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Update on Didactic and Clinical Education in Fluency Disorders: 2013-2014
J Scott Yaruss1, Jieun Lee1, Kaya B Kikani1
1University of Pittsburgh, PA.
American Journal of Speech-Language Pathology
|February 17, 2017
Summary
Speech-language pathology programs increased coursework in fluency disorders but decreased faculty expertise. Minimal education persists despite an expanding scope of practice, requiring further professional changes.
Area of Science:
- Speech-Language Pathology
- Communication Sciences and Disorders
Background:
- Previous surveys indicated a reduction in fluency disorders education requirements.
- This study reassesses trends in didactic and clinical education for fluency disorders.
Purpose of the Study:
- To determine if the reduction in fluency disorders education requirements has continued since prior surveys.
- To evaluate current didactic and clinical education standards in speech-language pathology programs in the US.
Main Methods:
- A detailed questionnaire was distributed to 282 communication science and disorders departments.
- The survey examined didactic and clinical education components, as well as faculty expertise in fluency disorders.
Main Results:
- Academic coursework and practical sessions in fluency disorders have increased.
- There has been a decrease in faculty with extensive clinical experience in fluency disorders.
- Despite increased clinical requirements, many programs still offer minimal fluency disorder education.
Conclusions:
- Programs strive to provide adequate fluency disorder education amidst an expanding scope of practice.
- Limited direct clinical experiences and declining faculty expertise pose challenges.
- Enhancing student confidence and competence in fluency disorders may necessitate changes beyond graduate programs or systemic professional shifts.
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