This article highlights the value for speech-language pathologists of considering the overall stuttering condition--including speakers' experiences during and around moments of stuttering--in treatment with individuals who stutter. We first highlight a framework for conceptualizing the entirety of the stuttering condition. We then present recent…

The purpose of this qualitative descriptive study was to describe speech language pathologist perceptions of the usefulness of stuttering-related podcasts to improve their knowledge of how to treat stuttering. The current study included 10 speech-language pathologists, nine of whom were based in schools and one of whom worked in a geriatric home…

Purpose: The impact of stuttering can be significant, and effective treatment is critical. Despite evidence supporting direct treatment approaches for school-age children who stutter, a complex set of barriers can prevent access at school. One potential solution is telepractice. To date, however, there is no published evidence regarding the use of…

The personality characteristics of the speech-language pathologists (SLPs) may impact their success with each client they see, specifically in stuttering therapy. This initial study explores a general personality profile of SLPs who work in the area of stuttering compared with SLPs who do not. Personality dimensions were measured by the NEO…

Background: Early intervention is essential healthcare for stuttering, and the translation of research findings to community settings is a potential roadblock to it. Aims: This study was designed to replicate and extend the Lidcombe Program community translation findings of O'Brian et al. (2013) but with larger participant numbers, incorporating…

Purpose: School-age children and adolescents frequently have difficulty developing positive identities around their stuttering. Many students experience both physical and social consequences from stuttering. The great lengths that speakers go to try to hide their stuttering and to speak fluently increase their difficulty. As long as school-age…

Background: Research suggests that participating in a stuttering simulation-based learning (SBL) program could help speech-language pathology (SLP) students feel more at ease, less nervous and more capable while interacting with people who stutter. Personality traits may influence SLP students' self-efficacy beliefs as well as their level of…

Purpose: The purpose of this study was to survey school speech-language practitioners' self-perceptions of their confidence, knowledge, and need for support for working with school-age students who stutter (SWS). Method: A total of 120 school-based speech-language practitioners from 27 Nashville, Tennessee, area counties completed an online,…

A mindfulness meditation exercise was incorporated into a stuttering treatment program for an adult male who stutters. Speech disfluencies were analyzed before and after mindfulness meditation and implementation of fluency shaping techniques. Findings suggested that including a mindfulness meditation exercise into a treatment program may be…

Purpose: The purpose of this article is to discuss the controversial topic of stuttering in preschool children and how to evaluate the options for treatment, emphasizing the role of external research evidence. Method: A hypothetical but realistic case study of a 3-year-old boy who stutters is described. Two contrasting approaches to treatment are…

Purpose: Disfluencies associated with stuttering generally occur in the initial position of words. This study reviews data from a school-age child with an atypical stuttering profile consisting predominantly of word-final disfluencies (WFDs). Our primary goals were to identify patterns in overt features of WFDs and to extend our understanding of…

Children who stutter may experience challenges in their social and emotional development that can lead to academic struggles in school. School counselors and speech-language pathologists (SLPs) are uniquely positioned to collaborate on school-based interventions to help children who stutter. We review common elements of stuttering in children and…

Purpose: We advanced a multifactorial, dynamic account of the complex, nonlinear interactions of motor, linguistic, and emotional factors contributing to the development of stuttering. Our purpose here is to update our account as the multifactorial dynamic pathways theory. Method: We review evidence related to how stuttering develops, including…

Purpose: Those with anxiety use safety behaviors when attempting to prevent negative outcomes. There is evidence that these behaviors contribute to the persistence of anxiety disorders. Safety behaviors have been prominent in the cognitive behavior therapy literature during the last decade, particularly with social phobia management. However,…

Purpose: This study adds to the Lidcombe Program evidence base by comparing individual and group treatment of preschoolers who stutter. Method: A randomized controlled trial of 54 preschoolers was designed to establish whether group delivery outcomes were not inferior to the individual model. The group arm used a rolling group model, in which a…