Semin Speech Lang 2018; 39(04): 371-381
DOI: 10.1055/s-0038-1667165
Review Article
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

How Can We Overcome the Challenges of Providing School-Based Fluency Services?

Kristin Chmela
1  Chmela Fluency Center, Buffalo Grove, Illinois
Laura Johnson
2  Madison Metropolitan School District, Madison, Wisconsin
› Author Affiliations
Further Information

Publication History

Publication Date:
24 August 2018 (online)


Providing speech and language services in the school setting can be challenging, especially for complex problems such as stuttering and other fluency disorders. Speech–language pathologists (SLPs) feel less comfortable working with students who have fluency disorders, which makes problem solving around delivering these services even more difficult. The purpose of this article is to identify three categories of challenges school-based therapists may face when evaluating and treating this population. The challenges discussed in this article are drawn from our literature, interviews with several practicing therapists, and the authors' experiences providing assessment and therapy to school-age children, as well as consultations and in-services for school-based SLPs. We provide suggestions for facilitating positive change across these challenges.


K.C. receives a salary from her private practice, Chmela Fluency Center, and royalties from a textbook and products. She has no nonfinancial relationships to disclose.

L.J. receives a salary from the Madison Metropolitan School District. She teaches the graduate fluency/phonology class at the University of WI/Madison and receives compensation. She has no nonfinancial relationships to disclose.