Evidence-based practice in stuttering: Some questions to consider

Area of Science:

• Speech-Language Pathology
• Evidence-Based Practice
• Stuttering Therapy Research

Background:

• A 2003 forum discussed evidence-based practice (EBP) in fluency disorders, proposing improvements.
• This article critically re-evaluates the evidential support for common stuttering interventions.
• Concerns arise regarding the application of EBP to non-medical interventions, including speech therapy.

Purpose of the Study:

• To evaluate the current status of evidence-based practice in fluency disorders.
• To identify concerns about narrow interpretations of EBP impacting research and practice.
• To highlight the importance of theory and basic research in selecting and assessing therapy approaches.

Main Methods:

• Re-evaluation of the evidential basis for popular stuttering therapy approaches.
• Analysis of the application of EBP principles to non-medical interventions.
• Assessment of the Lidcombe Program, a prominent stuttering intervention for young children, using defined parameters.

Main Results:

• The article questions the relative value of certain programs endorsed by the forum.
• It suggests grounding fluency interventions in empirically supported principles of change.
• The Lidcombe Program is evaluated within the framework of suggested parameters for EBP.

Conclusions:

• There is a need to critically assess the evidence supporting fluency disorder interventions.
• A broader application of EBP, incorporating theoretical principles, is recommended for non-medical fields.
• Empirically supported principles are crucial for selecting and evaluating stuttering therapy options.