First Annual Alexander M. Mashour Pediatric Stuttering Symposium

Course Description

This full-day symposium aims to address knowledge by providing: (a) up-to-date knowledge about neural bases of stuttering, (b) a holistic view of the overall experience of stuttering, (c) current views about how to diminish stigma surrounding stuttering, and (d) guidance about how to address stuttering in the school environment. Participants will learn from experts in both scientific and clinical aspects of stuttering, as well as from a panel of those who stutter who will reflect on their own life experiences.

Learner Outcomes

Following this course participants will be able to:

• Describe the World Health Organization’s International Classification of Functioning, Disability, and Health (ICF) as it relates to stuttering.

• Describe the experience of stuttering as perceived by the speaker.

• List 3 aspects of stuttering beyond observable disfluencies that affect a speaker’s quality of life.

• Discuss common misconceptions about stuttering and conceptualize stuttering as a neurodevelopmental condition.

• List at least two neural circuits that have been found to differ during brain development between children who stutter and peers who do not stutter.

• Define ableism.

• Describe how clinicians can use knowledge on the updated research findings in clinical practice, such as to provide a scientific explanation to parents on the biological bases of stuttering.

• Discuss how ableism is embedded in society as well as status quo practices in speech therapy.

• Develop self-reflection skills related to how ableism shapes one’s personal clinical decision making.

• Describe the process of evaluation, writing an IEP, and dismissal for a student who stutters.

• Think critically about appropriate IEP goals for students who stutter.

• Describe several important clinical components of therapy for students who stutter in the school setting.

• Describe how school speech therapy ties into growth in the classroom.