Grouping Patterns and Decisions for School-Age Children Who Stutter

Background. In the United States, the school system is one of the most common settings for stuttering intervention, yet adults who stutter report significant dissatisfaction with their prior school-based therapy experiences. In the schools, group therapy is the predominant service-delivery model for all students, but limited research is available regarding grouping practices, grouping decisions, or the impact of service-delivery models and group composition on students who stutter. Method. The current study collected data on the factors clinicians consider when determining whether to use groups and how to form groups in therapy. The method involved the distribution of a questionnaire to speech-language pathologists (SLPs) working in public schools. Results. Analyses indicated that the choice of service-delivery model and group composition were influenced by student factors, such as stuttering characteristics, progress in therapy, and social dynamics, and clinician/workplace factors, including caseload size, workload, and scheduling restrictions. Discussion. Excess job expectations and limited time impact clinicians’ ability to implement individualized decision-making when choosing whether to use and how to form groups for students who stutter. By reducing barriers, school SLPs will be better able to align their clinical judgment with their grouping practices and more adequately meet the needs of students.