Shaping Clinicians, Shifting Perspectives: The Impact of Structured Stuttering Training

Purpose: Graduate training in stuttering therapy is often limited, leaving many speech-language pathology students underprepared to work effectively with individuals who stutter. This study examined the impact of the Intensive Stuttering Clinic for Adolescents and Adults (ISCAA), a structured clinical training program, on graduate students' confidence, competence, and clinical perspectives. Method: A qualitative design was employed. Thematic analysis was conducted on reflection papers written by 40 graduate students following their participation in the ISCAA program, which emphasized supervised hands-on experience, use of a clinical manual, preclinic planning, and peer collaboration. Results: Five overarching themes emerged from the analysis: (a) evolving understandings of stuttering therapy, (b) increased clinical confidence and adaptability, (c) validation through client progress, (d) the importance of structure in learning, and (e) lasting professional impact. Students reported a notable shift from fluency-focused approaches to holistic, client-centered therapy that integrates emotional support and counseling. Conclusions: Structured experiential learning, such as that offered through ISCAA, significantly enhances student preparedness and fosters long-term professional development. Findings underscore the need to incorporate immersive stuttering training into graduate curricula to bridge the gap between theoretical knowledge and clinical practice.