Purpose The purpose of this study was to survey school speech-language practitioners' self-perceptions of their confidence, knowledge, and need for support for working with school-age students who stutter (SWS). Method A total of 120 school-based speech-language practitioners from 27 Nashville, Tennessee, area counties completed an online, 35-item survey examining caseloads, coursework, continuing education, experience, and perceived levels of skill and confidence in service provision to SWS. They also rated their need for consultation from speech-language pathologists who specialize in stuttering to improve their skills with SWS. Results Respondents were least confident in and needed most support for providing intervention to SWS. Those who needed most support for intervention rated themselves as less knowledgeable about stuttering theory, assessment, and intervention and were less confident about working with students who only stutter and with SWS who have concomitant communication concerns. Greater practitioner confidence in stuttering intervention skills was positively correlated with the number of SWS on caseloads; continuing education credits in stuttering; and knowledge of stuttering theory, assessment, and intervention. Respondents who completed a graduate course on stuttering had greater confidence in stuttering intervention and were less likely to identify a need for support from specialists. Conclusions School speech-language practitioners continue to report needing additional education, practice opportunities, and support, especially with intervention, and desiring specialized guidance to serve SWS. Those with more experience, education, and knowledge about stuttering are more confident and skillful, reflecting the potential positive impact of increased opportunities to learn about and work with SWS. These needs may be addressed through increased availability of specialists in stuttering to consult with school practitioners; opportunities for school-based practitioners to become peer mentors; and provision of readily available, intervention-focused continuing education experiences and resources.

中文翻译：

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学校言语练习者的口吃练习自我评估。

目的这项研究的目的是调查学校言语从业者对与口吃（SWS）的学龄学生合作的信心，知识和支持需求的自我看法。方法来自田纳西州纳什维尔27个州县的120名校本演讲语言从业人员完成了一项在线的35项调查，检查了案例数量，课程工作，继续教育，经验以及对SWS提供服务的技能和信心的感知水平。他们还评估了需要进行口吃以提高SWS技能的言语病理学家的咨询需求。结果受访者对SWS的干预最没有信心，需要最多的支持。那些最需要干预支持的人认为自己对口吃理论的了解较少，评估和干预，对与仅口吃的学生和与之伴有沟通问题的SWS的合作信心不足。从业者对口吃干预技能的更大信心与SWS病例数呈正相关。口吃的继续教育学分；以及口吃理论，评估和干预方面的知识。完成口吃研究生课程的受访者对口吃干预更有信心，并且不太可能发现需要专家的支持。结论学校的演讲语言从业者继续报告需要额外的教育，实践机会和支持，尤其是在干预方面，并希望有专门的指导来服务SWS。那些有更多经验，学历的人，有关口吃的知识更加自信和熟练，这反映出增加了学习和使用SWS的机会的潜在积极影响。可以通过增加口吃方面的专家与学校从业人员进行咨询的方式来满足这些需求；校内从业者有机会成为同伴导师；以及提供随时可用，以干预为重点的继续教育经验和资源。