title: Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research.
abstract: This clinical focus article highlights the need for future research involving ways to assist children who stutter in the classroom.
  
  
  
  The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed.
  
  
  
  There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom.
  
  
  
  There is a need for researchers and speech-language pathologists in the schools to study the outcomes of teacher strategies in the classroom for children who stutter.
authors.affiliation: Hofstra University, Hempstead, NY.
authors.forename: Jason H
authors.initials: JH
authors.lastname: Davidow
authors.affiliation: Hofstra University, Hempstead, NY.
authors.forename: Lisa
authors.initials: L
authors.lastname: Zaroogian
authors.affiliation: University of Victoria, British Columbia, Canada.
authors.forename: Mauricio A
authors.initials: MA
authors.lastname: Garcia-Barrera
mesh_terms: D000293:Adolescent; D035843:Biomedical Research; D002648:Child; D019317:Evidence-Based Medicine / Q000379:methods; D006801:Humans; D007398:Interpersonal Relations; D000070777:School Teachers; D012574:Schools; D013334:Students / Q000523:psychology*; D013342:Stuttering / Q000523:psychology / Q000534:rehabilitation*; D013663:Teaching