This bundle is intended to provide a discount on these titles to students at Thomas Jefferson University

The presentation will focus on the role of temperament of the client, the parents, and the clinician in stuttering clinical practice. Key research findings on the role of temperament in stuttering will be discussed, and the impact of the temperament and personality traits of all key team members (child who stutters, parents, clinician) on the therapeutic relationship, choice of treatment methods, management of therapy expectations, and overall treatment effectiveness will be examined.
 
Learning Objectives:
Participants will:
1 Describe the different dimensions of temperament.
2 Provide examples of methods for assessing temperament in children and adults.
3 Summarize ways stuttering therapy can be tailored to the child’s and the parents’ needs by taking their temperament into account. 
4 Explain how clinicians’ temperament could influence their clinical practice.

Target Audience: Speech-Language Pathologists, Graduate Students, Parents of children who stutter

Katerina Ntourou, Ph.D., CCC-SLP is an Assistant Professor at the Department of Psychological Sciences at Case Western Reserve University in Cleveland, Ohio. Her research interests include the role of temperament in stuttering and the protective and risk factors underlying the development of anxiety in stuttering.

Ali Berquez and Martha Jeffery will describe the application of Solution Focused Brief Therapy (SFBT) to clinical supervision. They will describe the principles and practice of SFBT in brief; discuss a Solution Focused Mindset and its core components; focus on exploring a supervisee’s best hopes from clinical supervision including the use of scaling; and then describe how to discuss work that’s going well and work that’s not going so well; concluding with a discussion of complimenting and ending clinical supervision sessions. Video examples will be shared. 


Learning Objectives: Participants will: 1. Understand the guiding principles of SFBT. 2. Be able to describe how to explore a supervisee’s best hopes. 3. Understand the process of scaling in clinical supervision. 4. Have a range of questions to use in exploring work that’s going well and work that’s not going so well. 5. Know how to include complimenting and how to end clinical supervision sessions.



Target Audience: Speech-Language Pathologists, Students


Ali Berquez is Clinical Lead at the Michael Palin Centre in London. She works clinically with clients of all ages who stammer and/ or clutter, including adults. As a qualified practitioner in SFBT and CBT, Ali integrates these methods into her clinical work. Ali is an experienced teacher and trainer who regularly delivers courses in the UK and internationally (including the Stuttering Foundation’s annual Eastern Workshop in Boston). She is involved in writing, offering clinical supervision, and contributing to research projects. Ali is Chair of the UK’s National Stammering Clinical Excellence Network, part of the scientific committee for the Oxford Dysfluency Conference and a certified European Stuttering Specialist and recently published a book about SFBT Solution Focused Brief Therapy with Children and Young People who Stammer and their Parents: A Practical Guide from the Michael Palin Centre (2024) with her co-presenter, Martha Jeffery. 

Martha Jeffery is a Highly Specialist Speech and Language Therapist (SLT) at the Michael Palin Centre (MPC) in London.  She works with children and young people who stammer and their families – in 1:1 therapy and in groups – and with adults who stammer.  She contributes to the MPC’s research programme (most recently she co-presented a poster about ‘What do people want from stammering therapy?’).  She also delivers MPC’s teaching and training programme – most recently on using SFBT in stammering therapy, and soon on using Palin Parent-Child Interaction Therapy with children under 7 years old who stammer, which will be simultaneously translated into Turkish to a large group of Turkish SLTs and SLT students.  Martha has attended additional training in CBT, and has an Advanced Certificate in SBFT from BRIEF (London)’s year-long programme.  She is co-author of Solution Focused Brief Therapy with Children and Young People who Stammer and their Parents: A Practical Guide from the Michael Palin Centre(2024) with Ali Berquez.  


Our understanding of attention and executive function skills in developmental stuttering has advanced significantly over the past decade. In this session, we will review recent findings related to attention and attentional control and executive function skills, including working memory, inhibition, and cognitive flexibility in stuttering. We will discuss how these findings advance our understanding of the nature of stuttering and potential clinical implications. Learning Objectives: Participants will:
1. Describe what attention and executive function skills are
2. Identify ways that attention and executive function skills can impact speech and language
3. Explain recent findings related to attention and executive function in stuttering 4. Identify at least one consideration for therapy related to attention or executive function skills

Target
Audience: Speech-Language Pathologists, Graduate Students

Amanda Hampton Wray, Ph.D., CCC-SLP, is Associate Professor and Vice Chair of Innovation in the Department of Communication Science & Disorders at University of Pittsburgh. Her research program examines the development of brain functions mediating language and attention using a multimodal approach, including behavioral and neurophysiological measures. She focuses on factors that affect and support neural processing in complex environments, with a focus on developmental stuttering.

Learning from the lived experience of those who stutter is critical to understanding stuttering in a comprehensive, multifaceted manner. By better understanding the experience through the lens of those who stutter, we are better equipped to help support those we work with clinically. In honor of National Stuttering Awareness Week, a panel of adults who stutter from a variety of different backgrounds will share their stories and delve into what helped support their journeys towards positive change.
Panelists: Aidan, Angelica, Christopher, Elaine, and Geneviève will reflect on lessons learned along the way and share insights from their own therapy and support experiences. Panelists will answer questions submitted in advance through registration as well as live viewer questions.
 
Target Audience: Adults who Stutter, Teens who Stutter, Speech-Language Pathologists, Parents of Children who Stutter, Graduate Students
 
Bio: Sara MacIntyre, M.A., CCC-SLP organizes and moderates the Virtual Learning by Stuttering Foundation series as well as the Stuttering Foundation Podcast. She owns YouSpeak, LLC where she provides therapy and consulting services. She teaches as an adjunct instructor at Teachers College, Columbia University, and serves as the One-Day Conference Director for Friends: The National Association of Young People Who Stutter.

This bundle of programs is intended for students at Columbia Teachers College to purchase these titles for a discount.

Developmental stuttering has been long known as a great mystery. Stuttering behaviors differ with considerable variability in manner, frequency, and intensity. Stuttering is often paradoxical in its signs and symptomology—often removing a sense of agency from not only the speaker, but the clinicians and caregivers who seek to help. Furthermore, recent research findings into the neurobiological complexities of the disorder (although exciting) may make us feel ever more confused as we descend down the rabbit hole of stuttering etiology. How do we make sense of stuttering? The good news is we know much more about stuttering than many assume.

This session will explore the theoretical and clinical value of a simple (but not too simple) explanation of stuttering. It is hoped that this session will empower participants to deduce their own simple, yet evidence-based, explanations targeted to specific audiences, including people who stutter and their families.

Target Audience: Speech-Language Pathologists, Researchers, Graduate Students

Bio: Evan Usler, Ph.D., is an assistant professor in Communication Sciences and Disorders at the University of Delaware. He previously received his Ph.D. from Purdue University in Cognitive Neuroscience. He specializes in understanding the neural correlates of communicative fluency and stuttering. Although he does not identify as someone who stutters, he stutters all the time and is pretty good at it. 

(This is the Spanish language version of "7 Tips for Talking with the Child Who Stutters.")

En este video de 16 minutos, un grupo de expertos en habla y lenguaje habla de manera compasiva y directa con los adultos sobre cómo promover un habla más fácil mientras interactúan con sus hijos en edad preescolar. Los profesionales ofrecen consejos simples y fáciles de hacer que los padres pueden comenzar a usar de inmediato.

Given the new information we are learning from people who clutter, modifications to existing assessment and treatment protocols are warranted. This workshop covers the areas below and use case illustrations of principles.
1. Changes to the evaluation process to obtain a holistic picture of client needs
2. Understanding and ongoing assessment of readiness for change as applied to cluttering
3. Ways to decide upon treatment focus and timeline
4. Activities other than strategies to include in treatment.

Target
Audience: Speech-Language Pathologists, Graduate Students, those with cluttering and their allies

Bio:
Kathleen Scaler Scott, Ph.D., CCC-SLP, BCS-F is a speech-language pathologist, Board Certified Fluency Specialist, ASHA Fellow and Professor in the Department of Speech-Language Pathology at Misericordia University. Dr. Scaler Scott’s research and clinical interests include cluttering, atypical disfluencies and disfluency with concomitant diagnoses. She is author of Fluency Plus: Managing Fluency Disorders in Individuals with Multiple Diagnoses, a textbook and treatment manual focusing on understanding, evaluating and treating cluttering, stuttering, and atypical disfluencies along with concomitant disorders. She is also co-author of the Second Edition of the Source for Stuttering and Cluttering along with Glen Tellis. Dr. Scaler Scott was the first Coordinator of the International Cluttering Association and the 2018 recipient of the Deso Weis Award for Excellence in the field of Cluttering.

This bundle is intended for students at MSU Moorhead to purchase these titles for a discount.

This session addresses the role of the speech-language pathologist in eliciting insights into the nature of stuttering, exploring associated problems with clients, and illuminating the variety of choices for communication with guidance in achieving desired outcomes. We discuss how SLPs can become guides in expanding a client’s imagination of what is possible, helping them see a preferred future which was previously unimaginable, leading to hope and genuine choice and often resulting in small actionable steps that lead to meaningful changes.
 
Learning Objectives:
Participants will:
1. Describe the role of the speech-language pathologist in stuttering treatment.
2. Explain the nature of open-ended conversations which elicit insight into the client’s stuttering experience, its impact in the lives of individuals who stutter, and their readiness for change.
3. Identify at least two models of questioning through motivational interviewing and solution-focused brief therapy approaches.
 
Target Audience: Speech-Language Pathologists, Graduate Students
 
Daniel Shaw, MS, CCC-SLP, is a speech-language pathologist at the Vanderbilt Bill Wilkerson Center in Nashville, TN, where he serves children, teens, and adults who stutter (along with their families). He also serves preschool-aged children with autism in the Preschool For Children With Autism and coordinates parent education for the program. He loves to read, write, teach, and expose his family to the great outdoors. He is also a fan of hide-and-seek and has been known to instigate Nerf wars around the house.
 
Ana Paula G. Mumy, SLPD, CCC-SLP, is a trilingual speech-language pathologist, program director and associate professor at East Texas Baptist University. Dr. Mumy is the co-founder and president of Spero Stuttering, Inc., a nonprofit organization that seeks to help, empower, and advocate for the stuttering community and their families by equipping those who work with people who stutter. She received the 2022 NSA Professional of the Year award and the 2024 Burtis-Vogel-Elkins Community Service Award for her service and initiatives through Spero Stuttering. She enjoys singing, writing, reading, traveling with her husband and kids, and fostering their bilingual journeys.

Word-final disfluency (WFD), also referred to as end-word repetition and echo dysphemia, most often takes the form of a final rhyme-repetition involving a whole or partial syllable (for example, lock-ock, brother-er, ca-ake). While WFD has been reported in case studies of children described as neurotypical, autistic, and having other conditions, little research exists to shed light on epidemiology, neurological underpinnings, or course of development. 
 
Case descriptions of WFD suggest a multidimensional profile differing from developmental stuttering. Sisskin and Wasilus report therapy data for 20 successfully completed therapy cases of WFD in children using Structured Awareness Therapy for Word-Final Disfluency (SAT-WFD). Promising pilot therapy data support the need for research in (1) Incidence/prevalence, and relationship to developmental stuttering (2) potential causes or functions, and (3) evidence-based therapy approaches. 
 
Sisskin and Wasilus describe their therapy protocol to support SLPs/SLTs currently experimenting with therapy approaches that have proved unsuccessful.

Learning Objectives: 
1.     Will describe and provide an example of 3 typologies of WFD 
2.     Will list treatment phases and goals in the therapy protocol for Structured Awareness Therapy for Word-Final Disfluency (SAT-WFD).

3.     Will name 2 areas of research need that emerge from the authors’ pilot data.

Target Audience: Speech-Language Pathologists, Graduate Students

Vivian Sisskin, M.S., CCC-SLP, BCS-SCF is a Clinical Professor Emerita at the University of Maryland, an ASHA Fellow, and Board-Certified Specialist in Stuttering, Cluttering, and Fluency Disorders. She created the YouTube Channel “Open Stutter” which serves as a resource for acceptance and change for stutterers and their allies. Sisskin owns the Sisskin Stuttering Center, PLLC.

Samantha Wasilus, M.A., CCC-SLP, BCS-SCF is a speech language pathologist at the Sisskin Stuttering Center and Prince George’s County Public Schools. She is a Board-Certified Specialist in Stuttering, Cluttering, and Fluency Disorders. Samantha works with stutterers of all age groups, both in groups and individually. Her clinical interests include therapy for atypical disfluencies.

Historically, in the field of stuttering, ‘relapse’ has narrowly been associated with fluctuations in physical stuttering behavior and seen as a ‘set-back’ or regression in therapeutic progress, rather than a multifaceted, integral part of the process of change. This presentation will review literature surrounding relapse, discuss the process of change through the lens of the transtheoretical model, explore the clinical journeys of school-age children who stutter and their caregivers over a one-year period from the Michael Palin Centre, and support the shift in perspective to view ‘relapse’ as something to lean into, rather than move away from within a holistic, individualized process of change. 
 
Learning Outcomes:
Participants will:
1.     Understand the historical context of ‘relapse’ and stuttering.
2.     Explore relapse as a part of the transtheoretical model of change.
3.     Explore clinical data demonstrating that relapse is a part of the change process.
4.     Learn more about how to support and better equip clients and their families to experience and lean into fluctuations within the change process and reconstrue them as a challenge and opportunity.

Target audience: speech-language pathologists and graduate students   
 
Bios: 
Ali Berquez is Clinical Lead at the Michael Palin Centre in London. She works clinically with clients of all ages who stammer and/ or clutter, including adults. As a qualified practitioner in CBT and SFBT, Ali integrates these methods into her clinical work. Ali is an experienced teacher and trainer who regularly delivers courses in the UK and internationally (including the Stuttering Foundation’s annual Eastern Workshop in Boston). She is involved in writing, offering clinical supervision, and contributing to research projects. Ali is Chair of the UK’s National Stammering Clinical Excellence Network, part of the scientific committee for the Oxford Dysfluency Conference and a certified European Stuttering Specialist.

Sara MacIntyre, M.A., CCC-SLP is the Director of Programs for Stuttering Foundation where she hosts both the Stuttering Foundation Podcast as well as the monthly webinar series Virtual Learning by Stuttering Foundation. Sara has a private practice in Philadelphia, YouSpeak Stuttering Therapy, where she works with individuals of all ages who stutter. In addition, she is an Adjunct instructor at Teachers College, Columbia University and serves as a board member for FRIENDS: The National Association of Young People Who Stutter.

This bundle is intended for students at University of Memphis to purchase these titles for a discount.

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There are a number of assessments available to therapists for use when working with school-aged children who stutter. In this session, we consider the factors a clinician might take into account when selecting the most appropriate assessments, as well as some examples of available tools.

Learning Outcomes:
At the end of this session, attendees will be able to:
• List the factors that they should take into account when selecting assessments for school aged children who stutter.
• Suggest appropriate assessments for one therapy approach based on the theoretical perspective and goals of therapy.
• Describe the strengths and limitations of using standardized assessments with school aged children who stutter.

Target Audience: Speech-Language Pathologists; Speech and Language Pathology Students

Bio: Sharon Millard is the Research Lead at the Michael Palin Centre for Stammering in London, where she has worked since 1995. Sharon’s research is clinically focused and she has published a number of peer reviewed papers and chapters, including those relating to therapy effectiveness, outcome measurement and the development of the Palin Parent Rating Scales (an outcome measure for parents of children who stutter). Sharon is the Co-Chair of the Oxford Dysfluency Conference, a member of the Editorial Board for the JFD (Journal of Fluency Disorders), and a European Fluency Specialist.

Stuttering therapy has a history of sometimes doing more harm to clients than good. The reasons for this are varied and complex, but often boil down to leaving persons who stutter with the impression—or even the conviction—that it’s not okay to stutter, and use of specific management skills is the central metric of success.

In this session, we discuss how SLPs can avoid causing unintended harm, and instead, help clients uncover their own solutions by guiding them through a process of learning and self-discovery.

We explore how counseling around shame, acceptance, and self-advocacy can help integrate the use of management skills into a holistic therapy framework.

Learning Outcomes: You will be able to: 1. Identify ways that SLPs may unintentionally reinforce clients’ fears about stuttered speech 2. Employ counseling techniques that help clients explore why they may or may not want to change how they speak 3. Help clients situate stuttering management skills within a larger framework that includes acceptance, self-advocacy, desensitization, and subjective well-being.

Target audience: speech-language pathologists and graduate students

Ryan Pollard, Ph.D., CCC-SLP, BCS-F is an assistant clinical professor at the University of Colorado Boulder. He has taught graduate fluency disorders and counseling courses for over 12 years, and has published and presented in the areas of counseling, fluency disorders, health care equity, and disability studies.

This bundle provides this program to students at Yeshiva University this program for a discount.

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The family is a system in which all the parts are interconnected and therefore we are dealing with a family in which everyone is grappling with stuttering. This workshop will focus on the components of the family system and describe what would make a family successful in supporting the individual who stutters. The optimal and successful family will be delineated. A discussion of resilience and its importance to a successful outcome will be presented. 

As a result of this workshop:
1. Participants will gain an appreciation of the family as an interconnected system. 
2. Participants will understand resilience and its role in enabling the family to be successful. 
3. Counseling strategies to improve outcomes by working at the family level will be described.

Target
Audience: Speech-Language Pathologists, Graduate Students

David Luterman, Ed.D., CCC-SLP, is a professor emeritus at Emerson College in Boston, Massachusetts and Director of the Thayer Lindsey Family Centered Nursery for Hearing Impaired Children. He is the author of many articles and several books, including his seminal book called Counseling Persons with Communication Disorders and Their Families, now in its 5th edition. He has done several podcasts and a DVD through the Stuttering Foundation called Counseling People who Stutter and Their Families. In addition to authoring many books, he is a well-known teacher, researcher, consultant, and lecturer. Dr. Luterman is a fellow of the American Speech-Language-Hearing Association and recipient of the Frank Kleffner Clinical Achievement Award (2011).

This presentation will discuss the shifting perspective of working with children who stutter. How do we define "impact?" How do we define "success?" Rationales for changing perspectives will be provided, examples of clinical applications, accommodations, and specific challenges that SLPs will face within the school system. 

Learning Objectives: 
1. Identify why measuring the amount of stuttering should not be the primary (or sole) method of measuring success. 
2. Identify a new therapy activity. 
3. Identify a potential school-based issue with this change in philosophy towards working with students who stutter.

