The Cognitive, Affective, Linguistic, Motor and Social, CALMS, The CALMS assessment, Stuttering, Prof. Dr. Charles Healey, ASHA
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Training in the Use of the Cognitive, Affective, Linguistic, Motor, and Social (CALMS) Assessment For School Age Children Who Stutter: Certification Workshop

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The Cognitive, Affective, Linguistic, Motor and Social (CALMS) assessment was developed to “walk the clinician through” the process of the evaluation and assessment of stuttering. It was designed to help clinicians with minimal exposure or experience with children who stutter to assess stuttering in a step-by-step process. The CALMS assessment is based on a multidimensional model of stuttering developed specifically for the assessment. The CALMS assessment focuses on existing circumstances at any given time that characterize stuttering rather than a diagnosis of whether stuttering exists or not. In this sense, the CALMS assessment examines a child’s performance against him/herself rather than against other children who stutter or one who speaks fluently.


The CALMS assessment is designed to be a primary assessment tool or as a supplement to standardized tests currently available. The goal of the CALMS is to exam a broad range of data that are commonly linked to stuttering evaluations. Examples of CALMS assessment data will be provided in this workshop along with specific training on how to administer the 23 items of the assessment. Following the data collection process, a CALMS profile of performance can be generated for each individual child. The profile can then guide a clinician in deciding which component items would be primary or secondary target goals of treatment.


This workshop will also provide suggestions about ways to treat stuttering from a multidimensional perspective through an integration of the five CALMS domains. Examples of how various CALMS components are integrated into a particular treatment activity will be described. Specific treatment activities will be offered along with instruction and role-playing between the presenter and the workshop participants. Participants are also encouraged to ask questions about assessment and treatment of clients they currently serve.


Learning Outcomes:


After the completion of this workshop, participants will be able to:


  • Describe the conceptual framework underlying the CALMS Model of Stuttering.
  • Understand important aspects of each CALMS domain as it applies to stuttering.
  • Collect data on each of the 23 items included in the CALMS Assessment.
  • Describe the fundamental aspects of treatment that evolve from the CALMS Assessment.
  • Create goals for treatment and measure progress on those goals.
  • Develop treatment activities using a variety of methods to improve awareness of stuttering, modify thoughts and feelings about stuttering, reduce struggle and effort associated with stuttering, and transition of improved speech skills in treatment to realistic speaking situations.


Program Agenda:


20:00-21:00: Concepts underlying the CALMS Model of Stuttering

21:00-21:30: Detailed discussion of each CALMS domain and its relationship to assessment

21:30-21:45: Break

21:45-23:00: Training on the assessment of each item of the CALMS assessment – PART 1


20:00-21:30: Training on the assessment of each item of the CALMS assessment – PART 2

21:30-21:45: Break

21:45-23:00: Training on the assessment of each item of the CALMS assessment – PART 3


20:00-20:30: Treatment goal setting and the measurement of treatment outcomes

20:30-21:30 Recommended treatment activities for each CALMS domain

21:30-21:45 Break

21:45-22:45: Recommended treatment activities for each CALMS domain

22:45-23:00 Summary and Question/Answer Period

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