Perspectives on Fluency and Fluency Disorders

Coordinator's Corner

Sisskin, V. — 2008-03-01

From the Editor

2008-03-01

A Mixed-Model Approach to Studying Treatment Outcomes

Gabel, R., Daniels, D., Hughes, S. — 2008-03-01

The purpose of this study was to utilize a mixed qualitative and quantitative methodology to explore treatment outcomes of stuttering treatment. The findings of the study suggested that all four participants made measurable clinical gains, as evidenced by positive changes in speech fluency, stuttering severity, and communication attitudes. The participants' perceptions of their clinical experiences were explored using semi-structured interviews conducted at the beginning of therapy, the middle of treatment, and at the end of therapy. Results of the qualitative data analysis suggested that the participants reported improvement in their attitudes, feelings, and beliefs about stuttering. In addition, the participants reported an increased sense of control of their stuttering as a result of treatment. Also, the participants reported a belief that therapy was a process still to be worked on following treatment. Finally, participants shared reports of the important impact the clinic had on their lives. The positive changes noted during treatment were maintained 6 months following treatment.

An Exploration of Clinicians Views About Assessment and Treatment of Stuttering

Tellis, G. M., Bressler, L., Emerick, K. — 2008-03-01

The purpose of this study was to examine school speech-language pathologists' knowledge of and skill levels with assessing and treating stuttering. This paper provides information on 255 school speech-language pathologists who responded to a 49-question survey about stuttering. The instrument contained questions that addressed specific aspects of assessment and treatment as well as general questions about stuttering. Results indicate that on average, the speech-language pathologists had only treated 12 children who stuttered throughout their careers and averaged 2 children who stuttered on their caseloads per year. Data indicate that regardless of whether the speech-language pathologists took graduate course work in fluency disorders, had their Certificate of Clinical Competence, or attended continuing education workshops in fluency disorders, they lacked basic knowledge and skills in assessing and treating stuttering. Systematic training in specific aspects of assessment and treatment for people who stutter is urgently needed for speech-language pathology students and practicing clinicians.

Preparing Clinicians to Treat Stuttering: Looking to the Future

Watson, J. B. — 2008-03-01

Recently, at the ASHA-sponsored Speech-Language Pathology Education Summit, clinicians and academicians explored issues affecting the preparation of future speech-language pathologists. From this discussion emerged several faculty, academic, practice, and student considerations for educating future generations of clinicians to treat stuttering. Preparing this next generation of clinicians will require identifying and supporting faculty as they share, in ways that are relevant to today's students, their passion for understanding and treating stuttering. Academic models preparing both undergraduate and graduate students will need to be flexible, less linear, and more integrated with clearly delineated preparation outcomes in stuttering. Partnerships with externship supervisors treating people who stutter should be valued and supported. Further, recognizing and appreciating generational differences in work views will enhance student recruitment and retention in the area of stuttering. The multiple roles and activities associated with stuttering treatment along with the complexities of the disorder may be appealing to current students and speak to their attraction to multitasking and doing work that is meaningful. Pedagogical approaches should integrate technology in meaningful and effective ways. Finally, a Weighted SLP formula is proposed to remind us of the need for multiple strategies in addressing the multidimensionality of these issues.

The Fluency Curriculum in the New Millennium: Building "Skills" Into "Knowledge" Classes

Quesal, B., Murphy, B. — 2008-03-01

Recent changes in the standards for the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) have led to changes in the way in which information is presented to students in communication sciences and disorders classes. One of the primary changes is the focus on knowledge and skills outcomes that result from students' education. Another change is the degree to which those skills and knowledge are specified by the standards. Educators cannot always be assured that all students will obtain "skills" in all areas specified by the standards during their practicum experiences. For that reason, it becomes necessary to add "skills" components to what may have previously been "knowledge" classes. This article presents a number of ideas for adding these "skills" experiences to "knowledge" classes.

Training Methods With Clinicians and Students--A Personal Story and Change: Narrative Therapy for Stuttering

Leahy, M. — 2008-03-01

Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

Problem-Based Learning in Fluency and Stuttering

Amster, B. J. — 2008-03-01

Problem Based Learning is a student oriented educational approach designed to help students develop critical thinking. Its use in a graduate course on fluency and stuttering is discussed. Examples of problem scenarios used in the class are provided. From the beginning to the end of the semester, students' perceived competency of their knowledge and skill in fluency and stuttering significantly increased. It is speculated that the use of Problem Based Learning helped in this regard.

Letter From the Specialty Board on Fluency Disorders

Williams, D. — 2008-03-01