Rodney Gabel

Communication apprehension and self-perceived communication competence in adolescents who stutter

The purpose of this study was to examine the communication apprehension and self-perceived communication competence of 39 adolescents who stutter and 39 adolescents who do not stutter using two standardized communication measures. Significantly higher levels of communication apprehension and poorer scores on self-perceived communication competence were found in adolescents who stutter when compared with adolescents who do not stutter. Subscore test data revealed that adolescents who stutter had significantly greater fears about speaking in Group Discussions and Interpersonal Conversations than they had about Public Speaking and talking during Meetings, when compared with students who do not stutter. They also had significantly poorer perceptions about their own communication competence on the Talking to Strangers subscore test when compared with students who do not stutter. A significant positive relationship among stuttering severity, communication apprehension, and self-perceived communication competence total scores was found. Students who stutter severely had greater fears about speaking in group discussions and interpersonal conversations. Implications for stuttering therapy and the need for specifically addressing communication apprehension in treatment sessions are discussed. Educational objectives: (1) The reader will learn about communication apprehension and fear in people who stutter and be able to describe different types of responses to these fears. (2) The reader will be able to learn about commercially available instruments for testing communication apprehension and compare differences between adolescents who stutter and who do not stutter. (3) The reader will be able to describe and explain the relationship between communication apprehension and stuttering and determine its impact on stuttering and resulting treatment decisions.

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.

University students' perceptions of the life effects of stuttering

An open-ended, written survey was administered to 146 university students who did not stutter to obtain their impressions of the effects of stuttering on the lives of people who stutter (PWS). Participants first wrote about the general effects of stuttering and then considered how their lives would be different if they stuttered. Both types of responses, while not qualitatively different, indicated that participants were more likely to focus on negative listener reactions and barriers to social, academic, and occupational success when they imagined themselves as PWS. Fewer participants indicated that PWS may positively cope with their stuttering through acceptance of stuttering, motivation and determination, and support systems. Quantitative differences based on gender and familiarity with PWS were not observed. The findings suggest that while university students are generally sensitive to the issues which can affect PWS, they may also tend to exaggerate the limitations placed on PWS by their stuttering. LEARNER OUTCOMES: The reader will be able to (1) understand the various ways in which fluent speakers perceive the life effects of stuttering; (2) discuss how fluent speakers, while apparently sensitive to the negative effects of stuttering, can also overemphasize the degree to which PWS are unable to participate effectively and autonomously in society; and (3) recognize the need for additional research in this area and for continued education of the general public and others by advocacy groups.

Speech disfluency in centenarians

UNLABELLED Other than a single case presentation of a 105-year-old female, no other studies have addressed the speech fluency characteristics of centenarians. The purpose of this study was to provide descriptive information on the fluency characteristics of speakers between the ages of 100-103 years. Conversational speech samples from seven speakers were evaluated for the frequency and types of disfluencies and speech rate. The centenarian speakers had a disfluency rate similar to that reported for 70-, 80-, and early 90-year-olds. The types of disfluencies observed also were similar to those reported for younger elderly speakers (primarily whole word/phrase, or formulative fluency breaks). Finally, the speech rate data for the current group of speakers supports prior literature reports of a slower rate with advancing age, but extends the finding to centenarians. LEARNING OUTCOMES As a result of this activity, participants will be able to: (1) describe the frequency of disfluency breaks and the types of disfluencies exhibited by centenarian speakers, (2) describe the mean and range of speaking rates in centenarians, and (3) compare the present findings for centenarians to the fluency and speaking rate characteristics reported in the literature.

A Field Study of Telepractice for School Intervention Using the ASHA NOMS K-12 Database

The purpose of this article is to describe the characteristics and effectiveness of a telepractice speech-language therapy program for school-age children. Outcome data related to the caseload, type and amount of intervention, and student progress from a school-based telepractice therapy program were compared with the K-12 Schools National Outcomes Measurement System (NOMS) of the American Speech-Language-Hearing Association. NOMS provides data for students receiving intervention through direct, in-person service delivery models. The findings suggest many similarities between the characteristics of the telepractice and direct, in-person service delivery models. The telepractice service delivery model was effective for most students included in the study. Results of this study support the described telepractice service delivery model as a viable option for speech-language therapy services delivered to public school students with communication impairments. Limitations of this study are discussed with guidance provided for future research studies exploring the efficacy of speech-language therapy delivered via telepractice.

Listeners’ perceptions of the personality of male alaryngeal speakers

Currently, there is limited information on listeners’ perceptions of an individual with a laryngectomy. The purpose of this study is to determine whether listeners have different impressions of a laryngectomized speakers personality based on mode of alaryngeal speech. Fifty-one listeners were presented with a reading passage produced by three male, alaryngeal speakers. Listeners were instructed to rate each speakers personality and overall speech on a seven-point scale. Results showed that listeners’ perceptions of personality were not affected by mode of alaryngeal speech, although listeners perceptions of overall speech were shown to be significantly affected by mode. Results, however, should be interepreted with caution due to small sample size and limited speaker representation. A portion of this information was previously presented at the American Speech Language and Hearing Association (ASHA) Annual Convention, Chicago, IL, November 13–15, 2003.

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.

The correlation of self-reported stuttering severity and acceptance: A survey-based study

Abstract Purpose The current study explores the relationship between acceptance of stuttering and severity of stuttering. Method An electronic survey was distributed to 64 adults who stutter. Participants were recruited through speech-language pathologists who work with clients who stutter. Participants completed a demographics questionnaire and 9-point Likert scales reporting stuttering severity and acceptance of stuttering and three open-ended questions explaining the reason for their selection on the Likert scale and what acceptance means to them. Results Stuttering severity positively correlated with self-reported acceptance of stuttering. The majority of participants reported having high acceptance, followed by some with low acceptance. Qualitative themes shed some light on the process of acceptance of stuttering and how it impacts overall stuttering management. Conclusion The results illustrated that self-reported stuttering severity and acceptance of stuttering are positively correlated. Limitations within this study and the role of acceptance in stuttering management are discussed.