Özet:

Purpose: The aim of this study is to examine the expressions of Speech and Language Therapy students about stuttering-like and typical disfluencies. Method: Sequential transformational design model, one of the mixed research methods, was used in this research. The research universe consisted of the students of Üsküdar University Speech and Language Therapy Department. The study sample consisted of 201 Speech and Language Therapy students. The study was carried out with 178 female and 23 male participants. Approximately 5-minute face-to-face interviews were carried out with the participants. Demographic information form prepared by the researchers were presented to the participants. Participants were first asked to fill in the voluntary participation form; after that, they were asked to fill in the demographic information form. Then, the questions in the open-ended question form were answered in order and the participants were given as much time to think as they wanted. Voice recordings were taken during the interviews and all data were transcribed after the interviews. The data were analyzed by content analysis method. Codes, themes, and sub-themes were created by the researcher and the thesis advisor. As a result of the analysis of the data obtained from the statements of the participants, the themes and sub-themes of each question were given in detail and presented with examples. The trustworthiness procedures required for qualitative research were followed. Results: According to the findings, stuttering was defined by the majority of participants as block, secondary behaviors, repetitions and prolongations. typical disfluencies were predominantly defined as fillers and repetitions, and the knowledge levels of the participants about normal fluency was found to be limited. The participants thought that the most obvious difference between stuttering like- and typical disfluencies was secondary behaviors. Speech fluency was thought to be affected by many factors, especially emotional factors. Speech and Language Therapy students' positive and negative thoughts about stuttering varied. Conclusion: As a result of this research, it was found that the correctness of the statements of the speech and language therapy students towards stuttering like disfluencies was related to their grade levels. It was found that the knowledge level of speech and language therapy students about stuttering like disfluencies was higher than the level of knowledge about typical disfluencies. As a result of the examination of the participants' expressions about the factors that impair speech fluency, it was found that the participants could have positive and negative thoughts about stuttering at the same time.

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