MA CCC-SLP
Lucy Reed is an ASHA certified speech and language pathologist (SLP) with 22 years of experience. She worked for 17 years as a school-based SLP in a public school district and has worked for the past 5 years providing speech therapy via tele-practice. Lucy is someone who stutters and is an active participant in the global stuttering community. She lives in New Jersey, where she is the owner of a private speech therapy practice where she provides services to those who stutter across the lifespan.
Lucy is the owner of Lucy Reed Stuttering Treatment, a speech therapy practice in New Jersey. Lucy is receiving compensation for this course.
Lucy is a volunteer board member of Stamily, a volunteer for The World Stuttering Network, and has served in the past as a volunteer for the National Stuttering Association.
Lucy has no additional content information to disclose.
This course is being sponsored by SLP Toolkit.
- Name 3 main theories of stuttering therapy
- Identify 3 shifts in therapy practices that create a supportive environment for children who stutter
- Explain at least 3 ways in which school staff can help create a supportive environment for children who stutter
- List 3 ways to enhance outcomes by helping CWS and their parents learn advocacy skills
- Name at least 4 microaggressions that can occur during the course of stuttering therapy
- List at least 2 measurable IEP goals for CWS
| 10 mins | Nature of Stuttering. History of Stuttering Therapy |
| 10 mins | Shifts in stuttering therapy |
| 10 mins | Stigma, microaggressions, Negative vs Positive Descriptors |
| 10 mins | Advocacy skills |
| 10 mins | Goal Writing |
| 10 mins | Summary and Q/A |