"The common questions parents ask and how to answer them was beneficial to discuss. I liked the practical advice." S.M. (Oct. 2024)

"Stuttering basics were helpful." K.L. (Oct. 2024)

"Understanding the types of Home environments was beneficial. I liked the handout." L.H. (Oct. 2024)

"It was beneficial to discuss ways to involve parents when their child stutters." T.C. (Oct. 2024)

"I liked the information to provide to parents to implement at home, that is, regarding the environment, speaking situations, speaking competition, life events that may be stressful etc. These questions and observation of what is going on in the home and how parents handle the situations and respond to the CWS is very helpful. Information and confirmation of how important indirect intervention via the parents is." P.F. (Oct. 2024)

"The ways to respond to parents' questions and ways to advise parents to foster fluency in their child's speech were beneficial to discuss. The course provided multiple examples that can be utilized in therapy." A.W. (Sep. 2024)

"The modeled responses for responding to potential parental questions were beneficial. Well-organized and clear presentation." J.H. (Aug. 2024)

"I liked the ways to give advice to parents. Slow rate of speech, concise info." M.K. (Jul. 2024)

"Discussing when to seek help was beneficial. I liked the course topic." D.M. (Jun. 2024)

"Amount of helpful information presented was beneficial. Raising my toddler daughter, who has occasionally exhibited some stuttering!" E.G. (Jun. 2024)

"I especially appreciated the attention given to understanding the home environment and family attitudes that may surround the child who stutters. This is an integral part of the therapist's plan for an intervention program that can work for the child. The information was clear, beautifully well-organized and detailed, plus very practical and available for immediate use." D.D. (May. 2024)

"I liked the examples." A.F. (May. 2024)

"Parental advice was beneficial." A.F. (May. 2024)

"Home descriptions were helpful. I liked the suggestions to give to parents." L.G. (Feb. 2024)

"Statistics about stuttering were helpful. I liked the discussion over the different home environments and how they impact fluency." T.A. (Feb. 2024)

"Beneficial information on how to discuss techniques for the home setting with parents. Practical and easy to implement advice." A.W. (Jan. 2024)

"Relevant information and direct suggestions. Discussing the factors influencing stuttering behavior and best interventions was beneficial." E.N. (Dec. 2023)

"Practical tips for advising parents. The review of statistics was helpful. I liked the description of different types of household environments." A.G. (Nov. 2023)

"Easy to listen to presentation. Excellent refresher information on early stuttering." J.C. (Nov. 2023)

"I liked the if...then...examples and considering the home environment." E.B. (Oct. 2023)

"I liked the stuttering facts and how important it is to get parent involvement before direct therapy begins. I found it beneficial to have ideas on responding to parents' questions and concerns. I liked the concise, slow manner in which the speaker described aspects of stuttering as it pertains directly to preschool children. I appreciated learning how parenting styles impact a CWS's ability to regain fluency." J.M. (Oct. 2023)

"Realistic ideas of how to answer typical parent questions. The speaker was easy to listen to and learn from." A.V. (Aug. 2023)

"This course was organized and thorough. The percentages of disfluency incidence are helpful." A.S. (Aug. 2023)

"The suggestions given for parents of what to do and not do in response to stuttering were helpful. As well as speaking to the importance of indirect therapy rather than direct therapy." C.T. (Jul. 2023)

"Do's and dont's when counseling parents was a beneficial topic. I liked the course format." A.C. (May 2023)

"Discussing the different types of home environments and how they can affect fluency was beneficial. The presentation was easy to follow, concise, and included practical information." J.C. (May 2023)

"I appreciated references to the literature and suggestions on how to apply this to practice. I liked that this was a very clearly laid out presentation with frequent references to studies to back up the suggestions." L.P. (Apr. 2023)

"This content can be easily applied to practice with the clear examples given. I liked the detailed if, then scenarios on frequent questions that parents may ask." K.K. (Mar. 2023)

