Developing consensus guidelines for stuttering pedagogy

There is currently a critical shortage of stuttering specialists who teach graduate courses on stuttering (Yaruss et al., 2017). As a result, many graduate programs do not offer a stuttering course or the course is taught by a non-specialist who is not equipped to cover the intricate nature of stuttering and its therapy. This is further complicated by a changing landscape as stuttering therapy becomes more informed by the neurodiversity-affirming movement (Gerlach-Houck & Constantino, 2022). The purpose of this study was to establish guidance to instructors of graduate stuttering courses including the essential topics, learning activities, and resources needed to prepare students to work comprehensively with clients who stutter. The overarching goal of this work is to mitigate the amount of SLPs who have low confidence in working with this clinical population (Beita-Ell & Boyle, 2020; Kelly et al., 2020).