From the Editor I like to think of this issue as “the Challenge Issue” of Perspectives on Fluency and Fluency Disorders (not the least of these challenges was even getting this issue to press!). The articles in this issue bring about several challenges for each one of us, whether we are clinicians, ... Editorial
Editorial  |   February 01, 2006
From the Editor
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Fluency Disorders / Editorial
Editorial   |   February 01, 2006
From the Editor
SIG 4 Perspectives on Fluency and Fluency Disorders, February 2006, Vol. 16, 3. doi:10.1044/ffd16.1.3-a
SIG 4 Perspectives on Fluency and Fluency Disorders, February 2006, Vol. 16, 3. doi:10.1044/ffd16.1.3-a
I like to think of this issue as “the Challenge Issue” of Perspectives on Fluency and Fluency Disorders (not the least of these challenges was even getting this issue to press!). The articles in this issue bring about several challenges for each one of us, whether we are clinicians, consumers, or researchers.
First, is a series of articles directed towards issues faced by public school clinicians. Articles by Nancy Ribler, Mike Retzinger, Susan Cochrane and Nina Reardon look at the challenges facing speech-language pathologists treating fluency cases in the schools. Most of these clinicians are extremely busy seeing clients throughout the day and barely have time to breathe, much less reflect upon what they do and actually write it down. They all offer valuable insights into pressing issues from bullying and teasing to deciding the “educational impact” of stuttering. At the same time, I know they will be challenged. Clinicians and researchers will challenge their findings; they want to know where the efficacy is in these articles. Well then, here’s the next challenge. Researchers, team up with clinicians to help them organize and analyze their data. Clinicians, seek out researchers to help you organize your valuable data to support all the things that you do instinctually. Challenge each other, but work together to form a cooperative relationship.
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