presented by J. Scott Yaruss
Financial: Scott Yaruss receives an honorarium from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Scott Yaruss has no non-financial interests or relationships with MedBridge.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA
J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA, is a Professor of Communicative Sciences and Disorders at Michigan State University. A board-certified specialist in fluency disorders, Dr. Yaruss has served on the board of directors for the National Stuttering Association and as Associate Coordinator for the American Speech-Language-Hearing Association’s Special Interest Division for Fluency Disorders. His…Read full bio
1. Thinking About the Process of Change
Chapter One discusses the process that people who stutter may go through when deciding to make changes in their speech and communication. Such information is particularly relevant for speech-language pathologists working with people who stutter, because the motivation to change comes from the individual themself, not from outside influences. Understanding how change occurs can help clinicians support their clients as they transition from the process of thinking about changing, to beginning to make changes, to solidifying those changes in their daily lives.
2. Is It Really That Easy? Overcoming Roadblocks
Making changes in one’s life (particularly in one’s communication skills) is challenging. Often, clinicians blame a lack of motivation when change is slow, but motivation may actually play only a small part in determining whether a client will be successful. Recognizing the difficulties inherent in practicing speech strategies and facing fears helps clinicians be more empathetic to the process their clients are undergoing, and this can help them be more supportive in identifying novel means of overcoming roadblocks to success.
3. Microskills in the Context of the Model
Chapter Three shows how the microskills introduced in Part Two fit into the context of the Skilled Helper Model. A specific example of a child who stutters will be used to show the various stages of the model, and different microskills will be highlighted as they support the overall process of change.