This presentation is based on a recent article published by Katie Gore and Courtney Luckman Margulis in the May 2022 issue of Perspectives of the ASHA Special Interest Group #4, Fluency and Fluency Disorders (Gore and Luckman Margulis, 2022). As a therapist with 45 years of experience, one learns to pay attention to those occasional articles that have the potential to change how we do our work. This is one of those. I would describe it as seminal, one that will hopefully change how therapy is provided in the future. The concept is simple and long needed: how do we help non-specialists in fluency disorders, including school based SLPs, and especially those who see only one or two clients per year, navigate the tremendous amount of, yes, evidence-based therapy approaches that may unfortunately present competing ideologies. How do we give clinicians a place to start based on best practices that also allow them to use the other two parts of the evidence-based triangle: clinical expertise and client values? How do we increase clinician confidence that they indeed can be of help and not harm? How do we ensure that the therapy they provide is holistic, treating the whole individual and not just their lack of fluency? 

First 15 minutes: This article (and this presentation) introduces a treatment organization and therapy planning tool, NOT a new intervention. It presents and defines three organizational concepts that allow almost all existing therapy approaches to be categorized. The three concepts, each beginning with the letter E are Education, Ease, and Empowerment. 

Education refers to any activity helping the client learn about stuttering: stuttering facts and myths; anatomy and physiology; types of approaches, and how others deal with stuttering. Education taps into the Cognitive aspect of stuttering from the ABCs of stuttering (Cooper and Cooper, 1998). 

Ease refers to ways of reducing the struggle involved in stuttering, making speech less tiring and less effortful, and includes fluency shaping and stuttering modification approaches. Ease deals with the Behavior aspect of stuttering. 

Empowerment relates to the person learning to see herself as more than her stutter, as learning to move toward accepting some stuttering as she says what she wants to say, when she wants to say it and to whom she wants to say it. This of course relates to the Affective (attitudes and emotions) part of the ABCs of stuttering. Empowerment approaches might include self-disclosure, voluntary stuttering, giving a talk where stuttering is allowed to happen, or reducing avoidances. 

The remaining 45 minutes: Once these introductory remarks are out of the way, the bulk of this presentation will be a collaborative activity where participants will be encouraged to name every stuttering therapy approach or activity they have used or heard about in graduate school or read about in the literature, and then place those activities in one of the three E categories. 

A major goal of this session will be to ensure that attendees, as they anticipate providing speech therapy for clients who stutter, will be encouraged to include activities from each of the Es and in so doing to realize they will be delivering helpful and comprehensive (not fluency-only) affirming therapy that yes, may require some reeducation of family members and school personnel about what stuttering is.

REFERENCES: 

Cooper, E. & Cooper, C. (1998). The Cooper Fluency Workshop. Nova Southeastern University's Program in Communication Sciences and Disorders one-day presentation September 19th, 1998.

Gore, K.& Luckman Margulis, C. (2022). 3Es: An All-Inclusive Stuttering Therapy Tool. Perspectives of the ASHA Special Interest Group 4 (May, 2022)

A New User-Friendly Framework for Organizing Stuttering Therapy Approaches

Moderator: Megann McGill 
Speaker: [Glenn Weybright](https://underline.io/speakers/206042-glenn-weybright) 
This presentation describes a new way of organizing approaches to treating stuttering. It is a therapy planning tool, not an intervention itself. Most existing therapy approaches fall within the 3Es. This model ensures treatment will be holistic. The 3Es create an entry point for non -specialists unsure where to begin. 
**[View Slides](https://s3.amazonaws.com/pf-user-files-01/u-59356/uploads/2023-09-25/gt13x38/A%20framework%20for%20providing%20holistic%20therapy%20for%20stuttering.pptx)**

technical paper

The Oregon Speech-Language and Hearing Association (OSHA) is excited to present 2023 Fall Conference theme “Community in Action”. In addition to professional development content at the conference, we look forward to recognizing and celebrating the research, clinical work, and advocacy of our colleagues through our OSHA honors and awards.
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Join us from November 1st to 17th for a compelling virtual experience and continuing education opportunity to those involved in the Speech-Language & Hearing industry on the Underline platform!


#### [**OSHA 2023 On-Demand Offering**](https://drive.google.com/file/d/1jwrAmTttlBTCTRgErURL06kXcmGhJco9/view?usp=sharing)


#### [**The Official Website of the OSHA**](https://www.oregonspeechandhearing.org/fall-conference)

To access the site please register [**here**](https://www.oregonspeechandhearing.org/event-5462300). 

Please register for the 2023 OSHA Fall Conference to join the event.

OSHA 2023

The Oregon Speech-Language and Hearing Association (OSHA) promises to be a forum of growth, learning, and meaningful exchange, encompassing a rich tapestry of topics that are shaping our field in profound ways. The conference agenda is designed to address a wide array of critical subjects, each reflecting the evolving landscape of speech-language pathology. From early language and literacy development to the provision of gender-affirming and culturally responsive care, we are diving deep into the issues that matter most to our profession and the individuals we serve.

Glenn Weybright

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