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. 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. Offered for 0.2 ASHA CEUs – 2.0 contact hours.
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 our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.
However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.
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 are currently not accepted for online orders, if you wish to submit a purchase order please do so at firstname.lastname@example.org or fax to 888-696-9655.
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.
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. Please note that courses offered for university students are not applicable for CEUs.
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.
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.
Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
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.
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.
Please click here for any special needs requests, and we will do our best to accommodate them.
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"I felt the part that explained the different types of home environments and how to suggest changes in those home environments was beneficial because as therapist we sometimes forget that speech changes occur when the parents are involved and also implementing strategies. I liked that she talked about making changes in the home to elicit more fluent speech in the child." J.R. (Oct. 2021)
"I liked hearing about PEED, it is a good way to inform the parent on how to talk with their child that stutters. The course was all good , it is a good review for those of us who have been out of college for a longer period of five years." G.G. (July 2021)
"The "if-then" scenarios were good examples." A.D. (June 2021)
“I appreciated the importance of the family environment in which the child is exposed and how an SLP can help the parents to modify it for the benefit of their child with stuttering.” – I.V. (Jan. 2021)
“I loved how it went into the different home environments and talked about ways to best support those families.” – M.F. (Dec. 2020)
“I appreciated the large list of scenarios and responses in part 2. I feel better equipped to talk to parents.” R.M. (Sep. 2020)
“I liked the organization of this presentation. Both the parenting styles and suggestions for indirect therapy are very insightful.” – B.H. (Jul. 2020)
"This course was exactly what I needed. I was perusing the website for a course on stuttering in the preschool years. Everything seemed to be directed at school aged kids. I was so excited to find this one! And the price was right! It was all relevant and beneficial. This presentation was an excellent review for me." – L.K. (May 2020)
"I liked the lists of items that can be helpful or hurtful for speech fluency. I liked that all information presented was concise and extremely relevant. I thought the course was wonderful!" – L.F. (Apr. 2020)
"The information was very organized with a logical progression. I especially enjoyed the discussion on how to help the different parenting styles." – K.H. (Mar. 2020)
"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)