Target
Audience: Speech-Language Pathologists*, Graduate Students

Timothy Flynn, M.S., CCC-SLP, is a person who stutters and works as a speech-language pathologist within Arlington Public Schools, Virginia. He is owner of Forward Steps Therapy and has worked as a speech-language pathologist for 13 years. Tim is an active member within the stuttering self-help community. He facilitates numerous workshops for children who stutter, families, teachers, graduate students, and speech-language pathologists. He has co-authored multiple articles about measuring and altering public attitudes toward stuttering and school-based stuttering treatment.

This bundle is intended for students at the University of Redlands to purchase this bundle of programs at a discount.

Eight percent of CWS are reported to be autistic (Briley & Ellis, 2018) and 15.6% of children with Autism reported to stutter (Boulet et al., 2009). We will consider if the Palin Model fits when working with young autistic children who stammer and, if so,
what the benefits may be for young autistic children and their families. We will be considering the commonalities between Palin Parent Child Interaction (Palin PCI) and approaches that are commonly used when working with autistic children. Case examples from the Michael Palin Centre will be used to illustrate what we have learned so far.

Learning Outcomes:
You will be able to:
1. Consider how the Palin Model may be used effectively when working with young autistic children who stammer
2. Consider the commonalities between Palin PCI and therapeutic approaches used with autistic children and their families
3. Consider adjustments that you may make when using Palin PCI with autistic children who stammer.

Target
Audience: Speech-Language Pathologists, Students

Gemma Clarke MSc, BA (Hons), works with young people who stammer, their parents, and with adults who stammer at the Michael Palin Centre in London, UK. She is passionate about working holistically with clients, ensuring therapy is tailored to the specific needs of the child or young person and their family. Gemma is part of the MPC teaching team and teaches a range of MPC courses. She is responsible for delivering the Palin PCI Accreditation Programme and she supports colleagues and other SLTs through supervision.

This bundle is intended for students at WKU to purchase these title for a discount.

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The complexity of stuttering development necessitates a multifaceted approach to assessment of preschoolers. Rationale for and specific elements of screening and comprehensive assessment protocols for use with preschoolers suspected of stuttering, and their caregivers, will be provided. Case examples will be used to illustrate prioritization of assessment measures and formulation of recommendations to caregivers. 

Learning Outcomes
You will be able to: 
1. Provide rationale for multifaceted assessment of preschoolers suspected of stuttering. 
2. Identify elements of screening for stuttering and other challenges in preschoolers. 
3. Outline a comprehensive assessment of speech, language, and communication in preschoolers who are stuttering. 
4. Describe application of screening or assessment results to recommendations to caregivers of preschoolers who are stuttering. 

Target Audience: Speech-Language Pathologists*, students

Bio:
Ellen M. Kelly, Ph.D., CCC-SLP, BCS-F, is Vice President for Professional Development at the Stuttering Foundation where she contributes to the creation and dissemination of resources and provides consultation to those who stutter and their families. For more than 35 years, she has integrated her education in speech-language pathology and psychology to provide specialized clinical practice, education, and research in stuttering within university, medical center, and private practice settings. Reach out to Ellen anytime at: [email protected]

This bundle is intended for students at Thomas Jefferson University to purchase these four titles for a discount.

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The increase in the cultural and linguistic diversity in SLP caseloads has given rise to challenges that SLPs working with bilingual children face, particularly in relation to language choice. This session will assist SLPs in developing their cultural responsiveness as it pertains to working with bilingual families, with a special focus on bilingual children who stutter. The vital role of the home language will be discussed as well as the far-reaching detrimental effects of removing or reducing use of the home language within the family unit. We will also challenge the notion of treating bilingualism as a "demand" or "burden" on a child's linguistic system. Additionally, we will examine how language and culture tie to the importance of clinical and patient evidence when making treatment decisions, particularly when research evidence is lacking. In summary, we will explore guiding principles for family-centered treatment, viable solutions, and practical recommendations for working with bilingual children who stutter and their families.

Target Audience: Speech-Language Pathologists, Researchers, Graduate Students

Bio:
Ana Paula G. Mumy, SLPD, CCC-SLP, is a trilingual speech-language pathologist and clinical professor. She teaches Fluency Disorders at the graduate level and provides and supervises clinical services for people who stutter across the lifespan. She also co-leads an adult chapter of the National Stuttering Association. Dr. Mumy is the co-founder and president of Spero Stuttering, Inc., a nonprofit organization that seeks to help, empower, and advocate for the stuttering community and their families by equipping those who work with people who stutter. She received the NSA's 2022 Professional of the Year award for her work and initiatives through Spero Stuttering. She enjoys singing, writing, reading, and traveling.

This bundle is intended for students at IU,SB to purchase these four titles at a discount.

The presentation is intended mainly for professionals working with clients who stutter. An approach to counseling that is based on grief work will be presented.

As a result of this workshop, participants will:
- Gain an understanding of loss and how it impacts clients
- Learn some skills in dealing with client feelings

Target
Audience: Speech-Language Pathologists, Graduate Students

Bio:
David Luterman, Ed.D., CCC-SLP, is a professor emeritus at Emerson College in Boston, Massachusetts and served as the Director of the Thayer Lindsey Family Centered Nursery for Hearing Impaired Children. He is the author of many articles and several books, including his seminal book called Counseling Persons with Communication Disorders and Their Families, now in its 5th edition. He has done several podcasts and a DVD through the Stuttering Foundation called Counseling People who Stutter and Their Families.

In addition to authoring many books, he is a well-known teacher, researcher, consultant, and lecturer. Dr. Luterman is a fellow of the American Speech-Language-Hearing Association and recipient of the Frank Kleffner Clinical Achievement Award (2011).

In "ARTS in Action: Applying Avoidance Reduction Therapy for Stuttering," Vivian Sisskin and Ben Goldstein, from the Sisskin Stuttering Center, will lead a practical discussion with stutterers, Jay Dedman and Aidan Marshall-Cort, about their ARTS® journey. Vivian and Ben provide 4 “action steps” through which they guide stutterers to achieve outcomes of efficient, comfortable, and confident communication through Avoidance Reduction Therapy for Stuttering (ARTS®).

Target Audience: Speech-Language Pathologists, Graduate Students, Adults/Teens who Stutter, Parents

Vivian Sisskin is a Clinical Professor Emerita at the University of Maryland, an ASHA Fellow, and a Board Certified Specialist in Fluency Disorders. She served as Coordinator for ASHA’s Special Interest Group 4 (Fluency Disorders), Chair of ASHA’s Council for Clinical Certification in Audiology and Speech-Language Pathology, and received ASHA’s Media Champion Award. Sisskin served as Vice-Chair of the American Board on Fluency and Fluency Disorders and is a faculty member for the Stuttering Foundation’s Mid-Atlantic Workshop. She was named Speech-Language Pathologist of the Year by the National Stuttering Association. She owns the Sisskin Stuttering Center in the Washington DC area.

Ben Goldstein is a speech-language pathologist and stuttering consultant for Prince George’s County Public Schools in Maryland and an associate clinician at the Sisskin Stuttering Center in the Washington D.C. area. He is also an adjunct professor at Gallaudet University, teaching the graduate level stuttering course. Ben has presented on Avoidance Reduction Therapy for Stuttering (ARTS®) at national conferences, speech pathology graduate school programs, and to school-based speech pathologists in the Mid-Atlantic region. 

This talk will begin with a summary of the current evidence base related to temperament, stuttering frequency and stuttering impact in preschool children who stutter. This will include a presentation of the findings of the speaker’s research publication: ‘The Role of Temperament in Stuttering Frequency and Impact in Children Under 7’ (Delpeche, Millard & Kelman, 2020). It will include clinical implications and practical examples of how to support young children with their emotional reactions as part of therapy. 

Target Audience: Speech-Language Pathologists

Bio: Sarah Delpeche qualified as a Speech and Language Therapist in 2004 and worked in schools and clinic settings supporting children with a wide range of speech, language, and communication needs. It was in this post that her interest in the field of stammering started. Sarah is a senior member of the therapy team at the Michael Palin Centre for Stammering in London, UK, where she has worked since 2012. In this role, she works with clients of all ages who stutter; teaches nationally and internationally and is part of the Centre’s Research Team. She completed her MSc in Speech, Language and Communication (Advanced Practice) in 2021 and has published several peer reviewed articles and is a European Fluency Specialist.

This bundle is intended for students at IONA University to purchase these titles at a discounted price.

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Join us for a panel discussion featuring authors who stutter who have written about their personal journeys and lives through memoirs. “With Our Own Words” depicts a common thread among panelists where they’ve used their stories, their own words, to share more about the lived experiences of stuttering as a way of making an impact, creating connection, and sharing the raw, the real, and the triumphs of their journeys. In this Q&A format session, questions will be taken in advance through registration from attendees as well as live during the event. While many Virtual Learning sessions tend to be targeted at clinicians, this session is open to all those wishing to learn more about the power of storytelling and from the perspectives of these impressive panelists!

Panelists: Christopher Anderson, Every Waking Moment; John Hendrickson, Life on Delay: Making Peace with a Stutter; Katherine Preston, Out With It: How Stuttering Helped Me Find My Voice; Vince Vawter, Paperboy

BIOS:
Christopher Anderson, author of ‘Every Waking Moment,’ is a person who stutters who has spent over thirty years studying how to articulate the complexities of stuttering and the journey to self-acceptance. He is a longtime member of stuttering self-help organizations, such as the National Stuttering Association, and regularly shares his experience with speech-language pathologists. Christopher has undergraduate and graduate degrees in Intelligence Studies, and is an award-winning subject matter expert on national security for the US Government in Washington, DC, where he lives with his family. He enjoys endurance sports—is a three-time Ironman triathlon finisher—Atlanta Braves baseball, and prefers an ice-cold root beer with his pizza.

John Hendrickson is a senior editor at The Atlantic and the author of Life on Delay: Making Peace With a Stutter. He previously wrote and edited for Rolling Stone, Esquire, and The Denver Post. His Atlantic feature “What Joe Biden Can’t Bring Himself to Say” was named one of the best stories of 2019 by Longform. He lives in New York City with his wife.

Katherine Preston is a British-born writer whose memoir, Out With It: How Stuttering Helped Me Find My Voice (Simon & Schuster), chronicles the journey she went on to come to terms with her voice. Her work has appeared in publications such as the London Times, Daily Telegraph, The Millions, The Week, Salon and Tatler, and she is a contributing writer to the ASHA Leader, Huffington Post and Psychology Today.

Vince Vawter, Vince Vawter spent 40 years working in newspapers as a copy editor, managing editor and then editor. He retired in 2006 to write his first novel, PAPERBOY, a semi-autobiographical novel about growing up with a severe stutter. The book, published by Penguin Random House, won a Newbery Honor in 2014 and has been published in 17 languages. A sequel, COPYBOY, was published in 2018. He lives in the foothills of the Great Smoky Mountains in East Tennessee with his wife of 50 years.

Target Audience: Speech-Language Pathologists, Adults who Stutter, Students, Parents

TITLE: Findings & Clinical Implications of a Global Collaborative to Understand Negative Public Attitudes Toward Stuttering

For more than two decades, Ken St. Louis has sought to better understand and then to ameliorate negative public stereotypes and public stigma related to stuttering (and other human conditions) in the International Project on Attitudes Toward Human Attributes (IPATHA). Using his Public Opinion Survey of Human Attributes–Stuttering (POSHA–S), the first standard measure of explicit stuttering attitudes, Ken has collaborated with colleagues from nearly 50 countries with translations of the POSHA–S into 30 languages. The work has expanded to include the development of stuttering attitudes in young children as well as attitudes toward cluttering, obesity, and mental illness. Ken will share findings of cultural, vocational, and national similarities and differences in stuttering attitudes, attitude development, and improving public attitudes. He will then present concrete ways in which these findings can be applied to clinical treatment of stuttering.

Target Audience: Clinical Speech-Language Pathologists, Researchers, Undergraduate and Graduate Students, Teachers

Bio: Ken St. Louis, Ph.D., a mostly recovered stutterer, is an Emeritus Professor of speech-language pathology at West Virginia University (WVU). St. Louis taught and treated fluency disorders for 45 years. His research has culminated in more than 200 publications and 425 presentations. Ken’s awards include Lifetime Achievement (IFA), Fellow (ASHA), Excellence in Cluttering (ICA), Scholarship (WVU), and Public (clinical) Service (WVU). He founded the International Project of Attitudes Toward Human Attributes and has collaborated with more than 300 colleagues internationally on measuring public attitudes toward stuttering. He has also presented and published widely on cluttering.

This bundle is intended for students at William Paterson University to purchase these titles for a discount.

The ABCs of Stuttering is available just in time for International Stuttering Awareness Day (October 22) and the start of the new school year.

This 10-minute video, created from original content found in "Stuttering: Straight Talk for Teachers," helps parents and teachers understand how stuttering can affect children of all ages. The highlight of the video is the students – Umberto, Kate, Martin and others – talking openly about their stutter and what helps make them feel more comfortable talking in the classroom.

Research shows that children who stammer may be more vulnerable to teasing and bullying and show higher rates of social anxiety, particularly into adolescence and adulthood. This webinar explores ways that clinicians can support children who stammer, and their parents, to build their confidence and self-esteem, and to nurture a resilient mindset, in order to help them to develop a more positive self-view and to ‘bounce back’ from adversity. This therapeutic approach can enable children and young people to be confident and effective communicators, whether they stammer or not.

Target Audience: Speech-Language Pathologists

Bio: Sarah Caughter qualified from Newcastle University in 2004 and worked in Early years and mainstream school settings until joining the Michael Palin Centre in 2009. Sarah completed an MSc in Cognitive Behaviour Therapy with children and young people at the Anna Freud Centre, London, in 2015. She worked as a clinical tutor on the same programme in 2016. Sarah delivers a range of training courses for therapists working with children and young people who stammer and offers clinical supervision. She contributes to the organisation of the MPC National and International training programme.

Sarah completed an intensive ‘train the trainers’ course in building resilience in young children, in Canada, in 2016. She has a particular interest in supporting children and young people who stammer with their emotional wellbeing, and in developing their self-esteem and resilience. She has published two peer-reviewed journal articles on resilience in children who stammer.

Many speech-language pathologists ask the question, “What activities should I do with the child who stutters on my caseload?” In this introductory-level session, I will discuss a framework for clinical decision-making and share concrete examples of activities designed to support children who stutter. I will emphasize collaborating with children towards establishing goals that address the hidden, internal sides of stuttering as well as overt stuttering behaviors. And I will review group-based activities and additional resources to continue expanding your clinical toolkit for supporting children who stutter.

Target Audience: Speech-Language Pathologists*

Bio: Ryan A. Millager, M.S., CCC-SLP is a third-year doctoral student at Vanderbilt University, under the primary mentorship of Dr. Robin Jones. Ryan has a clinical background in stuttering and fluency disorders, with many years of prior work with the non-profit organization SAY: The Stuttering Association for the Young. His research is centered on preschool- and school-age children who stutter, as well as representation and recruitment issues in communication sciences and disorders.

This bundle is intended to provide a discount on these titles for students at Florida Atlantic University.

Our most watched program of all time, Stuttering: For Kids, By Kids, was originally released in 2005. This updated program, Stuttering: For Kids, By Kids 2.0, features the same great content, but has been updated to better appeal to today's children who stutter. Hosted by an animated skateboarder, Kyle, viewers meet other kids who stutter who recount how they handle challenges such as teasing, speaking in class, and teaching others about stuttering. (10 minutes)

This bundle is intended for students at Brescia University to purchase these titles at a discount.

This bundle is intended for students at University of Redlands to purchase these 7 titles at a discount.

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This talk will start by exploring how to help school-aged children who stutter, and their parents, think about what they want from therapy by drawing on Solution Focused Brief Therapy (SFBT). It will include ways to talk about progress by drawing attention to a client’s strengths and resources, and what they notice over time. Themes of difference, being unique, becoming more open, and developing self-advocacy skills will be discussed. The webinar will include discussion of one client’s journey with video examples.

Target Audience: Speech-Language Pathologists

Bio: Ali Berquez is Clinical Lead at the Michael Palin Centre for Stammering in London, UK, where she has worked since 2000. Her role includes working with clients of all ages including adults who stutter, teaching nationally and internationally (including the Stuttering Foundation’s annual Eastern Workshop in Boston), writing, offering clinical supervision and contributing to research projects. Ali is Chair of the UK’s National Clinical Excellence Network in Dysfluency and a certified European Fluency Specialist.

This bundle is intended for students at Minot State University to purchase these titles for a discounted price.

This bundle is intended to provide a discount for these five programs for those enrolled at Columbia.

FluencyBank is an NIDCD-supported international initiative to assist both researchers and clinicians working with fluency disorders. It provides free Mac- and PC-compatible software to assist audio- and video-linked transcription, annotation and computation of fluency profiles for single clients or groups of clients. We show how to use the software to more quickly and accurately perform assessments of both fluency and language, including computation of weighted disfluency scores for baseline and use media-linked transcripts for progress monitoring purposes.

Target Audience: Speech-Language Pathologists, researchers, instructional faculty

Bio: Nan Bernstein Ratner is Professor of Hearing and Speech Sciences at the University of Maryland, College Park. An ASHA Honoree and Fellow of AAAS, she has also received the IFA Distinguished Researcher award, as well as named NSA Professional of the Year. With Brian MacWhinney of Carnegie-Mellon University, she is co-founder of FluencyBank, a non-profit NIH- and NSF-supported resource for research, clinical intervention and teaching focused on stuttering and cluttering. She publishes frequently in the areas of fluency and child language development/disorder; her most recent major publication is A Handbook on Stuttering (2021), with the late Oliver Bloodstein and colleague Shelley Brundage.

To understand the underpinnings of complex disorders like stuttering, researchers have adopted longitudinal, multifactorial research approaches to reveal how the onset and course of stuttering co-occurs with dynamic changes in other behavioral and neural systems during early childhood. Discoveries from this research also allow us to identify children at greater risk for stuttering persistence to better prioritize therapy resources, inform the selection of treatment targets, and accelerate development of new interventions. In this talk, I will present highlights from 15 years of large-scale research projects examining risk factors related to persistence and recovery in early childhood stuttering initiated at Purdue University and continuing at Michigan State University. Through our multilevel approach, we have discovered neurophysiological, behavioral, and clinical factors that differentiate children who persist or recover from stuttering. Our findings reveal distinctly different patterns of brain activity during speech and language tasks in children who persist in stuttering and contribute to multivariable risk models used to predict the probability of stuttering persistence in preschoolers.

