Gore Katie, Tichenor Seth E
speech IRL, Chicago, IL.
Duquesne University, Pittsburgh, PA.
Am J Speech Lang Pathol. 2025 Jan 7;34(1):428-436. doi: 10.1044/2024_AJSLP-24-00139. Epub 2024 Nov 22.
Pseudostuttering, or the act of voluntarily stuttering or stuttering on purpose, has been both regularly used by clinicians alongside clients in stuttering therapy and taught to students in stuttering courses for decades. However, in recent years, teaching speech-language pathology students how to pseudostutter in stuttering courses has been increasingly questioned by students on grounds that pseudostuttering may be ableist, a disability simulation, and of questionable clinical value. The purpose of this article is to discuss the value and ethics of pseudostuttering assignments as part of graduate clinical education for speech-language pathologists (SLPs).
The history of pseudostuttering and the pseudostuttering assignment within speech-language pathology pedagogy, disability studies literature, and community perspectives are reviewed. In so doing, we incorporate views from the broader disability rights community, the stuttering community, and stuttering research and clinical literature.
Stuttering literature and community perspectives not only confirm the value of pseudostuttering assignments but also underscore the critical importance of assignment purpose, framing, structure, and scope.
Pseudostuttering continues to be a critical clinical skill for SLPs who work with people who stutter, and pseudostuttering assignments are an invaluable learning experience for speech-language pathology graduate students. However, assignments must be designed and implemented according to a specific set of principles and best practices. Assignment design that does not follow these principles and best practices is likely to perpetuate ableist constructs and inadequately prepare students to work with individuals who stutter. Graduate course instructors should educate themselves on these principles and engage with students who express concerns with the assignment.
伪口吃，即故意口吃或主动口吃的行为，几十年来一直被临床医生在口吃治疗中与患者一起常规使用，并在口吃课程中教授给学生。然而，近年来，言语病理学专业的学生越来越质疑在口吃课程中教授他们如何伪口吃，理由是伪口吃可能带有能力主义色彩，是对残疾的模拟，且临床价值存疑。本文旨在探讨作为言语病理学家（SLP）研究生临床教育一部分的伪口吃作业的价值和伦理问题。
回顾了伪口吃的历史以及言语病理学教学法、残疾研究文献和社区观点中的伪口吃作业。在此过程中，我们纳入了更广泛的残疾权利社区、口吃社区以及口吃研究和临床文献中的观点。
口吃文献和社区观点不仅证实了伪口吃作业的价值，还强调了作业目的、框架、结构和范围的至关重要性。
对于与口吃者打交道的言语病理学家来说，伪口吃仍然是一项关键的临床技能，伪口吃作业对言语病理学研究生而言是非常宝贵的学习经历。然而，作业必须根据一套特定的原则和最佳实践来设计和实施。不遵循这些原则和最佳实践的作业设计可能会使能力主义观念长期存在，并使学生无法充分做好与口吃者合作的准备。研究生课程教师应了解这些原则，并与对口吃作业表示担忧的学生进行沟通。
