Does a Graduate Course in Fluency Disorders Make a Difference? A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without ... Article
Article  |   May 01, 2010
Does a Graduate Course in Fluency Disorders Make a Difference?
Author Affiliations & Notes
  • Evelyn R. Klein
    Speech-Language-Hearing Science Programs, La Salle University, Philadelphia, PA
  • Barbara J. Amster
    Speech-Language-Hearing Science Programs, La Salle University, Philadelphia, PA
Article Information
Speech, Voice & Prosodic Disorders / Fluency Disorders / Articles
Article   |   May 01, 2010
Does a Graduate Course in Fluency Disorders Make a Difference?
SIG 4 Perspectives on Fluency and Fluency Disorders, May 2010, Vol. 20, 10-14. doi:10.1044/ffd20.1.10
SIG 4 Perspectives on Fluency and Fluency Disorders, May 2010, Vol. 20, 10-14. doi:10.1044/ffd20.1.10
Abstract

A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

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