• Target Audience: Speech-Language Pathologists*, Researchers, Graduate Students

Bio: Bridget Walsh, Ph.D., CCC-SLP is a certified speech-language pathologist and an assistant professor in the Department of Communicative Sciences and Disorders at Michigan State University. Dr. Walsh directs the Developmental Speech Lab that researches the mechanisms underlying the development of stuttering including its adverse impact in young children. She uses a multilevel approach combining physiological, behavioral, and clinical measures to investigate the development of adverse impact from stuttering in children and to explore why many young children recover from early stuttering while others persist and develop a lifelong condition.

Over the past decade, our understanding of how the brain functions in children who stutter has advanced significantly. Although children who stutter may not have language disorders, we often see differences in the ways they process language compared to children who do not stutter. In this session, we will discuss recent findings related to brain functions for language in stuttering. We will discuss how these findings advance our understanding of the nature of stuttering and potential clinical implications.

Target Audience: Speech-Language Pathologists

Bio: Amanda Hampton Wray, Ph.D., CCC-SLP, is an Assistant Professor of Communication Science & Disorders at University of Pittsburgh. Her federally funded research program examines the development of brain functions that mediate language and attention. She also examines relationships between brain functions, cognitive proficiencies, and experience in individuals with typical development and communication disorders, with a focus on developmental stuttering.

New information is emerging about our understanding of how cluttering may impact those living with it. Understanding the perspective of people with cluttering is crucial to providing effective services.

This workshop will cover:
1. Understanding the relationship between new findings regarding awareness of cluttering and clinical applications
2. Understanding the perspectives of those with cluttering regarding life impact
3. Understanding the concept of interactive listening and its implications for family education and support
4. Understanding how client perspective will shape treatment and carryover decisions throughout the lifespan

Target Audience: Speech-Language Pathologists, those with cluttering and their allies

Bio: Kathleen Scaler Scott, Ph.D., CCC-SLP, BCS-F is an Associate Professor in the Department of Speech-Language Pathology at Monmouth University. Dr. Scaler Scott’s research and clinical interests include cluttering, atypical disfluencies and disfluency with concomitant diagnoses. She is author of Fluency Plus: Managing Fluency Disorders in Individuals with Multiple Diagnoses, a textbook and treatment manual focusing on understanding, evaluating and treating cluttering, stuttering, and atypical disfluencies along with concomitant disorders. Dr. Scaler Scott was the first Coordinator of the International Cluttering Association and the 2018 recipient of the Deso Weis Award for Excellence in the Field of Cluttering.

This bundle is intended for students at Indiana University at South Bend to purchase this bundle of 7 programs at a discount.

This bundle is intended for students at Western Kentucky University to purchase these titles at a discount.

Jane Fraser will be talking about her father, Malcolm Fraser, who founded the Stuttering Foundation in 1947, 75 years ago. She will relate his goals for the foundation and his lifelong work to help others. His favorite words were “Let’s be practical.” He was always looking for ways to improve the lives of those who stutter, not in some distant future world but in the here and now. There will be plenty of time for Q & A as well.

Target Audience: Speech-Language Pathologists*, Parents, Adults and Teens who Stutter

Jane Fraser, Hon. FRCSLT, serves as the president of The Stuttering Foundation of America, a position she has held since 1981. The oldest and largest nonprofit organization for the prevention and treatment of stuttering, the Foundation has grown tremendously in size, scope and outreach under her leadership and direction. The daughter of Stuttering Foundation founder Malcolm Fraser, Ms. Fraser received a degree in Russian and Linguistics at Bryn Mawr College and continued graduate work in both subjects at the Universite de Strasbourg, France. As an avid student of language and speech, Ms. Fraser is fluent in French and lived in that country for 20 years. An experienced editor, translator, and interpreter, she previously worked for the Institut Gustave Roussy and for the Assemblee Nationale in Paris.

Personal honors and awards include: Distinguished Alumnae of the Century Award, Hutchison School Centennial, 2002; the Outstanding Contribution Award from the International Stuttering Association, 2007. She was chosen Nonprofit Executive of the Year by the Nonprofit Times in 2008.
[Read full bio with affiliation and honors on our webpage: http://stutteringhelp.org/virtuallearning.]

Stories empower those who tell their stories as well as those who hear them. As with so many of life’s conditions, when people relate their individual journeys of stuttering, healing nearly always follows. And others who stutter who hear the stories are often inspired to then tell their own. The first part of this webinar will discuss ways in which people can tell and preserve their stories: from live presentations or interviews, face-to-face conversations, and written narratives, both public and private. These stories can be private or used clinically. For example, one’s stuttering story can be used in speech therapy to augment typical diagnostic evaluations and to provide individualistic roadmaps to important targets of desensitization and symptom change in therapy. 
The second part will focus on healing that occurs from either group therapy or support groups. When folks who stutter, or even their allies who don’t stutter, share with one another their experiences with stuttering or other life difficulties, the associated burdens are suddenly easier to carry. Through group sharing, participants discover ways to change the themes of their personal narratives from defeat and suffering to confidence and empowerment. 

Target Audience: Speech-Language Pathologists*, Parents of Children who Stutter, Adults who Stutter

Bio: Ken St. Louis, Ph.D., is a mostly recovered stutterer who has spent his 45-year career as a speech-language pathologist working to understand and alleviate the problem of stuttering. He has published and presented locally, nationally, and internationally on stuttering and cluttering over his career. Now, as a professor emeritus at West Virginia University, though retired, he remains active in research on understanding and alleviating negative public attitudes toward stuttering. Among his numerous awards, he received the Lifetime Achievement Award from the International Fluency Association.
Mid-career, he re-discovered something that he experienced as a college student and as a stuttering client, that is, sharing one’s own story of stuttering in a supportive environment provides healing in ways that even the best therapy strategies rarely achieve. Individual and unique stories of stuttering, became the raw material for a 2001 book entitled Living with Stuttering: Stories, Basics, Resources, and Hope and its recent 2021 second edition..
Ken spent two and half decades leading a support group for stuttering. He also published in 2021 a guide for leading support groups—or group therapy, In the Company of Friends: Group Support for People Who Stutter. The book features over 100 theme-driven plans for group sessions.

One of the core characteristics of stuttering is that it varies a great deal from context to context. When most people think about stuttering variability they think of overt stuttering; however, there is much more to stuttering than the overt behavior. Other aspects of stuttering, like anticipation, also vary a lot based on the context. In this talk, Dr. Arenas will discuss results from recent qualitative research studies investigating the experience of variability and anticipation. Discussion will center around how various aspects of variability relate to each other and how this can impact the lives of people who stutter. Practical suggestions for how to take variability into account clinically will be discussed.

Target Audience: Speech-Language Pathologists*, Researchers, Adults and Teens who Stutter

Bio: Rick Arenas, Ph.D., is an Associate Professor at the University of New Mexico. His primary area of research is developmental stuttering. In his early career he focused on the neurobiological mechanisms involved in the variability of stuttering across contexts. Recently, his research has transitioned toward the way people relate to their stuttering and how it plays a role in their personal narrative. He hopes that his work will help people live harmoniously with stuttering. He lives in the mountains of New Mexico where he enjoys spending time with his wife and three children, hiking and playing disc golf.

Research has shown that stuttering is often stigmatized as a negative trait (Boyle et al., 2016, St. Louis (2015). However, more recently, the notion of "stuttering pride" and "stuttering well" has gained traction in some community circles (Campbell et al., 2019). The social model of disability and its application to stuttering therapy will be discussed along with tips and strategies to assist speech-language therapists in cultivating "stuttering pride" when working with young people who stutter. As a result of attending this talk, speech-language therapists will walk away with five principles to guide their own clinical practice.

Speaker: Voon Pang, BSc Speech Pathology, MNZSTA, CPSP, University of Auckland and Skill Builders Speech Language Therapy (Private Practice).

Voon Pang lives in Auckland, New Zealand with his partner and dog. He is a speech language therapist and clinical educator at the University of Auckland and owns a practice specializing in working with people who stutter and students with language and literacy related difficulties. His passion is to help people become the best communicator they can be as well as standing tall and being proud of their individuality.

Fluent speech involves tightly coordinated processing in the cerebral cortex and associated subcortical structures, and subtle impairments in this complex dynamical system can give rise to stuttered speech. To better understand these processes, our laboratory has designed, experimentally tested, and iteratively refined a neural network model, called the DIVA model, whose components correspond to the brain regions involved in speech. Babbling and imitation phases are used to train neural mappings between phonological, articulatory, auditory, and somatosensory representations. After the imitation phase, the model can produce learned phonemes and syllables by generating movements of an articulatory synthesizer. Because the model’s components correspond to neural populations and are given precise anatomical locations, activity in the model’s neurons can be compared directly to neuroimaging data. Computer simulations of the model account for a wide range of experimental findings concerning fluent speech, including data on acquisition of speaking skills, articulatory kinematics, and brain activity during normal and perturbed speech.
The DIVA model posits two parallel neural sub-systems: (1) an articulation circuit that contains the detailed motor programs necessary for moving the speech articulators, and (2) an initiation circuit that is responsible for activating and de-activating these motor programs at the right instants in time. We hypothesize that stuttering is due to impairment of the initiation circuit, which centrally involves a cortico-basal ganglia-thalamo-cortical loop. This account provides a unifying explanation for a wide range of experimental findings in children and adults who stutter, including findings of neuroanatomical anomalies as well as behavioral findings concerning fluency enhancing conditions such as rhythmic speech and altered auditory feedback. Computer simulations of the model have been used to investigate specific potential neural causes of stuttering, including anomalous dopamine levels in the striatum and impaired white matter connectivity. Ongoing research is aimed at further development and testing of the model’s account, including investigating possible distinct subtypes of stuttering involving different types of neural impairment.

Our insight in the frequency and types of the disfluencies of bilingual children who do and do not stutter is limited, because research has primarily focused on monolinguals. Recently, many studies have been carried out including children with different language dyads to better understand the interlinguistic characteristics that can distinguish bilingual children who do and do not stutter from their monolingual peers. This should lead to a better identification of stuttering in bilinguals. This 75-min webinar will include a presentation of the theoretical background related to this specific topic, and some preliminary findings of a research project carried out in Lebanon.

Target Audience: Speech-Language Pathologists*, Parents of Children who Stutter, Adults who Stutter

Presenter: Selma Saad Merouwe, MRes., PhD Candidate, Lecturer and researcher at the department of Speech and Language Pathology at the Saint-Joseph University of Beirut; Fluency disorders specialist at TERAP multidisciplinary clinic, Beirut.

Selma Saad Merouwe is a Slovak-Lebanese Speech and Language Therapist and an ECSF graduate. She is a lecturer and a researcher in fluency disorders at Saint-Joseph University of Beirut, and a PhD candidate at both Turku University (Finland) and Saint-Joseph University. In her clinical practice and research, she focuses on fluency disorders and bilingualism.

This bundle is intended for students at Western Michigan University to purchases these titles at a discount.

Spontaneous speech is characterized by little premeditation, effortless production, and is enjoyable/meaningful. Fluent speech is characterized by a lack of noticeable disfluencies. In this talk, Dr. Constantino will outline a model which emphasizes spontaneity rather than fluency to understand the experience stuttering. He will discuss the results of an ecological momentary assessment study in which spontaneity and fluency were measured during the real-life conversations of people who stutter and modeled over time. He will also discuss clinical implications and ways to incorporate these ideas into treatment.

Target Audience: Speech-Language Pathologists*, Researchers, Adults who Stutter

Bio: Christopher Constantino, Ph.D., CCC-SLP lives in Tallahassee with his wife, Megan, and son, Augustine. He is a speech-language pathologist and assistant professor at Florida State University. He works clinically with people who stutter and teaches classes on stuttering and counseling. He researches ways to improve the embodied and social experiences of stuttering. He co-edited the book Stammering Pride & Prejudice. He believes chocolate chip cookies should have nuts.

This bundle is intended for students at the University of Northern Iowa to purchase this program at a discount.

This bundle is intended for students at East TN State University to purchase this program bundle at a discounted price.

It is hard to believe the new school year is right around the corner! Join us for a special Back-to-School Virtual Learning panel discussion where we will explore effective ways to support children who stutter in the school setting. The panel will speak to their own experiences as individuals who stutter, parents of individuals who stutter, as well as from a professional, educator and school-based SLP perspective. This session will be an interactive Q&A format, so come prepared with your questions!

• Tim Flynn, M.S., CCC-SLP, school-based SLP and person who stutters
• Ben Goldstein, M.A., CCC-SLP, school-based SLP and person who stutters
• Ella Jackson, M.Ed, educator and parent of a child who stutters
• Vince Vawter, author of Paperboy, and adult who stutters with lots of wisdom to share!

Target Audience: Parents, Speech-Language Pathologists*, Adults who Stutter

This bundle is intended for students at Brescia University to purchase these titles at a discount.

This bundle in intended for students at The University of Texas at Dallas to provide these programs at a discount.

One of the ways that speech-language pathologists often get things wrong when working with persons who stutter is that they think they have to be the “expert” and “fix” what is “broken” in their clients. This often leads to breakdowns in the therapeutic relationship and poor outcomes. In this session, we will explore some fundamental ways that speech-language pathologists can approach working with persons who stutter to engage with them in their journey toward successful management of their stuttering.

Bio: Anthony DiLollo, Ph.D., CCC-SLP is a Professor and Director of the Davies School of Communication Sciences and Disorders at Texas Christian University. He has taught counseling in CSD programs for over 20 years and consulted with numerous programs about implementing counseling across their curriculum. Dr. DiLollo has published and presented in the areas of counseling, fluency disorders, critical thinking, and qualitative research in communication sciences and disorders.

This bundle has been created for those enrolled at Western Kentucky University to purchase these titles at a discount.

In this presentation, I describe our research aimed at understanding the brain abnormalities that cause stuttering.   We use MRI brain scans to measure how brain areas involved in producing speech (motor areas) and in monitoring speech (auditory areas) communicate with each other both functionally and structurally. Our findings of white matter disruptions (Watkins et al., 2009) and changes in coordinated motor and auditory activity during speech production in people who stutter (Watkins 2011) are consistent with the idea that the integration of sensory and motor signal is abnormal.  MRI can also be used to see what is happening inside our mouths when we are speaking.  We have developed new ways of using MRI to scan the vocal tract during fluent speech and during stuttering to show that movement of the articulators is more variable even during perceptually fluent speech production in people who stutter.  

Recently, we used transcranial direct current stimulation (tDCS) in a double-blind randomised sham-controlled trial alongside fluency training in people who stutter.  We found that 5-days of 1-mA anodal tDCS over the left inferior frontal cortex successfully reduced dysfluency by about one third and that these effects were still present 6 weeks after the end of the intervention (Chesters et al., 2018). MRI scans of brain activity during speech production before and after the intervention showed a significant increase in subcortical areas in the group that had anodal tDCS and successfully reduced their dysfluency relative to the group that had sham stimulation and showed no change in their fluency.  

These studies suggest that developmental stuttering is caused by neural disruptions to systems involved in speech motor control.  Brain stimulation coupled with speech fluency training now offers a realistic opportunity for improving fluency in adults who stutter for whom therapy options may be more limited or less effective than those available in childhood.

Do you feel you need to “settle” for a career with low demand for oral communication?
Do you have a dream job that seems out of reach because you stutter?
Are you considering a career change, but worry that your stuttering will be a barrier to advancement? Are you currently in a position where you defer public speaking to your colleagues?

Join us for an inspiring conversation with stutterers/PWS who have advanced in careers with high demand for public speaking. They will share their stories, perspectives, challenges, and successes. They will offer ideas for interviewing, press conferences, addressing large groups, briefings, self-advocacy, and more. A variety of occupations will be represented.

Many thanks to the generosity from the Katharyn Elizabeth Fell Demaree Fund for sponsoring this special Virtual Learning by Stuttering Foundation.

Target Audience: Adults who Stutter, Teens who Stutter, Speech-Language Pathologists

Bio: Vivian Sisskin is a clinical professor at the University of Maryland, an ASHA Fellow, and a Board-Certified Specialist in Fluency Disorders. She served as Coordinator for ASHA’s Special Interest Group 4 (Fluency Disorders), Chair of ASHA’s Council for Clinical Certification in Audiology and Speech-Language Pathology, and received ASHA’s Media Champion Award. Sisskin served as Vice-Chair of the American Board on Fluency and Fluency Disorders and is a faculty member for the Stuttering Foundation’s Mid-Atlantic Workshop. She was named Speech-Language Pathologist of the Year by the National Stuttering Association. She owns the Sisskin Stuttering Center in the Washington, DC area.

Teaching mindfulness practices to children and adults is an increasingly popular topic of application in several fields, therapies, and even schools for children of all ages. Mindfulness practices are shown to improve one's overall wellbeing, and to enhance attention, focus, regulation, memory, and self-acceptance. Currently, mindfulness is being discussed in the stuttering literature. This webinar, led by Kristin Chmela, M.A., CCC-SLP, BCS-F, enhances participants' understanding of mindfulness and provides insights into the manner in which mindfulness may positively impact the stuttering therapy process.

Target Audience: Speech-Language Pathologists*

Bio: Kristin Chmela M.A., CCC-SLP, is a board certified fluency specialist and has provided services to individuals with fluency disorders for thirty-five years. She is an author, lecturer, consultant, and owner and director of Chmela Fluency Center in the Chicago suburban area. Kristin is the co-founder and co-director of the Treatment and Training Program at Camp Shout Out. In addition, Kristin has completed 400 hours of training in yoga and mindfulness as well as the Stop and Breathe training course. She is passionate about sharing the mindfulness experience with professionals, clients, and others.

Formerly titled, "Kids Who Stutter: Parents Speak," in this 16 minute video, parents of children who stutter join a group of speech-language experts to talk compassionately and directly about what has worked for them as they interact with their child.

The video features some of the world's leading hands-on therapists working with children who stutter: Lisa A. Scott, Ph.D., CCC-SLP, of The Florida State University's School of Communication Science and Disorders; Ellen Kelly, Ph.D., CCC-SLP, of Vanderbilt University School of Medicine; speech-language consultants Frances Cook, MBE, MSc, MRCSLT (Hons), Cert CT (Oxford), Willie Botterill, MSc, MRCSLT, Cert CT and Elaine Kelman, MSc, MRCSLT, Cert CBT from the Michael Palin Centre for Stammering Children in London.

Keynote presentation from the 12th Oxford Dysfluency Conference in 2021.

The psychosocial consequences of stuttering including anxiety, stigma, social isolation, negative listener reactions, and bullying are well-documented. The degree to which children who stutter experience these “slings and arrows,” and the ways in which they respond, vary. Extensive theoretical and empirical contributions to our understanding of resiliency provide strong foundations for exploring risk and protective factors related to the psychosocial consequences of stuttering. This presentation will explore resiliency theory and research to motivate a strengths-based model of resilience. Applications of the model to the assessment and treatment of stuttering in school-age children in familial, social, and academic contexts will be provided. Practical strategies for providing children who stutter and their families with the armor needed to build capacities for healthy adaptation to stuttering and to thrive in communicative interactions will be highlighted.

