Affiliation:
1. Louisiana State University
Baton Rouge, LA
2. University of Texas at Austin
Austin, TX
3. Vanderbilt University Medical Center
Nashville, TN
Abstract
Purpose
The purpose of the present study is to examine whether the academic, clinical, and fluency-related student experiences of professionals who self-identify as having specialized knowledge of fluency disorders differ from those who do not.
Method
An online survey was developed to identify the academic, clinical, and specific fluency-related experiences professionals had when they were undergraduate and graduate students. The survey was completed by 219 professionals within the field of speech-language pathology (122 self-identified specialists, 97 self-identified non-specialists).
Results
Considerable overlap was observed in training experiences of self-identified specialists and non-specialists. However, Chi-square analyses revealed a significantly greater proportion of self-identified specialists reported (a) completion of a dedicated course in fluency disorders during undergraduate and graduate curriculum, (b) interaction with five or more fluency clients during clinical practicum, and (c) exposure to specific fluency-related activities such as voluntary stuttering and attendance at a fluency-related support group.
Conclusions
Findings suggest that despite the degree of overlap between self-identified specialists' and non-specialists' pre-professional training, the quantity and quality of certain experiences may influence future decisions to focus more exclusively on working with persons who stutter.
Publisher
American Speech Language Hearing Association
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