This course will focus on identification of stuttering during the preschool years and how it differs from normal disfluencies in children 2-5 years of age. The focus will be on the role of the SLP in helping parents minimize their child's disfluencies. Different home environments will be discussed in their relation to stuttering as well as the impact that various events have on a young child's speech. The presentation will conclude with discussion of when to recommend fluency therapy, what should be in place for therapy to succeed, viewpoints and questions a SLP may encounter, and appropriate responses to these questions. Offered for 0.2 ASHA CEUs – 2 contact hours. This course focuses on home environments that result in more fluent communication. Please also see the follow-up course #e178 which focuses on direct therapy methods for the treatment of stuttering in the preschool population.
Course Run Time: 2:02:06
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 0.2 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 like that the course takes you through the whole process. I especially enjoyed the questionnaire to parents." – C.B. (Feb. 2020)
"All of it was excellent. Clear relevant information with excellent examples. Especially appreciated inclusion of therapy information. Very often therapy / clinical applications are 'glossed over' or presented in an abbreviated manner; not the case in this online course." – H.C. (Dec. 2019)
"I appreciated all the suggestions on ways to discuss recommendations with parents. I liked the list of facts that were easy to share with parents and caregivers." – L.S. (Dec. 2019)
"Being an SLP in Early Intervention, I enjoyed how practical and valuable this course is. I feel strongly about enabling parents with strategies to help their child. The discussion about home environments was wonderful and insightful! What a wonderful class!" – M.L. (Nov. 2019)
"I liked the Final Words section...especially the bit about waiting to seek professional speech/language help should not be the default option." – B.E.C. (Oct. 2019)
"I enjoyed the information about what parents should avoid and things they can do to help their children. I liked the clear way the information was presented and the length of the course." – S.F. (Sept. 2019)
"I appreciated the question and answer section. The course had lots of relevant information to share with parents." – J.K. (Aug. 2019)
"I liked the practical ideas for ways the parents can adjust the home environment." – M.H. (July 2019)
"The discussion on helping parents with typical disfluencies and understanding them was most beneficial. I liked the ease of the information and how to use it in the field." – D.S. (July 2019)
"I appreciated the suggestions for responding to parent questions. I liked the many examples and the rate of the presentation." – H.M. (June 2019)
"Going over the specific questions to ask families when compiling background info was most helpful. I expected more direct intervention ideas/examples." – C.H. (Mar. 2019)
"I work primarily with preschool and currently have a student receiving services for stuttering. I am looking forward to using these strategies and ideas. I thought the information regarding how to involve the parent into the therapy was pertinent information for me in my practice. I felt this course was informative and beneficial." – E.W. (Jan. 2019)
"I found the information and suggested dialogue used to share with parents of a child demonstrating stuttering behaviors very practical and helpful." – D.P. (Dec. 2018)
"I appreciated the discussions on common misconceptions about stuttering and suggestions to answering parent questions about stuttering." – A.P. (Nov. 2018)
"I liked the simple, straightforward presentation of facts and practical ways to communicate to parents and to help parents help their children at home." – K.S. (Oct. 2018)
"The discussion on home environment recommendations for parents was most beneficial. The course was informative and practical. Straightforward and easily applicable. It was well done." – M.C. (Sept. 2018)
"I liked the frank discussion about how to answer parents' questions and different breakdowns of families." – M.W.C. (July 2018)
"I liked the specifics of what to tell the parents to do/not to do in order to help their children achieve more fluent speech in their everyday lives and specific questions to ask/things to look for about influences from home on the child's speech. However, I expected specific therapy techniques for SLPs to address with preschoolers to help achieve more fluent speech." – E.H. (June 2018)
"I appreciated the suggestions on how to advise parents of CWS, differentiated by parenting style. Also, the guidance on when to pursue direct therapy vs indirect options was helpful." – M.H. (May 2018)
"Nice amount of detail in the course. I especially enjoyed the discussion on the home environment." – N.S. (Apr. 2018)
"I liked the statistics at the beginning for sharing general information with others. I most appreciated the suggestions for getting therapy to work, but I was expecting more specific treatment options." – C.L. (Mar. 2018)
"All the topics were covered that I expected (causes of stuttering, types, statistics, types of homes, how to do intervention) - very THOROUGH!" – C.C. (Jan. 2018)
"The explanations of how specific home environments and parenting styles can impact fluency was most beneficial. I liked the suggested answers to frequent parent questions." – P.H. (Dec. 2017)
"The scripts for what to tell parents was very useful. I liked the examples of how to counsel families." – D.B. (Oct. 2017)
