Shelley B. Brundage

Headshot of Shelley Brundage standing in front of a blank background.

Shelley B. Brundage

Department Chair, Professor



Office Phone: (202) 994-5008
2115 G Street NW, Room 207 Washington DC 20052

Shelley B. Brundage, Ph.D., CCC, BCS-F, Fellow-ASHA, is a full professor in the Speech, Language and Hearing Sciences department at George Washington University. Her research expertise is in the areas of fluency development, stuttering, and the scholarship of teaching and learning (SoTL).  In the area of fluency development, she evaluates how dual language learning influences disfluency and stuttering. Her research in virtual reality evaluates the use of virtual technologies to improve treatment outcomes in stuttering and to provide authentic learning environments for student learning. She teaches undergraduate and graduate courses.

  • Co-Chair, Oxford Dysfluency Conference 2023
  • Co-Chair, CAPCSD Taskforce on Critical Thinking
  • Chair, Membership Committee, International Fluency Association

Writing in the Disciplines award for Distinguished Teaching, GWU, 2021

Alumni of Notable Achievement Award, University of Minnesota, 2017

Research Award for Best Education Development abstract, Australasian Simulation Congress, 2016

Dean’s Research Excellence Award for Mentoring (DREAM) Award, GWU, 2016

Knowledge Development and Innovation Award, International Fluency Association, 2015

Innovation in Education Prize, Curtin University Commercial Innovation Awards 2014

Innovative Practice Commendation, Rotary Allied Health Excellence Awards 2014

ASHA Fellow, American Speech-Language Hearing Association, 2013-present

Fellow of the American Speech-Language Hearing Association

  • Stuttering
  • Using virtual reality environments to standardize assessment and treatment of stuttering
  • Measuring treatment processes and effectiveness

Validating virtual environments for stuttering assessment and treatment; Stuttering and bilingualism. Listen to an interview from the Diane Rehm Show about the movie "The King's Speech" and stuttering that featured Dr. Brundage as one of the guests.


Visiting Research Fellowship, Curtin University, Faculty of Health Sciences, School of Psychology and Speech Pathology in Perth, Australia for 2013

Fulbright Senior Specialist Currently on Specialist Roster

Objective measures of speaking-related anxiety in persons who stutter.  Funded by the University Facilitating Fund at George Washington University.

Virtual reality environments for stuttering treatment.  Funded by NIH (NIDCD)

SLHS 6251: Fluency Disorders seminar


Bloodstein, O., Bernstein Ratner, N., & Brundage, S. (2021). A handbook on stuttering, 7th edition.

Plack, M., Goldman, E., Richards Scott, A., & Brundage, S. (2019). Systems thinking in the healthcare professions: A guide for educators and clinicians. Available: Health Science Research Commons, GWU.

Brookshire, R. & Brundage, S. (2015). Writing Scientific Research in Communication Sciences and Disorders. Plural Publishing.

Peer-Reviewed Publications (* = Student co-author):

Brundage, S., Winters, K., *Armendariz, K., Gadodia, R., & Beilby, J. (2022). Comparing evaluations of social situations for adults who do and do not stutter. Journal of Communication Disorders, 95, 106161.

Brundage, S., Bernstein Ratner, N. (2022). Linguistic aspects of stuttering: Research updates on the language-fluency interface. Topics in Language Disorders, 42, 5-23.

Brundage, S., Bernstein Ratner, N., Boyle, M., Eggers, K., Everard, R., Franken, M-C., Kefalianos, E., Marcotte, A., Millard, S., Packman, A., Vanryckeghem, M., & Yaruss, J.S. (2021). Consensus guidelines for the assessment of individuals who stutter across the lifespan. American Journal of Speech-Language Pathology, 30, 2379-2393.

Brundage, S., *Rowe, H. (2018). Rates of typical disfluency in 30-month-old Spanish-English simultaneous bilinguals. American Journal of Speech-Language Pathology, 27, 1287-1298.

