Reactions of teachers versus non-teachers toward people who stutter

Li, Jian; Arnold, Hayley S.

doi:10.1016/j.jcomdis.2015.05.003

Cited by 20 publications

(8 citation statements)

References 51 publications

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“…This finding is consistent with previous studies (Rocha et al, 2020). Teachers' responses were likely influenced by their overall lack of knowledge about stuttering (Carroll, 2010;Li & Arnold, 2015;Silva et al, 2016). The large number of specific items skipped by teachers reinforces this notion.…”

Section: Discussionsupporting

confidence: 91%

Teachers’ perceptions of the impact of stuttering on the daily life of their students who stutter

Rocha¹,

Rato

Yaruss

2022

RPE

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Stuttering is a neurodevelopmental disorder involving interruptions in the flow of speech. The reactions of listeners and others in a child’s environment could affect how children perceive their stuttering. Children experience many of their everyday social situations in the school context. Because it might be hard for children who stutter to deal with communication in the school setting, it is essential to know how teachers perceive the impact of stuttering on their students. In this study, we collected data about teachers’ perceptions of the impact of stuttering on Portuguese children who stutter using an adaptation of the European Portuguese translation of Overall Assessment of the Speaker’s Experience of Stuttering (OASES-S-PT). Participants were 27 teachers and their students who stutter (n=27; mean age=9.0 mos., SD=1.8 mos.), recruited from different cities in Portugal. In general, teachers perceived the overall impact of stuttering in their students’ lives as mild-to-moderate. Our results did not reveal any statistically significant differences between the teachers’ perceptions of the impact of stuttering and the students’ self-reports. Still, there was no statistically significant correlation between the students’ impact scores and the teachers’ impact scores. Teachers were unable to rate several items on the instrument, which indicates that they were unfamiliar with some aspects of the children’s experiences with stuttering. This finding highlights the need to integrate teachers into therapy programs to increase support within the environment of for children who stutter.

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Section: Discussionsupporting

confidence: 91%

Teachers’ perceptions of the impact of stuttering on the daily life of their students who stutter

Rocha¹,

Rato

Yaruss

2022

RPE

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“…The comparison highlights the importance of gaining knowledge about teachers’ attitudes within the context in which they work as clearly South African and Arab teachers, while similar in some regards, had differing opinions and thoughts about stuttering. The studies by Li and Arnold ( 2015 ) and Arnold et al . ( 2015 ) further highlight that there are a number of variables, including gender, age, years of experience and familiarity that have an impact on attitudes.…”

Section: Discussionmentioning

confidence: 99%

“…Three recent POSHA–S studies (Abdalla & St. Louis, 2012 ; Arnold, Li & Goltl, 2015 ; Li & Arnold, 2015 ) investigated school teachers’ attitudes towards stuttering. Abdalla and St. Louis ( 2012 ) examined school teachers’ knowledge, attitudes and beliefs about stuttering.…”

Section: Introductionmentioning

confidence: 99%

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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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“…Silva, Leal, Correia, Valente, and St. Louis (in press) and Valente et al (2014) revealed that teacher and non-teacher samples in Portugal were also quite closely aligned. Similarly, using an earlier POSHA-S database, Arnold, Li and Goltl (2015) showed teacher Beliefs to be no different than those of non-teachers, and Li and Arnold (2015) showed a slight difference on only one of four Self Reaction components.…”

Section: Demographics Imentioning

confidence: 90%

Public attitudes toward stuttering in Europe: Within-country and between-country comparisons

Louis

Sønsterud

Junuzović-Žunić

et al. 2016

Journal of Communication Disorders

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Reactions of teachers versus non-teachers toward people who stutter

Cited by 20 publications

References 51 publications

Teachers’ perceptions of the impact of stuttering on the daily life of their students who stutter

Teachers’ perceptions of the impact of stuttering on the daily life of their students who stutter

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

Public attitudes toward stuttering in Europe: Within-country and between-country comparisons

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