The purpose of this study was to determine the fluency education needs and perceptions of speech-language pathology students attending American Speech-Language and Hearing Association (ASHA) accredited programs at universities in the United States. Previous studies have shown that practicing speech-language pathologists lack knowledge pertaining specifically to assessment and treatment of fluency disorders. We were interested in determining what information students were learning with regard to fluency disorders, and the amount of clinical exposure that students received during their college careers.
A 70-question survey was sent to 258 professors who teach fluency disorders courses in accredited Communication Sciences and Disorders (CSD) programs. The professors were asked to forward the survey to their students. Data from 766 responding students from 102 different universities were collected.
Results indicated that as speech-language pathology students advance through their education, their knowledge and comfort levels increase when assessing and treating fluency disorders. Graduate students, however, reported not having adequate knowledge with regard to administering assessment tests or differentiating between various types of treatment.
Systematic training in specific aspects of assessment and treatment of fluency disorders, along with the restructuring of fluency disorders coursework is needed. Increased exposure to fluency disorders continues to be needed for speech-language pathology students at the university level to successfully serve this population.
In the United States, coursework and training in fluency disorders is distributed throughout the graduate and undergraduate curriculum for those in Communication Sciences and Disorders (CSD) programs. A recent survey by Yaruss et al. [
In a nationwide survey of 255 speech-language pathologists, Tellis, Bressler, and Emerick [
Because of the concern relating to the lack of experience in fluency disorders, Yaruss et al. [
With limited training and education in fluency disorders at the university level, it is possible that practicing clinicians who demonstrate partial knowledge about fluency disorders may lose the trust of their clients [
A review of the literature indicates that a majority of practicing speech-language pathologists, primarily in the school setting, have insufficient knowledge and exposure related to assessing and treating persons with fluency disorders. It is possible that this lack of knowledge stems from a deficient educational foundation at the university level. Yaruss et al. [
A total of 258 professors who taught fluency disorders coursework at ASHA accredited Communication Sciences and Disorders programs in the United States received a link to a 70-question survey (
Questions in the survey were designed to expand on survey questions identified in previous studies as areas of concern in terms of academic and clinical preparation [
The item analysis for internal consistency was conducted based on yes/no questions. Therefore, questions 4, 6, 7, 8, 9, 11, 12, 13, 14, and 47 were removed because they were knowledge question rather than questions about opinions. Questions 15 and 16 contained a missing value and were removed as well. As a result, when those questions were removed, 39 internally reliable items from the questionnaire remained with a Cronbach’s alpha 0.891 demonstrating high internal consistency. The survey included 24 questions that elicited demographic and background information, 15 Likert-type questions, and 31 yes/no questions (
The remaining 46-questions in the scale were divided into 15 Likert-like, 5-point scale questions, and 31 yes/no questions (
Results of the survey were extracted and analyzed with Statistical Package for the Social Sciences (SPSS) software. In particular, Chi-Square tests were used to compare first year and second year graduate students. Cronbach’s alpha was used to measure internal consistency.
Of students who responded, 15 of 766 (2.0%) indicated that fluency coursework was not offered at the graduate level, while 493 of 766 (64.4%) students reported that fluency disorders coursework was offered in the first year of graduate school and 329 of 766 (43.0%) students reported that fluency disorders coursework was offered in the second year of graduate school. Of students who responded, 232 first year graduate students out of 369 (62.87%) took a course in fluency disorders and 309 second year graduate students out of 343 (90.08) students took a course in fluency disorders. The statistical analysis shows a significant difference between first year and second year graduate students when taking a course in fluency disorders with the Chi-Square test statistic=70.663,
More than half of the respondents (64%) indicated inappropriate knowledge on the incidence of stuttering. Moreover, there was no statistical difference in the responses between first year graduate students (63.5%, 235/370) and second year graduate students (65.8%, 229/348) (
Responses to the question about knowledge of ASHA’s Special Interest Group (SIG4) in fluency disorders indicated that 33% of all students, with 159 of 393 (40.5%) first year graduate students and 93 of 369 (25.2%) second year graduate students had never heard of the SIG4. The Chi-Squared test revealed that there was a significant difference between first year and second year graduate student responses with the Chi-Squared test statistic=19.325,
A total of 53% of both first and second year graduate students never completed an assessment of a client with a fluency disorder. Furthermore, 268 of the 391 (68.5%) first year graduate students and 135 of 370 (36.5%) of second year graduate students never completed an assessment of a client with a fluency disorder. Of all participants who responded, 12.8% of both first and second year undergraduate students agreed that they could not identify the
