Fluency Effectiveness Outcomes Project Speech-language pathologists in South Florida’s Broward County School District are committed to increasing successful outcomes with their clients who stutter. Over the past 2 years, I have coordinated Broward’s Fluency Effectiveness Outcomes Project in collaboration with Tom Ehren, curriculum specialist, Speech, Language and Physically Impaired. As the nation’s fifth ... Article
Article  |   August 01, 2001
Fluency Effectiveness Outcomes Project
Author Affiliations & Notes
  • Nancy Ribbler
    Broward, FL County School District
Article Information
Fluency Disorders / Articles
Article   |   August 01, 2001
Fluency Effectiveness Outcomes Project
SIG 4 Perspectives on Fluency and Fluency Disorders, August 2001, Vol. 11, 13-15. doi:10.1044/ffd11.3.13
SIG 4 Perspectives on Fluency and Fluency Disorders, August 2001, Vol. 11, 13-15. doi:10.1044/ffd11.3.13
Speech-language pathologists in South Florida’s Broward County School District are committed to increasing successful outcomes with their clients who stutter. Over the past 2 years, I have coordinated Broward’s Fluency Effectiveness Outcomes Project in collaboration with Tom Ehren, curriculum specialist, Speech, Language and Physically Impaired. As the nation’s fifth largest school system, Broward County has roughly 300 speech-language pathologists with diverse backgrounds in fluency disorders. The Broward Fluency Effectiveness Outcomes Project confronts the reality of diverse clinician backgrounds by providing intensive training in the areas of assessment and treatment. There are three components to the training program: evaluation, therapy and coaching. In the evaluation component, we are training clinicians to use assessment instruments reliably. We are also in the process of expanding our evaluation battery to address the cognitive and emotional aspects of stuttering. In the area of therapy, we are providing intensive training in fluency shaping and modification techniques. We are also improving IEP goal writing techniques to make our fluency goals more functional and outcome oriented. The last component is coaching. In this phase, a core group of speech-language pathologists is being trained to mentor colleagues in order to disseminate the information to the district’s clinicians.
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