{"id":1335,"date":"2026-08-30T22:54:15","date_gmt":"2026-08-30T12:54:15","guid":{"rendered":"https:\/\/childrensvoicesconference.csu.domains\/2026\/?p=1335"},"modified":"2026-08-30T22:54:15","modified_gmt":"2026-08-30T12:54:15","slug":"cvc2026-627","status":"publish","type":"post","link":"https:\/\/childrensvoicesconference.csu.domains\/2026\/cvc2026-627\/","title":{"rendered":"CVC2026-627 \u2013 Involving children who stutter or clutter and their parents in speech-language pathology education"},"content":{"rendered":"<div class=\"cvc-hero alignfull\">\n  <span class=\"cvc-chip\">Presentation \u2013 CVC2026-627<\/span>\n<\/div>\n<h1 class=\"wp-block-heading has-text-align-left\">Involving children who stutter or clutter and their parents in speech-language pathology education<\/h1>\n<p class=\"wp-block-paragraph\">\n<div class=\"cvc-authors\">\n<p><strong>Amy Conner<\/strong><strong>y,<\/strong> Trinity College Dublin, Ireland<\/p>\n<\/div>\n<p class=\"wp-block-paragraph\">\n<div class=\"ast-oembed-container \" style=\"height: 100%;\"><iframe title=\"CVC2026-627 Involving children who stutter or clutter and their parents in speech-language pathology\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/St1Gg-zZi2k?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<p class=\"wp-block-paragraph\">\n<p><strong>Background: <\/strong>Speech-language pathologists have reported having reduced knowledge and competence in the assessment and intervention of children who stutter and clutter. This may, in part, be attributed to suboptimal university-level education and training in these areas.<\/p>\n<p><strong>Aim: <\/strong>This study aimed to identify the content taught and the pedagogical practices used by speech-language pathology educators teaching a module on\u00a0stuttering and cluttering as part of an undergraduate or postgraduate program in speech-language pathology.<\/p>\n<p><strong>Method\/approach:<\/strong><strong> <\/strong>Ethical approval for this study was obtained through Trinity College Research Ethics Committee (No:TT90). An online survey was designed with questions reflecting the All Ireland Society for Higher Education (AISHE) model for module design (Huntley-Moore &amp; Panter, 2015). Participants were recruited in Australia, Canada, Ireland, New Zealand, the UK, and the USA. Eighty-six educators completed the survey. Data were analysed using descriptive and inferential statistical methods. Descriptive data were reported across the seven components of the AISHE model. Qualitative responses from participants were analysed using inductive content analysis.<\/p>\n<p><strong>Results\/findings:<\/strong><strong> <\/strong>The results highlighted a wide range of stuttering content areas being taught, with significantly less cluttering content included in modules (p&lt;.001). The topics of multilingualism and therapies for acquired stuttering were among the least commonly taught stuttering content areas. Educators\u2019 self-reported expertise in stuttering or cluttering was associated with a greater amount of teaching content (p=.018). Of those with expertise in the field, 48\/61 (78.7%) involved people who stutter or clutter and parents\/guardians in module delivery, compared to those who did not report expertise, of whom 13\/25 (52%) involved these stakeholders.<\/p>\n<p><strong>Conclusion:<\/strong><strong> <\/strong>This study identified the range of content and pedagogical practices used by educators. The results demonstrated that educators with expertise in stuttering and\/or cluttering teach a greater number of content areas and are more likely to integrate individuals who stutter or clutter and their parents\/guardians into module delivery.<\/p>\n<p><strong>Implications for children and families: <\/strong>You and your families are experts on stuttering and therefore possess essential knowledge to inform the education of speech-language pathologists.<\/p>\n<p><strong>Implications for practitioners:<\/strong> It is important that you understand and advocate for the role that children and parents play in the education of future speech-language pathologists.<\/p>\n<p><strong>Keywords<\/strong><strong>:<\/strong> stuttering and cluttering, SLP education, involving children and parents in pedagogical practices<\/p>\n<p><strong>This presentation relates to the following <\/strong><a href=\"https:\/\/sdgs.un.org\/goals\"><strong>United Nations Sustainable Development Goals:<\/strong><\/a><\/p>\n<ul class=\"cvc-sdgs\">\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal4\">SDG 4: Quality Education<\/a><\/li>\n<\/ul>\n<p class=\"wp-block-paragraph\">\n","protected":false},"excerpt":{"rendered":"<p>Amy Connery, Trinity College Dublin, Ireland<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[44,49,1],"tags":[46],"class_list":["post-1335","post","type-post","status-publish","format-standard","hentry","category-childrens-communication","category-childrens-inclusion","category-presentations","tag-sdg-04"],"_links":{"self":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/posts\/1335","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/comments?post=1335"}],"version-history":[{"count":1,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/posts\/1335\/revisions"}],"predecessor-version":[{"id":1554,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/posts\/1335\/revisions\/1554"}],"wp:attachment":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/media?parent=1335"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/categories?post=1335"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/tags?post=1335"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}