Research focus

Naomi Rodgers researches intra- and inter-personal aspects of developmental stuttering, supporting the SLP clinical degree program. Her empirical work is inspired by her personal experiences as a person who stutters and professional experiences as an SLP and advocate in the stuttering self-help community. Her research spans three primary areas:

1. Psychosocial mechanisms of stuttering across development – Examining cognitive, affective, and social mechanisms and correlates of stuttering including information processing, anticipation, and mental health 

2. Stutter-affirming assessment and intervention – Developing and validating a suite of measures that capture the stuttering experience (readiness to change, anticipation, concealment, trauma symptoms, and stutter-affirming outcomes), and conducting clinical trials of stutter-affirming therapy

3. Implementation of evidence-based stuttering practices – Promoting SLP clinical competence in delivering stutter-affirming care, while applying implementation science frameworks to increase uptake of evidence-based principles and practices in school and clinical settings

 Current and past courses taught

• CSD:4120 Intro to Clinical Methods and Observation
• CSD:5183 Intro to Stuttering
• CSD:5203 Counseling in Communication Disorders

Scholarly profile and resources

Learn more about Naomi's research impact via: 

• Google Scholar Profile.

Selected publications

• Anderson, C., Goldstein-Schuff, C., & Rodgers, N. H. (2026). Organizing life around stuttering: A qualitative examination of stuttering through the lens of complex trauma. American Journal of Speech-Language Pathology, 35(2), 600-620. 
• Rodgers, N. H., Zhang, Y., Combiths, P., & Walker, E. (2025). Embedding social-emotional learning in elementary school-based speech-language therapy: A pilot randomized controlled trial. Language, Speech, and Hearing Services in Schools, 56(4), 1141-1159. 
• Rodgers, N. H., Gerlach-Houck, H., Paiva, A., & Robbins, M. (2025). Measuring adults’ readiness to make a positive change to stuttering, and the cognitive processes that predict it. Journal of Speech, Language, and Hearing Research, 68(8), 3703-3719. 
• Rodgers, N. H., Marsh, D., Jacobs, K., & Collins, G. (2025). Preparing adolescents who stutter for life after high school. Language, Speech, and Hearing Services in Schools, 56(3), 666-681. 
• Rodgers, N. H., & Gerlach-Houck, H. (2022). “Knowledge without action means nothing:” Stakeholder insights on the behaviors that constitute positive change for adults who stutter. American Journal of Speech-Language Pathology, 31, 1637-1652
• Rodgers, N. H., Lau, J. F. Y., & Zebrowski, P. M. (2020). Attentional bias among adolescents who stutter: Evidence for a vigilance-avoidance effect. Journal of Speech, Language, and Hearing Research, 63(10), 3349-3363

Active grants

• Aug 2025 – Jul 2030. “Promoting Communication Well-Being with Stutter-Affirming Therapy: A Pilot Clinical Trial in the Schools.” NIH/NIDCD K23 Mentored Patient-Centered Career Development Award. Naomi Rodgers (PI).
• Dec 2024 – Nov 2026. “Developing and Validating a Self-Report Assessment to Measure Stutter-Affirming Outcomes.” American Speech-Language-Hearing Foundation, Research-Practitioner Collaboration Grant. Naomi Rodgers (PI), Vivian Sisskin (Co-PI)