There are a number of assessments available to therapists for use when working with school-aged children who stutter. In this session, we consider the factors a clinician might take into account when selecting the most appropriate assessments, as well as some examples of available tools.

Learning Outcomes:
At the end of this session, attendees will be able to:
• List the factors that they should take into account when selecting assessments for school aged children who stutter.
• Suggest appropriate assessments for one therapy approach based on the theoretical perspective and goals of therapy.
• Describe the strengths and limitations of using standardized assessments with school aged children who stutter.

Target Audience: Speech-Language Pathologists; Speech and Language Pathology Students

Bio: Sharon Millard is the Research Lead at the Michael Palin Centre for Stammering in London, where she has worked since 1995. Sharon’s research is clinically focused and she has published a number of peer reviewed papers and chapters, including those relating to therapy effectiveness, outcome measurement and the development of the Palin Parent Rating Scales (an outcome measure for parents of children who stutter). Sharon is the Co-Chair of the Oxford Dysfluency Conference, a member of the Editorial Board for the JFD (Journal of Fluency Disorders), and a European Fluency Specialist.