PDF-(READ)-More than Fluency: The Social, Emotional, and Cognitive Dimensions of Stuttering

More than Fluency The Social Emotional and Cognitive Dimensions of Stuttering provides a thoughtful and contemporary framework for speechlanguage pathologists and others working with people who stutter The text focuses on the social emotional and cognitive realms of stuttering and offers new insights and applications based on research in the field It guides the reader through theoretical discussions about the social experiences emotional complications and cognitive interpretations that often influence the person who stutters The text also offers practical applicationbased strategies for intervention by prominent theorists researchers and practitioners in the field of fluency and stuttering In line with the current multifactorial view of stuttering More than Fluency emphasizes the social emotional and cognitive aspects of stuttering drawing important connections between them The authors present a variety of therapeutic interventions and techniques along with practical guidelines that have been designed to alleviate distress in those who stutter Although these interventions differ in approach each offers their own roadmap to support and empower people who stutter The idea for this book grew out of the insights gained from listening to both clients and graduate students Clients wanted to talk about their life experiences as a person who stutters Graduate students often described their worry and uncertainty when dealing with the emotional and social issues of their clients who stutter Similarly many practicing speechlanguage pathologists also have concerns about treating people who stutter especially regarding the social emotional and cognitive aspects of the disorder areas not typically taught in traditional coursework More than Fluency was developed for practicing speechlanguage pathologists and other professionals who evaluate and treat people who stutter It is also intended to be an academic textbook us. ON THIS DAY. . October 22nd, . 1998. TEAM: THE PINK PANTHER. Juana, . Abisai. and Gerardo. 22 October was designated International Stuttering Awareness Day (ISAD) in 1998. The day is intended to raise the public awareness of the millions of people who have the speech disorder of stuttering, including over 3 million Americans.. i. n Children . “If . knowledge can create problems, . it . is . not . through ignorance . that . we can solve them. .”. Isaac . Asimov*. . Anna Birstein. University of Pittsburgh . Stuttering is:. Psychopathology. Characteristics of Disorders. Behavioural, Emotional and Cognitive Characteristics of. Phobias. Depression. OCD. Clinical Characteristics. Behavioural –. Emotional – . Cognitive – . Stuttering & Cluttering. 1. The Words We Use. “People who stutter” preferable to:. Stutterer. PWS, CWS, TWS. Disfluency. “. Disfluency. ” = either normal or abnormal. “. Disfluency. ” is preferable to “. Viewing people and situations from different perspectives can lead to improved decision making and more successful outcomes.. Presented by Peter Oropeza, . psy.D. .. Learning Objectives. Participants will be able to:. A comprehensive approach. Craig Coleman, M.S., CCC-SLP BCS-F. Mary Weidner, Ph.D., CCC-SLP . PSHA Convention . Pittsburgh, PA . March 23. 2018. Disclosures. Craig Coleman . Financial: Co-owner, Stuttering . i. n Children . “If . knowledge can create problems, . it . is . not . through ignorance . that . we can solve them. .”. Isaac . Asimov*. . Anna Birstein. University of Pittsburgh . Stuttering is:. Serving clients w Developmental Stuttering, Neurogenic Stuttering, Psychogenic Stuttering, & Cluttering. 1. Use WHO-ICF to serve whole person. Describes all major structures & functions of human body. in Children . “If knowledge can create problems, . it is not through ignorance . that we can solve them.”. Isaac Asimov*. . Anna Birstein. University of Pittsburgh . Stuttering is:. . Stuttering is “a marked impairment in speech fluency, that reflects an underlying problem with . More than Fluency: The Social, Emotional, and Cognitive Dimensions of Stuttering provides a thoughtful and contemporary framework for speech-language pathologists and others working with people who stutter. The text focuses on the social, emotional, and cognitive realms of stuttering and offers new insights and applications based on research in the field. It guides the reader through theoretical discussions about the social experiences, emotional complications, and cognitive interpretations that often influence the person who stutters. The text also offers practical application-based strategies for intervention by prominent theorists, researchers, and practitioners in the field of fluency and stuttering. In line with the current multifactorial view of stuttering, More than Fluency emphasizes the social, emotional, and cognitive aspects of stuttering, drawing important connections between them. The authors present a variety of therapeutic interventions and techniques along with practical guidelines that have been designed to alleviate distress in those who stutter. Although these interventions differ in approach, each offers