Special educators' perceptions of stutterers

Ruscello, Dennis M.; Lass, Norman J.; Schmitt, John F.; Pannbacker, Mary

doi:10.1016/0094-730x(94)90018-3

Cited by 61 publications

(24 citation statements)

References 16 publications

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“…Studies support the notion that children and adolescents who stutter are stereotyped as more anxious, stressed or nervous than their more fluent counterparts (Crowe & Walton, 1981;Ham, 1990;Ruscello et al, 1994;Turnbaugh et al, 1979;Woods & Williams, 1971). The current findings make an important contribution about anxiety and stuttering in adolescents, especially given the limited number of studies published.…”

Section: Discussionsupporting

confidence: 51%

“…Stuttering is an unpredictable disorder (Bloodstein, 1995;Guitar, 2005;Manning, 2001;Shapiro, 1999) with conflicting and variable responses from fluent communication partners and reported negative communication experiences (Bebout & Bradford, 1992;Ham, 1990;Ruscello, Lass, Schmitt, & Pannbacker, 1994;Turnbaugh, Guitar, & Hoffman, 1979;Woods & Williams, 1971). Data from qualitative studies suggest suffering, helplessness, shame, and stigma may be core experiences for some adults who stutter (Corcoran & Stewart, 1998;Crichton-Smith, 2002;Klompas & Ross, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Anxiety levels in adolescents who stutter

Blood

Maloney

et al. 2007

Journal of Communication Disorders

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High levels of anxiety can negatively affect the lives of children and adolescents. Thirty-six adolescents who stutter and 36 adolescents who do not stutter were administered standardized scales for anxiety and self-esteem. Significant differences were found for the total T-scores for Revised Children's Manifest Anxiety Scale for the two groups, although both groups mean T-scores were within normal range. Eighty-three percent of adolescents who stutter and 95% of adolescents who do not stutter earned scores in the normal range. No significant differences were found on the self-esteem scale, with 86% of adolescents who stutter and 97% of adolescents who do not stutter earning scores in the normal/positive range. Adolescents who stutter with co-occurring disorders displayed significantly higher levels of anxiety than adolescents who stutter with no co-occurring disorders. No significant differences were found between groups on ethnicity, socioeconomic class, gender and anxiety levels. A positive, significant correlation between anxiety scores and self-esteem scores was found for both groups.Learning outcomes: Readers will learn about and understand (a) the role of anxiety and selfesteem in stuttering; (b) the methods used to evaluate anxiety and self-esteem in adolescents; and (c) the similarities between adolescents who stutter and adolescents who do not stutter on anxiety and self-esteem scales. #

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Section: Discussionsupporting

confidence: 51%

Section: Introductionmentioning

confidence: 99%

Anxiety levels in adolescents who stutter

Blood

Maloney

et al. 2007

Journal of Communication Disorders

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“…Estudos diversos apontam a gagueira como sendo de natureza emocional, agravada por atitudes inadequadas decorrentes de ideias e 54 cren<;as err6neas a respeito deste tipo de disfun<;ao (Barbosa & Chiari , 1998 Ruscello et al (1994) e outros, acreditamos que a orienta<;ao aos professores a respeito da gagueira e das cren<;as equivocadas sabre o individuo que gagueja seja fundamental no ambito de um trabalho preventive.· Entretanto, em razao da complexidade da problematica do ensino e da aprendizagem escolar, exigente de saberes disciplinares e pedag6gicos dos professores , nao nos parecem suficientes a<;6es preventivas assentadas apenas em orienta<;6es, sem que os professores sejam instrumentalizados para a<;6es mais efetivas e favorecedoras a aprendizagem de crian<;as com o problema.…”

Section: Lntrodwtaounclassified

'O Que Pensam Os Professores Em Formação Inicial Sobre a 'Gagueira'

