Abstract
Providing speech and language services in the school setting can be challenging, especially
for complex problems such as stuttering and other fluency disorders. Speech–language
pathologists (SLPs) feel less comfortable working with students who have fluency disorders,
which makes problem solving around delivering these services even more difficult.
The purpose of this article is to identify three categories of challenges school-based
therapists may face when evaluating and treating this population. The challenges discussed
in this article are drawn from our literature, interviews with several practicing
therapists, and the authors' experiences providing assessment and therapy to school-age
children, as well as consultations and in-services for school-based SLPs. We provide
suggestions for facilitating positive change across these challenges.
Keywords
Stuttering - fluency disorders - school speech–language pathologists - school setting
- challenges
