“Knowledge Without Action Means Nothing”: Stakeholder Insights on the Behaviors That Constitute Positive Change for Adults Who Stutter

Abstract

Purpose: The aim of this study was to document the behaviors that adults who stutter (AWS) may engage in to make positive changes to living with stuttering. Method: We interviewed 23 key stakeholders, including 11 AWS and 12 speech-language pathologists who specialize in stuttering therapy. The semi-structured interviews began with the primary question, “If an adult who stutters was making positive changes to living with stuttering, what would they be doing?” Follow-up probing questions focused the interviews on identifying actionable behaviors that would suggest positive changes. The interviews were transcribed and qualitatively analyzed using applied and reflexive thematic analyses to develop multilevel themes. Results: Meaningful units extracted from the interviews contributed to three high-order global themes: (a) noticing and adjusting physical behaviors involved in speaking, to the extent that it is personally important to do so; (b) developing neutral or positive thoughts and feelings about stuttering; and (c) participating more fully in social and professional activities, even if the person stutters or thinks they might stutter. We developed 35 low-order basic themes, which we grouped into 11 mid-order organizing themes, to richly illustrate the three global themes. Conclusions: These findings extend the ongoing discussion regarding best practices for therapy targets in stuttering intervention. We identified measurable, multidimensional actions that clinicians can integrate in their therapy plans with AWS. While these actions represent a holistic approach to making positive changes, it grants clients and clinicians space to develop individualized intentions and outcomes.

Concealing Stuttering at School: “When You Can't Fix It…the Only Alternative Is to Hide It”

“…Shifting the rationale for behavioral change away from fluency and toward ease and spontaneity could help children realize that successful communication is about how speech feels rather than how it sounds. Instead of modifying speech to sound fluent, children can learn to modify moments of stuttering (to the extent they want to) so that speech feels easier and less struggled (Rodgers & Gerlach-Houck, 2022).…”