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. Daniel Hudock, Ph.D. Assistant Professor, Department of Communication Sciences and Disorders, Idaho State University Assistant Professor, Department of Communication Sciences and Disorders, Idaho State University Life long Person Who Stutters Life long Person Who Stutters

What is Stuttering General background General background Overt characteristics (what we see and hear) Overt characteristics (what we see and hear) Covert characteristics (what we don’t see) Covert characteristics (what we don’t see) How it is treated How it is treated

Why SLPs and SCs Best practice strategies for collaboration Best practice strategies for collaboration Integration of services to meet the multiple needs of Students Who Stutter (SWS) Integration of services to meet the multiple needs of Students Who Stutter (SWS)

Training Roles and Responsibilities of SCs Evolution of SC profession Evolution of SC profession American School Counseling Association (ASCA) National Model American School Counseling Association (ASCA) National Model Domains Domains Academic Academic Personal / Social Personal / Social Career Career Themes Themes Advocacy Advocacy Leadership Leadership Systemic Change Systemic Change Collaboration Collaboration

Training Roles and Responsibilities of SLPs Training requirements of SLPs Training requirements of SLPs 400 supervised hours during the Masters program 400 supervised hours during the Masters program Masters Degree (typically 60 credit hours) Masters Degree (typically 60 credit hours) Passing the Praxis Passing the Praxis 1260 hours of a supervised clinical fellowship 1260 hours of a supervised clinical fellowship Continuing Education Units Continuing Education Units Treat individuals with speech, language, cognitive, processing, literacy, and swallowing deficits from birth to geriatric Treat individuals with speech, language, cognitive, processing, literacy, and swallowing deficits from birth to geriatric School-Based SLPs caseloads (90 on average) School-Based SLPs caseloads (90 on average) Was there adequate training on working with SWS or collaboration? Was there adequate training on working with SWS or collaboration? What were you taught to focus on? What were you taught to focus on?

Challenges to Inter- Professional Collaboration Differences in how professionals are trained and service implications Differences in how professionals are trained and service implications SLPs – Medical Model SLPs – Medical Model SCs – Developmental / Wellness Models SCs – Developmental / Wellness Models Time constraints Time constraints Large caseloads Large caseloads Others? Others?

Ways to Overcome These Barriers Understand each others’ training, roles, and responsibilities Understand each others’ training, roles, and responsibilities Have a positive attitude Have a positive attitude Don’t be to defensive of your professional territory Don’t be to defensive of your professional territory Find time to meet Find time to meet Ask your administration for time allocations for collaborative care meetings (explain how this will aide in student outcomes and efficiency) 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 Discuss collaborative care about student needs prior to, after, or during Problem Solving Team, IEP, or 504b meetings Develop a cooperative teacher in-service Develop a cooperative teacher in-service

Relationship Between Stuttering and Bullying Prevalence rates Prevalence rates Propensities for bullies and being bullied Propensities for bullies and being bullied Effects of being bullied Effects of being bullied Types of bullying Types of bullying Relationship between bullying and stuttering Relationship between bullying and stuttering What the research says What the research says

Prevention and Intervention Classroom presentation about stuttering that integrate the SWS Classroom presentation about stuttering that integrate the SWS Langevin & Prasad, (2012) Langevin & Prasad, (2012) Role playing helps reduce the effect from past experiences of being bullied Role playing helps reduce the effect from past experiences of being bullied Psycho-educational dramas Psycho-educational dramas Create scenarios and play the roles out then talk about emotions and reactions Create scenarios and play the roles out then talk about emotions and reactions SWS SWS Communication partner Communication partner Teach Teach Bystanders Bystanders Anti-bullying groups / inclusionary groups Anti-bullying groups / inclusionary groups

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