Study reveals gaps in stuttering assessment and treatment

A new international study has found that many speech-language pathologists may be missing the full picture when assessing and treating stuttering, with gaps in training leading to overly narrow approaches in clinical care.

Research led by Charles Darwin University and Michigan State University highlights a persistent issue in practice. While clinicians frequently observe that stuttering can vary from one appointment to the next, generalist practitioners are more likely to rely on reactive, short-term management rather than long-term, holistic strategies.

The study, which involved 143 certified speech-language pathologists in the United States, points to a deeper problem in how clinicians are trained.

More than half of graduate students complete their studies without dedicated placement experience in stuttering assessment and treatment.

CDU Lecturer in Speech and Language Therapy, Hamid Karimi, said the solution may be straightforward but has been overlooked.

“Specialised education grounded in evidence-based practice helps SLPs understand that stuttering extends far beyond visible speech symptoms,” Dr Karimi said.

That shift in thinking is critical. Stuttering is not just about what can be heard in a clinical setting. It also involves how a person feels, how they think about communication, and how they participate in everyday life.

Study lead author Amir Hossein Rasoli Jokar said relying only on brief clinical observations risks missing how significantly a person’s experience can fluctuate across different environments.

“If we rely only on brief clinical observations, we risk overlooking how much a person’s experience may fluctuate throughout their daily life, including in school, work, or social interactions,” he said.

Specialist clinicians in the study were more likely to take a broader approach, incorporating input from parents, teachers and others in the person’s life. This allowed for more consistent, long-term treatment planning, rather than responding to symptoms in isolation.

The findings reinforce a growing shift toward a biopsychosocial model of care, where speech is only one part of the picture. Emotional wellbeing, confidence, and participation are equally important in understanding and supporting people who stutter.

At CDU, these insights are already influencing change. The university is updating its speech pathology curriculum from 2026 to place greater emphasis on holistic assessment, neurodiversity, and the lived experience of people who stutter.

Dr Karimi said this broader perspective is essential, not just for clinicians, but for society.

“Educating society to view stuttering as a difference rather than a deficit is also essential to support inclusion,” he said.