Update on Didactic and Clinical Education in Fluency Disorders: 2013–2014

Yaruss, J. Scott; Lee, Jieun; Kikani, Kaya B.; Leslie, Paula; Herring, Caryn; Ramachandar, Sujini; Tichenor, Seth E; Quesal, Robert W.; McNeil, Malcolm R.

doi:10.1044/2016_ajslp-15-0154

Cited by 21 publications

(5 citation statements)

References 20 publications

(30 reference statements)

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“…Challenges to the development of SLTs' adequate knowledge of stuttering may be rooted in inadequacies of their SLT university training. Research has found that a significant amount of SLT graduate students complete their education without having had any clinical experience with individuals who stutter (Yaruss et al, 2017;Santus et al, 2019). Such challenges require immediate attention given the negative impact that this reduced knowledge will likely have on the TA and subsequently the treatment outcomes for AWS.…”

Section: Discussionmentioning

confidence: 99%

Identifying perspectives of adults who stutter on therapeutic alliance in stuttering intervention

Byrne,

Connery

2023

ACS

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BACKGROUND: Despite acknowledgement by various stakeholders that therapeutic alliance (TA) is an essential component of stuttering intervention, a comprehensive understanding of this concept is lacking in the field of speech and language therapy. There continues to be a significant gap in our knowledge regarding what adults who stutter (AWS) perceive to be the qualities and activities required by both themselves and the speech and language therapist (SLT) to facilitate an effective TA. Collection of such knowledge will support the establishment and maintenance of positive TA in clinical contexts and enhance treatment outcomes for those who stutter. OBJECTIVE: To explore the perspectives of AWS on the meaning of TA and the variables that influence its establishment and maintenance. METHODS: Semi-structured interviews were completed with eight AWS. The interview questions centred on three key topics: the conceptualisation of TA through the perspective of AWS; the activities and personal qualities of the SLT that influence TA; and the activities and personal qualities of the AWS that influence TA. RESULTS: Reflexive thematic analysis identified two overarching themes: ‘Recognising stuttering in a biopsychosocial context in order to enhance therapeutic alliance’ and ‘Person-related variables influencing therapeutic alliance’. In addition, five subthemes were identified which further illuminated each overarching theme. CONCLUSIONS: Findings of this study highlight the benefit of collecting patient-based evidence to support our understanding of TA. Results demonstrate the complexity of TA in stuttering intervention, and the impact that person-related variables have on its quality.

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Section: Discussionmentioning

confidence: 99%

Identifying perspectives of adults who stutter on therapeutic alliance in stuttering intervention

Byrne,

Connery

2023

ACS

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“…Compared to an earlier study in fluency disorders (Yaruss, 1999), Yaruss and Quesal (2002) observed a reduction in the number of universities offering didactic education requirements related to fluency following updates to ASHA's accreditation standards in the 1990s. More recently, however, Yaruss et al (2017) reported that, in comparison to the earlier survey (Yaruss & Quesal, 2002), more programs have increased academic coursework on topics related to fluency disorders. This increase is further reflected in the data obtained from this survey related to content taught in the area of fluency disorders.…”

Section: Current Status Of Graduate Curricula In Cleft/craniofacial and Fluency Disordersmentioning

confidence: 92%

“…Although program outcomes have not been reported, this program offers an innovative approach to student education. However, it is not clear how clinical experience in lieu of graduate coursework may impact students' ability to perform in a specialized clinical training program (Yaruss et al, 2017). Yaruss et al (2017) surmised that if students do not have the basic background and foundation for the specialized field, such as fluency disorders, they are likely ill equipped to handle a clinical training experience, even in the presence of a specialized expert in the field.…”

Section: Need For Curricula and Instructors With Expertise In The Topic Areamentioning

confidence: 99%

“…However, it is not clear how clinical experience in lieu of graduate coursework may impact students' ability to perform in a specialized clinical training program (Yaruss et al, 2017). Yaruss et al (2017) surmised that if students do not have the basic background and foundation for the specialized field, such as fluency disorders, they are likely ill equipped to handle a clinical training experience, even in the presence of a specialized expert in the field. Future research is needed to systematically examine outcomes using didactic and clinical training models and define recommended training approaches for academic programs to consider when faculty are lacking the expertise in a low-incidence area such as cleft care.…”

