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1California State University, East Bay, Communicative Sciences and Disorders Department, 25800 Carlos Bee Blvd., MB 1099, Hayward, CA 94542-3035, USA. patricia.lohmanhawk@csueastbay.edu
Perceptual and Motor Skills
|February 25, 2009
Summary
Simulating stuttering in public helped communication disorders students understand and empathize more with people who stutter. This evidence-based teaching practice effectively changed their perceptions of the disorder.
Area of Science:
- Speech-Language Pathology
- Communication Sciences and Disorders
Background:
- Students in fluency disorders courses often lack direct experience with individuals who stutter.
- Understanding the lived experience of stuttering is crucial for developing effective clinical practice.
Purpose of the Study:
- To quantify changes in graduate students' understanding of stuttering after simulating the experience.
- To assess students' perceptions of their preparation, feelings, attitudes, and listeners' reactions during the simulation.
Main Methods:
- 36 graduate students (34 women, 2 men) in their first fluency disorders class participated.
- Participants completed a 5-point Likert-scale questionnaire before and after simulating stuttering in public.
- A roundtable discussion was held to process the students' experiences.
Main Results:
- Students reported both positive and negative experiences, leading to increased understanding and empathy for people who stutter.
- The simulation helped correct erroneous perceptions and broadened students' perspectives on the complexities of stuttering.
- Participants found the follow-up discussion significantly contributed to their learning process.
Conclusions:
- Simulating stuttering in public is an effective, evidence-based teaching practice for communication disorders students.
- This experiential learning approach enhances empathy and clinical understanding of stuttering.
- The study supports the integration of such simulations in academic curricula.
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