Purpose: Graduate training in stuttering therapy is often limited, leaving many speech-language pathology students underprepared to work effectively with individuals who stutter. This study examined the impact of the Intensive Stuttering Clinic for Adolescents and Adults (ISCAA), a structured clinical training program, on graduate students' confidence, competence, and clinical perspectives. Method: A qualitative design was employed. Thematic analysis was conducted on reflection papers written by 40 graduate students following their participation in the ISCAA program, which emphasized supervised hands-on experience, use of a clinical manual, preclinic planning, and peer collaboration. Results: Five overarching themes emerged from the analysis: (a) evolving understandings of stuttering therapy, (b) increased clinical confidence and adaptability, (c) validation through client progress, (d) the importance of structure in learning, and (e) lasting professional impact. Students reported a notable shift from fluency-focused approaches to holistic, client-centered therapy that integrates emotional support and counseling. Conclusions: Structured experiential learning, such as that offered through ISCAA, significantly enhances student preparedness and fosters long-term professional development. Findings underscore the need to incorporate immersive stuttering training into graduate curricula to bridge the gap between theoretical knowledge and clinical practice.
Tanghatar et al. (Tue,) studied this question.