Section: Need For Curricula and Instructors With Expertise In The Topic Areamentioning

confidence: 99%

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Academic Education of the Speech-Language Pathologist: A Comparative Analysis on Graduate Education in Two Low-Incidence Disorder Areas

2020

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Background/Purpose When working with a specialized population, it is necessary to have the appropriate clinical and academic training. However, many speech-language pathologists report being ill-prepared regarding best practice when evaluating and treating patients with low-incidence disorders, particularly cleft palate/craniofacial anomalies and fluency disorders. The purpose of this study was to compare differences in graduate speech-language pathology coursework in the United States across two low-incidence disorder areas: cleft/craniofacial anomalies and fluency disorders. Method A review of the accredited graduate curricula offerings within these domains was completed. Information whether coursework in these areas was offered, if the course was taught as a full course or embedded within a related course, or whether the content was required or an elective, and if the course was taught by an expert was obtained. Results Significant differences were present in the amount, quality, and type of course content offered for cleft/craniofacial anomalies compared to fluency disorders. Only 72.83% of graduate speech-language pathologist programs offered content in cleft/craniofacial anomalies. Approximately one out of every four programs (27.17%) did not provide this content within the graduate curriculum. In contrast, content in fluency disorders was taught in 99.28% of graduate programs. Conclusion Results demonstrate that graduate training in topics related to cleft/craniofacial anomalies is significantly limited, particularly in comparison to another low-incidence communication disorder.

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“…minimal opportunities for clinical practice in graduate programs, low numbers of people who stutter on caseloads, and uncertainty about appropriate clinical methods for the assessment and treatment of stuttering (e.g., Eggers & Leahy, 2011;Kelly et al, 1997;Mallard et al, 1988;Sommers & Caruso, 1995;Tellis et al, 2008;Yaruss, 1999;Yaruss et al, 2017;Yaruss & Quesal, 2002).…”

mentioning

confidence: 99%

Consensus Guidelines for the Assessments of Individuals Who Stutter Across the Lifespan

Brundage

Ratner

Boyle

et al. 2021

Am J Speech Lang Pathol

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Purpose This project sought to develop consensus guidelines for clinically meaningful, comprehensive assessment procedures for people who stutter across the lifespan. Method Twelve expert clinicians and researchers who have written extensively about stuttering provided detailed descriptions of the type of data that they routinely collect during diagnostic evaluations of preschool children, school-age children, adolescents, and adults who stutter. Iterative content analysis, with repeated input from the respondents, was used to identify core areas that reflect common domains that these experts judge to be important for evaluating stuttering for varying age groups. Results Six core areas were identified as common components of a comprehensive evaluation of stuttering and people who stutter. These areas should be included to varying degrees depending upon the age and needs of the client or family. The core areas include the following: (a) stuttering-related background information; (b) speech, language, and temperament development (especially for younger clients); (c) speech fluency and stuttering behaviors; (d) reactions to stuttering by the speaker; (e) reactions to stuttering by people in the speaker's environment; and (f) adverse impact caused by stuttering. Discussion These consensus recommendations can help speech-language pathologists who are uncertain about appropriate stuttering assessment procedures to design and conduct more thorough evaluations, so that they will be better prepared to provide individualized and comprehensive treatment for people who stutter across the lifespan.

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Update on Didactic and Clinical Education in Fluency Disorders: 2013–2014

Cited by 21 publications

References 20 publications

Identifying perspectives of adults who stutter on therapeutic alliance in stuttering intervention

Identifying perspectives of adults who stutter on therapeutic alliance in stuttering intervention

Academic Education of the Speech-Language Pathologist: A Comparative Analysis on Graduate Education in Two Low-Incidence Disorder Areas

Consensus Guidelines for the Assessments of Individuals Who Stutter Across the Lifespan

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