Plack M.M., Goldman E.F., Scott A.R., Pintz C., Herrmann D., Kline K., Thompson T., Brundage, SB (2018). Systems Thinking and Systems-Based Practice across the Health Professions: An Inquiry into Definitions, Teaching Practices & Assessment. Teaching and Learning in Medicine, 30, 242-254.

*Banski, F., Beilby, J., Quail, M., Allen, P., Brundage, S., Spitalnick, J. (2018). A clinical educator’s experience using a virtual patient to teach communication and interpersonal skills: A case study. Australasian Journal of Education Technology, 34, 60-73.

Brundage, S., *Winters, K., & Beilby, J. (2017) Fear of negative evaluation, trait anxiety, and judgment bias in adults who stutter. American Journal of Speech-Language Pathology, 26, 498-510. doi:10.1044/2017_AJSLP-16-0129.

Brundage, S., *Brinton, J., & Hancock, A. (2016) Utility of virtual reality environments to examine physiological reactivity and subjective distress in adults who stutter. Journal of Fluency Disorders, 50, 85-95. doi:10.1016/j.jfludis.2016.10.001.

Finn, P., Brundage, S., & DiLollo, A. (2016). Preparing our future helping professionals to become critical thinkers: A tutorial. Perspectives-SIG10, 1, 43-68. doi:10.1044/persp1.SIG10.43.

Brundage, S., *Corcoran, T., *Wu, C., & *Sturgill, C. (2016). Developing and using Big Data archives to quantify disfluency and stuttering in bilingual children. Seminars in Speech and Language, 37, 117-127.

Quail, M., Brundage, S., Spitalnick, J., Allen, P. & Beilby, J. (2016). Student learning outcomes across standardised patient, virtual and traditional placements. BMJ Medical Education, 16, 1-12. DOI: 10.1186/s12909-016-0577-5.

Brundage, S., & Hancock, A. (2015). Real enough: Using virtual public speaking environments to evoke feelings and behaviors targeted in stuttering assessment and treatment. American Journal of Speech Language Pathology, 24, 139-149.

Brundage, S., *Whelan, C., & Burgess, C. (2013). Brief report: Treating stuttering in an adult with autism spectrum disorder. Journal of Autism and Developmental Disabilities, 43, (2), 483-489.

Brundage, S. & Hancock, A. (2010). Assessment of student learning: Evidence based pedagogy. Invited commentary in International Journal of Therapy and Rehabilitation, 17, 586.

Hancock, A. & Brundage, S. (2010). Formative feedback, rubrics, and assessment of professional competency through the speech-Language pathology graduate program. Journal of Allied Health, 39, 110-119.

Brundage, S., & Graap, K. (2009). Collaborating with small business to fund your research. Perspectives on Fluency Disorders, 19, 90-94.

Brundage, S., (2007). Virtual reality augmentation for functional assessment and treatment of stuttering. Topics in Language Disorders, 27, 254-271.

Brundage, S., Graap, K., *Gibbons, K., Ferrer, M., & Brooks, J. (2006). Frequency of stuttering during challenging and supportive virtual reality job interviews. Journal of Fluency Disorders, 31, 325-339.

Ph.D., Communication Disorders, Minor: Gerontology; University of Minnesota, MN, December 1993

M.A., Communication Disorders, University of Minnesota, Minneapolis, MN, September 1989

B.S., Secondary Education/Communication Disorders, University of Wisconsin, Madison, WI December 1984

Board Recognized Specialist and Mentor in Fluency Disorders, 
(BRS-FD) American Speech-Language Hearing Association, 2000-present

Certificate of Clinical Competence in Speech-Language Pathology, 
American Speech-Language Hearing Association, 1990-present

Award for Continuing Education, American Speech-Language Hearing Association

DREAM (CCAS Dean's Research Excellence Award for Mentoring) recipient in April 2016