[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599351-105":59,"doc-detail-599351-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","communication-center-journal-vol-7-no-1-2021-599351","Communication Center Journal - Vol. 7 - No. 1 - 2021","","A research-in-progress article examines how communication centers can partner with speech-language pathology practices to support college students with communication disorders, especially people who stutter (PWS). Drawing on surveys and prior work, it highlights the emotional, cognitive, and behavioral impact of stuttering and the ways it affects classroom participation, relationships, and career outcomes. It proposes collaboration between SLPs and communication centers, including presentation-focused support, advocacy guidance, and referral pathways to improve students’ communicative confidence and post-graduation success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/communication-center-journal-vol-7-no-1-2021-599351/599351/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/communication-center-journal-vol-7-no-1-2021-599351/599351.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article emphasize advocacy for students with communication disorders?","Question",{"text":112,"@type":113},"It argues that stuttering can lead to embarrassment, fear, anger, and anxiety, which may cause students to avoid speaking situations. As a result, communication center administrators need to understand and support why advocacy matters for their students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What partnership does the article recommend to improve outcomes for PWS?",{"text":117,"@type":113},"The article recommends collaboration between Speech Language Pathologists (SLPs) and communication or career service centers on college campuses. It focuses on aligning therapeutic communication objectives with center-based student preparation.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article suggest communication centers can support students during presentations?",{"text":121,"@type":113},"It states that many students use centers to work on presentations for public speaking courses. Through consultations and practice opportunities—such as presentation rehearsal and related anxiety support—PWS can build confidence and competence.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599351,1792919705,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Communication Center Journal 115  \nVol. 7, No. 1, 2021  \nUtilizing Speech Language Pathology Praxis to Equip Communications Centers in Supporting Students with Communications Disorders: A Research Study in  \nProgress  \nKellar Poteat  \nUniversity of North Carolina-Greensboro  \nCollege students have many concerns when first arriving at school. Who will be my roommate? How will I make friends? Are my classes going tobe harder than they were in highschool? For persons who stutter, these questions are often intensified. Persons who stutter may also have to take on anew role of self-advocacy now that they are independent from their family or friends they had in highschool. For these students, social situations, presentations, and classroom participation can seem increasingly challenging, especially without the needed support in place.  \nThrough my time with the University of North Carolina at Greensboro (UNCG) Speaking Center, I have watched students gain skills and newfound confidence in their communication, but there is still much work to be done in terms of supporting students who have communication disorders and differences. What would happen if the phone rang and someone asked “what accommodations or support do you have for students with communication disorders?”Many consultants may want to help, but yet feel unprepared to answer this question, and provide support for students with communication disorders. During my work as a graduate assistant at the UNCG Speaking Center as well as my coursework in the UNCG SpeechLanguage Pathology master's program, I have begun to research the impacts communications centers can have on  \npersons who stutter (PWS) or those with other communication disorders or differences. I identified several strategies communications centers can adopt to benefit PWS. Within this article, I will review relevant literature and discuss the importance of this partnership, and how its practice can benefit everyone’s college experience. I will also give some ideas that can help this partnership grow, and explain the path for further research.  \nStuttering therapy proponents Yaruss and Tichenor (Tichenor and Yaruss, 2019) surveyed PWS about their own lived experiences. When asked how they would describe stuttering, participants identified many different affective, behavioral, and cognitive aspects to stuttering. From an outside perspective, one may only see stuttering, but on the inside, the person may be dealing with thoughts and feelings such as embarrassment, fear, anger, or anxiety. This internal turmoil may cause a PWS to avoid certain speaking situations, limiting their ability to form relationships, participate in the classroom, and branch out to try new things. During such a transitional and transformative time as college, support for these students’communication skills are imperative, and it is important for communication center administrators to seek ways that the communication center can provide said support. More specifically, administrators need to understand why advocacy is important for the students  \nCommunication Center Journal 116  \nVol. 7, No. 1, 2021  \nthat these communication centers serve.  \nIn identifying ways that higher education career counselors can best support PWS, Walker and Mayo (2015) discuss the importance of collaboration between speech therapists and career counselors. According to their survey results, many PWS believe that their stutter stands in the way of them achieving certain job titles and positions. 70% of PWS agree that stuttering decreases one’s chance of getting hired or promoted, over 33% of PWS feel stuttering interferes with their job performance, and 20% of PWS have turned down a job or promotion because of their stutter. If a communication center’s overall goal is to prepare students for communicative success after graduation, we must also be equipped to prepare all students, including those with communication disorders and differences.  \nTo combat these negative s","cbCaipkC49TRj6vU","https://ap.wps.com/l/cbCaipkC49TRj6vU","pdf",90740,"English","# Introduction\n## Background: stuttering and college challenges\n# Literature and rationale\n## Advocacy needs and collaboration\n## Career impacts\n# Proposed partnership and practices\n## Presentation and confidence support\n## Outreach and consultation model","[{\"question\":\"Why does the article emphasize advocacy for students with communication disorders?\",\"answer\":\"It argues that stuttering can lead to embarrassment, fear, anger, and anxiety, which may cause students to avoid speaking situations. As a result, communication center administrators need to understand and support why advocacy matters for their students.\"},{\"question\":\"What partnership does the article recommend to improve outcomes for PWS?\",\"answer\":\"The article recommends collaboration between Speech Language Pathologists (SLPs) and communication or career service centers on college campuses. It focuses on aligning therapeutic communication objectives with center-based student preparation.\"},{\"question\":\"How does the article suggest communication centers can support students during presentations?\",\"answer\":\"It states that many students use centers to work on presentations for public speaking courses. Through consultations and practice opportunities—such as presentation rehearsal and related anxiety support—PWS can build confidence and competence.\"}]","Communication Center Journal - Vol. 7 - No. 1 - 2021 | PDF",1792088608]