Managing fluency disorders is further complicated by concomitant diagnoses. This workshop will use a case-based approach to cover the following:
1. Understanding the intersection of fluency disorders with concomitant diagnoses
2. Stuttering, Cluttering, and/or Atypical Disfluency in Autism Spectrum Disorder: 4 cases of interest
3. Stuttering in Selective Mutism
4. Stuttering, Cluttering in Intellectual Disability
Details: Target Audience: Speech-Language Pathologists
Bio:  Kathleen Scaler Scott, Ph.D., CCC-SLP, BCS-F is an Associate Professor in the Department of Speech-Language Pathology at Monmouth University. Dr. Scaler Scott’s research and clinical interests include cluttering, atypical disfluencies and disfluency with concomitant diagnoses. She is author of Fluency Plus: Managing Fluency Disorders in Individuals with Multiple Diagnoses, a textbook and treatment manual focusing on understanding, evaluating and treating cluttering, stuttering, and atypical disfluencies along with concomitant disorders. Dr. Scaler Scott was the first Coordinator of the International Cluttering Association and the 2018 recipient of the Deso Weis Award for Excellence in the Field of Cluttering.

Speaker: Kathleen Scaler Scott, PhD, CCC-SLP, BCS-F; Associate Professor, Department of Speech-Language Pathology, Monmouth University, West Long Branch, NJ

The Stuttering Foundation's Inaugural Presentation at the 12th Oxford Dysfluency Conference in 2021.

This one-hour presentation begins with a short overview of the principles of Solution Focused Brief Therapy (SFBT, de Shazer, 1985; Ratner et al., 2012) and then explores how SFBT may be used in therapy with parents of children who stutter (CWS).

Shared goal setting using SFBT methods helps clinicians to establish what parents want from therapy and fosters a respectful partnership (Berquez et al., 2015; Sonsterud et al., 2019). SFBT also enables parents to focus on the resources and strengths in the family; to notice what’s going well and build optimism and hope (Harley, 2018). It fosters a progressive narrative, recognising that one change in the system will have a ripple effect and lead to wider changes.

Parents of CWS may approach therapy with a sense of worry or guilt about their child’s stuttering, wondering whether they have caused it, hoping that therapy will fix or ‘cure’ it, projecting their worries far into the future (Biggart et al., 2007; Millard & Davis, 2009; Plexico & Burrus, 2012). Solution focused conversation helps parents to ‘broaden their perceptual field’ (Kelly, 1955) away from being fluency focused towards seeing their child more holistically (Rogers et al., in press). It supports a process of desensitisation and acceptance, at the clients pace, (Berquez & Kelman, 2018); keeping “one foot in acknowledgement, the other in possibility” (O’Hanlon & Beadle, 1996)

This presentation describes how therapists can use the principles of SFBT to explore parents’ expectations from therapy, agree shared goals and support a process of change through solution focused conversations. (60 minutes)

Recent stuttering research explores areas such as social-environmental interactions (e.g. issues within the social model of disability) and the value of non-traditional behavioral interventions (e.g. mindfulness). However, traditional frameworks for *how to do therapy* do not integrate these considerable advances in EBP. We present a new "three-letter model" that builds on the ABC foundation that is practical, robust, and accessible. In this workshop, we will present a theoretical grounding of this model, discuss recent research that support evidence-based therapy, provide a sampling of activities, and engage in case studies to facilitate active learning.

• Target Audience: Speech-Language Pathologists*, Graduate Students

Katie Gore, MA, CCC-SLP, is the founder and director of speech IRL, a speech therapy and communication consulting firm based in Chicago, IL. Katie's clinical specialties are stuttering, executive function, social communication. In addition, Katie provides training and consulting to businesses and organizations on topics related to communication, diversity, and inclusion. Katie is an adjunct faculty member at Rush University and is the co-founder and current Community Outreach Chair for Shared Voices Chicago.

Courtney Luckman, MA, CCC-SLP, is a clinician at speech IRL specializing in the areas of stuttering and autism. She has presented on stuttering research and clinical applications at several national conferences. Her masters thesis on lexical skills in children who stutter was recently published in the Journal of Fluency Disorders. Courtney is chair of the junior board for Shared Voices Chicago.

Acceptance and Commitment Therapy (ACT) is a mindfulness-based approach which aims to increase individuals’ psychological flexibility. This 69-minute webinar will be a ‘taster,’ introducing participants to theoretical underpinnings of ACT as well as some practical, clinical activities which can be used to introduce and develop these ideas with children, teenagers, and adults who stutter. There will be an opportunity to try these out experientially within the webinar and to discuss how SLPs can introduce mindfulness-based approaches to aspects of their work.

Details: Target Audience: Speech-Language Pathologists*, Adults who Stutter

Bio: Jane Harley is a Clinical Lead Speech and Language Therapist at the Michael Palin Centre, London. She has a post-graduate diploma in Cognitive Behaviour Therapy (CBT) and over 20 years experience using CBT in her clinical practice with young people and adults who stammer. In the last 10 years she has incorporated mindfulness-based approaches, including Acceptance and Commitment Therapy (ACT), into her clinical work. Jane runs training courses in ACT for SLPs and has published a number of articles on the use of ACT with people who stammer.

This bundle is intended for University of South Alabama students allowing them to purchase this bundle of titles at a discount.

Description: Temperament refers to individual differences in emotional reactivity (e.g., getting excited, getting frustrated) and self-regulation (e.g., suppressing inappropriate responses, shifting attentional focus). Several studies in this domain have demonstrated that a substantial group of children who stutter are more emotionally reactive and/or have lower emotion/attention regulation skills compared to children who do not stutter. Not only does this play a role in the exacerbation of stuttering, but according to a recent study it is also related to the impact that stuttering has on day-to-day functioning. During this lecture we will discuss the relevant literature and provide several tools and strategies for how clinicians and parents can contribute to improving children’s emotional regulation.

• Target Audience: Speech-Language Pathologists*, Parents

Bio: Kurt Eggers is chair of the European Clinical Specialization in Fluency Disorders (www.ecsf.eu), IFA President Elect, and IALP fluency committee member. He is also associate editor for Journal of Fluency Disorders. Kurt has worked clinically for many years, has lectured/published internationally and his research focuses on the role of temperament, attention, and executive functioning in stuttering and speech disfluencies in different populations.

This bundle is intended for students of University of Alberta to purchase these titles at a discount.

This bundle allows students at Emerson College to receive a discount on this program.

Lexipontix is a structured therapy program for children who stutter aged 8 to 12 years. The program addresses the overall stuttering experience of the child and family, aimed at “Communication Restructuring” (Fourlas & Marousos, 2014). It uses the ICF model (WHO, 2001) as a clinical framework for assessment and treatment. It is based on the theoretical principles and clinical practices of Cognitive Behavior Therapy, Solution Focused Brief Therapy, Parent-Child Interaction Therapy, Fluency Shaping and Stuttering Modification and integrates those practices in therapy in a child friendly manner. The program lasts for twelve sessions over a period of three months followed by a closing session one month after. Then, progress is monitored by follow up sessions for a period of one year.

Therapy develops as a role game between the mouse called Lexipontix and the child in the role of a Superhero who defends his “Factory of Mind” with the help of the parents and therapist, members of the child’s (therapeutic) “Alliance” (Fourlas & Marousos, 2015). The alliance empowers the child to identify the invasions of Lexipontix in the “Factory of Mind” and to explore the use of “Tools” in order to maintain or regain control over the components of the “Factory of Mind” (i.e. the “Machine of Thoughts”, the “Lab of Emotions,” the “Body Sensors,” and the “Machine of Behaviors and Words”). Parents and child learn and practice with the use of different “Tools” by playing board and card games as well as participating in real life “Experiments” and “Missions.” As a result of therapy, the threatening mouse gradually becomes a companion pet (Fourlas, 2016).

In this workshop, the theme, the structure, and the clinical tools and practices of the program will be discussed in relation to their theoretical underpinnings and clinical rationale. Samples of the manual of the program will be presented for participants to have a taste of the material that is used. Clinical examples on how the program empowers members of the family to make use of their own resources to gain and maintain locus of control and to assimilate clinical tools in a way that produces meaningful changes in their communication and life will be discussed.

Target Audience: Speech-Language Pathologists, Parents of Children who Stutter, Researchers.

Bios:
George Fourlas is a Speech and Language Therapist, Fluency Specialist (EFS), and head of the Stuttering Research and Therapy Centre (ΚΕΘΤ) in Athens, Greece. He is lecturer and coach in the European Clinical Specialization in Fluency (ECSF). He is involved in clinical work, research, teaching and clinical supervision. He is a member of the IALP fluency committee and the Greek SIG in Fluency Disorders.

Dimitris Marousos is a Speech and Language Therapist, Fluency Specialist (EFS), and clinical supervisor of the Speech and Language Centre EU-LEGEIN in Volos, Greece. He is a mentor in the European Clinical Specialization in Fluency (ECSF). He has extensive experience in clinical supervision, and he conducts research in the area of stuttering. He is a member of the IFA Professional Liaison Committee and a member of the Greek SIG in fluency disorders.

Adolescents and adults who stutter (AWS) often come to therapy unclear about what, if anything, they want to change about their stuttering, and why it is important for them to do so. While speech fluency is frequently at the top of the list for AWS (and certainly for speech-language pathologists) this focus can mask more personally meaningful changes, such as the way AWS and their listeners react to their stuttering. The mismatch between therapy goals and their meaningfulness to the individual can result in noncompliance, relapse or decreased likelihood of continuing in therapy altogether. In this presentation, we reframe motivation as readiness to change, and describe ways to help AWS identify both what they want to change about their stuttering and what they are ready to take on in the process of doing so.

Intended audience: Speech-Language Pathologists, Parents of Children and Teens who Stutter, Adults who Stutter

Bio: Tricia Zebrowski, Ph.D., CCC-SLP is Professor Emerita at the University of Iowa, and a speech-language pathologist specializing in stuttering. Her clinical, research and teaching expertise is stuttering intervention, with a special focus on teenagers who stutter. For over 20 years, Tricia directed UISPEAKS for Teens, a residential therapy program for teens who stutter. Her most recent work attempts to uncover the ways of thinking that facilitate teenagers’ decisions about their stuttering.

This bundle provides a discount for NOVA SE students purchasing this title.

This bundle is intended for students at NOVA SE to purchase this program at a discount.

Description: This presentation will explore the origin and development of personal communication values that clients who stutter bring with them into a speech therapy experience. We will also examine the influence that societal stigma and unhelpful listener assumptions may have on the development of these values. This framework will be explored in reference to therapy protocols that focus directly on achieving fluency, and the possible paradoxical effects of such approaches. We will focus on ways for SLPs to collaborate with clients to identify what goals and outcomes are most meaningful to them in accordance with their personal values. We will also review strategies for SLPs to: cultivate a strong therapeutic alliance, develop better awareness and understanding of the language we use to measure "success," and finally, how to empower clients to take ownership of their own therapy experience.

Target Audience: Speech-language pathologists*, Parents of Children and Teens who Stutter, Adults who Stutter

Bio: Mark O’Malia, M.S., CCC-SLP is a speech-language pathologist and person who stutters. He is a full-time clinician at The American Institute for Stuttering (AIS) in New York City, working with people who stutter across the lifespan. Mark is actively involved in the stuttering self-help community, frequently facilitating and presenting workshops at national conferences for both Friends and the National Stuttering Association (NSA).

Fostering a supportive communication environment is crucial to the overall success and well-being of children who stutter. However, children who do not stutter often lack knowledge about the disorder and how to sensitively respond to peers who stutter. Uninformed or insensitive peer reactions can lead to social ramifications for children who stutter, which may negatively impact their overall social-emotional well-being. This presentation will summarize current research relative to what peers know about stuttering and provide practical, evidenced-based recommendations about improving young children’s stuttering attitudes.

Bio: Mary Weidner, Ph.D., CCC-SLP is an Assistant Professor in the Communication Sciences and Disorders Department at Edinboro University. Her research focuses on measuring and improving young children’s attitudes toward children with communication disorders. She authored the Attitude Change and Tolerance Program (InterACT), a puppetry-based program aimed to teach children about stuttering and other human differences. Mary has presented her work at numerous state, national, and international conferences and has ongoing international research collaborations. Clinically, Mary provides teletherapy for children who stutter, co-directs Stuttering U., a camp for children who stutter and their families, and co-manages the Stuttering Academy, an online resource for clinicians. She has co-authored children’s books about stuttering and assisted in the production of the documentary, "Stuttering: Part of Me.”

This bundle allows parents at the University of Texas at Austin to purchase these five titles at a discount.

The bundle is intended for students at Cardiff to purchase this title at a discount.

Paperboy, written by Author Vince Vawter, was the Stuttering Foundation Summer Book Club pick for 2020. Vince Vawter joins Sara Macintyre, M.A., CCC-SLP for a Live Q&A where he answers reader questions, shares more about his personal journey as a person who stutters, and offers advice based on his experience to all those in attendance.

Bio: Vince Vawter, a native of Memphis, retired after a 40-year career in newspapers, most recently as the president and publisher of the Evansville (Ind.) Courier & Press. In 2002-2003 he was president of the board of directors of the Hoosier State Press Association. He previously served as managing editor of The Knoxville (Tenn.) News Sentinel and news editor of the now-defunct Memphis Press-Scimitar. Vince’s debut novel, PAPERBOY, received a Newbery Honor award in 2014. The story is based on his real-life experience growing up in the 1950s as a person who stutters. Vince spends his retirement traveling the country and discussing his books with schools, reading and education groups, as well as stuttering advocacy organizations. He and his wife, Betty, live in Louisville, Tenn., on a small farm in the foothills of the Great Smoky Mountains near Knoxville. To contact Vince directly, please visit his website: www.vincevawter.com.

In this candid interview, Dr. Ehud Yairi summarizes just a few of his major contributions to our understanding of the onset, development, and persistence of stuttering. His career retrospective is interwoven with his personal experiences of stuttering as a child and young adult in Israel and how they influenced his decision to enroll at the University of Iowa for graduate studies, where he also met his wife Janie. Professor Yairi recalls the avenues of inquiry and outcomes of over 50 years of pioneering research in stuttering, discusses some related implications, and offers a bit of advice for current and future clinicians and researchers.

Recently retired from Vanderbilt University, Professor Emeritus Edward Gage Conture provides a retrospective of his illustrious career in the field of stuttering. Threaded with personal history, his legacy of mentees, and an abundance of research and clinical contributions, Dr. Conture provides a retrospective of the personal and professional influences on his career and scientific discoveries that will continue to guide the field for decades to come.

This bundle of four programs is intended for parents of children who stutter at the Michael and Tami Lang Stuttering Institute at The University of Texas at Austin

The future of our field will be largely influenced by the doctoral students who are presently learning and testing new theories and applying those tenets to clinical practice. Dr. Courtney Byrd will moderate a panel of doctoral students with distinct trajectories to facilitate a discussion of new frontiers in stuttering research. Panelists will provide valuable insight for clinicians and persons who stutter regarding emerging data related to the nature, assessment and treatment of stuttering.

Target Audience: Speech-Language Pathologists, Adults who Stutter

Bio: Courtney Byrd, PhD, CCC-SLP, is Vice President of Continuing Education for The Stuttering Foundation, Founding Director of the Michael and Tami Lang Stuttering Institute, Principal Investigator of the Dr. Jennifer and Emanuel Bodner Developmental Stuttering Lab, and Professor, Associate Chair and Graduate Adviser Department of Communication Sciences and Disorders at The University of Texas at Austin.

Description: Over twenty years ago, evaluating whether a child who stutters is likely to be one of the 80% of children who recover from stuttering or one of the 20% who go on to persist was identified as one of the most pressing issues related to working with young children who stutter. Since then, many children who stutter have been evaluated and followed to help identify ways to differentiate children who eventually recover from those who persist. A review of the literature and findings from a recent study based on evaluation practices of speech-language pathologists will be shared and discussed in order to identify (a) where we are at in our current understanding of stuttering persistence (and recovery) and (b) important implications for caregivers of children who stutter and speech-language pathologists.

Target Audience: Speech-Language Pathologists, Families of Children who Stutter, Researchers

Bio: Cara M. Singer Ph.D., CCC-SLP, is an Assistant Professor in the Department of Communications Sciences and Disorders at Grand Valley State University in Grand Rapids, MI. She conducts research related to evaluation and treatment practices for children who stutter and attitudes towards stuttering. Additionally, she teaches and supervises speech

Ali Berquez, MSc, PG Dip CT (Oxon), BRIEF Cert. SF Practice

Solution Focused Brief Therapy is a short-term psychotherapeutic approach. It supports clients and clinicians to pay attention to a client’s strengths and resources, helps them to focus on what is going well and frames conversations in a positive direction. The session will give participants a taster of its application to work with children and young people who stutter and their parents. We will explore how to identify what clients want from the therapy process, and what helps them move towards their desired outcomes. The webinar will include video examples.

Bio: Ali Berquez is Clinical Lead for Children at the Michael Palin Centre for Stammering in London, UK, where she has worked since 2000. Her role includes working with clients of all ages including adults who stutter; teaching nationally and internationally (including the Stuttering Foundation’s annual Eastern Workshop in Boston), writing, offering clinical supervision and contributing to research projects. She has collaborated with Professor Patricia Zebrowski and her team in the USA over the past few years to explore the expectations of young people and parents from therapy using Solution Focused principles. Ali is a Study Day Coordinator for the UK’s National Clinical Excellence Network in Dysfluency and a certified European Fluency Specialist.

Palin PCI has been updated in light of the last decade’s research. Palin PCI is a therapy approach which combines indirect and direct strategies with parents and children who stutter up to seven years. This taster will introduce the new Palin Model which underpins our therapy, as well as an overview of Palin PCI (2020).

Details:
Target Audience: SLPs who work with children who stutter up to seven years.

Bio: Elaine Kelman MSc, CertMRCSLT, HCPC, RegEFS, Cert CBT
is a consultant speech and language therapist and the head of the Michael Palin Centre for Stammering in London. She has contributed to the development of the various stuttering therapy programs and has published and presented a number of papers, chapters and books. She participates in the Centre’s international training and research program. Elaine is secretary of the International Fluency Association, Chair of the European Fluency Specialists Board and an ASHA affiliate.

