The Effects of Different Sources of Stuttering Disclosure on the Perceptions of a Child Who Stutters

Autor/inn/en	Snyder, Greg; Williams, Molly Grace; Adams, Caroline; Blanchet, Paul
Titel	The Effects of Different Sources of Stuttering Disclosure on the Perceptions of a Child Who Stutters
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 3, S.745-760 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Stuttering; Speech Skills; Personality Traits; Early Adolescents; Males; Attitudes toward Disabilities; Quality of Life; Self Advocacy; Stereotypes; Mothers; College Students; Self Disclosure (Individuals); Teacher Role; Parent Role; Positive Attitudes; Negative Attitudes + Suchen Sie Ihr Suchwort? Stammer; Stottern; Mündliche Leistung; Sprachfertigkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Male; Männliches Geschlecht; Lebensqualität; Selbstbehauptung; Klischee; Mother; Mutter; Collegestudent; Lehrerrolle; Parental role; Elternrolle; Negative Fixierung
Abstract	Purpose: This study measured between-group differences in perceived speech skills and personality characteristics of a 12-year-old boy who stutters as a function of a factual stuttering disclosure statement, delivered by the boy who stutters, his "mother," or his "teacher." Method: Two hundred seventeen college-aged adults were randomly assigned to one of four groups, including a control group (no stuttering disclosure) and three experimental groups (child disclosure, mother disclosure, and teacher disclosure). Participants in the control condition viewed a brief video of a 12-year-old boy who stutters. For the experimental conditions, participants viewed a brief factual stuttering disclosure video (delivered by the child, mother, or teacher), followed by the same minute-long video of a boy who stutters used in the control condition. Following the videos, participants completed surveys relative to their perception of the boy's speech skills and personality characteristics. Results: Results support previous research citing benefits of stuttering disclosure. Significant between-group differences in both perceived speech skills and personality characteristics were observed when stuttering was disclosed by not only the child who stutters but also his teacher. When stuttering was disclosed by the mother, limited positive attitudinal differences were observed in speech skills; as a matter of fact, a number of personality characteristics were perceived more negatively as a function of stuttering disclosure by the mother. Conclusions: While results were generally most positive when the boy disclosed his own stuttering, data from this study support the efficacy of verbal stuttering disclosure provided by a teacher as a means of improving perceptions associated with stuttering. Accordingly, data support the notion that children who stutter will experience an improved quality of life when taught effective self-disclosure strategies by both parents and professionals, and that professionals (but not necessarily parents) can effectively disclose their clients' stuttering during this mentorship and self-advocacy process. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01