Derek E. Daniels

Recounting the K-12 school experiences of adults who stutter: A qualitative analysis

UNLABELLED This study qualitatively explored the primary and secondary (K-12) school experiences of adults who stutter. The primary investigator conducted semi-structured interviews with 11 participants, a first focus group interview with 6 participants, and a second focus group interview with 4 participants. Participants discussed the various ways in which stuttering affected their personality; emotional and psychological experiences in the context of school; academic and learning experiences; classroom participation; teacher and peer relationships; speech therapy experiences; school activity involvement; and post-educational experiences. Results suggest that school is a complex cultural environment in which students must engage on academic and social levels. People who stutter may experience observable and unobservable challenges as they navigate the complexity of school. EDUCATIONAL OBJECTIVES After reading this article, the reader will be able to: (1) provide a rationale for the need to explore the school experiences of people who stutter; (2) describe the major themes associated with the school experiences of participants in the study; and (3) discuss how knowledge of school experiences can be useful to classroom teachers and speech-language pathologists.

The impact of stuttering on identity construction

Identity is an important concept to consider when describing human development. To date, relatively few articles have addressed the application of identity theory, especially that concerned with the social construction, to stuttering. This article examines why the construction of a positive identity may be difficult due to the negative effect of stuttering on communication and social interactions, and the scarcity of role models and peer groups for people who stutter. The article reviews theoretical models that link stuttering and identity. Next, personalized and social attribution aspects of stuttering as potential barriers to identity construction are explored, along with current qualitative research that relates to identity and stuttering. A case example is used to elaborate the dynamics of treatment that can impact identity construction, and is followed by treatment suggestions for both children and adults who stutter.

Discussing stuttering with parents: A preliminary study of the experiences of adolescents who stutter

Abstract A qualitative approach was used to explore the experiences of adolescents who stutter (AWS) related to discussing aspects of their stuttering with their parents. Thematic analysis from semi-structured interviews revealed three major themes and seven minor themes. Major themes consisted of (1) discussions with parents; (2) decisions about speech therapy; and (3) types of parental assistance. Minor themes included (1) preference to talk with mothers; (2) speech techniques and general information; (3) parents’ idea to begin speech therapy; (4) participants’ idea to begin speech therapy; (5) reminders to use techniques and providing advice; (6) practicing speech techniques together; and (7) good listening skills and not interrupting. Findings from the data suggest that these participants discussed their speech therapy and stuttering differently with mothers and fathers with topics of discussion centered on speech skills, general information about stuttering, and what activities were done in the speech therapy sessions.

Psychosocial support for adults who stutter: Exploring the role of online communities

A mixed-methods approach was used to explore if present-day online communities for people who stutter (PWS) are valuable in their ability to provide psychosocial support. Forty-two PWS provided both numerical and descriptive responses to questions within an anonymous online questionnaire that asked about self-esteem, feelings about being a person who stutters, and levels of support received before and after participating in an online community for PWS. Paired sample t-tests revealed that participants rated their self-esteem and levels of support after interacting in an online community for PWS significantly higher than before. Thematic analysis uncovered five major themes that consisted of (1) worldwide connection, (2) encouragement, (3) liberation, (4) accessibility, and (5) ongoing support. Findings from the data suggest that online communities for PWS are beneficial as a means of psychosocial support, in that they provided members who stutter with a platform to connect with others in order to gain and give support and encouragement that revolved around the topic of stuttering.