their own roadmap to support and empower people who stutter. The idea for this book grew out of the insights gained from listening to both clients and graduate students. Clients wanted to talk about their life experiences as a person who stutters. Graduate students often described their worry and uncertainty when dealing with the emotional and social issues of their clients who stutter. Similarly, many practicing speech-language pathologists also have concerns about treating people who stutter especially regarding the social, emotional, and cognitive aspects of the disorder, areas not typically taught in traditional coursework. More than Fluency was developed for practicing speech-language pathologists and other professionals who evaluate and treat people who stutter. It is also intended to be an academic textbook us More than Fluency: The Social, Emotional, and Cognitive Dimensions of Stuttering provides a thoughtful and contemporary framework for speech-language pathologists and others working with people who stutter. The text focuses on the social, emotional, and cognitive realms of stuttering and offers new insights and applications based on research in the field. It guides the reader through theoretical discussions about the social experiences, emotional complications, and cognitive interpretations that often influence the person who stutters. The text also offers practical application-based strategies for intervention by prominent theorists, researchers, and practitioners in the field of fluency and stuttering. In line with the current multifactorial view of stuttering, More than Fluency emphasizes the social, emotional, and cognitive aspects of stuttering, drawing important connections between them. The authors present a variety of therapeutic interventions and techniques along with practical guidelines that have been designed to alleviate distress in those who stutter. Although these interventions differ in approach, each offers their own roadmap to support and empower people who stutter. The idea for this book grew out of the insights gained from listening to both clients and graduate students. Clients wanted to talk about their life experiences as a person who stutters. Graduate students often described their worry and uncertainty when dealing with the emotional and social issues of their clients who stutter. Similarly, many practicing speech-language pathologists also have concerns about treating people who stutter especially regarding the social, emotional, and cognitive aspects of the disorder, areas not typically taught in traditional coursework. More than Fluency was developed for practicing speech-language pathologists and other professionals who evaluate and treat people who stutter. It is also intended to be an academic textbook us Stuttering Intervention: A Collaborative Journey to Fluency Freedom - Second Edition reflects the most current thinking across multiple disciplines relative to the assessment and treatment of people of all ages who stutter. This second edition represents a major enhancement to an already outstanding text it also incorporates many new topics that are critical for a deep understanding of the stuttering disorder including new and emerging treatment strategies, evidence-based practice and the evaluation of treatment outcomes, the value of self-help and mutual aid, clinical training and specialization, global perspectives on the nature and treatment of stuttering, and more. Readers familiar with the first edition will recognize the same easy-to-follow writing style and will welcome the completely updated treatment of many topics. These include the necessary background about fluent and disfluent speech, clear explanations of the factors that affect development and maintenance of the disorder, concrete strategies for evaluating and treating stuttering across the life span (from preschool children through senior adults), a strong theoretical background that helps clinicians conceptualize the disorder, a comprehensive and integrated perspective on the effect stuttering can have on people\'s lives, meaningful links to other disciplines that can support and enhance interactions with clients, direct suggestions about how clinicians can develop their skills, and thoughtful guidance about how to cultivate a genuine sense of empathy for people who stutter and their families. This text provides students and experienced clinicians alike with historical perspectives, theoretical underpinnings, balanced and respectful interpretations of the literature, real-world experiences with tested treatment strategies, personal opinions and perspectives of the author and his clients, and numerous examples of practical application. By increasing knowledge, empathy Craig Coleman, M.S., CCC-SLP BCS-F, ASHA-F. SCSHA Convention . Columbia, SC. February 13, 2020. Disclosures. Craig Coleman . Financial: Co-owner, Stuttering Academy; Co-author, . OASES–S. Non-financial: VP of Planning, ASHA BOD. Chapter 12. Outline. I. Introduction and Basic Definitions. II. Stuttering Defined. III. Evaluating Children with Fluency Disorders. IV. Treatment for Children who Stutter. V. Treatment for Teens and Adults.