1. Authors: Caitlyn Cauvel, Loryn Bleyle, Craig Coleman, Audrey Sydenstricker, Eric Goble, Leigh Stephens, Kayla Childers, Brittany Fisher Background Assessing Speech-Language Pathologist’s Perceptions/Knowledge of Stuttering Methods Results Discussion / Implications References Disclosures This 33-item survey was designed to determine SLPs knowledge and perceptions of stuttering. The survey was sent to state associations (via email blast), in West Virginia, Ohio, Virginia, Pennsylvania, Kentucky, Tennessee, Maryland, and North Carolina. The questionnaire was voluntary, and the SLPs that were willing to contribute to this study could practice in any work setting. These SLPs had to meet the minimum requirements, which included, a Masters Degree in Speech-Language Pathology and their Certificate of Clinical Competence (CCC) of Clinical Fellowship Year (CFY). Of the eight states the survey was released to, 86 responses were obtained from SLPs from three states: Kentucky, Virginia, and Pennsylvania. This study examined responses to 6 of the 33 questions on the survey, mainly related to perceptions of stuttering. The following questions were analyzed: Are children who stutter different from their peers in intelligence? Are children who stutter different from their peers in ability to pay attention? Are children who stutter different from their peers in behavior? Are children who stutter different from their peers in social skills? Stuttering is a complicated speech disorder that involves affective, behavioral, and cognitive components. For this reason, many speech- language pathologists (SLPs) are not adequately prepared to assess and treat stuttering. There have been various research studies conducted to explore SLPs knowledge of stuttering (e.g., Tellis, 2008; Coleman et al., 2013). The results from such previous research has repeatedly shown that SLPs lack knowledge about assessment and treatment of stuttering, as well as basic stuttering facts. These SLPs have been unable to define stuttering correctly, they feel uncomfortable in treating and assessing the actual disorder, and/or have had little to no prior experience with stuttering (Tellis, 2008). The purpose of the present study was to explore SLPs knowledge and perceptions of stuttering. This was conducted through an anonymous, voluntary survey on stuttering. : Guntupalli, V., & nanjundeswaran, C. (2011). Past Speech Therapy Experiences of Individuals Exploring a New Stuttering Treatment. perceptual and Motor Skills, 112(3), 975-980. Leahy, M. (2008, March). Training Methods With Clinicians and Students - A Personal Story and Change: Narrative Therapy for Stuttering. Perspectives on Fluency and Fluency Disorders, 18(1), 37-42. Tellis, G., Bressler, L., & Emerick, K. (2008, March). An Exploration of Clinicians Views About Assessment and Treatment of Stuttering. Perspectives on Fluency and Fluency Disorders, 18(1), 16- 23. Watson, J. (2011) Preparing Clinicians to Treat Stuttering: Looking to the Future. Seminars in Speech and Language, 32(4), 319-329 Of the 86 respondents, the following work-setting information was obtained: School: 64.20% Early Intervention: 9.88% Hospital-Pediatric: 1.23% Hospital-Adult: 3.70% Outpatient Clinic-Stuttering Specialty: 2.47% Outpatient Clinic- Non-stuttering Specialty: 7.41% University/College: 11.11% Information was also obtained about the level of experience of the SLPs who responded: 0-2 years: 7.32% 3-5 years: 14.63% 5-10 years: 10.98% 10-15 years: 15.85% 15-20 years: 14.63% More than 20 years: 36.59% Are children who stutter different from their peers in intelligence? Yes 4.88% No 95.12% Are children who stutter different from their peers in ability to pay attention? Yes 10% No 90% Are children who stutter different from their peers in behavior? Yes 23.75% No 76.25% Are children who stutter different from their peers in social skills? Yes 45.12% No 54.88% If children who stutter are different than their peers in intelligence, behavior, attention, or social skills, in what ways are they different? Noted patterns that reoccurred (more than 3 times) throughout the 53 responses include: Shy Reserved Less Independent Difficulty joining groups Refuse to talk Isolated It should be noted that responses were also judged on the question of “What is stuttering?” Only 8% of the SLPs participating in the survey were able to use a comprehensive definition that includes a definition of disfluency, but also discusses possible physical tension, secondary behaviors, negative reactions, and impact on communication. While SLPs had largely positive perceptions related to intelligence and ability to pay attention, their views on socials skills and behavior were somewhat incomplete. For example, almost a quarter of the respondents noted that children who stutter are different than peers in behavior, but not one respondent reported specific ways that their behavior might be different. In addition, almost half of the SLPs noted difference in social skills, but only 6 characteristics emerged that were noted by more than three respondents, and no characteristic was reported by more than 5 respondents. While there is no doubt that children who stutter might be different than peers in social skills, this study shows that perceived differences in social skills may be as different as the individuals who stutter. Results of this study also reflect the glaring need for continuing to educate SLPs that stuttering is much more than merely a disruption in the flow of speech. This definition, while very incomplete, is still widely used among SLPs. Future research will focus on continuing to analyze data from this large sample to further explore knowledge and perceptions of SLPs. Information gleaned from this and subsequent studies will be utilized to further develop continuing education opportunities for SLPs. No authors of this poster have disclosures to report.