This paper presents the findings of an intensive, 4-day group stuttering program for school children, using the 3Es model: Education, Ease and Empowerment (Gore et al., 2022). The presentation will provide an overview of the 3Es model, program content and delivery, with pre and post-intervention results from several key measures (including stuttering severity ratings; scales measuring unhelpful thoughts and beliefs about stuttering; ratings of overall impact of stuttering; parent and clinician ratings of knowledge and confidence).

Small groups of students (10-17yrs) across the North Coast Region (Education) attended stuttering therapy intensives during end-of-term holidays. Results presented in the current paper are drawn from groups held over the last three years (n=20). The intensive program aims to individualise stuttering therapy targets within a holistic approach for each student. On referral to the program, students ranged in severity and impact of stuttering from mild to severe, based on student’s self-report. Measures taken on completion of the 4-day intensive demonstrated that a majority of students had made strong improvement in stuttering ease and knowledge. Strategies employed in the Education and Ease phases of this approach are shared, with a focus on individualising strategies for each student.

Education strategies targeting the students, parents, and educators/clinicians will also be described. Finally, the paper will highlight a cycle of continuous improvement across the years and the professional learnings of the SLP clinicians involved and speech pathology students who also participate in delivering the service.

Results demonstrate that intensive group programs for school students who stutter provide many benefits for all participants beyond increased Ease. The intensive format is an effective way to deliver these services in an education setting and provides strong outcomes for knowledge and skill development of all participants, as well as an opportunity to raise the profile of speech-language pathology within the organisation.

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Gore, K., & Luckman Margulis, C. (2022). 3Es: An all-inclusive stuttering therapy tool. Perspectives of the ASHA Special Interest Groups, 7(3), 716-727.

Gore, K., & Luckman, C. (2021, January). The 3Es of stuttering [Poster presentation]. Oxford Dysfluency Conference. https://www.speechirl.com/the-3es-of-stuttering-presented-at-the-2021-oxford-dysfluency-conference

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