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Support Groups for Stuttering

Craig Coleman, M.A., CCC-SLP, BCS-FD

August 11, 2014

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Question

Why is participating in a support group important for people who stutter?

Answer

Support groups are critical because they allow people who stutter to see that they are not alone.  It does not have to be a formal group; virtual groups are effective too.  Always try to build in some stuttering support group component for any child that you work with so they can meet other children who stutter.  It is critical to the process.  As an adult and clinician, you can talk to them all day about stuttering, but to see another child their age going through the same situations, to build peer relationships and to work on goals and techniques outside of therapy – those are invaluable tools.  The children find this to be true as well. 

It is important to note that treatment groups are not the same as support groups. A treatment group is when you several children are grouped together and they work on specific goals within that group.  For example, a child is working in “easy starts” in individual therapy so you add him to a group to see if he can do easy starts in group sessions as well.  You may go to the group session with him to see how he does in it.

A support group does not have any formal goals.  You do not charge for support groups and they should not be billed because there is no formal treatment goal to them.  The purpose of support groups is to get children around other children who stutter.  If they talk about stuttering, that is great.  If they do not, that is okay too.

Craig Coleman is an assistant professor at Marshall University and a Board Certified Specialist in Fluency Disorders. He is a co-founder of MC Speech Books, where he has co-authored two children's books on stuttering and is also the founder of the Virtual Stuttering Center, a provider of tele-therapy for people who stutter.  Craig collaborated on the child versions of the Overall Assessment of the Child's Experience of Stuttering (OASES), which assesses the affective and cognitive components of stuttering.

 


craig coleman

Craig Coleman, M.A., CCC-SLP, BCS-FD

Craig Coleman is an assistant professor at Marshall University and a Board Certified Specialist in Fluency Disorders. He has served two terms as president of the Pennsylvania Speech-Language-Hearing Association.  Craig is also a member of the Scientific and Professional Education Board of the American Speech-Language-Hearing Association and Associate Coordinator of ASHA Special Interest Group 4: Fluency and Fluency Disorders. In 2011, Craig was awarded the Clinical Achievement Award of the Pennsylvania Speech-Language-Hearing Association.  Craig is a co-founder of MC Speech Books, where he has co-authored two children's books on stuttering.  Craig is also the founder of the Virtual Stuttering Center, a provider of tele-therapy for people who stutter.  Craig collaborated on the child versions of the Overall Assessment of the Child's Experience of Stuttering (OASES), which assesses the affective and cognitive components of stuttering.


Related Courses

The Ripple Effect of Stuttering: A Community-Based Approach
Presented by Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow, Mary Weidner, PhD, CCC-SLP
Video

Presenters

Craig Coleman, MA, CCC-SLP, BCS-F, ASHA FellowMary Weidner, PhD, CCC-SLP
Course: #9217Level: Intermediate2 Hours
  'Great content! Looking forward to using these strategies in my therapy sessions'   Read Reviews
This is Part 2 of a four-part series. The stuttering experience has a ripple effect that extends far beyond the child who stutters. Parents, teachers, peers, and others must possess both knowledge and skills to best support children who stutter. This course will highlight new clinical tools and resources to provide a community-based treatment approach for stuttering. (Part 1 - Course 9278, Part 3 - Course 9301, Part 4 - Course 9304)

Best Practices for Stuttering Assessment and Treatment Including the Role of Support Groups
Presented by Katie Gore, MA, CCC-SLP, Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
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Katie Gore, MA, CCC-SLPCraig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
Course: #9225Level: Intermediate2 Hours
  'great course'   Read Reviews
This course is Part 4 in a four-part series. It will provide an overview of stuttering peer support communities and the clinical importance of incorporating community experience into therapy. Current research and practical application questions will address goal writing, SLP roles and responsibilities, and common challenges connecting therapy to the community. Case studies will be shared to highlight assessment and treatment across various age ranges. (Part 1 - Course 9278, Part 2 - Course 9286, Part 3 - Course 9301)

Counseling in Stuttering Treatment: Practical Strategies
Presented by Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
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Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
Course: #11022Level: Intermediate1 Hour
  'The instructor's presentation style was engaging and easy to follow along'   Read Reviews
The use of counseling strategies in stuttering treatment is described in this course. Focus is placed on targeting negative reactions to stuttering.

Hot Topics in Stuttering: Yes, Treatment Should Be an Option
Presented by Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
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Course: #11047Level: Intermediate1 Hour
  'The way how he explains about stuttering issues'   Read Reviews
This is Part 1 of a two-part series. Diagnostic criteria for recommending stuttering treatment is reviewed in this course. The importance of treatment in an age of greater acceptance is also discussed.

Hot Topics in Stuttering: Strategies for Those Seeking Treatment
Presented by Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
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Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
Course: #11053Level: Intermediate1 Hour
  'This course was well-organized and easy to follow along with'   Read Reviews
This is Part 2 of a two-part series. The importance of comprehensive stuttering treatment is discussed in this course. Providing treatment that respects individual needs and choices is described.

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