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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.
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Collaborative care between Speech-Language Pathologists (SLPs) and School Counselors (SCs) for treating Students Who Stutter (SWS) Presented by: Daniel Hudock, Ph.D.
Introductions • Daniel Hudock, Ph.D. • Assistant Professor, Department of Communication Sciences and Disorders, Idaho State University • Life long Person Who Stutters
What is Stuttering • General background • Overt characteristics (what we see and hear) • Covert characteristics (what we don’t see) • How it is treated
Why SLPs and SCs • Best practice strategies for collaboration • Integration of services to meet the multiple needs of Students Who Stutter (SWS)
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
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?
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?
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
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
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