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Stuttering Practice Self-Assessment by School Speech-Language Practitioners.

Ellen M Kelly1, Cara M Singer2, Jack K Henderson1

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Language, Speech, and Hearing Services in Schools
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PubMed
Summary
This summary is machine-generated.

School speech-language practitioners need more training and support for helping students who stutter. Increased education and experience correlate with higher confidence in stuttering intervention skills.

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Area of Science:

  • Speech-Language Pathology
  • Pediatric Fluency Disorders

Background:

  • School-based speech-language practitioners (SLPs) play a crucial role in supporting school-age students who stutter (SWS).
  • Self-perceptions of confidence and knowledge influence the quality of services provided to SWS.

Purpose of the Study:

  • To survey school SLPs' self-perceived confidence, knowledge, and support needs when working with SWS.
  • To identify factors correlating with confidence and support needs in stuttering intervention.

Main Methods:

  • An online survey was completed by 120 school-based SLPs across 27 counties in the Nashville, Tennessee area.
  • The survey assessed caseloads, education, continuing education, experience, and perceived skills/confidence in serving SWS.

Main Results:

  • Respondents reported lowest confidence and highest need for support in providing intervention to SWS.
  • Lower knowledge of stuttering theory, assessment, and intervention correlated with greater need for support.
  • Higher confidence was linked to more SWS on caseloads, stuttering-focused continuing education, and greater knowledge.

Conclusions:

  • School SLPs require more education, practice, and specialized support, particularly for intervention with SWS.
  • Experience, education, and knowledge positively impact practitioner confidence and skill with SWS.
  • Addressing these needs may involve specialist consultation, peer mentoring, and accessible, intervention-focused continuing education.