Chapter One provides a justification for considering more than just speech behavior when evaluating individuals who stutter. Dr. Yaruss also introduces the World Health Organization’s International Classification of Functioning, Disability, and Health and discusses how the framework can be used to understand stuttering.

Chapter Two addresses the question of why accurate measurements of stuttering behaviors are important and highlights several decisions that clinicians need to make in preparing to measure stuttering.

With practice, clinicians can learn to complete valid and reliable measures of the stuttering behaviors exhibited by their clients. In Chapter Three, Dr. Yaruss answers the question of how and when measures should be collected.

The first chapter in this course provides an overview of the process of counting stuttering behaviors. Participants will learn to differentiate between stuttered types of disfluencies and non-stuttered types of disfluencies.

In Chapter Two, Dr. Yaruss addresses the question of what behaviors to count and how to classify them. He demonstrates the ability to count disfluencies in a speech sample and explains the value of making real-time measures of speech disfluencies.

Chapter Three covers real-time analysis of spontaneous speech. The participant will improve their speed at marking fluent words and at deciding what words are disfluent and what types of disfluencies they are.

In the final chapter of this course, Dr. Yaruss demonstrates how to train the reliability of measurements. He presents tolerance an interactive Tolerance Check and outline steps for checking your reliability.

Chapter 1 will review the development of stuttering and discuss how clinicians can differentiate stuttering from typical disfluency.

Chapter 2 will provide an overview of the process of evaluating stuttering.

Chapter 3 will discuss the process of making treatment recommendations, including a consideration of which children need treatment and which children may simply need monitoring and follow-up.

Chapter 1 will provide an overview of a comprehensive approach to treatment for young children who stutter, which includes both parent-focused components and child-focused components. The parent-focused components will be addressed in this course (part 2); child-focused components will be address in part 3

Chapter 2 will include a detailed description of the parent-focused components of the family-focused treatment program.

Chapter 3 will include a detailed description of how parents can help their children develop healthy, appropriate attitudes toward their speech and communication abilities.

Chapter 1 will review strategies for helping children make changes to their speech fluency directly, e.g, by changing speech timing or speech tension.

Chapter 2 will provide an overview of strategies for helping children who stutter modify their speech timing in order to enhance their speech fluency

Chapter 3 will provide an overview of strategies for helping children who stutter modify their speech tension in order to enhance their speech fluency.

Chapter 1 will describe the nature of stuttering in school-age children. The chapter will specifically focus on the World Health Organization’s International Classification of Functioning Disability, and Health (ICF) as it applies to the stuttering disorder. The primary message will be that speech-language pathologists need to consider more than just observable speech fluency when working with those who stutter.

Chapter 2 will provide an overview of the process of evaluating stuttering in school-age children. This involves following the components of the ICF model to ensure that the entire disorder is considered. Thus, the evaluation will examine observable speech disfluencies (impairment), reactions to stuttering by the child and environment (context), and adverse impact of stuttering (activity limitation and participation restriction).

Chapter 3 will discuss the process of making treatment recommendations, including a consideration of which children are ready for treatment and which may need more time before they are ready to benefit from intervention. It will be argued that children who are not ready should not be forced into stuttering therapy and that clinicians should take care to prepare students carefully to ensure that they achieve the greatest possible success in therapy.

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.

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.

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.

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.

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.

Chapter one will describe the problem of bullying and explore why how it affects children who stutter, including looking at who is involved in bullying and how it affects children.

Chapter two will describe the process of desensitizing children to stuttering so they will be better able to withstand the negative comments of bullies.

Chapter three will describe strategies for helping children who stutter respond to bullying in ways that can reduce further bullying behavior.

The more other children understand about stuttering, the less likely they are to engage in bullying behaviors. Chapter one will present several strategies for educating peers about stuttering.

Parents provide the “first line of defense” for helping to insulate children who stutter from the effects of bullying.

Teachers can play an important role in creating an environment where it is okay to stutter but not okay to bully other children because of stuttering (or anything else). Chapter three will review specific ways in which teachers can help to create a supportive environment and help the child who stutters in the classroom.