When asked if those who responded could identify the
Knowledge about stuttering
When asked if respondents would feel comfortable
Of graduate students who responded, 49.5% had never treated clients with fluency disorders. Of these, 265 of 391 (67.8%) first year graduate students and 113 of 372 (30.4%) second year graduate students had never treated clients with fluency disorders. Concerning the ability to differentiate between
Concerning the ability to differentiate between
With regard to teaching
When asked if those who responded would feel comfortable
With regard to other potential treatment options, among those who responded, 47.1% of both first and second year graduate students agreed that they were unaware of intervention techniques to address bullying. Of students who responded, 26% of both first and second year graduate students had never heard of response contingency programs (e.g., The Lidcombe Program). Of these, 118 of 369 (32.0%) first year graduate students and 67 of 343 (19.5%) second year graduate students had never heard of response contingency programs (e.g., The Lidcombe Program). There was a significant difference between first year and second year graduate student responses with the Chi-Squared test statistic=13.675,
From the total, 18.7% of both first and second year graduate students responded that they did not know about electronic devices to improve fluency (e.g., Speech Easy, etc.). Of these, the following students responded that they did not know about electronic devices to improve fluency (e.g., Speech Easy, etc.): 18.7% of both first and second year graduate students, with 85 of 369 (23.0%) first year graduate students and 48 of 343 (14.0%) second year graduate students. There was a significant difference between first year and second year graduate student responses with the Chi-Squared test statistic=8.9796,
After completing coursework in fluency disorders, of those who responded, 6.2% of both first and second year graduate students taught by a BCS-F did not feel comfortable
Concerning graduate fluency disorders coursework, 190 of 766 (24.8%) responding students reported that their graduate fluency disorders coursework was taught by a BCS-F, while 420 of 766 (54.8%) of responding students reported being taught by a professor who did not specialize in in fluency disorders and 16 of 766 (2.1%) students reported being taught by an adjunct who did not specialize in fluency disorders (
When asked if respondents could differentiate between the
When asked if respondents knew how to teach
When asked if respondents knew how to teach
It appears from the results of this study that many graduate students are lacking the knowledge and exposure they need to adequately assess and treat fluency disorders. Tellis et al. [
We compared the two groups (first and second year graduate level students) to further explore if we could capture where changes in learning, knowledge, comfort, and other aspects were actually occurring. Learning the differences between the two groups could lead universities to perhaps change their order of curriculum to have the fluency course be earlier in the graduate program. Since the university is where most academic coursework and training is initially covered, it should be the place where students are first exposed to this information. Our results, however, indicate that 30.4% of graduate students are completing their education having never treated fluency clients. Many students do not have the opportunity to treat fluency disorders during their practicum because fluency clients represent such a small portion of the overall population of clients, which further compounds the problem of the existence of limited academic information pertaining to fluency disorders. These students, therefore, are not adequately equipped with the appropriate tools to assess and treat fluency disorders once they graduate and join the workforce.
Results of this study indicate that a majority of graduate students did not know the incidence of stuttering or about genetic research in stuttering. Most students did not how to contact a BCS-F. Even after completing coursework, a majority of students also did not feel comfortable assessing and treating clients who clutter and believed that they did not have adequate knowledge of cluttering. Regardless of whether or not graduate students were taught by a BCS-F, a majority did not know the difference between fluency shaping and stuttering modification, how to administer the
The differences between the two groups were meaningful as they gave us an insight into what year (first or second of graduate school) information about stuttering was being imparted and learned. The data from first year graduate students indicated that roughly half did not know about the long-term effects of assistive devices (e.g., speech-easy) and were unaware of intervention techniques to address bullying. Most of these first year graduate students had never completed an assessment of fluency disorders and had never treated a client with a fluency disorder. With regard to cluttering, even after completing coursework in fluency disorders, a majority of these students did not believe that they had adequate knowledge of cluttering assessment. Second year graduate students showed a slight improvement when compared to first year graduate students; however, a large proportion of second year graduate students also followed similar trends as the first year graduate students. By and large, as second year graduate students advanced through their education, their knowledge and comfort levels with fluency disorders increased.
