Michelle is a lecturer and clinical educator in fluency disorders for the Flinders University Speech Pathology program. She has been employed at Flinders University since 2007, and completed her PhD in early childhood stuttering through the Australian Stuttering Research Centre, the University of Sydney, in 2012. Michelle is involved in the teaching and clinical education programs for both the undergraduate and graduate entry speech pathology programs at Flinders University. She is a clinical educator for the Flinders University Fluency Clinic. Michelle has specific interests in fluency disorders, the lived experience of individuals with communication and swallowing disorders, and child behaviour and mental health. She has collaborated in research projects with the Department of General Practice, Flinders University and Southern Adelaide Health Service - Child and Adolescent Mental Health Services since 2007.
Michelle's key responsibilities include curriculum development and teaching of fluency and stuttering related topics in both the undergraduate and graduate entry Speech Pathology programs at Flinders University. Michelle provides professional support to the other clinical educators in the Flinders University Fluency Clinics and is a clincial educator for the Adult and Adolescent stuttering intensive clinics which are run annually. She also conducts research into fluency issues and child mental health and supervises student research into these areas.
Dr Swift's research interests include investigating and developing treatments for stuttering, comparing the effectiveness of different stuttering treatments, and exploring the lived experiences of people with communication and swallowing disorders. Dr Swift uses critical realistic evaluation methodology to investigate which speech pathology interventions work for whom, where. She investigates the real world implementation of stuttering treatments and the role of students in treatment delivery. Dr Swift is also interested in the link between language and behaviour difficulties in children and developing waiting list interventions for children presenting with these disorders.
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