The establishment of the Institute for Stuttering Treatment and Research (ISTAR) in 1984 marked a significant milestone in the field of speech-language pathology, particularly in the treatment of stuttering. Founded by E. Boberg and D. Kully, ISTAR emerged from a successful group therapy program for stutterers, indicating promising initial results that warranted the expansion into a comprehensive treatment and research facility. This blog post aims to share insights from ISTAR's operations and how practitioners can improve their skills by implementing the outcomes of their research or by encouraging further investigation into stuttering therapy.
One of the core objectives of ISTAR is to provide clinical services to stuttering children and adults. This is achieved through a variety of programs, including consultative services, fluency establishment and transfer programs, and follow-up programs. These services are tailored to meet the diverse needs of clients, ranging from intensive 3-week programs to flexible extended schedules. For speech-language pathologists, this highlights the importance of adopting a flexible, client-centered approach to therapy, recognizing that one size does not fit all when it comes to stuttering treatment.
ISTAR also places a strong emphasis on research, aiming to stimulate, coordinate, and conduct investigations into the nature, prevention, and treatment of stuttering. This commitment to research underscores the importance of evidence-based practice in stuttering therapy. Practitioners can improve their skills by staying abreast of the latest research findings and incorporating them into their treatment plans. This not only enhances the effectiveness of therapy but also ensures that clients receive the most current and scientifically supported interventions.
Professional training is another key area of focus for ISTAR. The institute offers advanced clinical and academic experiences for students and speech-language pathologists, including a 2-day preclinic training program and participation in intensive clinics. This approach to professional development serves as a model for practitioners looking to enhance their expertise in stuttering therapy. Engaging in continuing education and seeking out specialized training opportunities can help therapists expand their skill set and stay competitive in their field.
Finally, ISTAR's role as a community resource center offers a valuable lesson on the importance of public education and outreach. By disseminating information about stuttering to parents, allied professionals, and employers, the institute helps to foster a more informed and supportive community for individuals who stutter. Practitioners can contribute to this effort by offering workshops, lectures, and resources to educate the public about stuttering and its treatment.
In conclusion, the work of the Institute for Stuttering Treatment and Research provides a wealth of insights for speech-language pathologists seeking to improve their practice. By adopting a client-centered approach, staying informed about research developments, pursuing professional development, and engaging in community education, practitioners can enhance the effectiveness of stuttering therapy and make a meaningful impact on the lives of those they serve. To read the original research paper, please follow this link: A Stuttering Institute is Founded.
