{{ (moduleVm.actions && moduleVm.changeStatus) ? moduleVm.status : '' }} Novel Word Recognition in Childhood Stuttering
Activity Steps
Description
Note: ASHA CEUs cannot be reported to ASHA unless your ASHA member number is included in your profile.This program discusses theories of stuttering which suggest that language abilities play an important role in stuttering development as well as persistence or recovery from stuttering. Studies of language skills in children who stutter will be reviewed. The program will also address whether novel word recognition differentiated children who stutter from children who do not stutter.
Accreditation
This course is offered for 0.1 ASHA CEUs
(Intermediate Level, Professional Area)
Purpose of Activity
To gain knowledge about theories of stuttering that suggest language abilities play an important role in stuttering development as well as persistence or recovery from stutteringLearning Objectives
After completing this continuing education activity you will be able to:
- Identify how language abilities play an important role in stuttering development.
- Recognize that studies of language skills in children who stutter have yielded inconsistent results.
- Explain whether novel word recognition differentiated children who stutter from children who do not stutter.
Disclosures
Course Content Disclosure: This program will focus exclusively on the products Novel Object and Unusual Name (NOUN) Database (Horst & Hout, 2016), Children's Test of Nonword Repetition (Gathercole et al., 1994), and E-Prime 3.0 software (Psychology Software Tools, Inc., 2016). This program will not include information on other similar or related products.
Financial Disclosure: Funding was provided by the National Institute on Deafness and Other Communication Disorders (R21 DC017227) awarded to Amanda Hampton Wray. The Charles J. Strosacker Graduate Research Fund for Health and Risk Communication in the College of Communication Arts and Sciences at Michigan State University was awarded to Erica Lescht, Courtney Venker, and Amanda Hampton Wray. The Blue Cross Blue Shield of Michigan Foundation Student Award Program Grant was awarded to Erica Lescht and Amanda Hampton Wray. The National Institutes of Health grant (T32-DC011499) was awarded to K. Kandler and B. Yates (trainee: J. R. McHaney).
Author Disclosures:
Erica Lescht, M.A., CCC-SLP
Financial: Ms. Lescht is a Ph.D. student in the Department of Communication Science and Disorders at University of Pittsburgh. This project was supported in part by the Charles J. Strosacker Graduate Research Fund for Health and Risk Communication in the College of Communication Arts and Sciences at Michigan State University and the Blue Cross Blue Shield of Michigan Foundation Student Award Program Grant.
Nonfinancial: Ms. Lescht's research interests are in the neural processes that support language, learning, and executive function in children who stutter and children who do not stutter.
Courtney E. Venker, Ph.D., CCC-SLP
Financial: Dr. Venker is an employee of Michigan State University and receives funding from the NIH to support her research. She has no other relationships/conditions/circumstances that present potential conflict of interest.
Nonfinancial: Dr. Venker teaches courses in Developmental Language Disorders and Autism. Her research is in the area of language development and disorders, autism, language processing, and word learning.
Jacie R. McHaney, B.S.
Financial: Ms. McHaney is a Ph.D. student in the Department of Communication Science and Disorders at University of Pittsburgh. This project was supported in part by NIH training grant for Training in Auditory and Vestibular Neuroscience.
Non-Financial: Ms. McHaney's research interests include the neural mechanisms of speech perception using neurobiological and computational approaches.
Jason W. Bohland, Ph.D.
Financial: Dr. Bohland is an employee of the University of Pittsburgh and receives funding from the National Science Foundation to support his research. He has no other relationships/conditions/circumstances that present potential conflict of interest.
Nonfinancial: Dr. Bohland teaches courses in research methods and speech and language function. His research is in the area of the neural basis of speech planning and production.
Amanda Hampton Wray, Ph.D.
Financial: Dr. Amanda Hampton Wray receives research funding and support from NIH-NIDCD. Blue Cross Blue Shield Foundation of Michigan Student Grant Program provided funding in part of this project. She receives payment from the American Speech-Language-Hearing Association (ASHA).
Nonfinancial: Dr. Amanda Hampton Wray is an ASHA editorial board member.
Credits:
- ASHA 0.1 CEU