Stuttering is a complicated disorder with a complicated history. Numerous theories about the cause of stuttering have been presented, and countless treatments have been advocated. One consequence of this proliferation of ideas is the fact that many speech-language pathologists feel uncertain with regard to their knowledge base and treatment skills for helping those who stutter. Lack of knowing which approach is "best" may lead clinicians to question if their therapy strategies are providing benefit for their clients.
Fortunately, the field has seen a growing consensus about etiology and intervention, so clinicians can feel more confident that the information they provide is consistent with current views. This workshop will provide a survey of those views, as well as a comprehensive model of the disorder that can be used to guide both the assessment and treatment process. The goal of this course is to help speech-language pathologists feel more comfortable and more confident in their ability to help individuals who stutter. Offered for 0.25 ASHA CEUs – 2.5 contact hours.
Course Run Time: 2:30:00
Part I — What Is Stuttering
Part II — What Causes Stuttering
Part III — What Does All This Mean For Assessment
Part IV — What Does All This Mean For Treatment
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.
J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA, specializes in the diagnosis and treatment of stuttering across the lifespan. His research focuses on factors affecting the development of speech fluency and stuttering, as well as on the evaluation of stuttering treatment outcomes. He was an Associate Professor of Communication Science and Disorders at the University of Pittsburgh for 19 years and is now a Professor of Communicative Sciences and Disorders at Michigan State University. He is the author or coauthor of nearly 70 peer-reviewed publications, as well as more than 115 other articles, chapters, or books on stuttering. In particular, he is the co-author of the Overall Assessment of the Speaker’s Experience of Stuttering (OASES), as well as School-Age Stuttering Therapy: A Practical Guide, Early Childhood Stuttering Therapy: A Practical Guide, and the Minimizing Bullying program (all available from Stuttering Therapy Resources). Dr. Yaruss has given more than 450 continuing education workshops around the world, all designed to help speech-language pathologists feel more comfortable and more confident in their ability to help individuals who stutter.
Financial — J. Scott Yaruss is a presenter of online CEU courses sponsored by Northern Speech Services; receives royalty payments.
Financial — J. Scott Yaruss has intellectual property rights and an ownership interest in Stuttering Therapy Resources, Inc.; he also receives royalty payments and honoraria.
Nonfinancial — J. Scott Yaruss is a volunteer for the National Stuttering Association; he receives no compensation in this role.
This program is offered for 0.25 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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"The causes of stuttering section was most helpful. I liked the way the presenter explained everything & enjoyed his manner of presenting as well. The course was great the way it was! Thank you!" – A.S. (Feb. 2020)
"All of it was beneficial! It helps increase my ability to tailor therapy for specific client needs and builds my confidence in being able to do that WELL. An excellent discussion of the complex issues to address beyond the surface speech behaviours. Thanks." – K.C. (Jan. 2020)
"The ICF framework is helpful. The discussion around the emotional aspects was also helpful as, yes, I am uncomfortable with that." – I.R. (Jan. 2020)
"I enjoyed the in depth discussion about the cause of stuttering, risk factors, neurological differences, and impact on one's life. I expecte more on the treatment approaches, though." – J.M. (Dec. 2019)
"The speaker was very clear and well paced. Going over treating the entire disorder of stuttering including reactions was most beneficial. I enjoyed this presentation very much." – B.H.B. (Nov. 2019)
"This was exactly the information I was hoping to learn. I just wish there had been more on preschool treatment." – K.C. (Sept. 2019)
"Going over the risk factors for continued stuttering was most helpful. I liked the pace and the language used in the course." – S.W. (Aug. 2019)
"I liked the clarity in the presentation. I especially enjoyed the speaker explaining the distinction between stuttering behaviors and stuttering as viewed from the perspective of the stutterer." – M.G. (Aug. 2019)