Some students, however, are still uninformed about certain fundamental aspects about fluency disorders. From the data, 97 of 392 (24.7%) first year graduate students and 92 of 370 (24.9%) second year graduate students believed that parents should tell their children with fluency disorders to take a breath before speaking. There is no significant difference between first year and second graduate students with Chi-Square test statistic 0 and
To compound the issues discussed previously, one potential problem is that master’s level students can now graduate with zero hours specifically dedicated to fluency disorders. The argument that fluency disorders is not as prevalent as other disorders (e.g., articulation) is valid; however, with the advances of today’s technology, a system could be created in which students could review evaluation and treatment sessions by visiting a secure website and observing BCS-F as they demonstrate evidence-based evaluation and treatment techniques for fluency disorders. Steyl et al. [
While it is encouraging to note that most (87.5%; 641/733) graduate students stated they had an entire graduate course dedicated to fluency disorders, the majority of students in this study expressed a desire to learn more about fluency disorders. One solution would be for faculty members to incorporate a hands-on approach to teaching fluency disorders coursework. This study demonstrated that more hands-on training should be the focus of classroom instruction. If graduate student clinicians explicitly practice therapy techniques, participate in workshops, and increase their overall exposure to stuttering and cluttering, they will then improve their knowledge and skills in assessing and treating fluency disorders. The new hands-on lab component of the ASHA convention could also be a way for practical training to take place. Henri [
Another avenue for faculty who teach fluency disorders courses to consider is to attend workshops that are specifically designed to train faculty members in the nature and treatment of fluency disorders. For example, the Stuttering Foundation of America sponsors a free, 4-day workshop (conference fees and lodging costs, a per diem for meals) taught by experts in fluency disorders, with the purpose of helping faculty members share, edit, and expand their existing course content; develop new content and materials; choose appropriate readings; develop learning activities; and provide assignments. An interesting feature of the course is that online modules are developed for each content area so that materials are accessible to participants before and after the course. Naturally, faculty should also explore other avenues and sources (e.g., National Stuttering Association workshops, ASHA workshops, etc.) to enhance their coursework and to receive alternate viewpoints and philosophies of assessment and treatment of fluency disorders. These resources will enable faculty to return to their classes with current information about assessment and treatment of fluency disorders, affording students to opportunity increase their knowledge in this area.
There are several barriers to achieving appropriate graduate education and training in fluency disorders. These barriers include: limited caseloads of clients with fluency disorders, ASHA requirements concerning graduate clinical hours, less overall classroom time dedicated to fluency disorders, inadequate knowledge about fluency disorders, and lower comfort levels with fluency disorders. While these issues pose a challenge to providing adequate exposure to fluency disorders for graduate students, there are many alternative options to consider that would allow students to gain exposure to coursework and training in fluency disorders. These include access to online assessment and treatment sessions conducted by BCS-F or other faculty with expertise in Fluency Disorders, inter-university collaboration, professional practice seminars, and engaging in independent research. If many of these suggestions can be incorporated into university academic and training programs, perhaps this will encourage these students to attend fluency workshops and join a special interest group (e.g., Fluency Disorders) after they graduate and join the workforce [
Although there are limitations within the area of fluency disorders coursework, resources highlighted throughout this paper can be used to provide optimal and improved academic and clinical training in fluency disorders. If students and faculty proactively seek ways to further their knowledge about fluency disorders, more students will enter the profession with adequate knowledge and confidence to effectively assess and treat fluency disorders.
Andrea Jensen earned her Bachelor of Science degree in Communication Sciences and Disorders from Geneva College in Beaver Falls, PA as well as her Master of Science degree in Speech-Language Pathology from Misericordia University in Dallas, PA. She was on the Dean’s List and has completed research and data analysis for this study.
Abriel McCann is a recent graduate and researcher in the Speech-Language Pathology Department at Misericordia University. She was on the Dean’s List and was President of Misericordia’s NSSLHA chapter. She has completed research and data collection for this study. She has presented research at state, national, and international conferences.
Amanda Tomaselli is a certified Speech-Language Pathologist who graduated from the Speech-Language Pathology Program at Misericordia University in Dallas, PA. While attending Misericordia University, she was on the Dean’s List and conducted numerous research studies which she presented at state, national, and international conferences. Amanda has completed research and data collection for this study.
Denis Anson is the Director of Research and Development in the Assistive Technology Research Institute at Misericordia University. He has analyzed data for this study.