"I found the discussion on when to recommend direct therapy most helpful. However, I expected the course to cover what to work on when providing direct therapy with a preschool child." – J.M. (July 2017)
"Going over the different family dynamics was excellent. I liked that this course was very detailed and informative." – S.P. (June 2017)
"I appreciated the information about when therapy is warranted for speech therapy services. I liked all the helpful information on parent involvement and indirect services." – J.C. (May 2017)
"I liked the approach of stopping disfluency at an early stage as well as involving the parents and the suggestions for the different types of environments." – D.T. (Mar. 2017)
"The suggestions for addressing specific parent concerns about stuttering were very beneficial. I liked the ideas about using indirect therapy to address stuttering in the preschool years." – S.K. (Jan. 2017)
"The discussions on the home environments and the need to work with parents first before considering direct tx with the child were most helpful." – A.G. (Dec. 2016)
"I liked how thorough the course is, and I also liked the PowerPoint handout. I especially liked the part that included suggestions for the SLP when speaking with parents/guardians about their child's stuttering." – K.M. (Dec. 2016)
"Well organized. Good presentation of information." – J.D. (Dec. 2016)
"The speaker was easy to listen to and the visuals provided a lot of good information." – A.L. (Nov. 2016)
"I love the list of suggestions to provide for parents (what to do / not do). The course was presented in a format that is very helpful (if, then)." – K.R. (Nov. 2016)
"I loved the thorough descriptions of different home lives and how they could effect the child who stutters." – K.T. (Oct. 2016)
"I appreciated the tips on how to distinguish normal disfluencies from the real thing." – A.G. (Sept. 2016)
"The discussion at the end of the course was helpful. It presented possible scenarios and questions that may come up and how to deal with and answer these questions. I would have liked to have seen a few therapy ideas that could be used with direct therapy for preschool stuttering." – N.T. (Sept. 2016)
"It organizes principles of managing early stuttering well. The organization was excellent. More in-session treatment suggestions would have been helpful." – G.R. (Aug. 2016)
"I really appreciated the suggestions for parents on interacting with their child that is disfluent." – J.M. (Aug. 2016)
"I loved how much she addressed the home life of the student and educating the parent! I liked the common sense approach used by author/speaker." – A.W. (Aug. 2016)
"The discussions on parent styles and environment as well as the responses to specific questions from parents were very helpful." – S.H. (July 2016)
"Going over ways to respond to parental questions was great." – S.T. (July 2016)
"The thorough handouts are very helpful as a go to reference for future use." – S.R. (June 2016)
"I liked the flow of the course and the amount of information." – D.R. (June 2016)
"Well organized course. Easy to listen to, clearly understood, practical application." – D.H. (June 2016)
"This course provided me with good ways to instruct and help a parent of a child who stutters develop ways to help their child at home. I expected more treatment discussion instead of just working with parents, though." – T.R. (May 2016)
"I like how much this course emphasized that family involvement is key to the child making progress." – A.M. (Apr. 2016)
"I appreciated the emphasis on parent being the critical component in fluency intervention." – K.G. (Apr. 2016)
"I liked the very informative and clear suggestions to work with parents." – M.C.E. (Mar. 2016)
"The results of the study which gave characteristics found in children who stutter were most beneficial." – S.M.M. (Mar. 2016)
"I especially enjoyed going over how to specifically answer parents' questions related to stuttering." – E.S. (Mar. 2016)
"The suggestions for parents in the different environments and the answers to parents questions at the end were really helpful." – S.P. (Feb. 2016)
"The discussion on scheduling therapy - recommended sessions was beneficial. I liked the recommendations for helping parents create a calm balanced home." – K.B. (Feb. 2016)
"I appreciated the advice on what to say/what not to say. I liked that the speaker was clear and the content was easy to understand, but I expected further info on differential diagnosis between developmental and true stuttering." – T.W. (Feb. 2016)
"I really liked the explanations provided about home environments and the suggestions provided to help families in each. Also the possible responses to give when parents ask questions." – J.R. (Jan. 2016)
"I found that talking about helping parents who have children who stutter was very helpful. Also, the format of the course is very easy." – A.C. (Jan. 2016)
"Simple but informative. The specific techniques and answers to FAQs was most beneficial." – M.P. (Jan. 2016)
"I really appreciated the discussion of environment on the child's speech." – B.A. (Jan. 2016)
"The list of when a child should be in speech/language therapy was the best part for me." – D.C.E. (Jan. 2016)
"The differentiation between developmental stuttering and CWS was really beneficial. Also discussing emotions and temperament was helpful." – S.E. (Jan. 2016)
"Clear organized outline, but I expected actual in-therapy hands-on techniques that the therapist can use to reduce stuttering." – C.D. (Jan. 2016)