Rod Gabel

Train students to work with stuttering in the school setting

Train students to understand alternative treatment models, such as intensive clinics and telepractice

Train students to deliver consulting and inservice training to a variety of school personnel Train students regarding how these types of

experiences can connect to serve other populations

The issues with training of graduate clinicians in the area of stuttering are well documented (Curlee, 1985; Darley, 1969; Leith, 1971; St. Louis & Lass, 1980; Yaruss & Quesal; 2002).

Also, the training of professional clinicians is equally problematic (Brisk, Healey, & Hux, 1997; McDonald, 2003; Mallard, Gardner & Downey, 1988; Sommers & Caruso, 1995; Tellis, 2008).

This is certainly true of other types of disorders.

Some studies have looked at the benefits of certain types of training opportunities: The focus of different types of materials used in

courses (Osborne, 2006). Development of the specialist training model,

though rigorous and important, is very exclusive. Improving coursework and developing clinics

(Murphy & Quesal, 2004). Intensive clinics seem to be beneficial to student

learning (Block, Onslow, Packman, Gray, & Dackis, 2005; Games & Gabel, 2008).

Training programs for practicing clinicians which included an on-line fluency course/assessment, workshops, (Reeves & Ribbler, 2009).

I have already been doing these things in our community and with our students Intensive clinics Have offered additional coursework in

stuttering Offer telepractice clinics Consulting services to clinicians Offered workshops Have begun developing on-line training

modules and inservices

What I am thinking about is developing a training grant to formalize, and a little expansion, to make this an even stronger program

The first funding has been ongoing with the Psi Iota Xi sorority. Small grants so far, but a sense of developing

interest to make this a much larger funded project

Probably would not be enough to do all of the activity, but certainly might be close

US Department of Education Office of Special Education and Rehabilitation Research: Absolute Priority 2- The purpose of this priority is

to improve the quality and increase the number of personnel (including SLPs) who are fully credentialed to serve children…..Focus area B- Training personnel to Serve School-Age Children with low-incidence disabilitiesFocus area C- Training personnel to provide related services to children

There are extra points toward the evaluation for answering these two priorities

Recruit 10 funded students (I have to clarify numbers, this is from my Penn State experience) to work in this program

Of course, the students would meet the requirements of our current program and engage in our clinical requirements

Would engage in other types of activities to graduate/complete this training program

Complete school certification courses and use as requirements as they are now

Participate in a 6800, coursework to be developed, that relates to the grant. These would be variable credit One (probably fall 1) would be guided observation

course One (probably spring 1 term, probably 1 credit) would

deal with telepractice and intensive programs One (probably summer term, probably 3 credits)

would deal specifically with advanced training in stuttering

One (probably final fall semester, 1 credit) would deal specifically with supervision and guiding the newer students

One (probably final spring semester, 1 credit) would be related to developing the inservices/workshops for final projects

Meet all the requirements of clinical training of our traditional students All students would be observing the clients

who stutter and telepractice clinics during the first semester

All student would then work in either set of clinics (stuttering clinic or telepractice clinics) during the 2nd semester

Would be involved in the traditional and intensive stuttering clinics