1. University name
2. State of college/university
3. Which of the following best describes your current status in your SLP program?
4. Do you know someone who stutters?
5. Is fluency coursework offered in your undergraduate program?
6. If fluency coursework is offered in your undergraduate program, when is it offered?
7. If offered in the undergraduate program, is the entire undergraduate course dedicated to fluency disorders?
8. If offered in the undergraduate program, is only part of the course dedicated to fluency disorders?
9. Is your undergraduate fluency coursework taught by (Check all that apply: Board Certified Fluency Specialist, Professor, Adjunct, N/A I am a graduate student, Coursework not offered)?
10. Is fluency coursework offered in your graduate program?
11. If fluency coursework is offered in your graduate program, when is it offered?
12. If offered in the graduate program, is only part of the graduate course dedicated to fluency disorders?
13. If offered in the graduate program, is the entire graduate course dedicated to fluency disorders?
14. Is your graduate fluency coursework taught by (Check all that apply: Board Certified Fluency Specialist, Professor, Adjunct, N/A I am a graduate student, Coursework not offered)?
15. Have you ever assessed clients who have fluency disorders? If so, check all that apply.
16. Have you ever treated clients who have fluency disorders? If so, check all that apply.
17. Have you heard of ASHA’s Special Interest Group in Fluency Disorders?
18. Have you heard about Board Certified Fluency Specialists?
19. Do you know how to contact a Board Certified Fluency Specialists?
20. Have you heard of the National Stuttering Association?
21. Have you heard of the Stuttering Home Page?
22. Have you heard of the Stuttering Foundation of America?
23. Do you know how to contact support groups for persons who stutter?
24. Would you like to learn more information about stuttering?
25. Stuttering is caused because a person talks faster than he or she can think.
26. Many children who stutter do not become fluent because they do not try hard enough.
27. When a child first begins to stutter, SLPs should not treat initially because the child may spontaneously recover.
28. Children who stutter get lower test scores than children who do not stutter.
29. Parents should tell children who stutter to take a breath before speaking.
30. Stuttering is caused by psychological problems.
31. SLPs should treat children who stutter as soon as disfluencies are noticed.
32. Persons who stutter are less intelligent than persons who do not stutter.
33. SLPs should begin with direct therapy as soon as a child begins to stutter.
34. Parents should tell children who stutter to speak slower to reduce stuttering.
35. Parents should tell children who stutter to think before they speak.
36. Stuttering is hereditary.
37. Stuttering is caused because of problems with brain functioning.
38. When talking to a person who stutters, I do not know how to react.
39. When speaking to someone who stutters, I feel: uncomfortable; sympathetic; helpless; awkward; calm; scared; anxious; fine.
40. Do you know how to accurately identify the onset characteristics of stuttering?
41. Do you know about attitude scales to assess stuttering?
42. Can you analyze a speech sample to determine different types of disfluencies?
43. Do you know how to administer a reading adaptation task?
44. Do you know about intervention techniques to address bullying?
45. Can you identify associated motor behaviors (stuttering secondaries)?
46. Can you identify the core behaviors of stuttering?
47. What is the incidence of stuttering in the general population?
48. Can you identify the difference between stuttering and normal disfluencies?
49. Do you know how to score the Stuttering Severity Instrument?
50. Can you differentiate between the two main approaches (fluency shaping and stuttering modification) to stuttering therapy?
51. Do you know how to tally disfluencies?
52. Do you know how to teach stuttering modification techniques?
53. Can you differentiate between indirect and direct therapy?
54. Do you know about Silverman’s Three Wishes Task?
55. Do you know about the latest genetic research on stuttering?
56. Do you know how to teach cancellations when conducting stuttering modification therapy?
57. Do you know how to teach pull-outs when conducting stuttering modification therapy?
58. Have you heard of the Lidcombe Program for treating childhood stuttering?
59. Have you heard about the Speech Easy device to treat stuttering?
60. Do you know about the long-term effects of assistive devices (Speech Easy, etc.) to treat stuttering?
61. Have you heard about the disorder of cluttering?
62. Do you know the difference between stuttering and cluttering?
63. After completing coursework in Fluency Disorders, do you believe that you have adequate knowledge about cluttering assessment?
64. After completing coursework in Fluency Disorders, do you feel comfortable assessing clients who clutter?
65. After completing coursework in Fluency Disorders, do you believe that you have adequate knowledge about cluttering treatment?