Description: The ability to bounce back from challenges is a valuable life skill. Several research studies show that in general, children who stutter tend to be more emotionally reactive, and have lower regulation skills than their peers. This is significant as emotional regulation is a key component to resiliency, and can determine how well a child copes with difficulties in life, including stuttering. Regulation, like other skills, can be learned. This presentation discusses the importance of designing holistic stuttering interventions that include resiliency-building practices. Examples of activities that build emotional regulation skills within the framework of stuttering will be discussed.
Target Audience: Speech-Language Pathologists*, Parents

Bio: Julia Hollister, PhD, CCC-SLP, BCFS, is an Assistant Professor of Communication Sciences and Disorders in the School of Allied Health at Loma Linda University. She is an ASHA Board Certified Specialist in Fluency and Fluency Disorders, and coordinates the fluency clinic at Loma Linda University where she supervises and practices alongside graduate student clinicians. Julia’s teaching and research interests involve fluency disorders, resiliency, and service learning partnerships.

Research has demonstrated targeting overall communication can significantly improve the quality of life of children and adults who stutter. However, when assessing need for therapy and measures of change, fluency is often not only the focus, but also the required guideline in the school setting. A panel of school-based speech-language pathologists will discuss how they advocated to change their district guidelines to promote best practices within this unique setting. Panel members will discuss their past experiences with assessment and treatment when restricted by previous guidelines, will share the positive outcomes resulting from their revised guidelines, and will provide advice regarding how to navigate roadblocks to quality care in the school environment. Attendees will have the opportunity to ask the panel members about their experiences and recommendations.

Moderator: Courtney Byrd, Ph.D., CCC-SLP

From The Stuttering Foundation's Virtual Learning Series: "Insurance Reimbursement for Stuttering Therapy: Dos, Don’ts, and Give It A Shots"

Presenter: Katie Gore, M.A., CCC-SLP

Many stutterers who can "pass" as fluent in daily life are desperate to do so despite the emotional cost: Anxiety, dread, and fear of potential stuttering; exhausting "mental gymnastics" to avoid words or remain silent; and poor self-confidence as a communicator. A panel of adults with a covert profile of stuttering will share their experiences, and provide insight into the progress they are making in their personal journey to self-acceptance. Vivian Sisskin will include the basics of a treatment plan that supports stutterers with a covert profile to embrace their identity and confidently say all they want, when they want.

Details:
• Target Audience: Adults who Stutter, Teens who Stutter, Speech-Language Pathologists, Parents of Children who Stutter
• There is no fee for this event
• *This session is not eligible for CEUs

Bio: Vivian Sisskin is a clinical professor at the University of Maryland, an ASHA Fellow, and a Board Certified Specialist in Fluency Disorders. She served as Coordinator for ASHA’s Special Interest Group 4 (Fluency Disorders), Chair of ASHA’s Council for Clinical Certification in Audiology and Speech-Language Pathology, and received ASHA’s Media Champion Award. Sisskin served as Vice-Chair of the American Board on Fluency and Fluency Disorders and is a faculty member for the Stuttering Foundation’s Mid-Atlantic Workshop. She was named Speech-Language Pathologist of the Year by the National Stuttering Association. She owns the Sisskin Stuttering Center in the Washington DC area.

Description: Rational Emotive Behavioral Therapy provides a powerful framework for helping clients identify and restructure the self-destructive core beliefs that contribute to tense, avoidant stuttering behaviors. As PWS come to replace these cognitions with more helpful constructs through individualized action assignments, stuttering tension and avoidance are reduced. Over time, this work brings individuals who stutter closer to how their speech flows in situations where they are most comfortable and unconcerned about stuttering. This workshop will provide an overview of applications of REBT for stuttering for older teens and adults who stutter. 

Bio: Heather Grossman, PhD is the Director of the American Institute for Stuttering and has worked with individuals who stutter for over 30 years. She has taught stuttering at numerous Universities and is an extremely active member of the stuttering self-help community. She is a regular presenter at both national and international stuttering conferences.

This bundle is intended for George Washington University students to purchase these five titles at a discount.

This bundle is intended for students at the University of Maryland to purchased these five titles at a discount.

This bundle is intended for students at East TN State University to purchase this bundle of programs at a discounted price.

The bundle is intended for students of MGH IHP to purchase these two programs at a discount.

This bundle is intended for students at the University of Northern Colorado to purchase these five titles at a discount.

This bundle is intended for SUNY Plattsburgh students to purchase this program at a discount.

This bundle is intended for students at the University of New Mexico to purchase these titles at a discount.

This bundle is intended for Eastern Kentucky University to purchase this bundle of three programs at a discounted price.

This link is intended only for the students of Montclair State University to purchase Basic Clinical Skills at a discount.

This bundle is intended for University of Northern Colorado students to purchase these five titles at a discount.

This bundle is intended for Minnesota State University Moorhead students to purchase this bundle of programs at a reduced price.

This bundle allows Biola University students a discount for purchasing these two titles.

The environment in which we communicate has changed drastically worldwide given the global pandemic. Courtney Byrd, Ph.D., CCC-SLP will host a panel of speech-language pathologists, parents, school-age children, teens and adults who stutter who will discuss the daily challenges of navigating communication during this time of social distancing and provide valuable suggestions for ensuring success within and outside of the therapeutic setting.

Bio: Courtney Byrd, PhD, CCC-SLP, is Vice President of Continuing Education for The Stuttering Foundation, Founding Director of the Michael and Tami Lang Stuttering Institute, Principal Investigator of the Dr. Jennifer and Emanuel Bodner Developmental Stuttering Lab, and Professor, Associate Chair and Graduate Adviser Department of Communication Sciences and Disorders at The University of Texas at Austin.

This bundle is intended only for Old Dominion students to purchase this program at a discounted price.

This bundle is intended only for NOVA SE students to purchase this program at a discount.

This bundle is intended only for University of Missouri students to purchase these four titles at a discounted price.

This bundle allows University of South Carolina students to purchase these 5 programs at a discount.

Description: Communicative participation and quality of life can be impaired by the stigma associated with stuttering. Public and private stigma can act as barriers to the achievement of life goals. This presentation will provide attendees with a deeper understanding of stigma as it pertains to stuttering, with an emphasis on evidence-based approaches to stigma reduction for individuals who stutter.

Bio: Michael P. Boyle, Ph.D., CCC-SLP, is an associate professor in the Department of Communication Sciences and Disorders at Montclair State University where he directs the fluency disorders laboratory, teaches graduate courses in stuttering, and conducts research on the psychosocial aspects of stuttering including stigma and empowerment.

Description: Providing speech-language services for children who stutter (CWS) in the school setting can be challenging. Stuttering is complex; work-setting challenges abound; and most clinicians lack comfort when working with CWS. Challenges are described based on Chmela and Johnson’s (2019) categories: Process, content, and integration. This presentation describes ongoing efforts in the Wake County Public School System to meet these challenges by maximizing clinician readiness and optimizing services for CWS. Suggestions are provided for clinicians whose school districts may not yet provide systematic support in the area of fluency disorders.

Bio: Rob Dellinger lives in Raleigh, N.C., with his wife, Virginia, and two daughters. He is a school speech-language pathologist and the consultant in stuttering/fluency disorders with the Wake County School System. As a consultant, Rob helps colleagues navigate ongoing challenges within the evaluation and treatment process for students who stutter. Rob is active in the local National Stuttering Association chapter and presents workshops on stuttering evaluation and treatment.

Description: Evolving communicative competence is a treatment framework for children who stutter ages eight to eighteen based upon the multidimensional nature of the problem and the importance of varied treatment outcomes as the problem persists. This framework includes five potential areas of focus, broadens a child’s perspective of communication (beyond stuttering-fluency) and emphasizes the importance of continuing to evolve as a communicator. These areas of focus (attentive, assertive, confident, effective, proactive) encompass actions drawn from evidence within our field (fluency shaping and stuttering modification), as well as from cognitive behavioral therapy, Acceptance Commitment Therapy, and neuroscience. This presentation defines and applies these areas of focus across individual cases.

Bio: Kristin Chmela, M.A., CCC-SLP BCS-F, spends the majority of her time working with individuals of all ages with fluency disorders at her clinic, Chmela Fluency Center, in the suburban Chicago area. She is a recognized lecturer on the topic of childhood fluency disorders, and is co-founder and co-director of Camp Shout Out, a therapeutic program for school-age children who stutter and a hands-on training opportunity for professionals and graduate students. Kristin was former Chair of the American Board of Fluency and Fluency Disorders, has supervised graduate students from across the globe, and provides professional apprenticeships. Throughout her career, Kristin has collaborated extensively with the Stuttering Foundation on training videos, conferences, and publications, and is lead author of Basic Principle Problem Solving: Working with School-Age Children Who Stutter.

Description: Speech-language pathologists often feel undertrained and less experienced treating children who stutter compared to other speech and language disorders. Likewise, parents of children who stutter often feel confused and frustrated by the variability and multifaceted nature of stuttering. This presentation will describe the use of the WHO-ICF framework in stuttering therapy. Addressing the behaviors of stuttering, the attitudes and feelings, as well as the environment and participation of the person who stutters will lead to success for that individual. This presentation will focus on the behaviors and thoughts and feelings.

We will use real-life examples to describe stuttering and stuttering therapy across domains and provide ideas to use immediately in therapy with children who stutter.

Bio: Joe Klein, Ph.D., CCC-SLP, is an Associate Professor in Communication Sciences and Disorders at Appalachian State University in Boone, North Carolina. Joe teaches classes in fluency disorders and research methods and supervises therapy for people who stutter. Joe has presented at the American Speech-Language-Hearing Association and The National Stuttering Association annual conventions in the United States and for Friends: The Association of Young People who Stutter in India and the US. He has also published articles about stuttering in Contemporary Issues in Communication Sciences and Disorders, Perspectives in Fluency Disorders, and The Journal of Fluency Disorders. Joe’s research interests are in the areas of support and therapy for people who stutter. Joe lives in Boone, NC with his wife, Holly, and children, Zachary, Greta, Emaline, and Abraham.

Cluttering is a fluency disorder which is becoming better understood in recent years. However, there is little known about the lived experiences of those who clutter. This workshop will cover the following:
Defining cluttering and its symptomatology
Review of what we do know about the lived experiences of those who clutter
Shared experiences from individuals who clutter and their family members
Time for question and answer with all speakers

Bio: Kathleen Scaler Scott, Ph.D., CCC-SLP, BCS-F is a Professor in the Department of Speech-Language Pathology at Misericordia University. Dr. Scaler Scott’s research and clinical interests include cluttering, atypical disfluencies and disfluency with concomitant diagnoses. She is co-editor of a textbook on cluttering, co-author of a treatment manual on cluttering, and author of Fluency Plus, a treatment manual focusing on treating cluttering, stuttering, atypical disfluencies along with concomitant disorders. Dr. Scaler Scott was the first Coordinator of the International Cluttering Association, and the 2018 recipient of the Deso Weis Award for Excellence in the Field of Cluttering.

This bundle is intended for Tennessee State University students to purchase these 7 programs for a discounted price.

This bundle allows Flinders University students to purchase these two programs on Cluttering for a discounted price.

This bundle is for students of Oklahoma City Community College to purchase this program at a discount.

This bundle is for UNC Chapel Hill students to purchase these three programs at a discounted price.

Description: School-Aged children who stutter often rate themselves as poor communicators and are more likely to experience negative social interactions because of their stuttering. Additionally, the general public harbors negative views of people who stutter and often underestimates what they can accomplish. Luckily the impact of stigma and negative stereotyping can be diminished with the use of voluntary stuttering. This presentation will explore ways in which voluntary stuttering can be used to empower School-Aged children who stutter in therapy.

Bio: Joseph Donaher, Ph.D., is the Academic and Research Program Director of the Center for Childhood Communication at the Children's Hospital of Philadelphia, an Assistant Professor of Otorhinolaryngology at The University of Pennsylvania and a

This bundle is for Emerson College students to purchase these four titles at a discounted price.

This "bundle" is for Boston University students only to purchase Basic Clinical Skills at the discounted price.

This "bundle" is for MGH-IHP students only to purchase Basic Clinical Skills at the discounted price.

This bundle is for University of Northern Iowa students who want to purchase these two titles at a discounted price.

For University of Northern Iowa students to purchase Basic Clinical Skills at the discounted price.

This bundle allows NOVA SE Students to purchase these 8 programs at a discounted price.

#0073 - Stuttering and Your Child: Help for Parents
#1079 - Therapy in Action: The School-Age Child Who Stutters
#1083 - If You Stutter: Advice for Adults
#6350 - Scoring Disfluencies
#9506 - Stuttering Intervention for Teens
#9700 - Cluttering
#9600 - Basic Clinical Skills

Description: The healthy development of self-regulation (i.e., the ability to manage thoughts, feelings and behaviors) in the context of caregiver-child interactions is foundational to positive educational, emotional, physical, social, and communication outcomes.  Helping parents understand the development of self-regulation (i.e., how children respond emotionally, cognitively, and behaviorally to their stuttering) enhances intervention. Case examples will be provided illustrating recommendations for coaching parents in fostering self-regulation skills with their children who stutter.

Bio: Ellen M. Kelly, PhD, CCC-SLP, BCS-F, is an associate professor in the Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, director of the Stuttering Foundation Program at Vanderbilt, principal investigator for the Early ChildHood Onset Stuttering (ECHOS) Research Project, and executive director of Camp TALKS (Talking And Learning with Kids who Stutter). Kelly evaluates and treats individuals of all ages who stutter, and their families, and studies developmental stuttering.  She teaches, supervises, presents, and publishes on the topics of stuttering and counseling.

Description: Stuttering as an adult can be difficult. Although therapy is often helpful, after having been in therapy throughout our school careers, it may not be very enticing. Additional barriers to therapy may include a lack of a specialist where we live, the time, and the expense. Self-help may also be problematic. Our local self-help group may be nonexistent or anemic. If we are still struggling with our speech, what can we do? In this talk, I present an orientation towards stuttering that offers opportunities for growth. We will discuss how to get more comfortable stuttering and how to speak with greater ease and spontaneity. We can practice these things on our own, in our everyday lives. I will give a short lecture and then discuss the material with the audience.

Bio: Christopher Constantino lives in Tallahassee, Florida with his wife Megan. He is a speech-language pathologist and assistant professor at Florida State University. He teaches classes on counseling and stuttering and researches how the lived experience of stuttering interacts with culture and society. Chris enjoys making ice cream and riding his bike.  

Description: Research has demonstrated that through acceptance and commitment therapy persons who stutter can learn a range of skills that mitigate negative thoughts and feelings about stuttering and facilitate progress towards valued communication goals. A panel of adults who recently completed an Acceptance and Commitment Workshop will discuss how their participation led to the following meaningful outcomes: 1) reduced avoidance behaviors; 2) increased acceptance of self and stuttering; and 3) effective management of difficult thoughts and feelings through mindfulness skills. Participants will provide insight for clinicians and other persons who stutter who are considering employing this approach and will share how these outcomes helped them to move forward in their lives in ways that their thoughts, feelings about their stuttering previously prevented. Attendees will have the opportunity to ask the adults about their experiences and recommendations. 

Bio: Courtney Byrd, PhD, CCC-SLP, is Vice President of Continuing Education for The Stuttering Foundation, Founding Director of the Michael and Tami Lang Stuttering Institute, Principal Investigator of the Dr. Jennifer and Emanuel Bodner Developmental Stuttering Lab, and Professor, Associate Chair and Graduate Adviser Department of Communication Sciences and Disorders at The University of Texas at Austin.

Description: A panel of parents will share their stories and answer questions from attendees about their experiences as parents of 8- to 17-year-old children who stutter.  Parents new to Camp TALKS (Talking And Learning with Kids who Stutter) and “veteran” parents will talk about their first memories of their children stuttering and how they responded (their thoughts, feelings, and behaviors), as well as what they learned over time, and provide advice to other parents and speech-language pathologists who work with students who stutter. 

Bio: Ellen M. Kelly, PhD, CCC-SLP, BCS-F, is an associate professor in the Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, director of the Stuttering Foundation Program at Vanderbilt, principal investigator for the Early ChildHood Onset Stuttering (ECHOS) Research Project, and executive director of Camp TALKS (Talking And Learning with Kids who Stutter). Kelly evaluates and treats individuals of all ages who stutter, and their families, and studies developmental stuttering.  She teaches, supervises, presents, and publishes on the topics of stuttering and counseling.

Bundle includes four titles at half off off the individual price:
1. Stuttering: Basic Clinical Skills (#9600)
2. Dealing with Guilt & Shame (#9505)
3. Helping children change thoughts & feelings (#6335).
4. Working with PreSchoolers who stutter (#0162)

This bundle includes:
1. Scoring Disfluencies (#6350)
2. Parent Counseling: Conversations with David Luterman, Parts 1 & 2 (#6400)
3. Desensitization with Parents
4. Implementing CBT with School-Age Children (#6500)
5. Helping Children Change Thought & Feelings (#6335)

Academy award-winning screenwriter of The King's Speech, David Seidler, inspires young people who stutter in this marvelous hour-long presentation.

In an eloquent keynote address, followed by a question and answer session, Seidler discusses how his own struggle with stuttering led him to admire King George VI whose radio addresses moved him as a child and led to his desire to share the King's story.

Viewers of all ages will enjoy learning more about the man who wrote the screenplay that captivated the stuttering community and the world.

#0162 – Working With Preschoolers Who Stutter
#4083 - A Fresh Look at Stuttering
#9600 - Basic Clinical Skills

When a clinician asks a person who stutters to stutter on purpose and to self-disclose their stuttering to others, they typically react as would be expected, “Why would I do that, and share something I am trying so hard to avoid and hide?”

This 86 minute seminar will review a series of published studies that demonstrate voluntary stuttering and self-disclosure are among the most beneficial strategies… not strictly from the perspective of clinicians, but, more importantly, from the perspective of children and adults who stutter.

However, as will be discussed (and demonstrated through authentic client recordings), these strategies are only effective when used in distinct ways.

Este paquete incluye estos tres programas en español por el precio de dos.
1. Siete Consejos para Hablar con el Niño que Tartamudea.
2. La Tartamudez y el Niño de Edad Preescolar: una Guía para la Familia.
3. Tartamudez para Niños, por Niños.

