Abstract: Understanding the importance of including neurodiversity in our clinical decision making has created new guidance for SLPs who work with those who stutter. The good news is that this shift can free SLPs from unrealistic expectations of outcomes. Join us to review key strategies for successful school-age stuttering therapy.
Description: For speech-language pathologists, neurodiversity informs us that our roles are changing. As we begin to understand that stuttering is a normal and natural form of diverse communication for our students who stutter, we see the power in disability-affirming practices. Neurodiversity then alters the narrative of outcomes for stuttering therapy, challenging expectations of fluency and normalization of speech and moving toward finding “value to these variations and demand recognition, acceptance, and rights for our students who stutter.” (Constantino, 2018, p. 384)
For students who stutter, understanding neurodiversity paradigms can help them see they are not alone and that it is not only okay to stutter, but stuttering can be advantageous (Boyle, 2018; Gerlach-Houck & Constantino, 2022). The neurodiversity movement creates opportunities for persons who stutter to reveal their authentic selves. Further, it helps to inform individuals that their stuttering not only makes them unique but is necessary to help individuals who do not stutter to learn patience and humility.
The neurodiversity movement also provides essential challenges to status-quo and long entrenched views of stuttering for caregivers, stakeholders, and society. In the public schools as in society, the prevailing perspective surrounding stuttering is that of expecting the person who stutters to change the way they speak to “fit in” to society’s narrative - that stuttering is a pathology and that individuals who stutter should strive for fluency. In essence, if there is no stuttering, then there is no disability. This ableist narrative must be challenged and altered, as the neurodiversity movement informs us of the harm inflicted when societal expectations are misaligned with the body’s abilities. (Campbell et al., 2019).
To be sure, recognizing ableism and understanding neurodiversity changes the roles of all who are involved in the experiences of our students who stutter, and they will continue to change in the future. Our roles have shifted to focus on communication rather than fluency, to the benefit of all involved. For SLPs this means gone are the days of writing percentages of fluent speech into IEPs and focusing therapy on speech strategies to help students “not stutter as much.” Also, gone are the days when our professional development needs center around “learning more strategies.” We can now be excited to become lifelong learners of cultural competency in stuttering experiences and expand our communication-based counseling skills to help students find their subjective well-being (Constantino 2018).
The presenter will highlight 3 central strategies for school-age stuttering therapy that will act as a framework for participant goals as they access resources for continued professional growth in working with those who stutter. Strategy One: Changing therapy mindset Strategy Two: Changing therapy model Strategy Three: Changing therapy meaningfulness
This presentation will discuss central shifts of mindset and practices in stuttering therapy, while also helping participants to know that people who stutter can benefit greatly from stuttering therapy and that the SLP role is still strong and valid for supporting those who stutter. Neurodivergent youth continue to benefit from the support of stutter-affirming therapy goals and activities, including goals for easing communication struggle as individually appropriate, and people who stutter continue to need relevant accommodations and support at different stages throughout their lives.
Presentation Format & Methods: PowerPoint with interactive lecture Participant Menitmeter-app surveys, as applicable Group discussions and problem-solving if enough time allotted for this to be included
Supporting Research: Reference 1: Boyle, M. P., & Fearon, A. N. (2018). Self-stigma and its associations with stress, physical 805 health, and health care satisfaction in adults who stutter. Journal of Fluency Disorders, 56,806 112–121. https://doi.org/10.1016/j.jfludis.2017.10.002
Supporting Research: Reference 2: Campbell, P., Constantino, C., & Simpson, S. (2019). Stammering Pride and Prejudice Difference not Defect. Emsworth J & R Press.
Supporting Research: Reference 3: Constantino, C. (2018). What Can Stutterers Learn from the Neurodiversity Movement? Seminars in Speech and Language, 39(04), 382–396. https://doi.org/10.1055/s-0038-825-1667166
Supporting Research: Reference 4: Gerlach-Houck, H., & Constantino, C. D. (2022). Interrupting Ableism in Stuttering Therapy and Research: Practical Suggestions. Perspectives of the ASHA Special Interest Groups, 7(2), 845 357–374. https://doi.org/10.1044/2021_persp-21-00109
Supporting Research: Reference 5: Tichenor, S. E., Constantino, C., & Yaruss, J. S. (2022). A Point of View About Fluency. Journal of Speech, Language, and Hearing Research, 65(2), 645–652. https://doi.org/10.1044/2021_jslhr-21-00342
Learning Objectives:
List at least 4 microagressions and/or stigmatizing activities that can occur during the course of stuttering therapy
Identify 3 shifts in therapy practices that create a supportive environment for students who stutter
Describe at least 3 strategies that enhance therapy outcomes by helping students minimize potential societal stigma of stuttering