66. After completing coursework in Fluency Disorders, do you feel comfortable treating clients who clutter?
67. After completing coursework in Fluency Disorders, do you believe that you have adequate knowledge about stuttering assessment?
68. After completing coursework in Fluency Disorders, do you feel comfortable assessing clients who stutter?
69. After completing coursework in Fluency Disorders, do you believe that you have adequate knowledge about stuttering treatment?
70. After completing coursework in Fluency Disorders, do you feel comfortable treating clients who stutter?
Sample Size of Students According to Year in University
Year in University | Respondents | |
---|---|---|
Graduate | 1st Year | 51.4% (394/766) |
2nd Year | 48.6% (372/766) |
Fluency Coursework Available
Question | Response options | 1st and 2nd year Graduate Students' Responses |
---|---|---|
10. Is fluency coursework offered in your graduate program? | Yes | 97.4% (746/766) |
No | 2.0% (15/766) | |
| ||
11. If fluency coursework is offered in your graduate program, when is it offered? | Offered in First Year | 64.4% (493/766) |
Offered in Second Year | 43.0% (329/766) | |
| ||
13. If offered in the graduate program, is the entire graduate course dedicated to fluency disorders? | Yes | 87.5% (641/733) |
No | 12.1% (89/733) |
General Information Concerning Fluency Disorders
Question | Response options | 1st year graduate students | 2nd year graduate students |
---|---|---|---|
27. When a child first begins to stutter, speech-language pathologists should not treat initially because the child may spontaneously recover. | Agree | 28.2% (111/393) | 28.3% (105/371) |
Undecided | 23.4% (92/393) | 38.7% (142/371) | |
Disagree | 48.3% (190/393) | 50.4% (187/371) | |
| |||
29. Parents should tell children who stutter to take a breath before speaking. | Agree | 24.7% (97/392) | 24.7% (92/370) |
Undecided | 19.9% (78/392) | 17.8% (66/370) | |
Disagree | 55.4% (217/392) | 57.3% (212/370) | |
| |||
33. SLPs should begin with direct therapy as soon as a child begins to stutter. | Agree | 18.6% (73/393) | 14.9% (55/370) |
Undecided | 27.5% (108/393) | 20.5% (76/370) | |
Disagree | 53.9% (212/393) | 64.6% (239/370) | |
| |||
34. Parents should tell children who stutter to speak slower to reduce stuttering. | Agree | 35.0% (137/392) | 39.2% (145/370) |
Undecided | 16.6% (65/392) | 14.1% (52/370) | |
Disagree | 48.5% (190/392) | 46.8% (173/370) | |
| |||
47. What is the incidence of stuttering in the general population? | Correct % (1%) | 36.5% (135/370) | 34.2% (119/348) |
Incorrect % (>1%) | 63.5% (235/370) | 65.8% (229/348) | |
| |||
55. Do you know about the latest genetic research on stuttering? | Yes | 25.4% (94/370) | 38.3% (133/347) |
No | 74.6% (276/370) | 61.7% (214/347) |
Awareness of Popular Resources
Question | Response options | 1st year graduate students | 2nd year graduate students |
---|---|---|---|
17. Have you heard of ASHA’s Special Interest Group in Fluency Disorders? | Yes | 59.5% (234/393) | 74.8% (276/369) |
No | 40.5% (159/393) | 25.2% (93/369) | |
| |||
18. Have you heard about Board Certified Fluency Specialists? | Yes | 48.9% (192/393) | 54.7% (202/369) |
No | 51.1% (201/393) | 45.3% (167/369) | |
| |||
19. Do you know how to contact a Board Certified Fluency Specialists? | Yes | 26.2% (102/390) | 28.8% (105/365) |
No | 73.8% (288/390) | 71.2% (260/365) | |
| |||
20. Have you heard of the National Stuttering Association? | Yes | 88.8% (347/391) | 97.6% (359/368) |
No | 11.3% (44/391) | 2.4% (9/368) | |
| |||
22. Have you heard of the Stuttering Foundation of America? | Yes | 72.5% (284/392) | 84.1% (312/371) |
No | 27.6% (108/392) | 15.9% (59/371) |
Assessment in Fluency Disorders
Question | Response options | 1st year graduate students | 2nd year graduate students |