Dr. Christine Weber writes, “Stuttering, or Childhood Onset Fluency Disorder (DSM-5), is a neurodevelopmental disorder that begins when neural networks supporting speech, language, and emotional functions are displaying rapid development. How does stuttering develop, and what factors influence the recovery or persistence of stuttering?  The Multifactorial Dynamic Pathways (MDP) theory of stuttering emphasizes the dynamic developmental context in which stuttering emerges and follows its progression throughout early childhood. It takes into account evidence from neural development to address how stuttering arises, including genetic/epigenetic factors, motor, language, and emotional features.  Evidence from our multi-factor experimental approach in young children who stutter supports our earlier assertion that while stuttering ultimately reflects differences in speech sensorimotor processes, its course over the life span is strongly influenced by language and emotional factors. Around the time of onset of stuttering, steep maturational changes in many neurobehavioral systems are ongoing, and critical interactions among these systems likely play a major role in determining persistence of or recovery from stuttering. From longitudinal evidence, we present findings that children who go on to persist in stuttering exhibit subtle maturational delays in speech-motor control and some aspects of language processing, and display more stuttering-like disfluencies (SLDs). In contrast, the preschool children who would eventually recover already showed signs of more stable speech motor control, greater maturity in some of their language processing systems, and less severe stuttering at that age. The MDP theory encourages experimental and clinical approaches that will help to determine the specific factors that contribute to each child’s pathway to the diagnosis of stuttering and those factors most likely to promote recovery. The implications of the MDP for early, comprehensive and tailored treatments for enhancing the pathways for recovery from stuttering will be discussed. This work is from the Purdue Stuttering Project which was supported by a grant from the NIH’s National Institute on Deafness and Other Communicative Disorders, DC00559.”

Dr. Carmen Lefevre's presentation from the 11th Oxford Dysfluency Conference 2017.

Dr. Lefevre writes," Gaining a clear understanding of a behaviour as well as its drivers and barriers is pivotal for successfully changing it. In the context of dysfluency, there are likely many different factors that influence the target behaviour (e.g. ‘speaking fluently’) and that need to each be understood and considered in the context of all other factors. Behavioural science provides methods for understanding behaviours and their influences, and for developing interventions that are most likely to be effective in their contexts. This talk will outline evidence-based principles of behaviour change and introduce a systematic method for designing interventions to change behaviour. This involves defining a clear target behaviour, conducting a behavioural analysis to identify the facilitators and barriers of the target behaviour, and identifying the most suitable behaviour change techniques for the context. The talk will illustrate how these principles and methods can be applied to a behaviour like stuttering using examples from previous work."

Elaine Kelman and Ali Berquez, both from the Michael Palin Centre for Stammering Children in London, present at the 11th Oxford Dysfluency Conference 2017.

Dr. Catherine Sebastian's presentation from the 11th Oxford Dysfluency Conference 2017.

Dr. Sebastian writes, "Adolescence is a key developmental window characterised by profound changes in cognitive, social and emotion skills. While the majority of young people negotiate the pressures of adolescence well, this stage of life is nonetheless characterised by an increase in risky behaviours, as well as in psychopathology associated with emotional dysregulation such as depression, anxiety and antisocial behaviour. Recent evidence suggests that ongoing brain development during this time of life may contribute to the onset or escalation of these symptoms and behaviours. This talk will review evidence showing ongoing brain development during the second decade of life, and will discuss links between brain development and adolescent behaviour. In particular, I will focus on processes supporting the ability to control our behaviours and emotions, and to understand others’ perspectives. Understanding these developmental processes may be helpful for clinicians working with this population in the context of dysfluency."

Dr. Courtney Byrd's presentation from the 11th Oxford Dysfluency Conference 2017.

Dr. Byrd writes," Speech disfluencies provide valuable insight into the linguistic and motoric effort required for spoken communication. Expressions such as “second language fluency” and “word fluency” tasks reflect this concept. The types and frequencies of speech disfluencies children produce can be an index of language ability. Breakdowns in speech fluency are more likely when children attempt to produce utterances at the leading edge of their emerging linguistic capacity. Additionally, bilingual children appear to experience elevated levels of disfluency as they navigate multiple language systems, with potentially unequal levels of proficiency. Interestingly, there appears to be a critical behavioral overlap between what is considered typical and what is considered to be atypical in the disfluent speech among typically-developing monolingual and bilingual speakers and those speakers of one or more languages who present with a fluency disorder. This documented overlap makes it critical to determine if there are distinctive, qualitative and/or quantitative disfluent speech behaviors that differentiate language-typical mono-/bilingual children from matched peers with stuttering. The present talk will review the behaviors unique to stuttering in speakers of one or more language and the behaviors that overlap across typically fluent mono-/bilingual speakers and mono/bilingual speakers who stutter. From a theoretical perspective, identification of overlapping and distinguishing behaviors could serve to demonstrate the relative contributions of linguistic proficiency, linguistic planning, and speech motor control to fluency breakdowns in differing populations. From a clinical perspective, identification of behaviors that differentiate the behaviors characteristic of typical disfluency and stuttering in monolingual and bilingual speakers will enhance differential diagnosis across these speakers of one or more languages."

This video is eligible for ASHA CEUs. Go to www.stutteringceus.org for details.

Jane Harley's presentation from the 11th Oxford Dysfluency Conference 2017.

Ms. Harley writes, "My interest in the process of attention in stuttering therapy stems initially from a background in CBT and the information-processing theory and models which underpin CBT. These theoretical models propose that biases in what individuals attend to contribute to the mechanisms involved in uncomfortable human emotions such as anxiety. Our understanding of the nature and influence of attentional biases involved in social anxiety, emotional regulation, resilience and stuttering, is developing.

The use of CBT in stuttering therapy is now main-stream. More recently, '3rd generation' or mindfulness-based approaches have developed within CBT and been applied in stuttering therapy. These approaches are also concerned with how information is attended to, based on the potential value of observing internal and external information that arises from a perspective of curiosity and acceptance. Attention processes are implicitly if not explicitly involved in other psychological approaches used in therapy for stuttering, such as Solution Focused Brief Therapy. Attention processes also impact in various ways in traditional fluency therapy and are involved in all interpersonal dynamics within therapy.

My intention in this presentation is to explore selected aspects of the role played by attention within stuttering therapy. I will draw from theory and research from the fields of information-processing, mindfulness-based approaches and emotion-regulation, as well as clinical and qualitative accounts of the experience of stuttering."

Dr. Martin Sommer's presentation from the 11th Oxford Dysfluency Conference 2017.

Dr. Sommer writes, "Fluent speech is a fundamental prerequisite for social interaction in humans and a challenging task for the brain. Not all children acquire fluent speech; therefore stuttering persists after puberty in about 1 percent of adults. In recent years a broad range of technical innovations has allowed new insights into kinematics, underlying brain structure, brain function and the neurophysiology of fluent and dysfluent speech.

Studying speech production is being improved by real-time very fast structural MR imaging observing the kinematics of articulators while speaking. This gives a substantiated insight into dysfluent speech patterns and will allow answering the question whether fluent sounding speech units are typically articulated in adults who stutter.

A better insight into brain structure has been made possible by magnetic resonance imaging of water diffusion in the brain. It has uncovered a reduced integrity of white matter tracts, mostly in left inferior frontal areas. This has opened a whole new perspective to view stuttering as a speech area disconnection syndrome, and has motivated pioneering work from the Michigan group on longitudinal brain imaging studies in children who stutter.

With its excellence time resolution, electroencephalography gives insight into the interplay of brain areas during speech preparation and shows an imbalanced timing of the activity of left hemispheric speech motor areas. The electrophysiological technique of transcranial magnetic stimulation enables investigating speech preparation with a very high time resolution, in order to assess speech preparatory processes of motor areas representing articulatory muscles. This allowed discovering an imperfect speech preparation in adults who stutter as a pathophysiological basis of dysfluent speech. It will allow differentiating a lack of facilitation from an excessive inhibition.

Furthermore, transcranial magnetic stimulation gives a window on the hemispheric distribution of speech and non-speech related activations of articulatory muscles and as well as of hand muscles.

In addition to technical advances, rare clinical cases on cerebellar lesions that modulate speech fluency further substantiate the structural basis of fluent and dysfluent speech production.

Finally, refined questionnaires allow assessing the so-called anticipation of speech dysfluencies, which is the premonitory awareness that something is about to go wrong with speech fluency. We have assessed this in detail by deriving a questionnaire from Tourette’s syndrome to assess reliability and linguistic specificity of this premonitory awareness of dysfluencies in adults who stutter.

Hence, the results of the last 20 years of research improve our understanding of dysfunctional nodes in speech networks, thereby refining and detailing current models of speech production. Beyond that, they expand future possibilities to study speech network modulation by therapy or external stimulation."

These five titles are included in this bundle for the price of four.

1. Basic Clinical Skills
2. Working with Preschoolers Who Stutter
3. A Fresh Look at Stuttering
4. Therapy in Action: The School-Age Child Who Stutters
5. Sharpening Counseling Skills

These five titles are included in this bundle for the price of four.

1. Stuttering: A Clinical Review of the Evidence
2. Changing Thoughts & Feelings About Communication
3. Avoidance Reduction Therapy
4. Implementing Cognitive Behavior Therapy with School-Age Children
5. Using Williams’ Normal Talking Approach to Help Children Make Speech Change

This package includes all seven presentations from the 11th Oxford Dysfluency Conference for the price of six.

Titles Included:
1. The Development, Recovery & Persistence of Childhood Stuttering: The MDP Theory
2. Achieving Successful Behavior Change
3. Desensitization with Parents
4. The Teenage Brain: Understanding Developmental Context
5. Bilingualism & Stuttering: Typical vs. Clinical Speech Dysfluency
6. The Role of Attention in Therapy for Stuttering
7. Neurological Insights into Disfluent Speech Production: Challenges and Changes

In recent years, many advances have been made in understanding the communication disorder, cluttering.

Kathleen Scaler Scott, Ph.D., of Misericordia University helps to clarify prior myths and explain recent research findings about cluttering. She presents the current lowest common denominator definition of cluttering and demonstrates how to apply this definition to assessment, differential diagnosis, and treatment.

For clinicians who have been confused about how to identify, assess and treat cluttering, this 76-minute video provides practical strategies for understanding and managing complex clients.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

(#6160) In this 72-minute video, Dennis Drayna, Ph.D., of the National Institute on Deafness and Other Communication Disorders, provides an update on recent research findings in the genetics of stuttering.

This video describes the evidence for genetic factors in stuttering and the genes discovered to date. It discusses the function of these genes and what they tell us about the underlying causes of stuttering. It also discusses efforts to create an animal model for stuttering by putting human stuttering mutations into mice and analyzing their ultrasonic vocalizations.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

This Keynote presentation by renowned conservationist Alan Rabinowitz was given at the 2005 Stuttering Foundation two day workshop for school-based speech-language pathologists.

In this powerful hour-long presentation to young people who stutter, Alan Rabinowitz discusses how struggling with stuttering shaped his life and his long-time relationship with the endangered species he works to save.

This intimate look inside the life of one of the world's greatest conservationists is sure to inspire.

"Catching jaguars and tigers, negotiating with presidents and dictators - that's the easy stuff! The challenge for me has been living with the boy who'd come home from school every day and yearn for the darkness and safety of his closet." - Alan Rabinowitz

This 128-minute program demonstrates speech management strategies to help you work effectively with children and adults who stutter.

Chapters include:
- Exploring talking and stuttering
- Identification
- Explore stuttering
- Explore change
- Tools for change
- Soft starts
- Changing rate
- Voluntary stuttering
- Holding and tolerating the moment of stuttering
- Pullouts
- Cancellations
- Making change durable
- Transfer
- Disclosure
- Wrapping things up

Dynamic demonstration of stuttering therapy techniques by experts from around the world:

Ali Biggart, BA (Hons), MSc, Michael Palin Centre for Stammering Children, London; Jane Fry, MSc (psych. Couns.), PGDip, CT (Oxford), Reg MRCSLT, Michael Palin Centre for Stammering Children, London; Willie Botterill, MSc, MRCSLT, Michael Palin Centre for Stammering Children, London; Frances Cook, MSc, MRCSLT (Hons), Cert CT (Oxford), Michael Palin Centre for Stammering Children, London; Barry Guitar, Ph.D., University of Vermont; Alison Nicholas, MSc, MRCSLT, Michael Palin Centre for Stammering Children, London;Peter Ramig, Ph.D., University of Colorado-Boulder; Patricia Zebrowski, Ph.D., University of Iowa. Additional footage provided by June Campbell, M.A., private practice.

Produced by Carroll Guitar, M.L.S., University of Vermont, in collaboration with Jane Fraser, president of the Stuttering Foundation of America. Video production by Bob O'Brien, Video Design Productions, Inc., Lake Zurich, IL. English material captured by Luke Jeans.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

(#9900) Highlights from a workshop featuring Frances Cook, MSc, MRCSLT (Hons)Cert. CT (Oxford), and Willie Botterill, MSc, (Psych. Couns.), MRCSLT, provide insights into working with the cognitive aspects of stuttering.

This 3 hour 45 minute "taster" into cognitive behavior therapy explores the interaction of thoughts, feelings, physical reactions and behaviors from the perspectives of children, parents and therapists.

Ways to use the cognitive model are discussed and demonstrated.

(start time) TOPIC
(00:00-) Introduction
Laying the Groundwork for Success
(04:04-) a. Exercise 1 - Meet Your Partner
(09:21-) b. Exercise 2 - Best Hopes
(11:09-) c. Best Hopes Analysis
(20:22-) d. Where Are Your Now?
(21:02-) e. Exercise 3 - Skills & Resources
(24:05-) f. Skills & Resources Analysis
Cognitive Behavior Therapy
(31:39-) a. Overview
(33:44-) b. Exercise 4 - Cognitive Therapy Model
(43:02-) c. Using the Cognitive Therapy Model
(44:15-) d. Therapeutic Alliance
(46:02-) e. Characteristics of Cognitive Therapy
(49:07-) f. Information Processing
(53:30-) g. Appraisal & Anxiety
Key Components of Therapy
(59:35-) a. Overview
(1:01:33-) b. Negative Automatic Thoughts
(1:05:16-) c. Safety Behaviors
(1:07:32-) d. Examples of the Vicious Circle
Group CBT Video with Children
(1:09:44-) a. Video
(1:25:15-) b. Evaluation & Questions
Group CBT Video with Parents
(1:32:01-) a. Video
(1:49:13-) b. Evaluation & Questions
(1:58:44-) Cognitive Cycle for Families
Steps in Therapy
(2:10:19-) a. Practical Steps in Therapy
(2:21:09-) b. Eliciting NATs
(2:22:53-) c. Turn Questions into Statements
(2:23:59-) d. Downward Arrow Catastrophic Thinking
(2:25:47-) e. Identify Hot Thoughts
(2:25:57-) f. Questions Therapists Ask
(2:29:42-) g. Thought Record
(2:39:14-) h. How to Identify NATs
(2:40:36-) i. Working with NATs (Cognitive Reframing)
(2:41:45-) j. Possible Directions
(2:44:35-) k. More Questions Therapists Ask
(2:46:20-) l. Unhelpful Thinking Patterns
(2:58:21-) m. Socratic Questioning
(3:00:06-) n. Behavioral Work/Experiments
(3:02:07-) o. Problem Solving
(3:12:17-) p. Problem Solving Steps
(3:13:52-) q. Action Plans: Preparing for the Future
(3:14:54-) r. Personal Action Plan
Therapeutic Alliance
(3:17:14-) a. Therapeutic Alliance
(3:17:52-) b. Exercise 5 - Parent’s Vicious Cycle
(3:19:39-) c. Evaluation & Questions
(3:31:12-) d. Exercise 6 - Therapist’s Negative Cycles
(3:33:16-) e. Evaluation & Questions
(3:45:23-) Close

Additional Therapy Footage includes Ali Berquez, MSc, MRCSLT Dip. CT (Oxford), Jane Fry, MSc (Psych. Couns).,MRCSLT., Dip.CT (Oxford), and Willie Botterill MSc, (Psych. Couns.), MRCSLT of the Michael Palin Centre for Stammering Children, London, England, and Jane Fraser, President, Stuttering Foundation, Memphis, TN.

Special thanks to Boston University and Diane Fillion Parris, M.S., CCC-SLP, Boston University and the 20 Stuttering Foundation Workshop Attendees.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

Highlights from a workshop providing insights into working with Solution-Focused Brief Therapy (SFBT) and stuttering.

This "taster" introduces viewers to the principles and practice of SFBT, providing examples of children, parents, and teenagers describing their "best hopes" for the future, using scales to determine the skills and resources they already have to attain that future and identifying the small signs of change along the way.

PART 1
(00:00-) SFBT Introduction
(04:23-) Best Hopes
(26:39-) Exercise - Best Hopes

PART 2
(52:52-) Origins of SFBT
(59:19-) The Essence of SFBT
(1:12:20-) The Miracle Question
(1:41:40-) Exercise - Miracle Question

PART 3
(1:53:06-) SFBT Recap
(1:58:48-) Overview of Opening & Subsequent Sessions
(2:04:35-) Challenges
(2:06:48-) References
(2:08:07-) Using Scales with Children
(2:22:24-) Using Scales with Parents
(2:35:37-) Exercise - Using Scales

PART 4
(2:48:56-) Closing the Session
(2:56:14-) Follow-Up During Subsequent Sessions
(3:04:26-) Using Scales in Follow-ups
(3:21:40-) Close

Produced by the Stuttering Foundation, the 3 hour 30 minute video features Willie Botterill, MSc, (Psych. Couns.), MRCSLT, and Frances Cook, MSc, MRCSLT (Hons)Cert. CT(Oxford). Additional Therapy Footage includes Willie Botterill MSc, (Psych. Couns.), MRCSLT of the Michael Palin Centre for Stammering Children, London, England. Special thanks to Boston University and Diane Fillion Parris, M.S., CCC-SLP, Boston University and the 20 Stuttering Foundation Workshop Attendees.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

This 20-minute video, hosted by Kristin A. Chmela, M.A., provides insight into the lives of four young adults, who 11 years earlier, were highlighted in the Stuttering Foundation's best selling video, "For Kids By Kids."

In this inspiring new video, three common threads emerge as we hear Naomi, Daniel, Umang, and Tommy share their stories about growing up with stuttering.

"I have imagined my son in a box, not knowing how he was going to move forward because of his stuttering. Watching this DVD made me realize he is going to be OK." -- Parent of 16-year-old who stutters.

"Wanting to be someone else is a waste of the person you are." This quote, attributed to both Marilyn Monroe and Kurt Cobain, may not resonate for someone who has spent most of his or her life desperately trying to hide stuttering.

Daily exhaustion from changing words, making excuses, timing interactions, and getting others to do the talking leads to much more than frustration. The life impact from stuttering can affect confidence, spontaneity, job performance, and social interactions. Yet, the wish to be "fluent" often outweighs the freedom to communicate and the desire to make human connection.

This 23-minute video follows adults who stutter through their gradual, emotional transformation. They discover the paradox that by accepting and embracing their stuttering rather than hiding it they achieve more fluent communication. They share their personal insights, successes and failures, and the sources of the courage they mustered in order to face fear, step out of their comfort zone, and accept themselves as they are.