"I liked the advice to give to parents regarding the home environment." S.D. (Jan. 2023)

"Great recommendations. I loved the clarity and ease of course access." K.M. (Dec. 2022)

"I liked the discussion on common parent questions and suggested SLP responses. I liked the course format." A.M. (Nov. 2022)

"I appreciated the whole course. All of the valuable information regarding CWS and the valuable suggestions/strategies for the family/home environment." M.B. (Nov. 2022)

"I loved the examples given and recommendations for each situation. Course was easy to follow and slides gave a lot of information you can go back to." A.C. (Oct. 2022)

"Presented up-to-date information about stuttering and how to treat it. Good suggestions to provide to families." C.O. (Oct. 2022)

"I liked the specific answers that were given when parents have questions for the SLP. There were lots of great examples of changes that a parent can implement immediately within the home environment to help with increasing a child's fluency." A.M. (Oct. 2022)

"I liked the explanations and information that can be provided to parents." M.M. (Oct. 2022)

"Clearly organized and a wealth of information. Questions that parents may ask was beneficial." A.D. (Oct. 2022)

"I liked the course format and the parent scenarios." J.A. (Sept. 2022)

"The guidelines for parents was good information and I liked the basic overview of the course." M.P. (Sept. 2022)

"I will benefit from this information in my daily practice." A.L. (Aug. 2022)

"The course format was excellent!" M.M. (Jun. 2022)

"Efficient presentation. I liked the idea of modifying the child's daily schedule when "over-scheduled." A.K. (Apr. 2022)

"I liked all of it – clear suggestions & recommendations." L.A. (Mar. 2022)

"Easy to follow and helpful information. I liked the ways to help parents with home environment and also questions to ask parents upon receiving the referral." S.S. (Dec. 2021)

"Very functional recommendations. I liked the different family types and impact on fluency." J.F. (Dec. 2021)

"Clear outline of information to help parents – I liked the pace of the presentation." L.T. (Dec. 2021)

"I liked the practical information and tips provided – how to work with parents of a child who stutters." A.P. (Nov. 2021)

"Learning how to talk to parents and make suggestions on how to help their child. Learning the different questions that parents may ask and the answers." N.H. (Nov. 2021)

"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 therapists 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 loved how it went into the different home environments and talked about ways to best support those families." M.F. (Oct. 2021)

"How to discuss stuttering with parents and main points to focus on." O.D. (Sept. 2021)

"I appreciated the large list of scenarios and responses. I now feel better equipped to talk to parents." R.M. (Sept. 2021)

"I liked the organization of this presentation. Both the parenting styles and suggestions for indirect therapy are very insightful." B.H. (Jul. 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. (Jul. 2021)

"The "if-then" scenarios were good examples." A.D. (Jun. 2021)

"This course was exactly what I needed. I was perusing the website for a course on stuttering in the preschool years. Courses are usually directed at school age kids. I was so excited to find this one! It was all relevant and beneficial. This presentation was an excellent review for me." L.K. (May 2021)

"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. 2021)

"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. 2021)

"I like that the course takes you through the whole process. I especially enjoyed the questionnaire to parents." C.B. (Feb. 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)

1. Identify the difference between normal disfluencies and stuttering in the preschool population.
2. Describe the impact that stuttering has on parents, siblings and the disfluent preschooler.
3. Identify the temperament most prone to underlie stuttering.
4. List strategies parents can use to help their child avoid stuttering symptoms.
5. Describe parenting styles, events, and home environments that result in more fluent communication.
6. Describe how the speech-language pathologist can help parents implement fluency strategies.

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 CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:

• Current ASHA Member.
• ASHA Certificate of Clinical Competence (CCC) Holder.
• Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology.
• Credentialed by a state regulatory agency to practice SLP or audiology.
• Credentialed by a national regulatory agency to practice SLP or audiology.
• Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC.
• Currently enrolled in a master's or doctoral program in SLP or audiology.

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.