Department of Communication Sciences & Disorders, West Virginia University, Morgantown.
Department of Philology, University of Silesia, Katowice, Poland.
Am J Speech Lang Pathol. 2018 Oct 19;27(3S):1195-1210. doi: 10.1044/2018_AJSLP-ODC11-17-0179.
This quasi-experimental design study in Poland evaluated the effects of a course on stuttering for university students and the effects of an educational workshop for public school teachers, both interventions designed to improve attitudes toward stuttering.
Participants (132 in-service teachers and 75 university students) completed the Polish version of the Public Opinion Survey of Human Attributes-Stuttering (St. Louis, 2011) twice, before and after 2 interventions for experimental groups and 3 months apart for control groups. Experimental teachers participated in a 2-hr workshop dedicated to stuttering. Experimental students enrolled in a 1-semester course wherein multiple activities (including the teacher workshop) were included to generate a comprehensive understanding of stuttering. None of the participants in either control group participated in the academic course for students or workshop for teachers.
Preintervention comparisons for teachers and for students confirmed that participants assigned to either experimental or control groups did not differ significantly on their attitudes toward stuttering. For both experimental teachers and students, the interventions resulted in significant positive changes in stuttering attitudes. Neither control group changed.
This experimental study demonstrated that it is possible to positively modify stuttering attitudes of teachers as well as university students. It has implications for the length, content, and experiential components of interventions designed to improve public attitudes toward stuttering.
本研究在波兰采用准实验设计，评估了针对大学生的口吃课程和针对公立学校教师的教育研讨会这两种干预措施对改善对口吃态度的效果。这两种干预措施均旨在改善对口吃的态度。
参与者（132 名在职教师和 75 名大学生）在两次干预前（实验组）和 3 个月后（对照组），使用波兰语版《人类属性口吃公众意见调查》（圣路易斯，2011 年）进行了两次问卷调查。实验组教师参加了一个 2 小时的口吃研讨会。实验组学生参加了一个为期一学期的课程，其中包括多项活动（包括教师研讨会），以全面了解口吃。对照组的参与者都没有参加针对学生的学术课程或教师研讨会。
教师和学生的干预前比较证实，无论是实验组还是对照组的参与者，他们对口吃的态度都没有显著差异。对于实验组的教师和学生，干预措施都对口吃态度产生了显著的积极变化。对照组都没有变化。
这项实验研究表明，有可能积极改变教师和大学生对口吃的态度。这对口吃态度干预措施的长度、内容和体验性成分具有启示意义。
