Perceptions of Using Fluency-Enhancing Techniques: A Survey of Graduate Student Experiences

Abstract

Purpose: Experiential learning has been a vital part of graduate education in health professions, in speech-language pathology, and when teaching students about fluency disorders. The purpose of this study was to explore the perceptions of graduate students regarding their use of three different fluency-enhancing techniques (FETs): easy onsets, controlled phrasing, and slower rate of speech. Method: These FETs were used by 198 graduate students in a variety of public speaking situations chosen by the participants. Ratings of comfort, anxiety, and perceived listener favorability were collected to examine if graduate students had a preference toward one FET, if they felt more comfortable and less anxious with multiple experiences using these FETs, and which technique the students perceived as the most favorable to listeners. Results: Findings showed that slower rate of speech was the most comfortable FET, whereas easy onsets produced the most anxiety. Interestingly, graduate students perceived that listeners significantly favored their use of easy onsets as compared to the other two FETs. Finally, graduate students felt significantly more comfortable, less anxious, and more positive regarding perceived listener favorability with multiple experiences practicing each FET. Conclusions: This study takes an important step toward assessing what we do as instructors and how students feel about performing FETs. With more research from students, instructors, and listeners, our field can gain a better understanding of how we can best educate future generations of speech-language pathologists who will serve individuals who stutter.