🚀 How to Transcend Stuttering Cohort:
A Framework and Toolbox to Customize Therapy

Presented by: Uri Schneider, MA, CCC-SLP

Description: Transcending Stuttering (TS) was a blended course that addressed necessary traits and skills for SLPs to become guides for school-age children, teens and adults who stutter. An array of modalities simulated clinical scenarios. Skills for assessment and differentiated treatment with a person-centered approach were addressed and specific clinical tools were introduced.

Disclosures:

Uri Schneider has the following relevant financial relationships to disclose: creator of Transcending Stuttering, co-director of Schneider Speech, faculty at School of Medicine, University of California Riverside.

Uri Schneider has no nonfinancial relationships to disclose.

Time-Ordered Agenda & Objectives:

Session 1: 🧠 Self Knowledge

This session lays the foundation for assessment, treatment planning and education. The latest research-cased understandings of stuttering, the lived experience of stuttering, the tools of assessment and interpretation of assessment findings into personalized goals will be discussed.

Objectives:

Explain the speech mechanism and neurophysiology of stuttering
Describe the importance of speech-communication strengths and weaknesses (related to “speech-communication” more broadly - not only “fluency” specific)
Verbalize the iceberg analogy for a person who stutters to begin to relate to the physical AND non-physical aspects of stuttering experience
Identify methods of assessment to collect quantitative and qualitative data
Interpret assessment findings to develop individualized treatment objectives

Session 2: ⚙️ Self Adjustment

This unit lays the foundation for speech-motor strategies. Strategies related to parameters of speed and tension will be discussed.

Objectives:

Identify more than one speech strategy
Present and guide the person who stutters to experiment and explore speech strategies
Identify common points of resistance, hesitation and “cost” for people who stutter to use speech strategies
Identify strategies for collaborative problem-solving related to speech strategies WITH the person who stutters (transferring agency to the person who stutters)

Session 3: 🧘🏾‍♂️ Self Acceptance

This unit lays the foundation for cognitive and emotional strategies. Strategies related to thoughts and feelings will be discussed.

Objectives:

Define “self-acceptance”
Identify common resistance to self-acceptance
Describe methods to support PWS exploration and practice of strategies to strengthen new/er feelings, attitudes and beliefs

Session 4: 📣 Self Advocacy

This unit lays the foundation for advocacy strategies. Strategies related to de-stigmatization and inclusion in social, school- and work-life contexts will be discussed.

Objectives:

Define “self-advocacy”
Identify common resistance to self-advocacy
Describe methods to support PWS exploration and practice of strategies to talk about stuttering

FAQs

English speaking professional who works (or plans to work) with people who stutter
SLPs with beginner, intermediate or advanced experience
SLPs looking for continuing education credits - earning ASHA CEUs.
This is not a therapy course for individuals seeking treatment for themselves.
This is not for parents or family members of PWS to treat their children or loved ones.
The components of this transformative blended-learning experience include: (a) recorded videos, (b) live webinar meetings, (c) reading and (d) chat.
Our content is designed to give you what you need to help school-age children, teens and adults who stutter. This training will NOT focus on preschool-age children who stutter.
While our explicit focus is “stuttering,” the impact of this experience will influence you far more deeply and beyond stuttering per se. The framework principles, clinical practices and practical tools will be applicable to all ages and all communication concerns.
Earning ASHA CEUs requires (1) attendance of all meetings and (2) completion of pre- and post-course learner assessment.
All learners are required to complete the course experience and fill-in assessment at the beginning and end of the course (by the due date, 1 week following the last meeting.) Upon completion, you can earn 1.25 ASHA CEUs. You will be awarded a certificate of completion which can be used for your records to document your professional development activity totalling 12.5 hours. For more, see here.
“Cohorts” (or “cohort-based learning” CBL) refers to a learning experience organized according to a syllabus, taken by a group of students (a cohort) at the same time. CBL is emerging as best-practice in education; bringing learners together, to share and enrich each-others learning experiences and increasing learning outcomes. CBL is propelled by the mutually beneficial exchange of experience, knowledge, skill-development and pooling tools and resources together as a group. So, this “course” will include all the familiar and traditional elements (i.e. videos, webinar, readings and chat) plus the beneficial layer of cohort based learning opportunities to engage with peers and mentors in the process.
Learners will have access to engage peers and mentors and master-level clinicians on a private digital platform for deeper learning and engagement with the community. This community is growing each month, with previous cohorts and new cohorts coming together to share the space and exchange information, experience and support. *This is not required to earn ASHA CEUs.
However, it is beneficial to know: the measure of learners’ engagement on the platform will increase the learners’ transformational outcomes.tion

SLP Cohort 10 - January 2024

🚀 How to Transcend Stuttering Cohort:A Framework and Toolbox to Customize Therapy

FAQs

🚀 How to Transcend Stuttering Cohort:
A Framework and Toolbox to Customize Therapy