---|---|---|---|
15. Have you ever assessed clients who have fluency disorders? | Yes | 31.5% (123/391) | 63.5% (235/370) |
No | 68.5% (268/391) | 36.5% (135/370) | |
| |||
41. Do you know about attitude scales to assess stuttering? | Yes | 68.6% (253/369) | 84.1% (291/346) |
No | 31.4% (116/369) | 15.9% (55/346) | |
| |||
42. Can you analyze a speech sample to determine different types of disfluencies? | Yes | 76.8% (284/370) | 93.4% (342/347) |
No | 23.2% (86/370) | 6.6% (23/347) | |
| |||
43. Do you know how to administer a reading adaptation task? | Yes | 26.3% (97/369) | 45.4% (157/346) |
No | 73.7% (272/369) | 54.6% (189/346) | |
| |||
46. Can you identify the core behaviors of stuttering? | Yes | 79.4% (293/369) | 95.4% (331/347) |
No | 20.6% (76/369) | 4.6% (16/347) | |
| |||
48. Can you identify the difference between stuttering and normal disfluencies? | Yes | 86.5% (319/369) | 97.1% (336/346) |
No | 13.6% (50/369) | 2.9% (10/346) | |
| |||
49. Do you know how to score the Stuttering Severity Instrument? | Yes | 54.6% (201/368) | 77.8% (270/347) |
No | 45.4% (167/368) | 22.3% (77/347) | |
| |||
63. After completing coursework in Fluency Disorders, do you believe that you have adequate knowledge about cluttering assessment? | Yes | 43.5% (101/232) | 52.1% (161/309) |
No | 56.5% (131/232) | 47.9% (148/309) | |
| |||
64. After completing coursework in Fluency Disorders, do you feel comfortable assessing clients who clutter? | Yes | 40.9% (95/232) | 43.6% (136/312) |
No | 59.1% (137/232) | 56.4% (176/312) | |
| |||
67. After completing coursework in Fluency Disorders, do you believe that you have adequate knowledge about stuttering assessment? | Yes | 85.4% (199/233) | 93.6% (291/314) |
No | 14.6% (34/233) | 7.3% (23/314) | |
| |||
68. After completing coursework in Fluency Disorders, do you feel comfortable assessing clients who stutter? | Yes | 81.3% (191/235) | 88.5% (276/312) |
No | 18.7% (44/235) | 11.5% (36/312) |
Treatment in Fluency Disorders
Question | Response options | 1st year graduate students | 2nd year graduate students |
---|---|---|---|
16. Have you ever treated clients who have fluency disorders? | Yes | 32.2% (126/391) | 69.6% (259/372) |
No | 67.8% (265/391) | 30.4% (113/372) | |
| |||
44. Do you know about intervention techniques to address bullying? | Yes | 50.0% (184/368) | 55.9% (194/347) |
No | 50.0% (184/368) | 44.1% (153/347) | |
| |||
50. Can you differentiate between the two main approaches (fluency shaping and stuttering modification) to stuttering therapy? | Yes | 61.6% (228/370) | 81.3% (282/347) |
No | 38.4% (142/370) | 18.7% (65/347) | |
| |||
52. Do you know how to teach stuttering modification techniques? | Yes | 56.6% (209/369) | 81.8% (284/347) |
No | 43.4% (160/369) | 18.2% (63/347) | |
| |||
53. Can you differentiate between indirect and direct therapy? | Yes | 70.1% (258/368) | 86.1% (297/345) |
No | 29.9% (110/368) | 13.9% (48/345) | |
| |||
56. Do you know how to teach cancellations when conducting stuttering modification therapy? | Yes | 48.5% (179/369) | 68.2% (234/343) |
No | 51.5% (190/369) | 31.8% (109/343) | |
| |||
57. Do you know how to teach pull-outs when conducting stuttering modification therapy? | Yes | 54.9% (203/370) | 74.7% (257/344) |
No | 45.1% (167/370) | 25.3% (87/344) | |
| |||
58. Have you heard of the Lidcombe Program for treating childhood stuttering? | Yes | 68.0% (251/369) | 80.5% (276/343) |
No | 32.0% (118/369) | 19.5% (67/343) | |
| |||
59. Have you heard about the Speech Easy device to treat stuttering? | Yes | 77.0% (284/369) | 86.0% (295/343) |
No | 23% (85/369) | 14% (48/343) | |
| |||
60. Do you know about the long-term effects of assistive devices (Speech Easy, etc.) to treat stuttering? | Yes | 45.0% (166/369) | 55.2% (190/344) |
