Fluency shaping and stuttering modification approaches

Elizabeth Burcham

Folsom Cordova Unified School District

High schools Public elementary schools Adolescents Autism spectrum disorder (ASD) Deaf and hard of hearing individuals (speech/language support) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) Medically complex children Preschool-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Basic office productivity tools Cognitive-communication therapy strategies Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Data collection and progress monitoring Documentation and report writing Education and special education systems Empathy and patience Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Speech and language evaluation tools Strong verbal and written communication Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques

Jennifer Cao

Adolescents Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Young adults Active listening and observation Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Data tracking software Documentation and report writing Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Patient advocacy Relationship-building with clients and families Speech and language evaluation tools Telepractice platforms Treatment planning and goal development Voice and fluency intervention techniques High schools Middle schools Pediatric clinics Private practice clinics Public elementary schools Telepractice (remote/virtual services)

Emily Edson

Adolescents Autism spectrum disorder (ASD) Deaf and hard of hearing individuals (speech/language support) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) Medically complex children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Young adults AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Data collection and progress monitoring Documentation and report writing Education and special education systems Empathy and patience Evidence-based practice application Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Public health and accessibility Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Treatment planning and goal development Voice and fluency intervention techniques High schools Middle schools Special education programs

Tami Hansen

Speak Right Now

Telepractice (remote/virtual services) Adolescents Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Language disorders (receptive and expressive language delays/disorders) Parkinson’s disease and other neurodegenerative diseases Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stroke (aphasia, dysarthria, apraxia) Stuttering and fluency disorders Toddlers (early language development delays) Traumatic brain injury (TBI) Voice disorders (e.g., vocal strain, neurological voice changes) Working-age adults Young adults Active listening and observation Clinical assessment and diagnostic reasoning Cognitive-communication therapy strategies Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Documentation and report writing Empathy and patience Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Neuroscience and brain-behavior relationships Patient advocacy Rehabilitation and recovery processes Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Telepractice platforms Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques

Maureen Jennings

Pediatric clinics Private practice and specialized settings Private practice clinics Universities (teaching and research roles) University/college clinics (training and supervision sites) Adolescents Autism spectrum disorder (ASD) Deaf and hard of hearing individuals (speech/language support) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Infants (feeding and early communication) Infants with feeding difficulties Language disorders (receptive and expressive language delays/disorders) Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Toddlers (early language development delays) Young adults AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Documentation and report writing Dysphagia (swallowing) assessment skills Education and special education systems Empathy and patience Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Neuroscience and brain-behavior relationships Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Voice and fluency intervention techniques

Bronwyn Kao

Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Cultural responsiveness and sensitivity Data collection and progress monitoring Documentation and report writing Education and special education systems Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Time management and caseload organization Treatment planning and goal development Public elementary schools Special education programs

Sandra Kaul

More Details

Adolescents Autism spectrum disorder (ASD) Brain tumors and neurological conditions Cognitive-communication disorders (e.g., TBI, dementia, stroke) Deaf and hard of hearing individuals (speech/language support) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Infants (feeding and early communication) Language disorders (receptive and expressive language delays/disorders) Medically complex children Older adults / geriatric population Parkinson’s disease and other neurodegenerative diseases Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stroke (aphasia, dysarthria, apraxia) Stuttering and fluency disorders Toddlers (early language development delays) Traumatic brain injury (TBI) Voice disorders (e.g., vocal strain, neurological voice changes) Working-age adults Young adults Early childhood centers/head start programs Early intervention programs (birth–3 years) High schools Home health care Hospitals (acute care, inpatient, outpatient) Middle schools Pediatric clinics Private practice and specialized settings Public elementary schools Rehabilitation hospitals Research institutions Skilled nursing facilities (SNFs) Special education programs Telepractice (remote/virtual services) Universities (teaching and research roles) University/college clinics (training and supervision sites) AAC (Augmentative and Alternative Communication) systems Active listening and observation Assistive technology and innovation Clinical assessment and diagnostic reasoning Cognitive-communication therapy strategies Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Data collection and progress monitoring Documentation and report writing Education and special education systems Empathy and patience Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Neuroscience and brain-behavior relationships Patient advocacy Rehabilitation and recovery processes Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Telepractice platforms Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques

Diana Lynn

Adolescents Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Language disorders (receptive and expressive language delays/disorders) Medically complex children Preschool-aged children School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Cultural responsiveness and sensitivity Data collection and progress monitoring Empathy and patience Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers Language development and communication sciences Neuroscience and brain-behavior relationships Patient advocacy Relationship-building with clients and families Speech and language evaluation tools Early intervention programs (birth–3 years) Home health care Private practice clinics Telepractice (remote/virtual services)

Thao Nguyen

Middle schools Adolescents Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Basic office productivity tools Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Data collection and progress monitoring Documentation and report writing Education and special education systems Empathy and patience Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Patient advocacy Speech and language evaluation tools Strong verbal and written communication Telepractice platforms Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques

