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For SLPs: How to Transcend Stuttering Cohort - A Framework and Toolbox to Customize Therapy

Hosted by TranscendingX & Schneider Speech Office
 
 
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About Event


Presenter: Uri Schneider, MA, CCC-SLP

Credits: ASHA CEUs 1.25

Description: The cohort experience is a transformative blended-learning experience for SLPs to identify and develop the traits, skills and tools to become exceptional guides for people who stutter. 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: co-director of Schneider Speech, creator of Transcending Stuttering, faculty at School of Medicine, University of California Riverside. Uri Schneider has no nonfinancial relationships to disclose.

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Who is this for?

  • English speaking SLP/SLPA/SLTs professional who works (or plans to work) with children- and people-who-stutter (PWS)

  • SLPs with beginner, intermediate or advanced experience

  • SLPs looking for continuing education credits - earning ASHA CEUs.

Who is this not for?

  • 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.

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LEARNING OUTCOMES:

UNIT 1: Self Knowledge

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

Participants will:

  • 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

 UNIT 2: Self Adjustment

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

Participants will:

  • 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)

 UNIT 3 - Self Acceptance

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

Participants will:

  • 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

UNIT 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.  

 Participants will:

  • 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

UNIT 5 - TS FRAMEWORK APPLIED

This meeting spotlights the clinical application and integration of principles into clinical practice.  We include real case-studies and clinical simulations to demonstrate the real-life scenarios of clinical practice. 

 Participants will:

  • Identify questions to be used in clinical problem solving 

  • Describe the relationship between stuttering and other presenting challenges (family dynamics, mental wellbeing, etc.)

  • Identify areas of strength and clinical progress 

  • Identify areas worthy of support and further intervention

     

GUIDED QUESTIONS and ANSWERS
Clinical applications of units 1-4

FAQ’s

What to expect in this course experience? 

The components of this transformative blended-learning experience include: (a) recorded videos, (b) live webinar meetings, (c) reading and (d) chat. 

What ages will be addressed in this course experience?

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. 

Is it only about stuttering?

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.

What if I cannot attend one meeting?  

Earning ASHA CEUs requires (1) attendance of all meetings and (2) completion of pre- and post-course learner assessment

How do I earn credits / ASHA CEUs?

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 totaling 12.5 hours. For more, see here. 

What is the “cohort”?

“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.