A film for adults and teens!

Improve your ability to successfully treat stuttering in preschoolers. This one hour and 45 minute video offers comprehensive and practical strategies for working with young children:

- a multidimensional approach to the assessment and treatment of preschoolers
- guidelines based on new research on when to provide treatment
- practical strategies to use in therapy
- a structured approach to involve parents in the process.

Demonstrations help you see and successfully model easy relaxed speech. The video includes excerpts with parents sharing their personal stories about being involved in treatment.

Featuring Kristin Chmela, M.A., speech-language pathologist and Board Recognized Specialist in Fluency Disorders. Produced by the Stuttering Foundation.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

In this insightful, two-part program, sit in the room with master clinician, David Luterman, as he counsels parents of children who stutter. Then, eavesdrop on his discussion of the session with practicing clinicians.

Part 1 is Group Therapy with Parents (1 hour); and Part 2 is Therapists' Review of Parent Session (1 hour).

Viewers will witness these interactions, seldom seen.

Special thanks to David M. Luterman, D.Ed., Professor Emeritus, Emerson College, Boston, and Director, Thayer Lindsey Family-Centered Nursery for Hearing Impaired Children; Diane Fillion Parris, M.S., Boston University; and the parent and clinician group.

In this 16 minute video, a group of speech-language experts talk compassionately and directly to adults about how to promote easier talking as they interact with their preschool-age children. The professionals offer simple, easy-to-do tips that parents can begin to use immediately.

The video features some of the world's leading hands-on therapists working with preschool children who stutter.

They include: Lisa A. Scott, Ph.D., CCC-SLP, of The Florida State University's School of Communication Science and Disorders; Ellen Kelly, Ph.D., CCC-SLP, of Vanderbilt University School of Medicine; speech-language consultants Frances Cook, MBE, MSc, MRCSLT (Hons), Cert CT (Oxford), Willie Botterill, MSc, MRCSLT, Cert CT and Elaine Kelman, MSc, MRCSLT, Cert CBT from the Michael Palin Centre for Stammering Children in London.

(English language with Spanish Subtitles).

In this 16 minute video, a group of speech-language experts talk compassionately and directly to adults about how to promote easier talking as they interact with their preschool-age children. The professionals offer simple, easy-to-do tips that parents can begin to use immediately.

The video features some of the world's leading hands-on therapists working with preschool children who stutter.

They include: Lisa A. Scott, Ph.D., CCC-SLP, of The Florida State University's School of Communication Science and Disorders; Ellen Kelly, Ph.D., CCC-SLP, of Vanderbilt University School of Medicine; speech-language consultants Frances Cook, MBE, MSc, MRCSLT (Hons), Cert CT (Oxford), Willie Botterill, MSc, MRCSLT, Cert CT and Elaine Kelman, MSc, MRCSLT, Cert CBT from the Michael Palin Centre for Stammering Children in London.

A esta video se le pueden dar muchos usos. Se puede utilizar con familias en que un niño tartamudea, con terapeutas del habla que van a tratar a niños de edad preescolar y en las escuelas, universidades, centros de tratamiento y hospitales.

Producido por Barry Guitar, Ph.D., Carroll Guitar, M.L.S., de la Universidad de Vermont, en collaboracion con Jane Fraser, presidente de la Stuttering Foundation, Diane Hill, M.A., Northwestern Universidad, Peter Ramig, Ph.D., Universidad de Colorado, y Patricia Zebrowski, Ph.D., de la Universidad de Iowa.

The Stuttering Foundation agradece a Miami Children's Hospital, May Productions, la terapeuta del habla Lisette M. Betancourt, M.A., Ava Osle de Radio Lollipop, Henry Postigo, Nora Barriere, y Isidoro Zarco, M.D., sus contribuciones de trabajo, que permitieron convertir este projecto en realidad.

In this powerful 18-minute video, students who stutter talk to teachers about their experiences and experts in the field of speech pathology answer questions about what works and what doesn't in the classroom.

A perfect length for an after-school inservice or short enough for a teacher to watch alone. The video answers common questions:

- how to respond to the child who stutters in the classroom
- what happens in speech therapy
- how to handle teasing
- how to deal with oral presentations

(start time) TOPIC
(00:00-) Introduction & Facts about Stuttering
(02:11-) Examples of Stuttering
(02:47-) How Children Feel about Stuttering
(03:55-) Academic and Social Impacts
(05:36-) What to Do When a Student Stutters
(06:22-) Speech Tools
(07:52-) What to Do about a Difficult Speaking Day
(09:34-) What to Do about Interrupting
(09:59-) What to Do about Oral Presentations
(11:16-) Talking to the Entire Class about Stuttering
(12:21-) How to Handle Teasing
(13:48-) How to Encourage a Child to Participate in Class
(14:11-) Speech Therapy for Stuttering
(16:29-) Close

Produced by: Lisa A. Scott, Ph.D., The Florida State University and Carroll Guitar, M.L.S., University of Vermont; in collaboration with Kristin Chmela, M.A., Northwestern University; Jane Fraser, president, The Stuttering Foundation; and Bill Murphy, M.A., Purdue University.

Additional footage provided by: Barry Guitar, Ph.D., University of Vermont; Diane Hill, M.A., Northwestern University; Peter Ramig, Ph.D., University of Colorado-Boulder; and Patricia Zebrowski, Ph.D., University of Iowa.

Fluency specialist, Kristin Chmela, M.A., CCC-SLP, talks to parents of children and teenagers who stutter, drawing upon her own experiences not only as a person who stutters but also as a parent, therapist, and teacher.

Chmela urges parents to see each child as a gift; she also asks parents to consider several important guidelines as they rear a child who stutters.

This 45-minute presentation was filmed live at the annual convention of Friends; The Association of Young People Who Stutter.

Special thanks to Friends and its director Lee Caggiano, M.A., CCC-SLP.

"This is one of the most powerful closing speeches I have ever seen. I felt like I was part of the audience and highly recommend others getting this DVD if not for themselves then for group settings. I know I'll be using it!" Voon Keong Pang, Stuttering Treatment & Research Trust-New Zealand

Gene Williams, a renowned authority on stuttering, has a unique philosophy and approach to stuttering therapy. This video provides classic footage of Dean working with a child who stutters.

Dean believed that stuttering behavior in school children and adults is the result of their trying not to stutter. They struggle and tense up to avoid repetitions, prolongations, and blocks. However, these behaviors are more under their control than they realize. Dean's approach was to help his clients discover that they could change their behavior and learn to speak more easily.

This video of him helping a young boy speak more easily can teach you how you can use this approach with your own clients. Try it!

Parents play a key role in the treatment of children who stutter. Helping them recognize and cope with their own feelings about their child's stuttering is critical to success in therapy.

In this 50-minute video, noted clinicians demonstrate and discuss strategies for counseling parents in all stages of the treatment process as the parent-clinician relationship develops.

In this video, you will see key techniques for handling these and other situations demonstrated in actual counseling sessions, followed by expert analysis and advice on tactics you can employ.

Topics Include:
(00:00-) Introduction
(02:45-) The First Contact
(04:37-) The Initial Interview
(15:11-) Counseling Both Parents
(22:07-) Dealing with Fear and Resistance
(29:31-) Later in the Process
(36:36-) Working with a Group
(42:45-) Close

Produced by Patricia Zebrowski, Ph.D., University of Iowa; Barry Guitar, Ph.D., University of Vermont; and Carroll Guitar, M.L.S., University of Vermont; in collaboration with Diane Hill, M.A., Northwestern University; Peter Ramig, Ph.D., University of Colorado-Boulder; and Jane Fraser, President of The Stuttering Foundation.

This 30 minute video is for parents and families of young children who stutter. (Formerly entitled: Stuttering and the Preschool Child) The focus is to help families understand stuttering and make changes to promote more fluent speech.

- for parents whose child is stuttering.
- for speech-language pathologists working with young
children.
- and for school, clinic, university, and hospital settings.

"...this is perhaps the best buy in the nation for information on children and stuttering." ASHA Journal book review

Produced by Barry Guitar, Ph.D. and Carroll Guitar, M.L.S. of the University of Vermont; in collaboration with Jane Fraser, Stuttering Foundation; Diane Hill, M.A., Northwestern University; Peter Ramig, Ph.D., University of Colorado-Boulder; Patricia Zebrowski, Ph.D., University of Iowa. Additional footage from Kristin A. Chmela, M.A., Northwestern University.

The teen years are full of challenges. For teens who stutter, it can also be a lonely time. They need to know that they are not alone - and that real help is available.

In this 30-minute video, teens share their experiences of stuttering and talk about what works for them. Narrated by high school student David Wilkins, who stutters himself, Stuttering: Straight Talk for Teens provides forthright information and advice on managing stuttering in academic and social settings. Noted clinicians demonstrate helpful techniques and discuss:

(start time) TOPIC
(00:00-) What causes stuttering
(03:28-) Is there something wrong with you?
(07:22-) Feelings you may have
(08:39-) It’s not unusual to feel different
(10:16-) How stuttering affected David and Amanda
(12:09-) Feeling different and rejected
(13:16-) Sometimes people don’t understand
(13:59-) Reactions to teasing
(14:43-) The feeling of panic
(15:53-) Take all the time you need
(17:24-) Feelings of frustration
(18:48-) There is help
(23:35-) Pushing and tension of stuttering
(25:58-) Don’t avoid embarrassment or fear
(28:43-) Resist time pressure
(30:20-) Stuttering Foundation Publications

This video is an excellent resource for teens and adults, their families, teachers, physicians, and speech-language pathologists.

Produced by Barry Guitar, Ph.D., and Carroll Guitar, M.L.S., University of Vermont; Edward G. Conture, Ph.D., Vanderbilt University; Jane Fraser, Stuttering Foundation; Hugo H. Gregory, Ph.D., Northwestern University; and Peter Ramig, Ph.D., University of Colorado at Boulder.

An over 50-minute video on stuttering for adults who stutter, their families, and the professionals who work with them. Those who stutter share their personal stories and insights into what has helped them.

Speech-language pathologists answer questions about stuttering and demonstrate a variety of therapy techniques, including:

(start time) TOPIC
(00:00-) What causes stuttering
(04:52-) More men stutter than women
(06:21-) If stuttering runs in the family…
(07:02-) Does intelligence play a role?
(08:00-) Is stuttering a psychological problem?
(08:56-) Good and bad days of stuttering
(09:41-) “Just relax.”
(10:28-) People don’t stutter while singing
(11:34-) “I’ve had therapy before…”
(12:30-) Therapy
(14:30-) Using a videotape as a tool
(15:27-) Study your overall speech
(18:10-) Attitudes and emotions
(25:37-) Modification
(41:53-) Transfer
(47:57-) Maintenance and follow up
(52:31-) Credits

The broad range of perspectives and depth of information in this video ensure that it will be a lasting source of inspiration to those who stutter.

Produced by: Barry Guitar, Ph.D. and Carroll Guitar, M.L.S., University of Vermont; in collaboration with Jane Fraser, president, Stuttering Foundation; Peter Ramig, Ph.D., University of Colorado; Hugo H. Gregory, Ph.D., Northwestern University. Narrated by June Haerle Campbell, M.A., Northwestern University. Additional footage provided by Deborah Kully, M.S., ISTAR, and Catherine Montgomery, M.S., AIS.

(#6740) The roots of Avoidance Reduction Therapy for Stuttering are found in the pioneering work of the late Joseph Sheehan, a professor of psychology at UCLA, and his wife Vivian Sheehan, a Los Angeles-based speech pathologist. The Sheehans applied concepts from conflict theory and role theory to formulate an explanation for the behaviors and paradoxes we observe in those who stutter.

They described stuttering as an "approach-avoidance conflict," whereby competing desires to both speak and hold back from speaking result in (1) maladaptive reactive behaviors that interfere with communication, and (2) "mental gymnastics" that limit participation in daily life.

In this 2-hour video, Vivian Sisskin, M.S., CCC-SLP from the University of Maryland, walks clinicians through methods of group therapy while providing the nuts and bolts of Avoidance Reduction Therapy.

Sisskin, mentored by the Sheehans early in her career, outlines the basic principles, goals of treatment, and therapeutic strategies of her treatment program for stuttering.

This presentation serves as both a tutorial for speech-language pathologists and a self-help primer for those who stutter. Activities and video demonstrations provide ideas for activities and assignments that lead to spontaneous, forward-moving communication, free of control.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

Neurophysiology studies the function of the central and the peripheral nervous system through the recording of bioelectrical activity, whether it is spontaneous or stimulated.

During this 50 minute presentation, Martin Sommer, M.D., gives an overview of essential neurophysiological findings that improve our understanding of the pathophysiology of stuttering.

Recorded live at the 2011 Oxford Dysfluency Conference in England.

Cognitive-behavioral therapy is one approach for helping children change their thoughts and feelings about stuttering. These changes can lead to better therapy outcomes as children develop coping strategies, test their beliefs about listener reactions, and take risks like using speech tools in front of others.

In this 1 hour, 40 minute video, clinicians learn why unhelpful thoughts and feelings can interfere with stuttering therapy and then how to help children begin to make changes.

Extending the information presented in the Stuttering Foundation's program 9900, "A Cognitive Behavior Therapy Taster," Lisa Scott, Ph.D. of The Florida State University, presents concrete therapy activities for helping children learn to cope with difficult speaking situations, identify unhelpful thoughts, and strategies for trying out new thoughts and behaviors.

(start time) TOPIC
(00:00-) Introduction
(05:51-) The Cognitive Model
(06:55-) Why is it so hard to help children achieve speech change?
(10:27-) Possible Painful Experiences for CWS
(11:53-) Unhelpful Thinking Patterns
(17:09-) The Problem of Avoidance
(22:46-) Reducing Barriers to Changes
(27:52-) Strategy: Connecting Thoughts & Feelings
(56:57-) CSQ - Coping Strategies Questionnaire
(1:04:22-) Strategy: Behavioral Experiments
(1:13:07-) Strategy: Identifying Supports
(1:17:17-) Strategy: Increasing Coping Skills
(1:25:33-) Strategy: Behavioral Activation
(1:38:04-) Credits

Special thanks to the University of Iowa, The Florida State University, Stuttering Foundation workshop participants, and Patricia Zebrowski, Ph.D.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

This 38-minute video is an excellent resource and teaching tool for speech-language pathologists as well as teachers, parents, and physicians.

Certain to further the understanding of stuttering and what can be done to help the school-age child, this DVD provides information about:

(start time) TOPIC
(00:00-) Introduction
(01:39-) Monosyllabic whole-word repetitions
(02:31-) Repetition of sounds and syllables
(03:12-) Examples of sound prolongations
(03:58-) Blocks
(05:21-) Understanding a child’s feelings and beliefs
(12:07-) Treatment
(19:33)- Modification
(30:03-) Transfer
(35:32-) Closing

ASHA Journal review says, "Speech-language pathologists, teachers, parents, and physicians will find this video helpful. It will be useful as in-service presentations as well as a take home tape for parents. In many cases, it will also be helpful for the child to view the tape. This is the kind of video that you will want to keep several copies of on hand so you won't have to loan or give away your last copy."

Produced by: Edward G. Conture, Ph.D., Vanderbilt University, Barry Guitar, Ph.D., University of Vermont, Jane Fraser, Stuttering Foundation, June H. Campbell,M.A., Northwestern University, Hugo H. Gregory,Ph.D., Northwestern University, Peter Ramig, Ph.D. University of Colorado-Boulder, and Patricia Zebrowski, Ph.D., University of Iowa.

This exciting, nearly 3.5 hour program features renowned audiologist and expert counselor, David M. Luterman, D.Ed.

Luterman's philosophy of counseling centers around deep listening and silent witnessing of our clients' stories and concerns as we refrain from providing immediate advice, information, or solutions.

We believe that this film is an important tool for all those in the helping professions.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopment disorder characterized by reduced attention, increased impulsivity and increased hyperactivity. Speech-language pathologists must consider the impact that ADHD traits can have on an individual's ability to efficiently and fluently communicate.

In this 54-minute film, Joseph Donaher, Ph.D., CCC-SLP of The Children's Hospital of Philadelphia, introduces the clinical characteristics of ADHD, the literature on stuttering and ADHD, and clinical management accommodations that may improve therapeutic outcomes for children who stutter who present with coexisting attention and focusing concerns.

Filmed at the 9th Oxford Dysfluency Conference, St. Catherine's College, Oxford, UK, September 2011.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

One of the all time greats in action!

This classic series of nine films together in one video shows Dr. Charles Van Riper of Western Michigan University working with an adult who stutters. Therapy was done in seven sessions - one week apart - a total of seven hours of therapy. The eighth video covers a follow-up session one year later. The ninth video is a 20-year follow up and discussion of the long-term effectiveness of this therapy with Barry Guitar, Ph.D.

(start time) TOPIC
(00:00-) Diagnostic Interview
(27:23-) Identification
(1:12:59-) Desensitization
(2:00:23-) Variations
(2:42:22-) Modification/Cancellation
(3:22:20-) Modification and Monitoring
(4:12:30-) Stabilization
(4:57:52-) One Year Follow-Up
(5:26:11-) Twenty Year Follow-Up with Jeff and Dr. Barry Guitar

Lisa A. Scott, Ph.D., CCC-SLP, of The Florida State University, discusses concrete strategies for establishing eligibility for school-age children who stutter according to IDEA guidelines.

Specific methods are described for documenting developmental, academic, and functional information for children who stutter. Then, applying evaluation data to determine adverse educational impact and the educational relevance of the child's stuttering problem is highlighted.

Examples from various state standards are provided as well as a case study profiling a specific case. (1 hour 50 minutes)

(start time) TOPIC
(00:00-) Introduction
(01:21-) Case Study
(11:30-) IDEA Overview
(17:24-) Eligibility
(23:23-) Strategies for Evaluating
(24:25-) Developmental Information
(27:02-) Tools for Gathering Developmental Information
(28:41-) Academic Information (part 1)
(33:46-) DIBELS
(37:01-) Academic Information (Part 2)
(40:21-) Iowa Core Curriculum Standards
(42:14-) Virginia’s Standards of Learning
(43:16-) Tools for Gathering Academic Information
(45:16-) Functional Information
(48:52-) Tools for Gathering Functional Information
(51:11-) Functional Limitations Tables
(1:03:30-) Documenting Confidence
(1:16:35-) Other Assessment Tools
(1:20:14-) Functional Limitation Table of Assertiveness
(1:22:13-) Documenting Educational Relevance
(1:26:36-) Determining Adverse Educational Impact
(1:30:40-) Overall Functional Level for Fluency
(1:33:02-) Case Study Profile
(1:48:20-) Credits

Discussions about evidence-based practice often culminate in claims that there is one best approach to treatment of a particular type of client, or that we lack appropriate evidence or that clinicians lack access to what evidence we have.

