Enhancing treatment for school-age children who stutter

Murphy, William P.; Yaruss, J. Scott; Quesal, Robert W.

doi:10.1016/j.jfludis.2007.02.002

Cited by 68 publications

(18 citation statements)

References 26 publications

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“…It is possible that parents’ responses reflected their own lack of knowledge, and this would be consistent with studies reporting that parents have a general lack of knowledge about stuttering, and about what they can do to help their children deal with stuttering effectively [9, 15, 23, 40]. Such findings highlight the need for Portuguese therapy programmes to provide more information and education about stuttering, not only for children, but also for parents [15, 36, 40, 61]. Parents’ feelings of guilt, helplessness, and worry might be mitigated if they had more knowledge about the disorder, and this might help them to develop more confidence and ability when it comes to supporting their children [14, 60].…”

Section: Discussion/conclusionsupporting

confidence: 71%

“…Many children who stutter perceive themselves as ineffective speakers; they may also have negative reactions and thoughts about themselves and their speech [32-34]. Their reactions to stuttering are influenced by the ways in which stuttering affects them [21, 32]; this may be observed in their communication, health, social life, and occupation [16, 33, 35, 36]. Parents may perceive this impact in terms of struggle behaviours, as children attempt to convey messages, or in terms of emotional reactions, such as confusion, anxiety, despair, frustration, anger, and sadness [23].…”

Section: Introductionmentioning

confidence: 99%

“…In turn, parents also experience negative feelings and thoughts, such as guilt, anxiety, helplessness, distress, despair, sadness, emotional strain, fear, and lack of confidence in their skills [8, 14, 35, 37-39]. The parental concerns often relate to fears about the consequences that stuttering may have on their children’s future [9, 23, 40], such as difficulties regarding performance at school, struggles in peer relationships, and speech-motivated teasing or bullying [36, 38].…”

Section: Introductionmentioning

confidence: 99%

“…Previous research studies showed that children who stutter perceive themselves as poorer speakers with a negative impact on their lives [9, 50, 51], in addition parents often succumb to negative emotions due to their children’s speech [9, 36, 50, 52, 53]. Currently, little is known about whether or not parents and children are in agreement with one another about how they perceive the impact of stuttering.…”

Section: Introductionmentioning

confidence: 99%

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Stuttering Impact: A Shared Perception for Parents and Children?

Rocha

Yaruss

Rato

2019

Folia Phoniatr Logop

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Background/Aims: Previous research has provided information about how school-aged children perceive their own stuttering; however, less is known about how stuttering is perceived by their parents. The ways that parents view their children's stuttering could influence how the children themselves react to it. This study proceeds to assess how parents' perceptions of the impact of stuttering relate to the perceptions of children. Method: Participants were 50 children who stutter aged 7-12 years (mean = 9.10; SD = 1.7) and their parents, recruited from different cities in Portugal. The European Portuguese version of the Overall Assessment of the Speaker's Experience of Stuttering was administered to the children, and an adapted version of the tool was administered to their parents. Results: Both parents and children showed generally similar overall impact ratings, typically falling in the mild and moderate ranges. Differences were observed in families with a history of stuttering: for those families, a comparison of parents' and children's scores revealed, in some domains, that parents perceived the impact of stuttering to be greater than the children did, especially related with children's reactions to stuttering and their quality of life. Conclusion: Knowledge about how parents perceive the impact of stuttering on their children is important because families can play a key role in helping children cope with stuttering. These findings highlight the benefits of using an individualized treatment approach for each child that focuses on their perceptions, as well as on those of the parents, in order to address negative attitudes toward children's stuttering.

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Section: Discussion/conclusionsupporting

confidence: 71%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Stuttering Impact: A Shared Perception for Parents and Children?

Rocha

Yaruss

Rato

2019

Folia Phoniatr Logop

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“…It is well-documented in the literature that people in the child’s environment influence the child’s experiences of their stutter (Bennett, 2003 ; Blood & Blood, 2004 ), communicative ability and their progress in therapy (Murphy, Yaruss & Quesal, 2007 ). For school-aged children who spend a large amount of time at school, there can be little dispute that teachers are figures of authority who can have a significant impact on a child’s early years.…”

Section: Introductionmentioning

confidence: 99%

Primary school teachers’ opinions and attitudes towards stuttering in two South African urban education districts

Abrahams

Harty

Louis

et al. 2016

South African Journal of Communication Disorders

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BackgroundAs teachers form an important part of the intervention process with children who stutter in primary school, the primary aim was to describe primary school teachers’ attitudes in South Africa. The secondary aim was to compare teachers’ attitudes towards stuttering in South Africa with those from a pooled group of respondents in the Public Opinion Survey of Human Attributes–Stuttering (POSHA-S) database from different countries collected in 2009–2014.MethodA quantitative, cross-sectional survey research design was used. Primary schools in two education districts in Western Cape, South Africa, were sampled. The POSHA-S, a self-administered questionnaire, was completed by a cluster sample of 469 participants.ResultsOverall positive attitudes towards stuttering were found, specifically related to the potential of people who stutter, although the result should be interpreted with caution as the sample was not homogenously positive. Teachers still had misconceptions about personality stereotypes and the cause of stuttering. The attitudes of the South African sample were slightly more positive compared with the samples in the current POSHA-S database.ConclusionWhen developing stuttering intervention strategies, there are a number of key considerations to take into account. The study provides a basis for speech-language therapists to think about intervention with teachers and which areas of stuttering to consider.

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Stuttering

Yaruss

Nasir

2019

Encyclopedia of Life Sciences

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Stuttering is a communication disorder that involves disruptions in a person's ability to produce speech fluently. In many cases, stuttering results in adverse impact on the person's communication and overall quality of life. The most common type of stuttering, childhood‐onset fluency disorder, typically starts during the preschool years. It is a genetically influenced condition associated with differences in neurological structure and function. It is believed to be due to a complex interaction involving several key aspects of a child's development. Many children go through a period of stuttering when they are very young, but the majority recover, even without intervention. Early intervention can increase the rate of recovery in young children. Individuals who do not recover in early childhood are likely to continue stuttering throughout their lives, though speech therapy and support experiences can help people enhance their fluency and reduce the adverse impact of the disorder. Key Concepts Stuttering is a communication disorder that involves both disruptions in speech fluency and adverse impact on quality of life. Stuttering is associated with neurological differences; stuttering is not just a habit or behaviour that one learns. Stuttering behaviours are highly variable across situations and over time. Early intervention can help to hasten recovery in young children. There is no known cure for stuttering in school‐age children, adolescents and adults, though treatment and support experiences can help speakers improve their speech fluency and reduce the adverse impact of the disorder. Speech‐language pathologists should address more than just observable speech behaviours in treatment with individuals who stutter.

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Enhancing treatment for school-age children who stutter

Cited by 68 publications

References 26 publications

Stuttering Impact: A Shared Perception for Parents and Children?

Stuttering Impact: A Shared Perception for Parents and Children?

Primary school teachers’ opinions and attitudes towards stuttering in two South African urban education districts

Stuttering

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