There are several assessment tools available to therapists to use when working with school-aged children who stutter. In this one-hour presentation, Sharon Millard, Ph.D., RegMRCSLT, RegHCPC, of the Michael Palin Centre for Stammering in London, considers the factors a clinician might take into account when selecting the most appropriate assessments, as well as some examples of available tools.

"My biggest takeaway from this excellent presentation was to be more mindful about the language that I use during assessment and seek to minimize use of words that imply that stuttering is negative or undesirable. I learned to consider a variety of factors in my assessments to look at the whole child, their perspective and experience of stuttering and the impact that it may or may not be having on their communication and participation. I will increase my focus on collecting information from students and families on what they are hoping to change, and what outcomes they are seeking from therapy."

Learning Outcomes:
As a result of this activity, participants will be able to 

1.    List the factors that they should take into account when selecting assessments for school aged children who stutter.
2.    Suggest appropriate assessments for one therapy approach based on the theoretical perspective and goals of therapy.
3.    Describe the strengths and limitations of using standardized assessments with school aged children who stutter.

DISCLOSURES: Financial--Sharon Millard is employed by the Michael Palin Centre for Stammering, London, UK. She recieved an honorarium from the Stuttering Foundation for this presentation. Non-financial--Sharon Millard has no non-financial relationship to disclose.

SATISFACTORY COMPLETION: Course takers must earn a passing score on a multiple-choice test in order to achieve satisfactory completion.