"This was probably the best online class I have taken. I honestly found the metaphor of the assembly line and glitches extremely helpful in conceptualizing the possible breakdowns resulting in stuttering. The discussion of stuttering as a behavior and disorder was also enlightening. Using the ICF model as a guide makes so much sense. I'm going to start applying this consciously while treating other impairments as well." – S.H. (July 2019)
"All the discussed topics were very informative and helpful. The speaker was easy to listen to and full of valuable information." – G.C. (July 2019)
"Loved the case presentations. I enjoyed the broad definition of stuttering and examples. Superb presenter with a high level of expertise." – G.M. (May 2019)
"The ICF Model was very helpful. It was well-paced, clear, and well organized. I was hoping for more information on the treatment methods of stuttering." – L.M. (Apr. 2019)
"I appreciated the theme of treating more than just the surface behavior we see/hear. I liked that it wasn't just basic information regarding stuttering. It went into more detail and current research." – S.R. (Feb. 2019)
"I like how Scott has broken the impact into speech behaviour (person does) and Communication disorder (person experiences). Scott was clear in his explanations. He had great examples that can be used with parents and client." – L.M. (Jan. 2019)
"Using the WHO IFC as a lens to view stuttering was most beneficial. I liked the foundation to view stuttering and strategies to use for assessment. Great course as is." – M.C. (Dec. 2018)
"I appreciated the discussions on looking at the risk factors for preschoolers and how to determine if a child needs therapy. I like that it talked about stuttering not just as a behavior, but as a disorder and how this fits into ASHA's scope of practice. It was a good course." – D.C. (Dec. 2018)
"I enjoyed understanding risk factors for preschoolers at it is critical in order to determine the need for direct therapy and make recommendations to parents." – C.S. (Nov. 2018)
"Dr. Yaruss gave an organized presentation, using examples and review to reinforce concepts. I was intrigued by information to support the behavior and disorder, to assess and address the five factors that drive diagnosis and treatment." – M.T. (Oct. 2018)
"I appreciated his advice regarding the determination of which preschoolers are in need of treatment and which ones are more appropriate for observation over time." – A.M. (Oct. 2018)
"I liked the analogies and examples used to help better understand what the presenter was explaining." – S.B. (June 2018)
"I appreciated the presenter mapping out the disorder, referencing ICF, and the need to look at the impact of stuttering - not just treatment strategies. I liked how the course was organized and the emphasis on SLP scope of practice to treat a reaction to stuttering and not only strategies." – F.J. (Apr. 2018)
"The overall review of how stuttering impacts a person's life both in their communication and emotionally was very useful. The presenter did a great job of making the information easy to comprehend and very applicable to therapy." – A.C. (Apr. 2018)
"I really appreciated the discussion of the ICF model in considering what stuttering is, what is involved in the assessment and what to think about for treatment. I thought Dr. Yaruss was very knowledgeable about his topic. He was very easy to listen to, and I thought his handouts were outstanding. I was hoping that there would be more information on how to count stuttered dysfluencies. Nevertheless, I was very pleased with the course." – B.V. (Feb. 2018)
"The WHO information as related to stuttering was most beneficial. I liked that there were lots of examples and discussion." – P.H. (Dec. 2017)
"I have yet to have a stutterer in therapy. I wanted to take this course to refresh myself on Stuttering itself and evaluation tools. The course was informative, and the presenter was amazing." – S.C. (Dec. 2017)
"The discussions of assessment for an underlying disorder (thoughts and feelings) about stuttering and what to do with students who stutter but seem not to be bothered by disfluencies were really helpful. However, I expected additional information about treatment." – A.A. (Nov. 2017)
"I liked the review of causes and discussion of the ICF model and ASHA Scope of Practice. It was helpful to get a refresher on the causes of stuttering and how to explain it to parents. It was also helpful to hear the discussion of ICF and how to treat the entire disorder as well as explain the goals of treatment (i.e., minimize adverse impact)." – D.W. (Aug. 2017)
