Journal of Fluency Disorders最新文献

{"title":"Stuttering-specific self-report scales assessing psychosocial aspects of people who stutter in Japan: A systematic review of measurement and psychometric properties","authors":"Yuhei Kodani,&nbsp;Masashi Shiomi,&nbsp;Daichi Iimura","doi":"10.1016/j.jfludis.2026.106246","DOIUrl":"10.1016/j.jfludis.2026.106246","url":null,"abstract":"<div><h3>Purpose</h3><div>Appropriate assessment of the psychosocial aspects of people who stutter (PWS) is essential for providing effective treatment. However, in Japan, no systematic synthesis is currently available regarding the available self-report measures, the constructs they assess, and their psychometric properties. This study aimed to systematically summarize the self-report psychosocial scales designed for Japanese PWS, as well as the current state of their measurement constructs and psychometric properties.</div></div><div><h3>Methods</h3><div>Following the PRISMA guidelines, PubMed, PsycINFO, ICHUSHI Web, and CiNii Research were searched on December 6, 2025. Measurement constructs were classified according to the classification proposed by <span><span>Johnson et al. (2023)</span></span>. The quality of the psychometric properties was assessed by two independent reviewers using the quality criteria proposed by <span><span>Terwee et al. (2007)</span></span>.</div></div><div><h3>Results</h3><div>Of the 389 records initially retrieved, seven articles validating six scales were included. Regarding the measurement constructs, all six scales (100.0%) assessed the \"impact of stuttering\" and two scales (33.3%) assessed \"speech satisfaction\" or \"anxiety\", whereas no scales measuring \"communication attitudes\" were identified. In the quality assessment of psychometric properties, positive ratings (\"+\") were infrequent, accounting for only three of the 54 ratings (5.6%), and \"no information on validation\" was the most common rating.</div></div><div><h3>Conclusions</h3><div>Although self-report scales for psychosocial aspects of Japanese PWS exist, the coverage of target populations and measurement constructs is limited, and the verification of psychometric properties remains insufficient. Future research must address clinical needs by appropriately validating unverified properties and promoting knowledge sharing among support providers.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"89 ","pages":"Article 106246"},"PeriodicalIF":2.8,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An international study of cluttering curricula and SLT students’ knowledge about cluttering","authors":"Marta Wesierska,&nbsp;Susanne Cook,&nbsp;Joanna Szymczakowska,&nbsp;Christine Tournier-Badré,&nbsp;Katarzyna Węsierska","doi":"10.1016/j.jfludis.2026.106245","DOIUrl":"10.1016/j.jfludis.2026.106245","url":null,"abstract":"<div><div>Cluttering is a comparatively rare speech and language disorder. This lower prevalence has also been observed in textbooks for the academic curriculum (Tetnowski &amp; Douglas, 2011), and fewer opportunities within higher education curricula to learn about this disorder (Tetnowski, 2009). The present study aimed to examine the extent to which cluttering is represented in SLT curricula, as well as students’ knowledge of cluttering and their perceived readiness and confidence to diagnose and treat individuals who clutter. Additionally, the study aimed to compare these findings across countries. A total of 343 students and 31 course coordinators participated in this study. Data was collected in four countries: UK, Germany, Poland, and France. Students completed online surveys containing yes/no, multiple choice and open-ended questions. Their responses were analysed in the context of input from their course coordinators. The results indicated a limited number of teaching hours dedicated to cluttering, as reported by both SLT students and course coordinators. Many respondents did not feel prepared to diagnose and/or treat cluttering; however, they perceived the necessity to learn more about the topic. The findings of this exploratory study contribute to current knowledge about the extent to which cluttering is addressed in the higher education curriculum for future SLTs. Ultimately, these findings may lead to recommendations for curriculum development and promote greater knowledge and awareness of cluttering within the field of speech-language therapy.