This conceptual paper critically examines the use of traditional medicalized terminology in speech-language therapy, with a particular focus on the Quebec context. It highlights how current language practices, rooted in a medical model of disability, often marginalize individuals with communication differences such as stuttering, autism, and aphasia by pathologizing these variations. Drawing on contemporary frameworks such as the social model of disability, neurodiversity, and “diversité capacitaire” (a French term that translates to “capacity diversity” or “ability diversity”, emphasizing the richness of diverse abilities and communication styles), the article advocates for more inclusive and empowering language that respects and reflects communicative diversity. The authors emphasize the importance of participatory approaches, including consultation with the communities directly involved and the establishment of terminological committees, to develop respectful and affirming language. Ultimately, this paper calls for a shift in speech-language therapy practices to promote a more inclusive understanding of communication, enabling individuals with communication differences to fully participate in society.

Children who stutter (CWS) in clinical settings may present with concomitant disorders (CDs), which can complexify the delivery of the Lidcombe Program (LP). However, there is limited evidence on how CDs influence treatment outcomes in CWS, leaving clinicians with little guidance regarding best practices with these children. This exploratory study, conducted in partnership with a rehabilitation center's clinical team, aims to understand which CDs and suspected CDs speech-language pathologists document when treating CWS with the LP and their relationship to treatment characteristics and outcomes. A retrospective chart review was conducted on 47 children diagnosed with developmental stuttering who received the LP between 2016 and 2018. 38 CWS (80.9 %) had either at least one confirmed (59.6 %) or suspected (21.3 %) CD, of which 61.7 % were language-related and 27.6 % attention-related. CWS with diagnosed and suspected CDs had significantly higher stuttering severity rating (SR) scores post-treatment as compared to CWS without CDs (p =.001), although all groups significantly reduced their stuttering. There were high drop-out rates in all groups. CWS with diagnosed and suspected CDs who dropped out had significantly higher SR scores than CWS without CDs who progressed to Stage 2 (p =.011 and p =.014, respectively). The LP is effective in improving fluency in both CWS with and without CDs. However, CWS with diagnosed or suspected CDs finished or dropped out of Stage 1 with significantly higher SR scores than CWS without CDs. Future research is needed to confirm these results and investigate the factors underlying the observed differences.

Stuttering is a developmental speech fluency disorder linked to timing deficits in speech motor control. Given the shared neural mechanisms between rhythmic timing and speech production, rhythm‐based interventions may hold promise for stuttering. This proof‐of‐concept study evaluated the feasibility and potential benefits of a gamified rhythmic training program, Rhythm Workers (RW), in preadolescents who stutter. Twenty‐one children (aged 9–12) were randomly assigned to RW or an active control game, which they played at home for 3 weeks. We assessed feasibility and potential training effects on rhythmic, cognitive, and speech‐related abilities. Both games were well accepted, and compliance was moderate to high. Only participants trained on the rhythm game showed moderate enhancements in rhythmic synchronization, interference control, oromotor performance, and reduction of stuttering after training. The improvements (except for interference control) correlated with the training dose. Moreover, speech fluency gains were associated with improved rhythmic performance. While some effects did not reach statistical significance due to the limited sample size, the observed dose–response patterns and domain‐specific improvements support the feasibility and promise of rhythmic gaming for young people who stutter. This study provides preliminary evidence that rhythm‐based training can enhance speech and cognitive outcomes in preadolescents who stutter.

