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Students' perceptions of simulating stuttering in public were obtained in order to quantify students' increased understanding of stuttering. 34 women and 2 men (M age = 30.0 yr., SD = 9.0) majoring in communication disorders participated. All were graduate students enrolled in their first class in fluency disorders. None had previous experience with individuals who stuttered. Participants completed a questionnaire before and after the experiment and discussed these experiences with the group. Responses to 39 questions using a 5-pt. Likert-type scale were analyzed for students' preparation, feelings, attitudes, and perception of listeners' reactions. Participants recounted both positive and negative experiences gaining understanding of and empathy for people who stutter, changing erroneous perceptions and broadening perspective of the disorder. Participants reported that the roundtable discussion contributed to their learning. Assigning students to simulate stuttering in public and participate in a follow-up discussion is an effective evidence-based teaching practice.

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