The articles in this journal self-study explore a variety of aspects of working with adolescents who stutter. Using different research methods, the articles discuss assessment procedures, readiness for change, stuttering management, mental health, and interactions with peers, family members, and teachers.

Learning Outcomes
You will be able to:

• Identify the general areas to be considered in a comprehensive assessment of stuttering 
• Explain decisional balance and situational self-efficacy, and discuss how they relate to an adolescent’s readiness to manage their stuttering 
• Describe the types of requests adolescents who stutter made to peers, family, and teachers

Contents and Presenter Disclosures

The following articles are included in this course:

1. "A Questionnaire Survey About Support Requests From School-Age Children and Adolescents Who Stutter," by Daichi Iimura, Osamu Ishida, Saburo Takahashi, Hideaki Yokoi, and Shoko Miyamoto, originally published in Language, Speech, and Hearing Services in Schools
   
   Financial Disclosures: The authors report no financial relationships to the content of this article.
   
   Nonfinancial Disclosures: The authors report no nonfinancial relationships to the content of this article.
   
   
2. "Consensus Guidelines for the Assessments of Individuals Who Stutter Across the Lifespan," by Shelley B. Brundage, Nan Bernstein Ratner, Michael P. Boyle, Kurt Eggers, Rachel Everard, Marie-Christine Franken, Elaina Kefalianos, Anne K. Marcotte, Sharon Millard, Ann Packman, Martine Vanryckeghem, and J. Scott Yaruss, originally published in American Journal of Speech-Language Pathology
   
   Financial Disclosures: Michael P. Boyle, Sharon Millard, Martine Vanryckeghem, and J. Scott Yaruss are authors of evaluation tools mentioned in the appendices of the manuscript. Yaruss also reports ownership, IP, and royalties from Stuttering Therapy Resources. Shelley B. Brundage, Nan Bernstein Ratner, Kurt Eggers, Rachel Everard, Marie-Christine Franken, Elaina Kefalianos, Anne K. Marcotte, and Ann Packman report no financial relationships to the content of this article.
   
   Nonfinancial Disclosures: The authors report no nonfinancial relationships to the content of this article.
   
   
3. "Applying the Transtheoretical Model to Stuttering Management Among Adolescents: Part I. Scale Development," by Patricia M. Zebrowski, Naomi H. Rodgers, Hope Gerlach, Andrea L. Paiva, and Mark L. Robbins, originally published in American Journal of Speech-Language Pathology
   
   Financial Disclosures: This project was funded by an American Speech-Language-Hearing Foundation Clinical Research Grant. The authors report no additional financial relationships to the content of this article.
   
   Nonfinancial Disclosures: The authors report no nonfinancial relationships to the content of this article.
   
   
4. "Applying the Transtheoretical Model to Stuttering Management Among Adolescents: Part II. Exploratory Scale Validation," by Naomi H. Rodgers, Hope Gerlach, Andrea L. Paiva, Mark L. Robbins, and Patricia M. Zebrowski, originally published in American Journal of Speech-Language Pathology
   
   Financial Disclosures: This project was funded by an American Speech-Language-Hearing Foundation Clinical Research Grant. Hope Gerlach is a full-time faculty member at WMU. Naomi H. Rodgers, Andrea L. Paiva, Mark L. Robbins, and Patricia M. Zebrowski report no additional financial relationships to the content of this article.
   
   Nonfinancial Disclosures: The authors report no nonfinancial relationships to the content of this article.
   
   
5. "Anxiety and Depression Symptoms in Children and Adolescents Who Stutter: A Systematic Review and Meta-Analysis," by Ria Bernard, Hilde Hofslundsengen, and Courtenay Frazier Norbury, originally published in Journal of Speech, Language, and Hearing Research
   
   Financial Disclosures: Hilde Hofslundsengen received a grant from Research Council of Norway. Ria Bernard and Courtenay Frazier Norbury report no financial relationships to the content of this article.
   
   Nonfinancial Disclosures: The authors report no nonfinancial relationships to the content of this article.

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by the end date below.

Program History and CE Information

Start date: February 27, 2023
End date: February 27, 2028

This course is offered for 0.7 ASHA CEUs (Advanced level, Professional area).