Listener perceptions of stuttering, prolonged speech, and verbal avoidance behaviors

Tiling, Johannes von

doi:10.1016/j.jcomdis.2010.09.002

Cited by 31 publications

(20 citation statements)

References 34 publications

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“…These results support previous studies that reported behavioral (5) and social changes (1,3,4,7,8,21,22) in individuals who stutter. In relation to behavior, the intragroup analysis of the SG suggested that the most relevant characteristics are related to anxiety/depression, withdrawn, and somatic complaints.…”

Section: Discussionsupporting

confidence: 92%

“…The intergroup analysis (SG versus CG) showed that individuals who stutter, in the opinion of their parents, had a higher frequency of behavioral alterations such as fear, nervousness/ stress, guilt, anxiety, perfectionism, and concern (anxiety/ depression scale) compared to fluent individuals. These results are similar to those of published reports that found nervousness/stress (7,8) , depression (8) , fear (2,8) , guilt, and anxiety in individuals who stutter (2) . The results of this study, concerning the withdrawn scale, showed that the behavior of children who stutter, as reported by their parents, was characterized as reserved, shy, closed, introverted, quiet, and depressed, in agreement with previous descriptions (2,7,8,23) .…”

Section: Discussionsupporting

confidence: 91%

“…These results are similar to those of published reports that found nervousness/stress (7,8) , depression (8) , fear (2,8) , guilt, and anxiety in individuals who stutter (2) . The results of this study, concerning the withdrawn scale, showed that the behavior of children who stutter, as reported by their parents, was characterized as reserved, shy, closed, introverted, quiet, and depressed, in agreement with previous descriptions (2,7,8,23) . Individuals who stutter seem to be afraid of listener´s negative evaluations and possibly avoid speaking situations in an effort to be perceived in a more positive way, as described by some researchers (7,24) .…”

Section: Discussionsupporting

confidence: 91%

“…Parents of children who stutter reported that the children often exhibit behavioral changes in school and in relationships with parents and colleagues (5) . Individuals who stutter are considered emotionally unstable (6,7) , nervous, clumsy, and unable to communicate effectively in daily life (7) . Other stereotypes were also described, such as insecure, reticent, reserved, showing escape behavior, hesitant, depressed, nervous, tense and fearful (8) , shy, quiet, and introverted (7,8) .…”

Section: Introductionmentioning

confidence: 99%

“…Individuals who stutter are considered emotionally unstable (6,7) , nervous, clumsy, and unable to communicate effectively in daily life (7) . Other stereotypes were also described, such as insecure, reticent, reserved, showing escape behavior, hesitant, depressed, nervous, tense and fearful (8) , shy, quiet, and introverted (7,8) . Some researchers investigated the personality and temperament of individuals who stutter (9) , but there is no consensus whether, in fact, stuttering causes significant impact on their personality (6) .…”

Section: Introductionmentioning

confidence: 99%

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Behavioral and social competency profiles of stutterers

Giorgetti

Oliveira

Giacheti

2015

CoDAS

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PURPOSE: To investigate the behavioral and social competency profiles of individuals who stutter and to compare them with persons who do not stutter, according to their parents; to correlate the behavioral and the social competence performances with the severity of stuttering. METHODS: Sixty-four participants, aged 6 to 18 years, of both genders, were divided into two groups: the study group (SG), composed of 32 individuals with persistent developmental stuttering, and the control group (CG), composed of 32 fluent individuals. The procedures used were fluency assessment, stuttering severity instrument, and the Child Behavior Checklist inventory. RESULTS: In the behavioral profile of the SG, the mean of the total score and that of the internalizing problems were classified as clinical. The comparison between the groups showed differences in the behavioral profile concerning the total score, and in the internalizing and externalizing problems; and in the social profile, concerning the total score and activity scale. There were no statistically significant differences in the scales among the mild, moderate, and severe stuttering. CONCLUSION: According to the information provided by parents, children who stutter showed peculiar behavior and social competence, with a higher tendency to manifest alterations in this area, in comparison to those who do not stutter. Fear, nervousness/tension, guilt, anxiety, perfectionism, and worry were the most frequent alterations in relation to the behavior, whereas damages in the social field and in the habitual communication situations characterized the social competence of persons who stutter.

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