Update on didactic and clinical education in fluency disorders: 2013-2014

[摘要] This study is a follow-up survey study about didactic and clinical education in fluency disorders in higher education. Two previous survey studies (Yaruss, 1999 and Yaruss & Quesal, 2002) indicated that there have been reductions in didactic and clinical requirements in education in fluency disorders following revisions in the American Speech-Language-Hearing Association (ASHA) Certification of Clinical Competence (CCC) standards for speech-language pathology. The current study investigated trends and continuing changes in fluency disorders education since ASHA introduced new revised CCC standards in 2014. The study surveyed 282 undergraduate and graduate schools and asked about their didactic and clinical curriculum, as well as their faculty’s interest in and knowledge about the field of fluency disorders. Findings indicate that programs have tried to accommodate the changes in the field by increasing their academic coursework and including more practical sessions and competency-based testing in class. The number of faculty teaching courses and supervising clinical practicum who possess extensive clinical experience has decreased. An increase in clinical requirements in fluency disorders was detected, but the number of programs providing insufficient clinical practicum in fluency disorders is still high. In order to raise students’ confidence and competence level in fluency disorders, extra efforts beyond graduate work or systemic changes in the field may be necessary.

[发布机构] the University of Pittsburgh