Clinician attitudes towards stuttering: Two decades of change

The attitudes, knowledge and beliefs of Arab parents in Kuwait about stuttering

“…Louis, 2005), teachers (Crowe & Walton, 1981;Yeakle & Cooper, 1986), and college students (Ruscello, Lass, & Brown, 1988;Silverman & Paynter, 1990). Health professionals, including SLPs and SLP students, have also been found to hold negative stereotypes of stuttering and PWS, which include the belief that PWS are generally quiet, reticent, guarded, avoiding, introverted, passive, self-derogatory, anxious, tense, nervous, and afraid Cooper & Cooper, 1996;Leahy, 1994;Silverman and Bongey, 1997;Snyder, 2001;St. Louis and Lass, 1981;Yairi and Carrico, 1992).…”

Attitudes toward stuttering of nonstuttering preschool and kindergarten children: A comparison using a standard instrument prototype

“…An expansive and growing literature base has sought to examine the experiences of people who stutter from the perspective of their social milieu, i.e., attitudes toward stuttering of those with whom they interact or the public. In the ubiquitous stuttering literature, the term public attitudes 1 refer to the inaccurate, insensitive, or otherwise unhelpful beliefs, reactions, perceptions, opinions, values, and related constructs that have been documented in various populations including: educators (Abdalla & St. Louis, 2012;Crowe & Walton, 1981;Ruscello, Lass, Schmitt, & Pannbacker, 1994), speech-language pathologists (Cooper & Cooper, 1996;Lass, Ruscello, Pannbacker, Schmitt, & Everly-Myers, 1989), college students (Betz, Blood, & Blood, 2008;Dorsey & Guenther, 2000;Hughes, 2008;Hughes, Gabel, Roseman, & Daniels, in press;St. Louis & Lass, 1981), employers (Gabel, Blood, Tellis, & Althouse, 2004;Gabel, Hughes, & Daniels, 2008;Hurst & Cooper, 1983a;Hurst & Cooper, 1983b;Irani, Gabel, Hughes, Swartz, & Palasik, 2009), and family units (Özdemir, St. Louis, & Topbaş , 2011b).…”

Social anxiety and the severity and typography of stuttering in adolescents

“…There is evidence that fluent children as young as 3 years of age recognise stuttering in their peers and that they may evaluate stuttering negatively as early as 4 years of age (Ezrati-Vinacour & Levin, 2004). Conflicting and variable responses from fluent communication partners and negative communication experiences have also been reported in adults who stutter (Blood, Blood, Maloney, Meyer, & Qualls, 2007;Cooper & Cooper, 1996;Kraaimaat, Vanryckeghem, & Van Dam-Baggen, 2002;Miller & Watson, 1992). Adults who stutter have demonstrated significantly greater expectancy of social harm than those who do not stutter (Davis et al, 2007;Kraaimaat et al, 2002;Messenger et al, 2004) and concerns about publicly acknowledging and discussing stuttering have been reported in adolescents who stutter (Blood, Blood, Tellis, & Gabel, 2003;Hearne, Packman, Onslow, & Quine, 2008).…”

“…Researchers and clinicians have argued for the adoption of a broader conceptualisation of stuttering, which aims not only to delineate the surface behaviours present in an individual's speech, but also the psychosocial impact stuttering may have on their life (Cooper & Cooper, 1996;Rustin, Cook, & Spence, 1995;Yaruss & Quesal, 2004, 2006. Negative emotions (such as anxiety, fear and guilt) have been attributed to the disorder for over 2000 years (Fitzgerald, Djurdjic, & Maguin, 1992).…”