Villani¹,

Curriel²,

Oliveira³

2009

Nuances

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prejudicar o processo da apre ndizagem escolar. A detec<;:ao e tratamento precoces destes disturbios sao imprescindiveis a inser<;:ao social da crian<;:a e neste sentido os professores das series in iciais desempenham papel fundamental. Dentre os disturbios da comunica<;:ao humana que afetam a socializa<;:ao da criant;:a e que podem implicar disturbios de aprendizagem, sobretudo de leitura e escrita, destaca-se a gagueira. A complexidade e relevancia dessa problematica para o processo da aprendizagem escolar ao lado da grande incidencia de criancas em fase de alfabetizat;:ao com gagueira impoem investiga-la na interface Educa<;:ao e Fonoaudiologia. Com este objetivo , atraves de questionario semi-estruturado, identificamos concept;:6es e atitudes de professores em forma<;:ao inicial (a lunos do 3° anode um curso de Pedagogia) , sabre gagueira (etiologia , sintomatologia e tratamento) e suas possiveis rela<;:6es com o ensino e a aprendizagem da leitura e escrita de criant;:as com o problema. Os resultados preliminares denotam a importancia deste estudo como um caminho para melhor compreender a prob lematica da 'gagueira' e favorecer a construgao de saberes pedag6gicos necessaries a socializa<;:ao e a aprendizagem de crian<;:as com o problema. PALAVRAS-CHAVE:Sensa Comum; Conhecimento Pedag6gico; Gagueira; Formagao de Professores ABSTRACT: WHAT DO THE TEACHERS IN BASIC EDUCATION THINK ABOUTThe formal education has as objective , among others , to improve the development of human communication through oral , gesture and written language. Studies have showed that disturbances in human communication might interfere in child's primary and secundary socialization and impair the process of learning. The precocious detection and handling these disturbances is essential to the social insertion of the child and in this direction professors of the initial series play a basic role . Amongst the disturbances of human communication that affect the socialization of the child and that can imply in learning impairments, over all in reading and writing , the stammering is distinguished. The complexity and relevancy of this problematic to the scholar learning process as well as the large incidence of children in lettering phase with stammering requires further investigation through Education and Phonoaudiology interface. With this in mind , through a semi-structured questionnaire , we identified teachers' conceptions and attitudes who work with basic education (students of 3o. year in a Pedagogy course) , about stammering (ethyologi , sintomatology and treatment) and their possible relations with teaching and learning process of reading and writing with children who show the problem. The preliminary results show the importance of this work as a way to better understand the stammering problematic to _ ease the construction of pedagogic knowledge necessary to the socialization and learning in children with the problem.

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“…Finally, there is evidence, albeit largely descriptive in nature, that teachers and school administers associate stuttering with negative personality traits such as shyness, and may expect less of their students who stutter (Yeakle and Cooper 1986;Lass et al 1992;Ruscello et al 1994;Dorsey and Guenther 2000).…”

mentioning

confidence: 99%

The kid's speech: The effect of stuttering on human capital acquisition

Rees

Sabia

2014

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. A number of studies have shown that childhood speech impairments such as stuttering are associated with lower test scores and educational attainment. However, it is unclear whether this result is causal in nature or whether it can be explained by difficult-to-measure heterogeneity at the community, family, or individual level. Using data from the National Longitudinal Study of Adolescent Health and ordinary least squares, we show that stuttering is negatively associated with high school grades, the probability of high school graduation, and the probability of college attendance. However, empirical specifications with family fixed effects or controls for learning disabilities such as Attention Deficit Hyperactivity Disorder suggest that these associations can, in large part, be explained by difficult-to-measure heterogeneity. JEL Classification:I1, I2

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Special educators' perceptions of stutterers

Cited by 61 publications

References 16 publications

Anxiety levels in adolescents who stutter

Anxiety levels in adolescents who stutter

'O Que Pensam Os Professores Em Formação Inicial Sobre a 'Gagueira'

The kid's speech: The effect of stuttering on human capital acquisition

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