1 / 11

Presented by: Daniel Hudock, Ph.D.

Collaborative care between Speech-Language Pathologists (SLPs) and School Counselors (SCs) for treating Students W ho Stutter (SWS) . Presented by: Daniel Hudock, Ph.D. Introductions. Daniel Hudock, Ph.D.

nam
Download Presentation

Presented by: Daniel Hudock, Ph.D.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Collaborative care between Speech-Language Pathologists (SLPs) and School Counselors (SCs) for treating Students Who Stutter (SWS) Presented by: Daniel Hudock, Ph.D.

  2. Introductions • Daniel Hudock, Ph.D. • Assistant Professor, Department of Communication Sciences and Disorders, Idaho State University • Life long Person Who Stutters

  3. What is Stuttering • General background • Overt characteristics (what we see and hear) • Covert characteristics (what we don’t see) • How it is treated

  4. Why SLPs and SCs • Best practice strategies for collaboration • Integration of services to meet the multiple needs of Students Who Stutter (SWS)

  5. Training Roles and Responsibilities of SCs • Evolution of SC profession • American School Counseling Association (ASCA) National Model • Domains • Academic • Personal / Social • Career • Themes • Advocacy • Leadership • Systemic Change • Collaboration

  6. Training Roles and Responsibilities of SLPs • Training requirements of SLPs • 400 supervised hours during the Masters program • Masters Degree (typically 60 credit hours) • Passing the Praxis • 1260 hours of a supervised clinical fellowship • Continuing Education Units • Treat individuals with speech, language, cognitive, processing, literacy, and swallowing deficits from birth to geriatric • School-Based SLPs caseloads (90 on average) • Was there adequate training on working with SWS or collaboration? • What were you taught to focus on?

  7. Challenges to Inter-Professional Collaboration • Differences in how professionals are trained and service implications • SLPs – Medical Model • SCs – Developmental / Wellness Models • Time constraints • Large caseloads • Others?

  8. Ways to Overcome These Barriers • Understand each others’ training, roles, and responsibilities • Have a positive attitude • Don’t be to defensive of your professional territory • Find time to meet • Ask your administration for time allocations for collaborative care meetings (explain how this will aide in student outcomes and efficiency) • Discuss collaborative care about student needs prior to, after, or during Problem Solving Team, IEP, or 504b meetings • Develop a cooperative teacher in-service

  9. Relationship Between Stuttering and Bullying • Prevalence rates • Propensities for bullies and being bullied • Effects of being bullied • Types of bullying • Relationship between bullying and stuttering • What the research says

  10. Prevention and Intervention • Classroom presentation about stuttering that integrate the SWS • Langevin & Prasad, (2012) • Role playing helps reduce the effect from past experiences of being bullied • Psycho-educational dramas • Create scenarios and play the roles out then talk about emotions and reactions • SWS • Communication partner • Teach • Bystanders • Anti-bullying groups / inclusionary groups

  11. Comments and Questions

More Related