"I'm currently treating two males, one preadolescent and the other in their late teens. This will help me be more effective." – M.M. (July 2017)
"I have relatives (in laws) who stutter and this has stimulated an interest in broadening the clients I treat in private practice. This lecture is an excellent beginning to expanding my knowledge about this area of speech pathology." – M.M. (June 2017)
"The discussion on distinguishing stuttering among preschool-age children and school-age children was most beneficial as it pertains to my workload. I liked the different analogies used to describe stuttering behaviors versus stuttering disorders." – J.D. (Apr. 2017)
"The course was very helpful, and you could tell that the speaker was very knowledgeable. I especially enjoyed the portion on focusing on the cause or root of the stuttering behavior and examining how the person feels. I liked the practical examples and easy to follow outline." – L.S. (Mar. 2017)
"I appreciated the discussion on risk factors, severity and chronicity. I liked the entire presentation!" – L.F. (Feb. 2017)
"I enjoyed the education about the underlying feeling of loss of control. Good foundation information. However, I expected to learn more about how to treat the individuals reactions to stuttering." – L.D. (Feb. 2017)
"The key factors for evaluating and treating preschoolers who stutter were really helpful. I liked the variety of information for both evaluations and treatment." – K.C. (Dec. 2016)
"The entire topic was relevant to my approach of assessment and treatment with particular emphasis on the preschool child. The clarity of speaker was excellent. The topic helped significantly in clarifying confusing areas of treatment, assessment, and definition of stuttering." – A.S. (Dec. 2016)
"I like the integration of information: The ICF model and how we need to look at all of the pieces from etiology to the person's goals in life and how stuttering affects these goals." – J.N. (Nov. 2016)
"I liked looking at the holistic approach to evaluation and treatment of stuttering using the ICF model. However, I was hoping for a little more detailed discussion of treatment options for stuttering." – C.H. (Oct. 2016)
"The discussions on current treatment focuses plus research and focus on the life issues the disorder presents were most beneficial." – M.S. (Sept. 2016)
"I expected actual therapy treatment ideas and examples. He covered "what" needs to be fixed but not "how" to fix it." – A.A. (Sept. 2016)
"I enjoyed the specific examples provided by the speaker and the discussion about ICF." – L.W. (Sept. 2016)
"The speaker was easy to follow and to listen to. I especially appreciated the discussion on treating the whole (behavior and disorder) in therapy." – D.C.E. (Sept. 2016)
"The presentation very clearly spelled out stuttering A to Z and I feel like I have a stronger grasp of the disorder as a whole. Very well organized. Speaker was very engaging." – G.R. (Aug. 2016)
"The discussion of 'behavior' vs. 'disorder' and the ICF model was most beneficial." – S.H. (Aug. 2016)
"I really enjoyed the review and updated information regarding definitively identifying children in terms of age and other factors, for determining assistance of them in therapy." M.N.T. (Aug. 2016)
"The presentation of material was organized and flowed well. I expected more treatment in depth discussions." – L.N. (Aug. 2016)
"The information regarding stuttering as it pertains to children ages 2 to 7 was most beneficial. I liked the continuity from definition of stuttering to treatment." – M.S. (Aug. 2016)
"I enjoyed the discussions on ICF Framework, Affective, Behavioral and cognitive aspects as well as language differences. I would love to see examples, videos at some point for each aspect of stuttering - including therapeutic interventions." – L.O. (Aug. 2016)
"I liked the content, handouts, speaker's enthusiasm and presentation skills; his immense knowledge, genuine caring, and sincerity." – J.L. (Aug. 2016)
"Concise, well-articulated, organized. The discussions on assessment and treatment of stuttering were most useful." – N.C. (July 2016)
"I learned a lot about the tension that goes along with stuttering. The presenter did a great job of making the information practical." – E.G. (July 2016)
"Good speaker, knowledgeable, ideas presented in an organized, detailed interesting manner. Enjoyed the organization of the material." – H.W. (June 2016)