In this presentation, in an effort to frame these claims more positively, Dr. Nan Bernstein Ratner, Ed.D., argues that there is both research and common-sense evidence that these claims are wrong. She also suggests that in the debate about best practices in fluency treatment, there is indeed a need to search out and integrate many sources of evidence that either support our approach to a case or suggest a need for reconsideration, adjustment or change.

Many options exist to find and use this evidence, and many more await implementation either in the clinic or in our research undertakings.

This 55 minute talk provides a range of options for both clinical researchers and practicing clinicians who want to find, use and integrate evidence of treatment effectiveness.

Dr. Ratner suggests some fruitful ways to frame further discussions on the topics of evidence-based practice and practice-based evidence to answer commonly posed questions about the effectiveness of what clinicians do.

Filmed at the 9th Oxford Dysfluency Conference, St. Catherine's College, Oxford, UK, September 2011.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

Conoce a Swish y sus amigos jovenes! Ellos hablan como lidiar con la burla y como ensenar a otros sobre la tartamudez. La animacion de cartones y ninos verdaderos que vienen a unirse ayudar a otros ninos que tartamudean unidos en este entretenido video de 12 minutos.

Stuttering Foundation agradece a May International Productions y la terapeuta del habla Lisette Betancourt, M.A., CCC-SLP y Miami Children's Hospital sus contribuciones de trabajo que permetieron convertir este projecto en realidad.

Edward G. Conture, Ph.D., of Vanderbilt University, discusses current data-based approaches to the assessment and treatment of preschool children who stutter.

Conture discusses current theoretical and clinical approaches to this population with supporting data that is based on more than 30 years of clinical and research experience.

Specific attention is paid to emotional and speech-language contributions to early stuttering, means for considering emotional and speech-language behaviors during assessment and ways to apply this information to treatment.

Several case studies are presented and discussed by the presenter and audience to arrive at an informed approach to the assessment and treatment of the young child who stutters and his/her family. (3 hours 36 minutes)

(start time) TOPIC
I. Overview: Assessment, Treatment and Theoretical Models of Developmental Stuttering
a. (00:00-) Introduction
b. (05:32-) Theoretical Models
c. (27:11-) Case Study #1
d. (32:30-) Notions & Urban Legends
e. (37:15-) Possible trajectories of Developmental Stuttering
f. (44:56-) Four Models: Theory, Assessment & Treatment
g. (52:49-) Case Study #2
II. Dual Diathesis Model
a. (1:03:43-) Three Problems for All Models of Stuttering
b. (1:05:52-) Possible Solution
c. (1:23:01-) Secondary Behaviors
e. (1:29:24-) Case Study #3
f. (1:36:17-) The DD-S Model Briefly Deconstructed
g. (1:36:31-) Speech-Language Diathesis
h. (1:40:17-) Emotional Diathesis
i. (1:47:45-) Stressors: Our Environment
j. (1:58:11-) Case Study #4
III. Some Evidence for the DD-S Model
a. (2:06:23-) Some Evidence
b. (2:11:24-) Deficiency Perspective
c. (2:17:29-) Picture Naming Priming Experiments
d. (2:23:38-) Three Clinical Cases
e. (2:25:38-) Lexical/Semantic Priming
f. (2:27:26-) Syntactic Prime Conditions
g. (2:29:55-) Disassociations
h. (2:35:32-) Sufficiency Perspective
i. (2:35:55-) Clinical Example of Preschool CWS
j. (2:36:53-) Emotional Processes
k. (2:43:58-) Tests of Emotional Reactivity and Regulation
l. (2:49:32-) Relation of E. Reactivity to E. Regulation
m.(2:56:37-) Case Study #5
IV. Speech-Language Interacts with Emotions
a. (3:06:00-) Some Treatment Outcome Evidence
b. (3:13:10-) Case Study #6
V. Basic Assumptions Regarding Assessment of Childhood Stuttering
a. (3:25:50-) Four Models: Theory, Assessment & Treatment
b. (3:29:58-) Types of Speech Disfluency
c. (3:31:04-) Disfluency Count Sheet
d. (3:33:23-) Exacerbation
e. (3:35:13-) Close

This video provides viewers with a framework for developing interventions for preschool children who stutter and for their families.

Using the 'Demands and Capacities' model to guide treatment planning, Sheryl Gottwald, Ph.D., CCC-SLP of the University of New Hampshire, identifies environmental variables to consider when constructing goals for the family.

Likewise, Dr. Gottwald reviews the skill areas that contribute to fluency and highlights those areas that may benefit from child-directed early intervention sessions. The research presented in this 54-minute video supports these recommendations.

Special thanks to Boston University and the Stuttering Foundation workshop attendees.

Clinicians are still receiving training in the treatment of stuttering by the expert speech language pathologist, Hugo Gregory, Ph.D., through footage shot at Texas Christian University in 1998.

This DVD is made possible through the tireless efforts of Carolyn Gregory, June Campbell, Diane Hill, Jennifer Watson, and Kristin Chmela. (52-minutes)

"Using Williams' Normal Talking Approach to Help Children Make Speech Change" will increase your confidence and flexibility in teaching students to modify their speech behavior!

In this 153-minute video, filmed at the Stuttering Foundation's 2014 two-day conference on working with the school-aged child, Dr. Patricia Zebrowski describes how to teach children to make speech change using Dean Williams' Normal Talking Approach as a foundation. Then, Dr. Zebrowski reviews the various speech modification strategies clinicians can use with children who stutter, including what each technique is designed to change within the speech system and how to use apply the technique in therapy.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

Meet Swish and his young friends! They talk about stuttering, dealing with teasing, what helps, and how to teach others about stuttering.

Cartoon animation and real children come together to help other kids who stutter in this lively and engaging 12-minute film.

Produced by Lisa A. Scott, Ph.D., The Florida State University and Carroll Guitar, M.L.S., University of Vermont; with footage provided by Bill Murphy, M.A., Purdue University and Kristin Chmela, M.A., Northwestern University, in collaboration with Lee Caggiano, M.A., private practice, Joe Donaher, Ph.D., Children's Hospital of Philadelphia, and Jane Fraser, Stuttering Foundation of America.

Animation by the Computer Graphics Technology Department of Purdue University, with special thanks to Dr. Mark Bannatyne, Michelle Jackson, Helen Kang, Ali Modara, and Rich Sun.

Note that this is the original version of this program. The program was revised in 2022 in high definition, and features a new animated host, Kyle, a skateboarding student. Look for "Stuttering: For Kids, By Kids 2.0," also available on this site.

There has been increased interest in understanding the variety of speech disfluency patterns among those with autism spectrum disorders.

Case studies that describe types of disfluencies have added to our knowledge base. While both stuttering and 'atypical' disfluencies (final part-word repetition) have been documented, many questions remain unanswered. What treatment methods are effective? What are the priorities for improved communication? What should we expect for positive functional outcomes?

In this 2 hour presentation, Vivian Sisskin, M.S., CCC-SLP from the University of Maryland, summarizes the literature pertaining to disfluency in autism, and provides basic principles to aid in differential diagnosis and treatment planning.

A case study, demonstrating effective treatment for final part-word repetitions, highlights a problem-solving approach to clinical management, using both learning style in autism and strategies from traditional fluency therapies.

Filmed at The Children's Hospital of Philadelphia during the Stuttering Foundation Mid-Atlantic Workshop, Philadelphia, PA, July 2012. Filmed and edited by Bob O'Brien, Video Design Productions, Inc., Lake Zurich, IL.

Special thanks to Lisa A. Scott, Ph.D. and Joseph Donaher, Ph.D., and the 15 Stuttering Foundation Mid-Atlantic Workshop Attendees.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

(#6330) In this engaging 77-minute lecture, Dr. Joe Donaher of the Children's Hospital of Philadelphia, provides a framework for clinicians to view childhood stuttering from an evidence-based perspective. He presents the latest research in stuttering onset and development, genetics, neurophysiology, and speech motor control.

He then helps clinicians understand how to apply this information to the children on their caseloads through the use of several case examples, emphasizing the importance of viewing each child as an individual and creating a strong therapeutic alliance.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

(#6335) For many children who stutter, successfully managing communication involves more than just changing speech. During this 2 hour 55 minute video, renowned clinician Vivian Sisskin, presents a multidimensional approach as a foundation to help children address the thoughts and feelings that sometimes co-exist with stuttering.

She offers concrete strategies to help children become more mindful about their communication, to answer others' questions about what stuttering is and why they talk the way they do, and to recognize how their feelings influence their behavior.

Additionally, she presents therapy ideas that will assist children in learning to stand up for themselves, to make active choices about speaking situations, plan actions they will take, and take risks.

Recommendations for documentation and measurement are also provided.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

This 58-minute video features Eugene B. Cooper, Ph.D. and Hugo H. Gregory, Ph.D. in live footage from a 1984 conference, "Clinical Management of Chronic Stuttering."

From the archives of the Stuttering Foundation, and despite some granular video quality, these two presentations are sure to enlighten a new generation of therapists.

Many methods have been developed to count speech disfluencies, and in this 1-hour video, clinicians are trained to differentiate between various types of disfluencies, how to code them, and analyze the data accordingly.

While this is just one aspect of a comprehensive fluency assessment, it is important to obtain reliable frequency measures for assessment purposes as well as to determine treatment effectiveness.

After being trained in several methods, including Northwestern University's "Systematic Disfluency Analysis" (Campbell and Hill, 1987) and Vanderbilt University's disfluency counting method (Conture, 2001), Diane Parris, M.S., CCC-SLP, BRS-FD of Boston University demonstrates a pragmatic approach to scoring disfluencies using two case examples for practice.

(start time) TOPIC
(00:00-) Introduction
(05:29-) How to Analyze a Speech Sample
(07:11-) Scoring Disfluencies
(14:19-) Case Study #1
(21:39-) Scoring Transcript from Case Study
(51:08-) Fluency Analysis
(52:13-) Case Study #2
(57:35-) Close

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

This single program combines five classic videotapes from the 1970's presenting clinician Dr. Harold Starbuck using his stuttering modification therapy techniques with a group of teens and young adults.

Despite the scratchy audio track and grainy visual quality of the tapes, you will learn a great deal from Dr. Starbuck's lucid teaching style.

"His demonstrations of each step of therapy using several individuals who stutter will make it possible for you to develop your own version of stuttering modification therapy from start to finish." - Barry Guitar, Ph.D.

(start time) TOPIC
(00:00-) Program 1: Identification and Analysis
(41:05-) Program 2: The Process of Post-Block Correction
(1:23:41-) Program 3: The Process of In-Block and Pre-Block Correction
(2:07:57-) Program 4: Predetermined Speech, Dismissal and Transfer
(2:47:24-) Program 5: Motivation

This 60-minute DVD featuring speech-language pathologist Patricia Zebrowski, Ph.D., University of Iowa, includes:

(start time) TOPIC
(00:00-) Purpose of Presentation
(01:33-) Recognizing & Understanding Emotions
(11:46-) Parent Emotions
(21:19-) Counseling Issues
(35:29-) Confusion & Inadequacy
(43:21-) Confusion & Anger

It is an ideal tool for clinicians who work with the school-age child who stutters. The information and practical ideas encompassed in this film ensure that it will be a lasting source of help to school clinicians, parents, teachers and health care professionals.

This 71-minute video, featuring speech-language pathologist Barry Guitar, Ph.D., is an ideal tool for clinicians who work with the school-age child who stutters.

(start time) TOPIC
(00:00-) Introduction
(03:38-) What is Stuttering Modification?
(06:37-) What is Fluency Shaping?
Elements of Stuttering Modification
(09:30-) A. Key Concepts
B. Steps in Therapy
(17:00-) 1. Exploring Stuttering
(23:47-) 2. Modifying Stuttering in the Therapy Room
(40:48-) 3. Transferring
(44:56-) 4. Maintaining
Elements of Fluency Shaping
(46:55-) A. Key Concepts
B. Steps in Therapy
(50:58-) 1. Establish Fluency
(52:05-) 2. Teaching Fluency Skills
(1:06:26-) 3. Transferring Fluency
(1:08:40-) 4. Maintaining Fluency
(1:09:01-) Wrap-Up

This video is part of a series of programs from the Stuttering Foundation annual conference, "Stuttering Therapy: Practical Ideas for the School Clinician."

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.

This 84-minute video features speech-language pathologist Peter Ramig, Ph.D., University of Colorado-Boulder and includes:

- Teaching children to identify moments of stuttering
- Sequencing therapy in a meaningful way
- Developing transfer/maintenance skill

It is an ideal tool for clinicians who work with the school-age child who stutters. Part of a series of tapes from the Stuttering Foundation annual conference, "Stuttering Therapy: Practical Ideas for the School Clinician."

(start time) TOPIC
(00:00-) Introduction
(08:04-) General Stuttering Info
(14:17-) Intervention with Children Who Stutter
(14:53-) a. Sample 1: Chloe
(19:46-) b. Sample 2: Nikky
(29:23-) c. Sample 3: Thomas
(31:52-) Basic Principles Underlying Intervention with CWS
(48:24-) Sample 4a: Christopher (9 years old)
(54:58-) Samples 4b: Christopher (2 years later)
(1:08:50-) Determining Whether Treatment is Recommended for Young Children
(1:13:41-) Fiberoptic Laryngoscopy
(1:24:17-) Close

This 73-minute video features speech-language pathologist E. Charles Healey, Ph.D., University of Nebraska.

His presentation includes:
(00:00-) Introduction
(02:50-) Assumptions & Perspectives
(04:25-) Some Recent Multidimensional Models of Stuttering
(07:49-) Conceptual Framework for Our Model
(08:26-) Our Multidimensional Model
(09:37-) The CALMS Model of Stuttering
(11:28-) The CALMS Rating Scale
(30:30-) Case Study - Kyle
(36:51-) Bridging the Gap Between Assessment & Treatment
(38:41-) a. Cognitive Component Activities
(50:53-) b. Affective Component Activities
(53:42-) c. Linguistic Component Activities
(59:59-) d. Motor Component Activities
(1:06:03-) e. Social Component Activities
(1:09:25-) Final Thoughts

It is an ideal tool for clinicians who work with the school-age child who stutters. Part of a series of videos from the Stuttering Foundation annual conference, "Stuttering Therapy: Practical Ideas for the School Clinician." The information and practical ideas encompassed in this film ensure that it will be a lasting source of help to school clinicians, parents, teachers, and health care professionals.

This 79-minute video, featuring experienced speech-language pathologist Kristin Chmela, M.A., is an ideal tool for clinicians who work with the school-age child who stutters.

(start time) TOPIC
(00:00-) Introduction
(12:34-) Attitudes & Emotions
(18:43-) Dealing Effectively with Attitudes & Emotions
(19:32-) Three Types of Counseling
(21:35-) Listening & Valuing
(25:15-) Who am I as a Clinician?
(26:25-) What is My View of Stuttering?
(27:25-) Ways to be More Effective
(27:40-) a. Programs vs. Programs
(29:18-) b. Create a Communicative Space
(35:04-) c. Brush Up on Normal Development
(46:48-) d. Study Your Skills
(56:18-) e. Take Timed Risks
(1:06:33-) f. Conceptualize Cognitive-Affective Topics
(1:16:12-) g. Document Your Goals
(1:16:39-) Wrap-Up

Part of a series of videos from the Stuttering Foundation annual conference, "Stuttering Therapy: Practical Ideas for the School Clinician."

This video is eligible for ASHA CEUs. Go to www.stutteringceus.org for details.

This exciting video features Bill Murphy, M.A., Purdue University on how to cope with shame and guilt.

(start time) TOPIC
(00:00-) Introduction
(07:20-) Why Worry About the Thoughts & Emotions of School-Age Children Who Stutter?
(11:57-) The Goal
(12:57-) The Stuttering Triangle
(14:00-) Assessment Tools
(22:35-) Paper & Pencil Tasks
(25:12-) Portfolio Assessment
(29:55-) Child Observation
(30:54-) Therapy for Preventing/Reducing Negative Thoughts
(31:37-) Shame vs. Guilt
(45:00-) The Conspiracy of Easy Fluency
(46:53-) Goals
(49:18-) Islands of Competency
(50:47-) Keys to Progress
(51:40-) Two Approaches to Healthy Thoughts & Feelings
(53:01-) Desensitization: Externalizing Stuttering (Level 1)
(55:30-) Activities to Desensitize/Externalize
(1:06:34-) Desensitization: Level 2
(1:09:07-) More Desensitization Level 1 Examples
(1:14:00-) Dealing with Bullying
(1:23:47-) Let’s Talk to Your Class
(1:27:35-) Closing Remarks

Part of a series of programs from the Stuttering Foundation annual conference, "Stuttering Therapy: Practical Ideas for the School Clinician."

This 90-minute video, featuring speech-language pathologist Patricia Zebrowski, Ph.D., is an ideal tool for clinicians working with adolescents who stutter.

(start time) TOPIC
(00:00-) Stuttering Intervention for Teenagers
(10:41-) Understanding Adolescence
(18:37-) Getting to Know the Adolescent
(33:02-) UI Program for Teens Who Stutter
(35:38-) A. Motor Training & Mental Training
B. Motor Training
(37:15-) 1. Education
(44:26-) 2. Behavioral Awareness
(50:20-) 3. Problem Solving
(59:40-) a. Fluency Skills
(1:01:51-) b. Stuttering Modification
(1:08:07-) 4. Relaxation
C. Mental Training
(1:10:04-) 1. Cognitive Restructuring
(1:10:52-) 2. Automatic Thoughts
(1:14:14-) 3. Identifying Automatic Thoughts
(1:18:34-) 4. Tips from Athletes
(1:25:24-) 5. Guided Imagery
(1:28:00-) 6. Emotions Related to Stuttering

Part of a series of programs from the Stuttering Foundation annual conference, "Stuttering Therapy: Practical Ideas for the School Clinician."

This 42-minute video demonstrates cluttering, and should help you work more effectively with children and adults who clutter.

Chapters include:
- Most common symptoms of cluttering
- Coexisting problems with cluttering
- Evaluation of cluttering
- Treatment of cluttering

Dynamic demonstration of cluttering therapy techniques by experts.

Written and narrated by Florence L. Myers, Ph.D., Adelphi University; Kenneth O. St. Louis, Ph.D., West Virginia University.

NOTE: To earn ASHA CEUs for this video, go to www.stutteringceus.org and select the ASSESSMENT ONLY option.