The Raz Preschool Stuttering Therapy Program is a continuation of the popular online course, #e126 Stopping the Stuttering Trajectory in the Preschool Years. In this complete therapy program, Ms. Raz begins by instructing the participant in the evaluation of stuttering in the preschool population including the important information to obtain from parents and the professional fluency assessment. This is followed by step-by-step instructions in the treatment of stuttering in this young population. The program emphasizes the concept of the child's control of his or her speech through the utilization of desensitization, mindfulness, and the child's capacity to determine if he or she will stutter or not. The course includes integrating the participation of the parent(s) into the therapeutic process as well as specific instructions for at home carryover. Offered for 0.1 ASHA CEUs – 1 contact hour.
Course Run Time: 1:12:14
The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout.
Mirla G. Raz, MEd, SLP, is a speech-language pathologist in private practice in Scottsdale, Arizona. Ms. Raz has worked extensively with the pediatric population remediating speech sound disorders, language disorders, and stuttering. She is the author of the popular Help Me Talk Right Books, which include: How to Teach a Child to Say the "R" Sound in 15 Easy Lessons, How to Teach a Child to Say the "S" Sound in 15 Easy Lessons and How to Teach a Child to Say the "L" Sound in 15 Easy Lessons. The latest addition to the Help Me Talk Right series is Preschool Stuttering: What Parents Can Do. Ms. Raz was a contributing author to the first and second editions of Children's Speech Sound Disorders. Her latest publication The Birds Sang Eulogies: A Memoir shares her parents incredible stories of survival and how that’s affected three generations. Ms. Raz also presents workshops on stuttering, phonological and language disorders.
Financial — Mirla G. Raz is a presenter of online CE courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Mirla G. Raz is an author of "Preschool Stuttering: What Parents Can Do" published by Gersten Weitz Publishers; has ownership interests.
Nonfinancial — Mirla G. Raz has no relevant nonfinancial relationships to disclose.
This program is offered for 0.1 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe: You have unlimited time to complete this online course. You may log off and log on as you wish in order to complete all sections of this course.
Content Access: Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.
Certificate of Completion: On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
ASHA CE Registry Submission: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
Purchase Orders: Purchase orders are NOT accepted when registering for online courses. Payment must be made online in the form of a credit or debit card payment.
What is an Online Course? Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Receiving CEUs: Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online.
Registering for an online course: You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course: You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Testing requirements: Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered: We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs: NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.
Course formats: Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page.
Course handouts: Most of our online courses provide a link to download the accompanying handout as a PDF file.
Group discounts: Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
Computer requirements: For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy: A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
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"I liked the session by session process breakdown and script; not that I will follow exactly but it is good to see a clear framework to which I can add my own ideas." – J.S. (Jan. 2020)
"What I found to be most beneficial to include in my practice are the strategies that this program uses in order to help the child to be aware that he can control his fluency. The program was well structured, the method, the lessons, the strategies, and the sessions were very specific and well explained." – K.V. (Dec. 2019)
"I liked that this gave a layout of how the program should be done and that the guidelines are easy to follow. It was great to have everything broken down step by step." – A.P. (Dec. 2019)
"The step by step process for working with a preschooler who stuttered was most beneficial. I feel I can implement the procedures outlined today, and I plan to do so!" – M.K.R. (Nov. 2019)
"I like how she showed practical ways to work with kids - especially how to help preschoolers." – K.H. (Oct. 2019)
"I enjoyed the specifics of the program itself. The speaker had a definitive, confident manner and spoke very clearly." – G.R. (Sept. 2019)
"I loved the idea of incorporating a puppet to help model fluent and non-fluent speech. Very well organized, informative." – A.G. (Aug. 2019)
"The detailed and specific description of therapy sessions was most helpful. The course was very organized and detailed. This was a thorough presentation of the approach." – A.S. (July 2019)
"I enjoyed the timeline and goals of therapy sessions as well as the pacing and knowledge of the presenter." – H.M. (June 2019)
"The explanation of the steps to take for establishing fluency was most beneficial." – R.S. (May 2019)
"I appreciated this course as it was a review for me of stuttering therapy as I have not had a student in a few years." – L.C. (May 2019)
"I liked all of it - especially the discussion on goal progression. Excellent course." – J.B. (Mar. 2019)
"It was a very practical and great course. The use of the puppet to demonstrate practicing the stutter and then controlled speech was very helpful." – E.B. (Feb. 2019)
"I liked the use of the puppet and the systematic ordering of therapy sessions." – K.S. (Jan. 2019)
"I liked both the asynchronous accessibility as well as the integrity of pedagogy - content is age-appropriate for young, disfluent children." – D.M.C. (Dec. 2018)
"I appreciated the discussion with parents about expectations of therapy and working with the child at home to reinforce all therapy practices. Very clear steps and many suggestions." – B.A. (Oct. 2018)
"A very clear therapeutic approach for treating stuttering in young children. It was very easy to follow. However, it was a bit slow, and I did feel like a lot of the background info, in the beginning, was unnecessary for this course." – K.M. (Oct. 2018)
"I found the therapy techniques described throughout the program most beneficial. I enjoyed all of this course, but especially how specific each therapy session was described." – S.S. (Oct. 2018)
"I appreciated the detailed therapy sessions that build on one another. I liked the new ideas to address stuttering." – M.W.C. (Aug. 2018)
"I enjoyed the hands-on, step-by-step protocol for preschool stuttering therapy. It's practical and detailed." – R.Z. (July 2018)
"I liked the terminology of 'bouncing' speech more than 'bumpy' speech. I will also benefit from the idea to incorporate a puppet into my sessions." – M.H. (July 2018)
"I loved everything about this session!!!! It was great how each session was broken down into steps about what materials you needed and exactly what to say and do. I have never seen a program like this and am so excited to start implementing it as soon as I can!!" – E.H. (June 2018)
"The step by step therapy content was very helpful in addition to what steps to take when the child is not making as much progress as expected. The idea of using a puppet was very interesting and seems like an excellent strategy for developing smooth speech." – A.C. (May 2018)
"I liked the handouts and video illustrations of the techniques. Going over how to implement the therapy process with preschool children and involve the parents was very helpful." – S.P. (Apr. 2018)
"Teaching the student how to become aware of his/her stuttering during conversation was most beneficial. I liked the easy way in which the program is presented." – A.W.W. (Feb. 2018)
"I thought the presenter did an excellent job with the presentation. I liked how the therapist outlined how to do each therapy session with the child in order to help reduce disfluencies. It was helpful to see how her program was implemented over a period of time. I also found the information on how to conduct a fluency evaluation helpful as I could use this during my next testing session." – J.D. (Jan. 2018)
"I appreciated the use of puppet and term bouncing. I like that the course gave actual therapy techniques to use." – E.S. (Dec. 2017)
"I liked the session by session outline and the gradual movement of speech awareness and fluency control over to the child. This seems like a very practical way to address stuttering in preschoolers." – G.L. (Nov. 2017)
"The detailed examples and information about each therapy session were excellent. The speaker was so organized, clear, detailed, and spoke at a good learning rate." – J.D. (Nov. 2017)
"I enjoyed the specific outline of what each session looked like. I liked the specific examples of sessions." – D.B. (Oct. 2017)
"The actual outline of therapy sessions was most beneficial." – J.S. (Oct. 2017)
"This was a relevant topic and very much related to SLP. The subject of stuttering is a difficult one for SLP's, especially in my age-range given that it was not a major focus in graduate school. Any and all relevant research and techniques are very well received. All content was well organized and easy to look back on for reference." – J.B. (Aug. 2017)