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"89 ","pages":"Article 106245"},"PeriodicalIF":2.8,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148876402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How does ChatGPT respond to stuttering-related frequently asked questions? A mixed-methods, cross-version comparison","authors":"Amir Hossein Rasoli Jokar ,&nbsp;Hamid Karimi","doi":"10.1016/j.jfludis.2026.106223","DOIUrl":"10.1016/j.jfludis.2026.106223","url":null,"abstract":"<div><h3>Purpose</h3><div>This study compared responses to stuttering-related frequently asked questions (FAQs) generated by two versions of ChatGPT (the freely accessible ChatGPT-4 and the subscription-based ChatGPT-4.5), evaluating content, emotional tone, structural organization, and readability.</div></div><div><h3>Method</h3><div>A set of 34 FAQs was developed through a two-stage process. First, the authors created an initial pool of questions. Then, 13 adults who stutter rated and refined these items for relevance. Each FAQ was entered once into GPT-4 and GPT-4.5. Responses were grouped into five broad content domains for computational analysis; these domains were identified and refined through thematic analysis. Responses were analyzed using (a) reflexive thematic analysis, (b) computational emotional analysis, and (c) quantitative readability analysis.</div></div><div><h3>Results</h3><div>Both versions produced highly overlapping thematic content, yielding six shared themes. However, systematic cross-version differences emerged in how this content was delivered. GPT-4.5 produced substantially shorter responses (≈63% reduction in length) that were more structured and directive, whereas GPT-4 provided longer and more narrative explanations. Despite increased concision, GPT-4.5 responses were modestly less readable. Emotional profiles were largely congruent across models, dominated by anticipation and trust in therapy and parenting domains, with more neutral affect for causes and variability.</div></div><div><h3>Conclusions</h3><div>ChatGPT functioned as a first-line explainer for stuttering-related FAQs. It provided generally accurate basic information and often used relatively non-stigmatizing language, while consistently emphasizing the importance of treatment, particularly early intervention for stuttering. Model iteration primarily reshaped how information was framed and accessed rather than substantially changing what was conveyed. These findings underscored the importance of clinician oversight, accessibility considerations, and ethical caution when considering the use of AI-generated content in public health communication about stuttering.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"88 ","pages":"Article 106223"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148151722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing stuttering detection: A systematic review and meta-analysis of artificial intelligence–based models","authors":"Amir Hossein Rasoli Jokar ,&nbsp;Arman Khoshnevis ,&nbsp;Reihaneh Saber-Moghadam","doi":"10.1016/j.jfludis.2026.106222","DOIUrl":"10.1016/j.jfludis.2026.106222","url":null,"abstract":"<div><h3>Aims</h3><div>Artificial intelligence (AI) has been increasingly applied to the automatic detection of stuttering, but the literature remains methodologically and conceptually heterogeneous. This review synthesized research on AI-based stuttering detection, examined what these systems are designed to measure, and considered how those targets relate to lived-experience understandings of stuttering.</div></div><div><h3>Methods</h3><div>Following PRISMA guidelines, 44 studies were included. A narrative synthesis examined study characteristics, datasets, model approaches, task formulations, and evaluation practices. Random-effects meta-analyses pooled reported accuracy (22 studies) and F1 score (13 studies).</div></div><div><h3>Results</h3><div>The literature showed a clear shift from handcrafted acoustic features and traditional machine learning classifiers toward deep learning, self-supervised speech representations, and end-to-end architectures. Task formulations expanded from binary detection to subtype classification, temporal localization, and severity-related estimation, but most systems operationalized stuttering through overt, listener-detectable speech behaviors rather than broader speaker-experienced dimensions of stuttering. Pooled estimates suggested strong reported performance under study-specific conditions (accuracy = 86.9%; F1 = 73.2%), but heterogeneity was very high (I² &gt; 85% for both), indicating substantial variation in datasets, task definitions, and evaluation approaches.</div></div><div><h3>Conclusions</h3><div>Current AI systems primarily measure overt, operationally defined speech behaviors and therefore do not fully capture stuttering as lived and experienced by speakers, including dimensions such as anticipation, effort, and loss of control. Future progress requires speaker-informed target definitions, more transparent reference standards, and multimodal, externally validated models that better align AI outputs with experientially meaningful constructs.