NEW CE COURSES FOR SPRING


Temperament: Relevance & Implications for Children Who Stutter


Kurt Eggers, Ph.D., examines temperament as a critical factor in understanding and supporting children who stutter. Temperament, defined as biologically based differences in emotional reactivity and self-regulation, influences stress responses, learning, and social-emotional development. Research shows children who stutter often exhibit higher negative reactivity and lower self-regulation, which may affect stuttering severity, impact, and persistence, as well as co-occurring anxiety and depression. He discusses how temperament interacts with stuttering and explores assessment tools and intervention strategies that incorporate emotional regulation and goodness-of-fit principles. Practical implications for individualized therapy and links to established approaches are highlighted.


Advocacy Skills for School-Age Kids and Teens Who Stutter: Application of a Conceptual Model


In this one-hour video, Kristin Chmela, M.A., CCC- SLP, BCS-SCF, presents a conceptual model for teaching advocacy that is adapted for school- age children and teens who stutter. She provides concrete strategies for each step of the model and reviews and discusses several case examples.


Building Confidence and Resiliance in Children Who Stutter


In this one-hour presentation, Sarah Caughter, MSc, MRCSLT of the Michael Palin Centre in London explores the potential negative impact of stuttering on children and young people and discusses ways to support them and their parents to build their confidence and resilience in therapy. The presentation includes clinical examples and videos to demonstrate therapy ideas.


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