A conceptual model for teaching advocacy is reviewed and adapted for school-age children and teens who stutter. Concrete strategies are provided for each step of the model. Several case examples are reviewed and discussed.
 
Learning Objectives:
Participants will:
1. Understand evidence supporting need to teach advocacy skills to children and teens who stutter
2. Demonstrate application of a conceptual model of advocacy for children and teens who stutter
3. Review and discuss case examples and clinical outcomes of application of advocacy skills
 
Target Audience: Speech-Language Pathologists, Graduate Students
 
Bio: Kristin Chmela, M.A., CCC-SLP, BCS-SCF has serviced children and teens who stutter for almost forty years at the Chmela Communication Center in the Northwest suburbs of Chicago. She is an author, lecturer, consultant, and co-founder and Director of the Training and Therapeutic Experience Program at Camp Shout Out. Kristin holds certifications in yoga, mindfulness, and trauma informed practices. She continues to spend the majority of her time helping individuals who stutter, clutter, and have other fluency challenges and remains passionate about helping speech language pathologists service this population.