Peer-reviewed article
The perceptions of speech-language pathologists on managing stuttering across the lifespan: Outcomes of a mixed-methods national workforce survey.
Alegre E, Penman A, Unicomb R, Scarinci N ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study surveyed 147 Australian speech-language pathologists about their confidence in treating stuttering across different ages. Practitioners felt most confident assessing stuttering in young children but reported significant gaps in managing adolescent stuttering and treating school-age children and adults. Systemic barriers like cost, waiting lists, and limited session frequency prevented evidence-based care, and practitioners identified needs for better professional development and supervision.
Key points
- Perceived competence was above threshold for stuttering assessment across lifespan and for preschool children
- One-third of measured areas showed competence below threshold, particularly adolescent stuttering management
- Barriers to evidence-based practice included affordability, long waitlists, and insufficient session frequency
- Limited experience and difficulty applying research to diverse presentations affected treatment success
- Practitioners requested practical learning, observation, supervision, and accessible professional development
Limitations
This study surveys practitioner perceptions rather than actual competence or child outcomes; it does not measure whether gaps in self-perceived competence translate to poorer outcomes for children who stutter. The document provides no data on service effectiveness or child well-being impacts.
Abstract
Purpose This study explored the self-perceived competence of speech-language pathologists working in Australia to manage stuttering across the lifespan, factors influencing provision of evidence-based practice, and support needs to develop confidence in this area. Method A national online survey was completed by 147 practising speech-language pathologists. Quantitative data were analysed using descriptive statistics and qualitative data were analysed using content analysis. Result Perceived competence was highest and above the competence threshold for assessment of stuttering across the lifespan and for working with pre-school children. Participants rated themselves below the competence threshold in one-third of measured areas, including troubleshooting therapy and discharging clients for school-age, adolescents, and adults who stutter. Adolescent stuttering received the most ratings below the competence threshold, specifically in selecting appropriate therapy, collaborating with teachers, and evaluating outcomes. Barriers to evidence-based practice included affordability, long waitlists, and session frequency. Factors affecting treatment success included systemic constraints, limited experience, and challenges applying research to diverse presentations. Speech-language pathologists emphasised the need for practical learning, observation, supervision, and accessible professional development. Conclusion Findings highlight self-reported gaps in competence and systemic barriers to managing stuttering. Support needs identified by speech-language pathologists provide evidence to inform future professional development and advocacy to improve services.