How Can We Overcome the Challenges of Providing School-Based Fluency Disorders
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How Can We Overcome the Challenges of Providing School-Based Fluency Services?
Kristin Chmela, M.A., CCC-SLP BCS-F and
Laura Johnson, M.S., CCC-SLP BCS-F
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
Learning Outcomes: As a result of this activity, readers will be able to (1) identify three categories of
challenges related to servicing children with fluency disorders in the schools; (2) identify current challenges
within their school district; and (3) implement positive change across services for students with fluency
disorders within their district.