Stuttering is a developmental speech fluency disorder linked to timing deficits in speech motor control. Given the shared neural mechanisms between rhythmic timing and speech production, rhythm-based interventions may hold promise for stuttering. This proof-of-concept study evaluated the feasibility and potential benefits of a gamified rhythmic training program, Rhythm Workers (RW), in pre-adolescents who stutter. Twenty-one children (aged 9–12) were randomly assigned to either RW or an active control game ( Frozen Bubble ) which they played at home for three weeks. We assessed feasibility as well as potential training effects on rhythmic, cognitive and speech-related abilities. Both games were well accepted, and compliance was moderate to high. Only participants trained on the rhythm game showed moderate enhancements in rhythmic synchronization, interference control, oromotor performance, and reduction of stuttering after training. The improvements (except for interference control) correlated with training dose. Moreover, some speech-related gains were associated with improved rhythmic performance, pointing to a possible causal link. While some effects did not reach statistical significance due to the limited sample size, the observed dose–response patterns and domain-specific improvements support the feasibility and promise of rhythmic gaming for young people who stutter. This study provides preliminary evidence that rhythm-based serious games can enhance speech and cognitive outcomes in adolescents who stutter.

This study examines the tensions encountered by an interprofessional team collaborating to design an arts-based theater intervention in a rehabilitation setting. A qualitative focus group with 13 participants, including clinicians, patient participants, researchers, and theater professionals, identified five key tensions: defining the intervention (physicality vs. intellectualization), roles of clinicians (defined vs. transversal), objectives of the intervention (therapeutic vs. theatrical), modality of the intervention (individual vs. group), and target population (specific vs. general). These findings underscore the challenge of balancing disciplinary expertise with innovation in collaborative settings. Reflective practices can help navigate these tensions, fostering integration of creative and clinical approaches. Future research should examine how such dynamics shape collaboration across diverse contexts.

Objectives: People who stutter (PWS) experience stigma‐based health inequalities that can negatively impact their quality of life. Yet, few interventions in the literature are explicitly designed to address these systemic disparities. The Responsible Innovation in Health (RIH) framework offers a promising foundation for developing health innovations that are equitable, sustainable and contextually responsive. This study explores how stakeholders interpret and apply the RIH framework to envision interventions that reduce stigma and promote health equity for PWS. Methods: Using a mixed‐methods design, namely the Participative Concept Mapping Approach, stakeholders (PWS, clinicians, health innovators) participated in a workshop to generate, sort and rate ideas based on their importance and feasibility. Concept maps were used to analyse and categorize ideas thematically. Results: Stakeholders generated 94 ideas across six clusters as follows: (1) Digital Technology and Video Media, (2) Collective and Professional Approaches, (3) Cost and Accessibility, (4) Inclusive and Sustainable Intervention Design, (5) Engaging Multi‐Modal Approaches and (6) Flexibility. The environmental responsibility value of the RIH framework received limited focus. Discrepancies between the importance and feasibility of ideas highlighted challenges in implementing interventions, while ensuring their sustainability. Conclusion: This study demonstrates how stakeholders prioritize values of the RIH framework when envisioning stigma‐reducing health innovations for PWS. Findings highlight the need for embedding sustainability within clinical practices and underscore the importance of patient and user feedback to bridge the gap between impactful concepts and practical solutions, ensuring that interventions are meaningful, feasible and grounded in the RIH values. WHAT THIS PAPER ADDS: What is already known on this subject Stuttering is associated with stigma‐based health inequalities that extend beyond speech, impacting PWS across multiple domains of life. Research has documented the effects of stigma on quality of life, access to care and communicative participation for PWS. However, frameworks to guide the development of interventions that explicitly address these structural inequities remain limited. What this paper adds to existing knowledge This study is the first to explore how the RIH framework can inform the design of stigma‐reducing interventions tailored to stuttering. Through participatory concept mapping with PWS, clinicians and health innovators, it identifies how RIH principles, such as inclusion, sustainability and responsiveness, can shape context‐specific, equity‐oriented innovations that reflect the lived experiences of PWS. What are the potential or actual clinical implications of this work? Applying the RIH framework to stuttering interventions offers a novel approach for promoting health equity in both clinical and community contexts. This study highlights the importance of co‐designing interventions with stakeholders, grounding them in the lived experiences and priorities of people who stutter. It sets the stage for developing sustainable, meaningful and inclusive practices that respond to the complex realities of stigma in stuttering.