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"88 ","pages":"Article 106222"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148037011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A descriptive phenomenological exploration of how people who stutter experience the U.S. labor force","authors":"Cody W. Dew,&nbsp;Rodney M. Gabel","doi":"10.1016/j.jfludis.2026.106201","DOIUrl":"10.1016/j.jfludis.2026.106201","url":null,"abstract":"<div><h3>Purpose</h3><div>Stuttering can lead to negative workplace experiences; however, there remain gaps in understanding the breadth of experiences people who stutter have throughout key stages of labor force participation (e.g., applying and interviewing, beginning a new job, maintaining a position, establishing professional relationships, and seeking promotion). The current study bridges this gap by exploring the experiences of people who stutter when participating in the U.S. labor force.</div></div><div><h3>Method</h3><div>This study utilized a descriptive phenomenological approach to explore the essential experiences of adults who stutter throughout labor force participation. Ten adult participants who stutter currently employed in the U.S. labor force were recruited and engaged in semi-structured interviews about their personal experiences. Transcript data were thematically analyzed to develop themes and subthemes reflecting prevalent experiences.</div></div><div><h3>Results</h3><div>Four themes emerged that characterized participants’ experiences throughout labor force participation, highlighting the central role of internal experiences alongside supportive, ambiguous, and exclusionary workplace actions. Internal experiences were described by participants as having the greatest influence on the quality of working life. Adverse workplace actions, while widely recognized, were described as occurring less frequently than supportive or ambiguous experiences.</div></div><div><h3>Conclusion</h3><div>Findings describe participants’ labor force experiences as shaped not only by workplace actions, but also by their internal experiences in response to those actions.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"88 ","pages":"Article 106201"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146192875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Temporal patterns in articulation underlying repetitions, prolongations and blocks","authors":"Yijing Lu ,&nbsp;Louis Goldstein ,&nbsp;Christina Hagedorn ,&nbsp;Shrikanth Narayanan","doi":"10.1016/j.jfludis.2026.106224","DOIUrl":"10.1016/j.jfludis.2026.106224","url":null,"abstract":"<div><h3>Purpose</h3><div>Repetitions, prolongations, and blocks, as canonical categories of stuttering disfluencies, have long been characterized on auditory-perceptual grounds, while the articulatory behaviors giving rise to them remain poorly understood. This study investigates the articulatory basis of these disfluencies, and assesses how the underlying articulatory patterns relate to perceptual disfluency types (i.e., repetitions, prolongations, blocks) and the phonological features of stuttered segments.</div></div><div><h3>Method</h3><div>Speech production of seven adults who stutter was recorded using real-time MRI. We extracted the time-varying constriction trajectories of the primary oral articulator for stuttered tokens of labial, alveolar, and velar consonants, as well as the constriction trajectories of the velum. K-medoids clustering with dynamic time warping distance was used to identify recurrent patterns.</div></div><div><h3>Results</h3><div>Two constriction patterns of the primary oral articulator were observed consistently across participants: fixation, characterized by an extended constriction period, and oscillation, characterized by repeated constriction-release cycles. Velic constriction trajectories did not show stuttering-related patterns but simply reflected the nasality of the stuttered segment. The mapping between articulatory constriction patterns and perceptual disfluency types was many-to-one and one-to-many. Crucially, this mapping was influenced by the manner of the stuttered segment.</div></div><div><h3>Conclusion</h3><div>State stuttering is characterized by two stable articulatory patterns: fixation and oscillation of the primary oral articulator. Their mappings to perceptual disfluency types are not in a simple one-to-one correspondence and also depend on the phonological task being executed. These findings point to a principled organization in the articulation of stuttering, enriching our understanding of the phenomenon beyond its perceptual surface.