IFA Congresses

Perceptions of African-American Middle and High School Students About Stuttering

Perceptions of African-American Middle and High School Students About Stuttering

Susan Roesti1, Glen Tellis1, and Rodney Gable2
1Indiana University of Pennsylvania, Dept. of Special Education, 259 Davis Hall, Indiana, PA I 5 705
2Bowling Green State University, 242 Health Centetg Dept of Communication Disorders, Bowling Green, OH, 43402

SUMMARY

The Stuttering Inventory for African-American Students was administered to 168 African-American middle and high school students to determine their perceptions about stuttering. Results indicate that the scale is a reliable and valid instrument. The 25-item, three-factor scale adequately examines concepts that relate to perceptions, causes of, cures for, reactions to stuttering, and social perceptions about stuttering. Results also indicate that females are more likely than males to disagree about the causes of, cures for, and reactions to stuttering and that the race of the therapist is not important when treating persons who stutter. Implications for assessment and treatment are discussed.

Read more: Perceptions of African-American Middle and High School Students About Stuttering

The Influence of Syntactic Variables on the Development of Stuttering

The Influence of Syntactic Variables on the Development of Stuttering

Dieter Rommel
University of Ulm, Section of Phorziatrics, Schillerstr. 15, 89077 Ulm, Germany

SUMMARY

The influence of selected psycholinguistic variables on the further course of childhood stuttering is presented and discussed by examining the study population from t0 (first contact, N=71) to t9 (4;6 years later). The stuttering children and their mothers were videotaped in 6 month-intervals in a play situation. The transcribed utterances of the children were analyzed with a sophisticated computer-based language profiling system. The results confirm the research data obtained up to date, stating that stuttering occurs more frequently with grammatically more complex and longer sentences. Results suggest that some syntactic variables are important with respect to the course of stuttering.

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Comparison of Exchange Patterns of Stuttering In Spanish and English Monolingual Speakers and a Bilingual Spanish-English Speaker

Comparison of Exchange Patterns of Stuttering In Spanish and English Monolingual Speakers and a Bilingual Spanish-English Speaker

P. Howell, L. Ruffle, A. Fernandez-Zuniga, R. Gutierrez, A.H. Fernandez, M.L. O’Brien, M. Tarasco, I. Vallejo Gomez & J. Au-Yeung
University College London, 26 Bedford Way, London WC1H OAP

SUMMARY

Samples of the spontaneous speech of monolingual Spanish speakers who stutter of different ages and a Spanish-English bilingual speaker who stutters were analyzed. The patterns of stuttering in these samples were examined to establish how they compare to those reported to occur for English. The characteristics examined for the monolingual speakers were the difference in stuttering rate on function and content words over ages (Howell, Au-Yeung & Sackin’s 1999 exchange relations). Young Spanish speakers showed a higher rate of function than content words whereas older speakers showed less of a difference (as reported previously for English). Stuttering rates on function and content words in the two languages of a bilingual speaker were examined. The speaker showed a more adult-like pattern in his dominant language (Spanish) but a more child- like pattern in his second language (English). The results are discussed in terms of the implications for theory, diagnosis and treatment of the disorder.

Read more: Comparison of Exchange Patterns of Stuttering In Spanish and English Monolingual Speakers and a...

Judgments of Disfluency in a Familiar vs. an Unfamiliar Language

Judgments of Disfluency in a Familiar vs. an Unfamiliar Language

Brian D. Humphrey
Programs in Speech, Language, and Communication Disorders, Nova Southeastern University, 3301 College Avenue, Fort Lauderdale, Florida 33314, USA

SUMMARY

This study examined whether bilingual English-Spanish speaking judges may be better at making disfluency judgments in Spanish than monolingual English-speaking judges. Both groups judged a Spanish-language narrative to contain a greater percentage of disfluencies than an English-language narrative by the same speaker. However, neither group identified a significantly greater percentage of disfluencies in the Spanish-language narrative. Implications for treatment and directions for further research are discussed.

Read more: Judgments of Disfluency in a Familiar vs. an Unfamiliar Language

“Emotion and Speech” Treatment Approach for Young Children Who Stutter

“Emotion and Speech” Treatment Approach for Young Children Who Stutter

Hiroaki Kobayashii1 and Mizokami Naomi2
1Facility of Education, Kanazawa University, Kakama-rnachi, Kanazawa-shi, Is/*tikawa-ken, 920-1192, Japan
2Graduate School of Education, Hiroshima University, Kagamiyama, Higashi-Hiroshima-shi, Hiroshima-ken, 739-8524, Japan

SUMMARY

The purpose of this study was to determine an approach to treatment that focused on an emotional components based on the U hypothesis (Uchisugawa and Hayasaka, 1988) in addition to a speech components. A preschool boy participated in this study. He visited at 3 year and 9 months old for treatment of stuttering. The result shows that the fragility in the emotional/speech areas that were seen at first session improved, and the number of stuttering-like disfluencies decreased. The adjustability and effectiveness of the “Emotion and speech” treatment approach with young children who stutter are discussed based on these results.

Read more: “Emotion and Speech” Treatment Approach for Young Children Who Stutter

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JFD

Journal of Fluency DisordersBrowse the current issue
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non-members)

The official journal of the International Fluency Association
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