Improving clinical competence through Simulated Training in Evidence-Based Practice for Stuttering

What is it about?

This pilot study determined the effectiveness and acceptability of an initial module (1.1; active listening skills) of the Simulated Training in Evidence-Based Practice for Stuttering (STEPS) program, a theory-driven, multimodule, content and learning platform designed to advance knowledge and skills in working with culturally and linguistically diverse persons who stutter of all ages. Fifteen pre-service speech-language pathologists were randomly assigned to a STEPS 1.1 or control condition. Analyses of pre and posttest interactions with a standardized patient indicated that participants who completed STEPS 1.1 utilized active listening skills significantly more at posttest than at pretest, and significantly more than a control group at posttest. Participants also reported high intervention acceptability.

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Why is it important?

Speech-language pathologists consistently report a lack of comfort and preparedness when assessing and treating persons who stutter, as well as a lack of access to training in basic counseling skills. The Simulated Training in Evidence-Based Practice for Stuttering (STEPS) program is an accessible, parsimonious, theory-driven resource that provides a solution to improving clinical preparation and services for individuals who stutter. Results from the present study supports the use of STEPS 1.1 for improving active listening skills that have been shown to increase assessment and treatment effectiveness, thus addressing a critical need in the field.

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