Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research
Publication: Language, Speech, and Hearing Services in Schools
Volume 47, Number 4
Pages 283-296
Abstract
Purpose
This clinical focus article highlights the need for future research involving ways to assist children who stutter in the classroom.
Method
The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed.
Results
There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom.
Conclusion
There is a need for researchers and speech-language pathologists in the schools to study the outcomes of teacher strategies in the classroom for children who stutter.
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Information & Authors
Information
Published In
Language, Speech, and Hearing Services in Schools
Volume 47 • Number 4 • October 2016
Pages: 283-296
PubMed: 27420187
Copyright
Copyright © 2016 American Speech-Language-Hearing Association.
History
- Received: Jul 13, 2015
- Revised: Aug 15, 2015
- Accepted: May 6, 2016
- Published in issue: Oct 1, 2016
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