a career-long public school SLP, Nina has received the ASH-F Van Hattum Award, the 2019 ASHA Excellence Award for outstanding contributions to public schools and is a Fellow of the Association (ASHA).

Nina Reeves, M.S. CCC-SLP, BCS-F, F-ASHA is owner of Stuttering Therapy Services and Seminars, PLLC and is receiving financial compensation from Bilinguistics for this presentation. She is also co-owner of Stuttering Therapy Resources, Inc where she receives intellectual property rights, royalties, and ownership interest. Nina Reeves has no current non-financial disclosures for the content of this presentation.

There is overwhelming evidence that speech-language pathologists experience decreased competence and confidence in dealing with stuttering disorders. Despite this evidence, clinicians are continued to be expected to provide effective stuttering therapy that is steeped in evidence-based practices. This leaves many SLPs at a loss on how to best serve their clients who stutter. In addition, the increased call for respecting neurodivergent perspectives leaves many SLPs feeling confused and struggling to understand how this impacts eligibility and service delivery in their respective job placements.

Participants will be able to:
1. Assess their current use of disability-affirming practices for stuttering therapy
2. Prioritize at least 3 changes to current messages they recognize as ableist
3. Identify 3 activities to enhance the meaningfulness of stuttering therapy

Time-Ordered Agenda
10 minutes – Introductions and disclosures
10 minutes – Disability-affirming shifts in stuttering therapy
20 minutes – How to make a shift in mindset, model and meaningfulness
15 minutes – Sample activities for enhancing meaningfulness of therapy
5 minutes – Closing
15 minutes – Moderated question and answer session

Practitioners attending live events will be asked to answer questions at the end of the course about what they learned and how they will use the information they learned in practice. Once the questions (below) are completed, participants will receive their certificate.
One practical takeaway I plan to apply from this session is __________.
Overall, how familiar were you with today’s topic before attending this webinar?
After attending, how confident are you in applying at least one concept from this webinar?
Rate your overall satisfaction with this webinar.
One practical takeaway I will apply from this session is __________.
Practitioners attending recorded sessions demonstrate learning and attendance by passing a quiz with a score of 80% or greater. The quiz addresses questions from material presented throughout the course. Practitioners can retake the quiz if they do not initially obtain a score of at least 80%. For events including case studies, participants download, read, and utilize materials in order to participate.