Department of Communication Sciences & Disorders, The University of Mississippi, University.
School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson.
Lang Speech Hear Serv Sch. 2020 Jul 15;51(3):745-760. doi: 10.1044/2020_LSHSS-19-00059. Epub 2020 Apr 16.
Purpose This study measured between-group differences in perceived speech skills and personality characteristics of a 12-year-old boy who stutters as a function of a factual stuttering disclosure statement, delivered by the boy who stutters, his "mother," or his "teacher." Method Two hundred seventeen college-aged adults were randomly assigned to one of four groups, including a control group (no stuttering disclosure) and three experimental groups (child disclosure, mother disclosure, and teacher disclosure). Participants in the control condition viewed a brief video of a 12-year-old boy who stutters. For the experimental conditions, participants viewed a brief factual stuttering disclosure video (delivered by the child, mother, or teacher), followed by the same minute-long video of a boy who stutters used in the control condition. Following the videos, participants completed surveys relative to their perception of the boy's speech skills and personality characteristics. Results Results support previous research citing benefits of stuttering disclosure. Significant between-group differences in both perceived speech skills and personality characteristics were observed when stuttering was disclosed by not only the child who stutters but also his teacher. When stuttering was disclosed by the mother, limited positive attitudinal differences were observed in speech skills; as a matter of fact, a number of personality characteristics were perceived more negatively as a function of stuttering disclosure by the mother. Conclusions While results were generally most positive when the boy disclosed his own stuttering, data from this study support the efficacy of verbal stuttering disclosure provided by a teacher as a means of improving perceptions associated with stuttering. Accordingly, data support the notion that children who stutter will experience an improved quality of life when taught effective self-disclosure strategies by both parents and professionals, and that professionals (but not necessarily parents) can effectively disclose their clients' stuttering during this mentorship and self-advocacy process.
目的 本研究旨在测量一个口吃男孩在口吃事实披露陈述下，其被感知的言语技能和个性特征的组间差异，该陈述由口吃男孩、其“母亲”或其“老师”来传达。 方法 217 名成年大学生被随机分配到四个组中的一个，包括对照组（无口吃披露）和三个实验组（儿童披露、母亲披露和教师披露）。对照组的参与者观看了一段口吃 12 岁男孩的简短视频。对于实验组，参与者观看了一段简短的口吃事实披露视频（由孩子、母亲或老师传达），然后观看了对照组中使用的相同时长为 1 分钟的口吃男孩视频。观看视频后，参与者完成了与他们对口吃男孩言语技能和个性特征的感知相关的调查。 结果 结果支持了先前的研究，即口吃披露的益处。当口吃不仅由口吃儿童而且由其教师披露时，在被感知的言语技能和个性特征方面观察到了显著的组间差异。当口吃由母亲披露时，仅观察到言语技能方面的有限积极态度差异；事实上，由于母亲的口吃披露，一些个性特征被感知为更负面。 结论 虽然当男孩自己披露口吃时结果通常最为积极，但本研究的数据支持由教师提供的言语口吃披露的功效，这是改善与口吃相关的认知的一种手段。因此，数据支持这样的观点，即口吃儿童如果同时接受父母和专业人士教授有效的自我披露策略，将体验到更高的生活质量，并且专业人士（而不一定是父母）可以在这种指导和自我倡导过程中有效地披露他们客户的口吃。
