How Local School-Based Speech-Language Pathologists Facilitate Skill Transfer and Generalization For Students Who Stutter
Date of this Version
Strong, C., & Rodgers, N. (2021). How Local School-Based Speech-Language Pathologists Facilitate Skill Transfer and Generalization For Students Who Stutter. Undergraduate Honors Thesis. University of Nebraska-Lincoln.
The purpose of this study was to determine what local school-based speech-language pathologists (SLPs) are doing to help their students who stutter generalize target communication skills beyond the therapy room. A survey was distributed to SLPs who work in the Lincoln Public Schools and 28 completed the survey. The survey covered the following topics: career background, self-efficacy in stuttering therapy, frequency of specific clinician practices, and goal setting and evaluating therapeutic progress. Results revealed that while treatment goals are being developed across the multiple domains impacted by stuttering, the majority of transfer activities focus on fluency techniques. Results also showed that SLPs prioritized the transfer of speech modification skills over stuttering modification or social-emotional skills. Finally, the results indicated that progress was documented and evaluated from a variety of sources including clinicians, teachers, parents, and students themselves. These findings are discussed within evidence-based practice guidelines for stuttering therapy which recommends transferring skills across all domains and the utilization of different therapy approaches according to the needs of the individual.
Copyright Chloe Strong & Naomi Rodgers 2021.