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

CollaborationDifferences 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

Comments and Questions