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Basic Principle Problem Solving in School-Age Stuttering Therapy
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About this Course:

This course is available now. It is pre-recorded so you can take the course at your own pace.
If you have already registered, please access your CE videos & documents within your groups pages in your online profile (You must sign in).



Email Karen with questions

*Please Note - you MUST sign in to your online account to register for CE Courses. Click Here if you need to create an online account.



This program is offered for 0.2 ASHA CEUs (Intermediate level; Professional area).

Description of course

This presentation provides learners an opportunity to further refine their critical thinking skills when assessing and treating school-age children who stutter.  Basic Principle Problem Solving encompasses a “way of thinking” and considers current evidence, research, and knowledge regarding school-age fluency disorders, as well as rules and regulations of school service delivery.

Participants review Basic Principle Problem Solving applied to an in-depth case study with video examples of Basic Principles in action.

Course Objectives

From this workshop participants will be able to:

  • Identify and interpret eleven Basic Principles underlying assessment and treatment of school-age children with fluency problems.
  • Apply Basic Principle Problem Solving when assessing and planning treatment for a school-age fluency case. 
  • Implement evidenced based treatment strategies for school-age children with fluency problems.

Time Agenda:

15 Minutes Introduction
10 Minutes What is Basic Principle Problem Solving?
35 Minutes Interpreting the Basic Principles:Evidence & Strategies
60 Minutes Referencing the Basic Principles:Case Presentation and Videos

Intended audience: 

Speech-Language Pathologists and students of speech-language pathology.

About the speaker:

Kristin A. Chmela, speech-language pathologist and Board-Recognized Fluency Specialist, has dedicated her career to helping individuals with fluency disorders and the clinicians who serve them for 25 years.   She is a local, national, and international consultant and lecturer and has authored practical fluency materials. She is Executive Director of the Chmela Fluency Center in Long Grove, Illinois and is Co-Founder and Director of the Clinical-Graduate Student Training and Treatment Program at Camp Shout Out in Holton, Michigan.  She currently serves as Chair of the American Board of Fluency Disorders.   


Financial – Kristin Chmela receives compensation as owner of the Chmela Fluency Center and receives honoraria as co-director of the Camp Shout Out program.  She will receive royalties from Super Duper, Inc. as co-author of forthcoming text “Basic Principle Problem Solving in School-Age Stuttering Therapy.”

Nonfinancial – Board of directors:  Board of directors:  American Board of Fluency Disorders. Receives no compensation as member of board of directors; receives no compensation for “The School-Age Child Who Stutters: Working Effectively with Attitudes and Emotions” published by the Stuttering Foundation of America.

CEU Requirements and Processing

  • Every participant will be required to complete an ASHA CEU participation Form, assessment of learning and evaluation sheets.
  • You will receive a certificate of completion from ABFFD Office within three weeks of completing the application and submitting to the office.
  • Participants who successfully complete this course are reported to ASHA four times per year:  January, April, July, and September

Price and Access

  • The price of the course is $50.
  • ABFFD members receive a 25% discount on this site, which will be applied automatically when you log onto your account.
  • Students receive 50% discount, contact the ABFFD Office by emailing for the discount code.
  • You have access to the course materials for 1 year after subscribing.  You can access the materials as many times as you wish.