Purpose Negative or uninformed stuttering attitudes proliferate among the general public, and bourgeoning research has shown that such attitudes might emerge as early as the preschool years. Much remains unknown about young children's stuttering attitudes, and conclusive recommendations to improve attitudes toward stuttering have yet to be advanced. This study sought to determine the effect of a new educational program on improving stuttering attitudes among preschool children using objective measures. Method Thirty-seven preschool children learned about stuttering and sensitive peer interactions by participating in the newly developed Attitude Change and Tolerance program. The program teaches children about human differences with an emphasis on stuttering and how to interact with people who stutter. Children's stuttering attitudes were measured using the Public Opinion Survey of Human Attributes–Stuttering/Child (Weidner & St. Louis, 2014) before and after the program. Results Pre–post comparisons showed statistically significant improvements in children's overall stuttering attitudes. In particular, children demonstrated gains relative to their perceptions of and reactions toward people who stutter. Conclusion This study provides empirical evidence that young children's stuttering attitudes can be improved using the Attitude Change and Tolerance program. In addition, it supports previous research that negative stuttering attitudes emerge as early as preschool.
An established definition of the concept grit is a combination of resilience and stamina for long-term challenges. Although literature on grit has been vast in terms of linking this concept to success for nondisabled individuals, limited research exists for individuals with disabilities. The present study investigated the relationship between grit and disability status within the college population. We surveyed individuals with and without a registered disability at a university, using the Grit Scale to measure responses and later subdividing it into Consistency of Interest and Perseverance of Effort scales. We found a significant main effect, defining significant differences with p values < .05, between disability status with total Grit score. Another significant interaction was found when evaluating the relationship of disability and underrepresentation (e.g., Black Indigenous People of Color) on Grit and Consistency of Interest subscores. No significant differences were found within the Perseverance subcategory of Grit. These results indicate that individuals within the underrepresented category, or people of color, as well as students registered with a disability scored significantly lower than their White and nondisabled counterparts. Further investigation is needed for confirmation of results. Suggested future investigations include the relationships of grit with varying disability categories as well as with individuals making up the underrepresented ethnic group.
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