Identifying the Content and Pedagogical Practices Used by Educators Teaching Stuttering and Cluttering Modules

Background: Research has demonstrated that many speech-language pathologists (SLPs) have reported having reduced knowledge and competence in the assessment and intervention of children and adults who stutter and clutter. One potential reason for this is embedded in a suboptimal educational foundation at a university level. Purpose: This study aimed to identify the content taught and the pedagogical practices used by speech-language pathology educators teaching a module on stuttering and cluttering as part of an undergraduate or postgraduate program in speech-language pathology. Method: An online survey was developed by the authors, and questions reflected the All Ireland Society for Higher Education (AISHE) model for module design. Participants were recruited in Australia, Canada, Ireland, New Zealand, the United Kingdom, and the United States. Data were analyzed using descriptive and inferential statistics. Participants' qualitative responses were analyzed using inductive content analysis. Results: Eighty-six educators completed the survey. Descriptive data, including qualitative findings, were reported on the seven components of the AISHE model. Self-reported expertise in stuttering or cluttering was associated with greater amount of teaching content ( p = .018). Participants reported teaching significantly more about stuttering than cluttering ( p < .001). Conclusions: This study identified the range of content and pedagogical practices used by educators delivering stuttering and cluttering modules. Results highlighted that educators with expertise in stuttering and/or cluttering taught a higher number of content areas. Supplemental Material: https://doi.org/10.23641/asha.34556784