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"88 ","pages":"Article 106224"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148057829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spontaneous and internet-informed parent responses to early stuttering","authors":"Georgina Johnson ,&nbsp;Rosalee Shenker ,&nbsp;Gissella Santayana ,&nbsp;Mark Onslow","doi":"10.1016/j.jfludis.2026.106199","DOIUrl":"10.1016/j.jfludis.2026.106199","url":null,"abstract":"<div><h3>Purpose</h3><div>Understanding initial parent responses to early stuttering provides a foundation to build a strong therapeutic alliance, and promotes shared decision-making during intervention, allowing for tailored education and support. In a digital age where health-related decision-making often begins with an internet search, it is important to understand how it might influence their initial responses. Therefore, this study explored how access to internet-based information may influence parent responses to childhood stuttering onset. This helps clinicians to understand knowledge and beliefs parents may bring to initial clinical consultations.</div></div><div><h3>Method</h3><div>Participants were parents of 2–4-year-olds who did not stutter, and who had no prior experience of stuttering. They were given information about early stuttering and shown five video clips depicting varying degrees of stuttering severity in preschool-age children. They were asked to reflect on five actions they would take if their child began to stutter. These actions were guided by either internet searches or relied on intuition alone. A reflexive thematic analysis was used to examine and interpret patterns in these parent responses.</div></div><div><h3>Conclusions</h3><div>Compared to parents in the spontaneous response group, internet-informed parents more frequently described self-modification, with adjustments to their own speech and a “wait-and-see” approach. In contrast, spontaneous parent responses more often described speech-focused strategies directed at the child. Results provide insights that inform speech-language pathology practices by helping clinicians (a) align treatment planning with parent perspectives, (b) correct misinformation, and (c) foster stronger therapeutic alliances from the outset.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"88 ","pages":"Article 106199"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146135624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploration of parents’ and children’s perspectives of change following Palin Stammering Therapy for school aged Children (aged 8–14)","authors":"Sarah Caughter,&nbsp;Martha Jeffery,&nbsp;Sharon K. Millard","doi":"10.1016/j.jfludis.2026.106225","DOIUrl":"10.1016/j.jfludis.2026.106225","url":null,"abstract":"<div><h3>Purpose</h3><div>There is little evidence regarding the impact of therapy with older school aged children who stutter. The aim of this qualitative study was to capture the voices of children and their parents regarding change following Palin Stammering Therapy for School-aged Children (Palin STSC(8−14)).</div></div><div><h3>Method</h3><div>Semi-structured interviews were conducted with 11 children who stutter (aged 12;8–14;9 years) and 15 parents who attended Palin STSC(8−14) in individual weekly family sessions or intensive group therapy. Families were monitored for one year from therapy onset and interviews took place within eight months of the end of the monitoring period. Interviews were recorded, transcribed and coded, and themes extracted using Thematic Analysis (Attride-Stirling, 2001).</div></div><div><h3>Results</h3><div>All participants reported positive change and 25 out of 26 participants said the impact of stuttering was reduced as a direct result of Palin STSC(8−14). Recurrent themes of change included: greater understanding about stuttering, increased confidence, increased child participation and more openness about and acceptance of stuttering. Group therapy participants reported the importance of community, while individual therapy participants reported increased family connection. All aspects of the broad Palin STSC(8−14) therapy programme were reported as valuable. Parents’ involvement was viewed as a key contributor to meaningful change.</div></div><div><h3>Conclusion</h3><div>Overall, findings showed the perceived gains from this holistic therapy approach for both group and individual family therapy were wide. These findings add to emerging quantitative evidence supporting Palin STSC(8−14) as a beneficial therapy approach for older school aged children who stutter, with children and parents reporting broad and positive changes from the therapy.