Speech and Hearing Science Commons^™

Resilience Training And Quality Of Life In Stuttering Therapy: A Systematic Review, Ashley Koehler

Honors Theses

Abstract

This study investigated correlations between resilience and quality of life relative to stuttering therapy. A systematic review and meta-analysis of articles published with focuses on stuttering, resilience training, and quality of life was conducted. Electronic databases, PubMed, and Google Scholar, were used to gain results of relevant published articles. Both search engines in this review produced relevant articles. Google Scholar produced more articles that met all 3 inclusion criteria, while PubMed produced more results that met at least 1 or 2 inclusion criteria. From both databases, numerous articles included the need for a multidimensional therapy emphasizing personal resilience. However, …

Differential Effects Of Verbal And Written Disclosure On Perceptions Of A Child Who Stutters, Peyton Mcknight

Honors Theses

This study measured perceptions of a 12-year-old boy who stutters, relative to perceived speech skills and personal characteristics, as a function of seven potential stuttering disclosure conditions, featuring either a personal verbal disclosure, written disclosure, or no disclosure, delivered by various authors (i.e., self/child, mother, teacher). 641 participants college-aged adults were randomly assigned to one of seven stuttering disclosure groups: no disclosure control, verbal self-disclosure, written self-disclosure, verbal mother disclosure, written mother disclosure, verbal teacher disclosure, or written teacher disclosure. Participants in the control group viewed a brief video of a 12-year-old male who stutters reciting a short passage. Participants …

The Effects Of Written Stuttering Disclosure On Young Adult's Perceptions Of Children Who Stutter, Ashlee Manahan

Honors Theses

Abstract:

Purpose: This study measured between-group differences in perceived speech skills and personality characters of a 12-year-old male child who stutters (CWS) as a function of a written factual stuttering disclosure statement, delivered by a male CWS, his “mother”, and his “teacher”.

Methods: Four-hundred twenty-four college aged adults were randomly assigned to one of four groups. The groups included three experimental groups (i.e. written self-disclosure, written mother-disclosure, written teacher disclosure) and a control group (no written disclosure). Participants in the control condition viewed a brief video of a 12-year-old male who stutters. In the experimental conditions, participants viewed a brief …