No | 55.0% (203/369) | 44.8% (154/344) | |
| |||
65. After completing coursework in Fluency Disorders, do you believe that you have adequate knowledge about cluttering treatment? | Yes | 31.0% (71/229) | 41.7% (130/312) |
No | 69.0% (158/229) | 58.3% (182/312) | |
| |||
66. After completing coursework in Fluency Disorders, do you feel comfortable treating clients who clutter? | Yes | 33.5% (77/230) | 37.7% (118/313) |
No | 66.5% (153/230) | 62.3% (195/313) | |
| |||
69. After completing coursework in Fluency Disorders, do you believe that you have adequate knowledge about stuttering treatment? | Yes | 85.4% (199/233) | 90.2% (285/316) |
No | 14.6% (34/233) | 9.8% (31/316) | |
| |||
70. After completing coursework in Fluency Disorders, do you feel comfortable treating clients who stutter? | Yes | 80.4% (189/235) | 84.1% (265/315) |
No | 19.6% (46/235) | 15.9% (50/315) |
Graduate Students Comfort Compared by Instructor
Question | Response options | 1st year graduate students | 2nd Year Graduate Students | ||
---|---|---|---|---|---|
|
| ||||
Taught by Fluency Specialist | Taught by a professor or adjunct who was not board certified | Taught by Fluency Specialist | Taught by a professor or adjunct who was not board certified | ||
68. After completing coursework in Fluency Disorders, do you feel comfortable assessing clients who stutter? | Yes | 92.66% (101/109) | 79.6% (152/191) | 95.4% (83/87) | 87.2% (239/274) |
No | 7.3% (8/109) | 20.4% (39/191) | 4.6% (4/84) | 12.8% (35/274) | |
| |||||
70. After completing coursework in Fluency Disorders, do you feel comfortable treating clients who stutter? | Yes | 91.74% (100/109) | 77.6% (149/192) | 87.4% (76/87) | 83.4% (231/277) |
No | 8.3% (9/109) | 22.4% (43/192) | 12.6% (11/87) | 16.6% (46/277) |
Fluency Coursework Instructor
Question | Response options | Responses |
---|---|---|
14. Is your graduate fluency coursework taught by … | Board Certified Fluency Specialist | 24.8% (190/766) |
Professor | 54.8% (420/766) | |
Adjunct | 2.1% (16/766) |
Impact of Fluency Coursework Instructor
Question | Response options | 1st Year Graduate Students | 2nd Year Graduate Students | ||
---|---|---|---|---|---|
|
| ||||
Taught by a Fluency Specialist | Taught by a professor or adjunct who was not specialized | Taught by a Fluency Specialist | Taught by a professor or adjunct who was not specialized | ||
40. Do you know how to accurately identify the onset characteristics of stuttering? | Yes | 82.54% (104/126) | 54.4% (183/318) | 87.37% (83/95) | 85.20% (259/304) |
No | 17.5% (22/126) | 42.5% (135/318) | 12.6% (12/95) | 14.8% (45/304) | |
| |||||
50. Can you differentiate between the two main approaches (fluency shaping and stuttering modification) to stuttering therapy? | Yes | 84.13% (106/126) | 56.92% (181/318) | 83.3% (80/96) | 80.7% (247/306) |
No | 15.9% (20/126) | 43.0% (137/318) | 16.7% (16/96) | 19.3% (59/306) | |
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52. Do you know how to teach stuttering modification techniques? | Yes | 76.98% (97/126) | 52.1% (163/317) | 87.50% (84/96) | 81.4% (249/306) |
No | 23.0% (29/126) | 48.0% (152/317) | 12.5% (12/96) | 18.6% (57/306) | |
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56. Do you know how to teach cancellations when conducting stuttering modification therapy? | Yes | 75.40% (95/126) | 45.11% (134/317) | 76.04% (73/96) | 66.67% (202/303) |
No | 24.6% (31/126) | 54.9% (174/317) | 34.4% (33/96) | 33.3% (101/303) | |
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57. Do you know how to teach pull-outs when conducting stuttering modification therapy? | Yes | 81.8% (103/126) | 51.57% (164/318) | 81.05% (77/95) | 73.68% (224/304) |
No | 18.3% (23/126) | 48.4% (154/318) | 19.0% (18/95) | 26.3% (80/304) |