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"88 ","pages":"Article 106225"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148151401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An investigation of the effectiveness of bihemispheric tDCS on speech fluency in individuals with stuttering","authors":"Feyzanur Ocak ,&nbsp;Çağdaş Karsan ,&nbsp;Talat Bulut","doi":"10.1016/j.jfludis.2026.106202","DOIUrl":"10.1016/j.jfludis.2026.106202","url":null,"abstract":"<div><div>Stuttering is a neurodevelopmental disorder that causes frequent disruptions in speech flow and affects individuals’ lives in many aspects. Recent research on the effectiveness of neuromodulation interventions in stuttering suggests that transcranial direct current stimulation (tDCS) can potentially reduce stuttering symptoms, although it is not clear what the optimal stimulation parameters are, and which specific outcomes benefit from tDCS. 36 individuals with stuttering (32 males, 4 females) completed a randomized, double-blind, sham controlled study. Nineteen participants received 1 mA stimulation for 20 min daily while temporarily achieving speech fluency with metronome-timed speech, while the remaining seventeen participants received the same fluency intervention coupled with sham stimulation. tDCS was delivered with a bihemispheric montage: anodal left inferior frontal gyrus and cathodal right inferior frontal gyrus. Both groups received the interventions for a period of 5 consecutive days. Fluency was assessed while reading and while speaking at baseline, at the end of the 5-day intervention, on each day of the intervention (before and after stimulation), and 1 week after the end of the intervention. Primary and secondary analyses showed no sustained tDCS advantage over sham for percentage of syllables stuttered (%SS) in reading or speaking, or the SSI-4 and OASES subdomains at the end of treatment or at 1-week follow-up. Exploratory within-day analyses, indicated session-bound tDCS benefits for %SS in both reading and speaking. These findings provide limited evidence that tDCS can enhance fluency in the short term, while also underscoring the need for further research to explore its potential long-term benefits.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"88 ","pages":"Article 106202"},"PeriodicalIF":2.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146192874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating Saudi secondary school teachers’ knowledge of stuttering and experiences with adolescents who stutter","authors":"Einas Alharbi ,&nbsp;Sally Hewat ,&nbsp;Joanne Walters ,&nbsp;Vera Tse ,&nbsp;Rachael Unicomb","doi":"10.1016/j.jfludis.2026.106193","DOIUrl":"10.1016/j.jfludis.2026.106193","url":null,"abstract":"<div><h3>Purpose</h3><div>While numerous studies have evaluated primary school teachers’ understanding of stuttering, the knowledge of secondary school teachers, particularly in Saudi Arabia, remains underexplored. This descriptive cross-sectional survey study aimed to assess the knowledge and experiences of Saudi Arabian secondary school teachers who were currently working with, or had previously worked with, adolescents who stutter.</div></div><div><h3>Method:</h3><div>A total of 90 Saudi Arabian secondary school teachers participated in an online survey divided into three sections. Section one collected participant demographic information. In the second section, the Arabic version of the Alabama Stuttering Knowledge Test was used to evaluate secondary school teachers’ knowledge of stuttering. The third section, developed through a review of relevant literature, explored secondary school teachers’ experience working with adolescents who stutter.</div></div><div><h3>Results</h3><div>The overall mean knowledge score was 13.73. Most participants expressed high confidence in their abilities to work with and support adolescents who stutter. Most participants did not believe that having adolescents who stutter in their classrooms affected their teaching style or their interactions with them. Participants utilised diverse approaches to promote inclusiveness in the classroom and support adolescents who stutter. Furthermore, most participants frequently rated the effectiveness of various strategies for managing stuttering in the classroom as “very effective”.</div></div><div><h3>Conclusion</h3><div>Saudi Arabian secondary school teachers hold misconceptions about the causes of stuttering and lack collaboration with speech-language pathologists. This indicates a need for targeted training programmes to expand their knowledge and equip them with effective approaches to support adolescents who stutter in educational settings.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"87 ","pages":"Article 106193"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145967553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}