Sarah O'Connor

Adolescents Autism spectrum disorder (ASD) Cognitive-communication disorders (e.g., TBI, dementia, stroke) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Medically complex children Preschool-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Voice disorders (e.g., vocal strain, neurological voice changes) Young adults AAC (Augmentative and Alternative Communication) systems Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Data collection and progress monitoring Data tracking software Dysphagia (swallowing) assessment skills Evidence-based practice application Fluency shaping and stuttering modification approaches IEP/IFSP development (school-based settings) Autism treatment centers Early childhood centers/head start programs Early intervention programs (birth–3 years) Middle schools Pediatric clinics Public elementary schools

MARK Power

self

Private practice and specialized settings Private practice clinics Telepractice (remote/virtual services) Universities (teaching and research roles) Stuttering and fluency disorders Clinical assessment and diagnostic reasoning Cognitive-communication therapy strategies Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Data collection and progress monitoring Data tracking software Documentation and report writing Empathy and patience Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Neuroscience and brain-behavior relationships Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Telepractice platforms Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques

Liareza Marie Poyatos

n/a

AAC (Augmentative and Alternative Communication) systems AAC devices and speech-generating technology Active listening and observation Assistive technology and innovation Basic office productivity tools Cognitive-communication therapy strategies Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Data collection and progress monitoring Data tracking software Documentation and report writing Education and special education systems Electronic medical records (EMR) systems Empathy and patience Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers IEP/IFSP development (school-based settings) Language development and communication sciences Neuroscience and brain-behavior relationships Patient advocacy Public health and accessibility Rehabilitation and recovery processes Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques Adolescents Adults with swallowing disorders due to neurological or structural causes Autism spectrum disorder (ASD) Brain tumors and neurological conditions Cognitive-communication disorders (e.g., TBI, dementia, stroke) Deaf and hard of hearing individuals (speech/language support) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Head and neck cancer patients (speech and swallowing impacts) Individuals who use augmentative and alternative communication (AAC) Infants (feeding and early communication) Infants with feeding difficulties Language disorders (receptive and expressive language delays/disorders) Medically complex children Older adults / geriatric population Parkinson’s disease and other neurodegenerative diseases Post-surgical patients affecting swallowing function Preschool-aged children Respiratory conditions affecting speech/swallowing School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stroke (aphasia, dysarthria, apraxia) Stuttering and fluency disorders Toddlers (early language development delays) Traumatic brain injury (TBI) Voice disorders (e.g., vocal strain, neurological voice changes) Working-age adults Young adults

Melissa Reynoso

Adolescents Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Individuals who use augmentative and alternative communication (AAC) Language disorders (receptive and expressive language delays/disorders) School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Counseling and family education Cultural responsiveness and sensitivity Data collection and progress monitoring Documentation and report writing Education and special education systems Empathy and patience Evidence-based practice application Flexibility and adaptability across settings Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation IEP/IFSP development (school-based settings) Relationship-building with clients and families Speech and language evaluation tools Time management and caseload organization Treatment planning and goal development High schools Middle schools Public elementary schools Special education programs

Colleen Sheh

Autism spectrum disorder (ASD) Language disorders (receptive and expressive language delays/disorders) School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Toddlers (early language development delays) AAC (Augmentative and Alternative Communication) systems Clinical assessment and diagnostic reasoning Counseling and family education Cultural responsiveness and sensitivity Documentation and report writing Empathy and patience Evidence-based practice application Fluency shaping and stuttering modification approaches Goal tracking and compliance documentation Helping children and adults overcome communication barriers Language development and communication sciences Neuroscience and brain-behavior relationships Relationship-building with clients and families Speech and language evaluation tools Strong verbal and written communication Telepractice platforms Time management and caseload organization Treatment planning and goal development Voice and fluency intervention techniques Private practice and specialized settings Private practice clinics

Mary Waltz

Bird Kern Dalmia (parttime)

Private practice clinics Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Language disorders (receptive and expressive language delays/disorders) School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Clinical assessment and diagnostic reasoning Empathy and patience Fluency shaping and stuttering modification approaches

Patty Yandell

Turlock Unified School District

Private practice and specialized settings Public elementary schools Adolescents Autism spectrum disorder (ASD) Developmental disabilities (e.g., Down syndrome, intellectual disabilities) Language disorders (receptive and expressive language delays/disorders) School-aged children Social communication/pragmatic language disorders Speech sound disorders (articulation, phonology) Stuttering and fluency disorders Young adults Clinical assessment and diagnostic reasoning Collaboration with interdisciplinary teams (OT, PT, teachers, physicians) Education and special education systems Evidence-based practice application Fluency shaping and stuttering modification approaches IEP/IFSP development (school-based settings) Language development and communication sciences

Fluency shaping and stuttering modification approaches

Fluency shaping and stuttering modification approaches

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