The impact of stuttering on Portuguese school-age children as measured by the OASES-S

Rocha, Mónica Soares; Rato, Joana R.; Yaruss, J. Scott

doi:10.1080/2050571x.2020.1751427

Cited by 4 publications

(10 citation statements)

References 39 publications

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“…In section II (reactions to stuttering), parents’ and children’s responses are in agreement with the previous literature which reports greater negative emotional reactions, including embarrassment, frustration, and anxiety in children who stutter [9, 50, 61-63]. Responses of both groups show that children were experiencing negative emotions associated with their stuttering.…”

Section: Discussion/conclusionsupporting

confidence: 88%

“…The European Portuguese version of Overall Assessment of the Speaker’s Experience of Stuttering for School-Age Children, Age 7–12 (Avaliação Global da Experiência Subjetiva da Gaguez: OASES-S-PT) [59] was used to explore children’s perception of stuttering [49]. The OASES-S is divided into 4 sections: (a) section I (general information) contains 15 items pertaining to the speakers’ perceived fluency and speech naturalness, knowledge about stuttering, and overall feelings about stuttering; (b) section II (your reactions to stuttering) contains 20 items examining the speakers’ affective, behavioural, and cognitive reactions to stuttering; (c) section III (communication in daily situations), contains 15 items assessing speaker degree of difficulty when communicating in general situations, at school, in social contexts, and at home; (d) section IV (quality of life) contains 10 items assessing how much stuttering interferes with the speakers’ satisfaction with their ability to communicate, their ability to participate actively in life, and their overall sense of well-being.…”

Section: Methodsmentioning

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: 88%

Section: Methodsmentioning

confidence: 99%

Stuttering Impact: A Shared Perception for Parents and Children?

Rocha

Yaruss

Rato

2019

Folia Phoniatr Logop

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“…Analyses revealed a mild-to-moderate overall impact, including low overall self-awareness of stuttering and negative emotional reactions associated with stuttering. Findings also revealed difficulty in communicating in specific situations, such as speaking in large groups (Rocha et al, 2020). Based on these findings, it is clear that speech-language therapists can use the OASES-S-PT to measure the impact of stuttering based on the self-perception of children who stutter.…”

Section: Portuguesa De Educaçãomentioning

confidence: 87%

“…Stuttering is likely to affect education, health, personal relationships, social life, and occupation (e.g. Beilby et al, 2012;Boey, 2012;Craig et al, 2009;Rocha et al, 2020;Yaruss & Quesal, 2016). Because of the broad-based nature of stuttering, it is important to take into account the perceptions and experiences of those who stutter when planning evaluations and treatment (Yaruss & Quesal, 2006).…”

Section: Portuguesa De Educaçãomentioning

confidence: 99%

“…As documented in prior studies, stuttering can significantly impact children (Rocha et al, 2020;Yaruss & Quesal, 2016). A previous study used the European Portuguese translation of the Overall Assessment of the Speaker's Experience of Stuttering (OASES-S-PT), (Rocha et al, 2020) to examine the experiences of Portuguese school-age children who stutter. Analyses revealed a mild-to-moderate overall impact, including low overall self-awareness of stuttering and negative emotional reactions associated with stuttering.…”

Section: Portuguesa De Educaçãomentioning

confidence: 99%

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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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11 age children ^school-age children School-Age Children

2022

Stuttering and Related Disorders of Fluency

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The impact of stuttering on Portuguese school-age children as measured by the OASES-S

Cited by 4 publications

References 39 publications

Stuttering Impact: A Shared Perception for Parents and Children?

Stuttering Impact: A Shared Perception for Parents and Children?

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

11 age children ^school-age children School-Age Children

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