Assessment & Treatment for Stuttering

Course Number
This course is FREE for professional members of, memberships are $189/year: Become a Member
Presenter:  Jessica Fanning, PhD CCC-SLP
Part 1: for this course reviews procedures for assessing stuttering concerns across the lifespan. The instructor will also review a variety of iPad apps that support data collection. This course is appropriate for clinicians seeking review of current assessment procedures and assumes clinicians have worked with several fluency clients. Participants will review differential diagnostic guidelines for identifying developmental stuttering versus typical disfluency. The course will review how to use diagnostic information to make clinical treatment decisions regardless of client age or clinical setting (i.e., early intervention, schools, clinics). Clinicians in early intervention settings are required to know the full spectrum of assessment tools since they serve preschoolers who present mild, moderate, and severe stuttering. School-based clinicians face unique assessment challenges due to limited time and materials availability. Clinicians within clinic settings are frequently expected to have comprehensive knowledge of fluency assessment in order to serve all ages and all stuttering severity levels. Assessment practices appropriate for various clinical settings will be discussed. Since the course will serve to refresh a clinician’s existing knowledge base, beginning clinicians will need to supplement the current course information with fundamental and foundational assessment information relevant to fluency.

Part 2: This part reviews treatment approaches for addressing stuttering concerns across the lifespan. The instructor will also review a few iPad apps appropriate for fluency intervention outcome objectives. This course is appropriate for clinicians seeking review of evidence-based approaches to treating stuttering and assumes clinicians have worked with several fluency clients. The course will review parent-directed and client-directed treatment approaches with an emphasis on an integrated approach to stuttering intervention. Since the course will serve to refresh a clinician’s existing knowledge base, beginning clinicians might need to supplement the current course with fundamental information related to the nature of stuttering, theories about stuttering, and seminal research findings.
Upon completion of this course, participants will be able to:
  • organize fluency assessment procedures across client age and settings (e.g., interviews, speech samples, social-emotional)
  • list a variety of assessment tools appropriate for a variety of clinical settings
  • describe how to differentiate typical disfluency from developmental stuttering by considering a variety of factors.
  • determine which fluency apps (iPad) work for session online data collection as well as pre/post data collection
  • compare and contrast the characteristics of beginning, intermediate, and advanced developmental stuttering
  • discuss the factors to consider when selecting a treatment approach for the client who stutters
  • describe how data collection can occur in clinical settings and home environments in order to guide treatment decisions
  • discuss how they can use the WHO-ICF* framework to develop comprehensive and individualized treatment plans for people who stutter(*World Health Organization’s International Classification of Functioning, Disability, and Health)
About Jessica: Dr. Jessica Fanning directs the Fluency Clinic in the UO-SLHC and has worked with children and families since 1997 in school-based settings, behavior-based residential programs, clinic settings, and private practice. She has also held related administrative positions: International Clinical Liaison for a USA-Romania outreach program; Director of Interdisciplinary Services for a therapeutic organization in Colorado.Jessica is passionate about teaching and clinical practice and her primary clinical interests fall in the areas of (1) fluency disorders; (2) behavior management and conduct disorders; and (3) family-centered language and play intervention. She has lectured both nationally and internationally on (a) evaluating and treating fluency disorders; (b) the use of iPad technology in clinical practice; (c) the efficacy of parent-directed intervention; and (d) the balance of evidence-based practice and practice-based evidence.
Additional Information

This course is offered for 0.4 ASHA CEUs (Intermediate level, Professional area)

Course Timeline:

10 minutes: introduce scope of discussion and topics to be covered

20 minutes: review & refresh assessment objectives, structure, & content

30 minutes: review formalized tools to determine stuttering severity & assess social-emotional issues (e.g., TOCS, SSI-4, KiddyCAT, OASES)

40 minutes: review functional fluency analysis

  1. Across speech samples, review what stuttering behaviors to count & how to code in order to generate accurate fluency frequency & inventory of behaviors
  2. Review guidelines to differentiate typical from atypical disfluency
  3. Review predictive factors for prognosis of persistent stuttering vs. spontaneous recovery

20 minutes: review iPad apps for fluency data collection

10 minutes: introduce scope of discussion and preview resources & references

10 minutes: review shared treatment components across evidence-based treatment approaches

20 minutes: review components of parent-directed approach to stuttering treatment in terms of treatment goals, stages of therapy, and criteria to complete each stage (i.e., Lidcombe Program; Onslow, Costa, & Rue, 1990)

30 minutes: review components of a client-directed approach to stuttering treatment in terms of treatment goals, phases of therapy, targeting feelings & attitudes, and transferring skills to meaningful life environments (Gottwald & Starkweather, 1995; Guitar, 2006; Yairi & Seery, 2015; Yaruss, Pelczarski, & Quesal, 2010; Yaruss, Coleman, & Hammer, 2006)

  1. preschool
  2. school-age & older

30 minutes: review procedures & activities related to outcome objectives when using integrated treatment approach

20 minutes: review iPad apps that support fluency intervention targets

Disclosure Statement for Jessica Fanning:

Financial: Jessica Fanning is a speaker for and receives royalties.
Nonfinancial: No relevant nonfinancial relationship exits. 

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