Medicine and Health Sciences Commons^™

A Phenomenological Investigation Of The Contextual Variability And Anticipation Of Stuttering, Amanda D. Ortiz-Alvarez

Speech and Hearing Sciences ETDs

Stuttering is a neurologically based speech impairment often defined by listener-oriented parameters (i.e., its overt characteristics). These fail to encompass contextual variability and anticipation, two facets of the speaker’s experience which, though frequently encountered by people who stutter (PWS), remain poorly understood and largely under-researched. To better understand the subjective underpinnings of these phenomena, as well as how PWS conceptualize and relate to their stuttering, the present study sought to explore a) the experiences of PWS with the unpredictable and/or variable nature of their stuttering, as well as their beliefs surrounding potential contributors to its variability; b) the experiences of …

The Stuttering Characteristics Of Spanish-English Bilingual Adult Speakers, Sima Sokolov

University Honors Theses

As the number of bilinguals and multilinguals continues to grow globally, researchers and clinicians in the field of speech-language pathology are faced with a unique challenge and opportunity - the need to understand the experiences of bilingual and multilingual clients who stutter. Yet, research and clinical guidelines about assessment and treatment of bilinguals who stutter has been scarce. There is a critical need for research to explore the types of stuttering produced by bilinguals in each of their languages. This research study has two aims: (1) to compare and contrast stuttering characteristics in two languages (English and Spanish) and across …

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 …

Teachers' Knowledge And Perceptions Of Children Who Stutter, Kathryn Knight

Honors Theses

A teacher's knowledge about stuttering and perceptions of children who stutter increases positivity with years of teaching experience and the number of hours of special needs-in-service.