Abstract
Experienced clinicians served as consultants to determine the competencies first year clinicians should possess for working with children who stutter. Competencies were identified in the areas of assessment and remediation. The frequencies with which particular competencies were cited were determined, as well as the perceived differences between competencies suggested by rural school-based consultants and consultants based in nonschool agencies. The evaluation of the outcomes is discussed in terms of the preservice educational needs of speech language pathologists who will be responsible for assisting children who stutter. Competency-based models are endorsed for professional education in communication disorders.
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