Stuttering and Cluttering Master Course
Master Class Series, 5-hours
Course Description
Cluttering
In this seminar, practical strategies for evaluating clients with suspected cluttering are presented. Content includes current best practice for: defining cluttering, evaluating cluttering, differential diagnosis of cluttering features from other disorders. Tools and strategies are based in dispelling myths about cluttering and focusing on the current state of evidence in the area of cluttering.
Bilingualism in Stuttering
Bilingual Children who stutter: what does the research tell us? This webinar provides an overview of assessment for children who stutter, with additions/adjustments for multilingual/multicultural families. Additionally, this presentation offers case-based examples of treatment goals.
Step by Step Video based Approach to Stuttering
This session will discuss the effectiveness of addressing the emotional/cognitive aspects of stuttering in school aged children using a video-based therapy approach. This comprehensive video-based approach consists of 9 sub-categories designed to explore and address the emotional/cognitive aspects of stuttering and empower children who stutter to be resilient in the face of stuttering.
CEUs/Hours Offered
ASHA: 0.5 ASHA CEUs,
Intermediate
CA SLPAHB: 5 hrs
CMH: 5 hrs
About the Presenters
Dr. Kathleen Scaler Scott, CCC-SLP
Bio and Disclosures
Wendy Aguillar, MS, CCC-SLP
Bio and Disclosures
Rosalee Shenker, PhD, CCC-SLP
Bio and Disclosures
Learning Outcomes
List specific examples of how cognitive distortions and negative self-talk can be applied in stuttering.
Explain the cognitive/emotional benefits of addressing facing fears of stuttering rather than solely focusing on attempting to gain fluency in school aged children who stutter.
Construct a plan to adapt traditional assessment to accommodate multilingual/multicultural families
Develop treatment goals based on assessment findings for this population
Define cluttering according to the Lowest Common Denominator definition
State two myths and two truths about diagnosing cluttering
State 3 strategies for differential diagnosis of cluttering, stuttering, atypical disfluency, and covert stuttering Learner Outcome 4: State two strategies for differential diagnosis of cluttering features from other concomitant disorders
Describe the positive emotional/cognitive effectiveness of creating an environment where a child who stutters learns about stuttering objectively while relating virtually to a real person who stutters.
Satisfactory Course Completion Requirements
This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.
Agenda
- 10 minutes- Introduction/Purpose
- 15 minutes- Program Design and Rationale
- 5 minutes- Goal Setting for individualized education plans
- 15 minutes- Program Research Design and Procedures
- 10 minutes- Results
- 5 minutes- Q&A
15 mins – Disclosures, Introduction
60 mins – objectives
Define cluttering according to the Lowest Common Denominator definition
State two myths and two truths about diagnosing cluttering
State 3 strategies for differential diagnosis of cluttering, stuttering, atypical disfluency, and covert stuttering Learner State two strategies for differential diagnosis of cluttering features from other concomitant disorders
30 mins – Review of recommended methodology and strategies
15 mins – Q&A
15 mins – Disclosures, Introduction
60 mins – objectives
Construct a plan to adapt traditional assessment to accommodate multilingual/multicultural families
Address concerns of parents about bilingualism
Develop treatment goals based on assessment findings for this population
30 mins – Review of recommended methodology and strategies
15 mins – Q&A
Our Guarantee. Lavi Institute seeks to maintain and enhance our reputation of providing you with high quality educational services for the speech pathology industry. If you attend one of our seminars or webinars and do not receive the educational and professional benefits described in our literature, or have some other professional complaint, please let us know in writing within seven days of attending our seminars/webinars. We value complaints as they assist us to improve our products, services and customer service. Lavi Institute is committed to being responsive to the needs and concerns of our customers or potential customers and to resolving your complaint as quickly as possible. You may contact us at www.laviinstitute.com/contact
Accommodations. Contact Dr. Lavi (909) 724-8564 or adriana@laviinsitute.com if you require accommodations such as video course transcripts or video captioning.