Writing IEP goals presents a unique challenge for clinicians working with children who stutter. In this blog post, Dr. Yaruss argues that we should not be writing goals based on fluency. Click to find out why!
Teachers can make a real difference in the lives of their students who stutter, though they are often uncertain about what to do to help. Fortunately, we have resources to guide them in supporting their students both in and out of the classroom.
People who stutter will make the greatest gains in therapy when they also practice on their own. Knowing how to give useful homework assignments can help you help your students increase their progress and generalize their skills outside of therapy.
For years, clinicians have been afraid to "draw attention" to stuttering for fear that they might "create awareness" that the child stutters. But what if we need to create that awareness so that the child can address his communication difficulties?
Secondary characteristics, such as eye blinks or head movements, are a highly visible aspect of the stuttering behavior. We often need to address them in therapy, but how to do that isn't as obvious as it seems...
When clinicians learn that a young child is stuttering, there first reaction should not be to automatically recommend some name-branded therapy program. To do so is to ignore the tenets of evidence-based practice. Instead, try this...
What do we do when the child is ready for dismissal, but the parents aren't? In this blog post, Dr. Yaruss explains how we can help parents recognize the important gains that their children have made in therapy.
When a young child starts to stutter, it is important for parents and clinicians to take appropriate action at the right time. But what if the child is still very young? This blog post addresses the age-old question of "how old" a child needs to be before we can start treatment.