FLUENCY (STUTTERING) · ALL AGES
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Stuttering: From eeek! to E's
Stuttering therapy got you scared? Conquer your fears with the 3Es—education, ease, and empowerment.
July 7, 2022
Ok, be honest. Does the thought of treating stuttering cause you to run screaming from the room like you just watched the latest episode of Stranger Things? (Was that just me? It got scary, y’all!) If so, take a deep breath and know you’re not alone. Our friends from the research world are here to help with some fresh therapy ideas and a planning tool that will definitely reduce the fear factor.
First up, Tichenor et al. remind us that when we plan for stuttering treatment, we need to consider speakers’ experiences in and around the moment of stuttering. As we work to embrace anti-ableist practices across the field of speech-language pathology, centering our treatment around what the speaker experiences rather than what the listener hears is critical. Through a review of previous research, the authors report that most people who stutter experience moments of disfluency as a feeling of being stuck or a loss of control. They share a number of therapeutic approaches that can be used to directly treat those feelings during moments of disfluency:
Of course, these approaches are best incorporated into a well-rounded treatment plan that addresses affective, behavioral, and cognitive aspects (ABCs) of stuttering. If this sounds overwhelming, don’t fret! Gore and Luckman Margulis have created a therapy planning tool based on those well-researched ABCs called the 3Es (Education, Ease, and Empowerment) model. Ready for some more letters? By targeting the 3Es in therapy, you can help your client achieve outcomes across the 3Cs: competence, confidence, and change. The image below ties it all together:
Grab a downloadable version of this image here.
It’s important to note that the 3Es model is not a single therapy approach or technique. Rather, it helps to guard against a one-size-fits-all approach to stuttering intervention by helping SLPs create a “menu” of goals and activities tailored to each individual client. For example, “Education” activities might include listening to the StutterTalk podcast, or your client might address “Empowerment” by writing a letter to a bully. Of course, an essential first step in the process is completing a thorough stuttering evaluation that addresses stuttering behaviors as well as the social-emotional impact of stuttering—check out this brief review for a place to start. Once you’ve gathered your data, then you can start writing goals for each of the 3Es based on what your client needs. Depending on their age and ability, you may even involve them in the goal-setting process - a great opportunity for empowerment!
What’s that? You’d like a resource to help with goals? Good news, we have options. If you can access this full paper, check out Tables 2 and 3, which list activities and measurable goals for each of the Es. Can’t get your hands on the paper? (Did you try our tips?) You’re still in luck. The authors have an open-access blog with an overview of the 3Es model and three posts on goals, as well as links to materials for purchase.
I don’t know about you, but I feel educated, empowered, and ready to plan with ease. Goodbye, stuttering scaries!
Gore, K., & Luckman Margulis, C. (2022). 3Es: An all-inclusive stuttering therapy tool. Perspectives of the ASHA Special Interest Groups. https://doi.org/10.1044/2022_persp-20-00300 [available to ASHA SIG members]
Tichenor, S. E., Herring, C., & Yaruss, J. S. (2022). Understanding the speaker’s experience of stuttering can improve stuttering therapy. Topics in Language Disorders. https://doi.org/10.1097/tld.0000000000000272
This review is free to share!
Christine McClary Jimenez, MS, CCC-SLP
Christine McClary Jimenez is a writer for The Informed SLP. She is a speech-language pathologist who works in the public school system in Fort Worth, TX. She began her career as a bilingual elementary school teacher and is passionate about supporting equitable access to high-quality education for all students. Her professional interests include language and literacy development in bilingual populations, particularly dyslexia and phonological skills. Christine has a BA from Boston College and she completed her graduate work at Texas Christian University. In her free time, she loves baking, yoga and reading science fiction novels.
Retrieved from theinformedslp.com on 09/29/2022. The unauthorized copying, sharing or distribution of this copyrighted material is strictly prohibited.
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