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Published on: January 23, 2017
Peer responses to stuttering in the preschool setting
Marilyn Langevin1, Ann Packman, Mark Onslow
1Institute for Stuttering Treatment & Research, Faculty of Rehabilitation Medicine, University of Alberta, 1500, 8215-112 Street, Edmonton, Alberta T6G 2C8, Canada. marilyn.langevin@ualberta.ca
American Journal of Speech-Language Pathology
|April 1, 2009
Summary
Most preschoolers who stutter receive positive peer responses. However, certain stuttering patterns, like longer or complex disfluencies, can unfortunately lead to negative reactions and impact social interactions.
Area of Science:
- Child Development
- Speech-Language Pathology
- Social Psychology
Background:
- Preschoolers who stutter often face social challenges.
- Understanding peer interactions is crucial for supporting children who stutter.
Purpose of the Study:
- To examine how preschoolers respond to peers who stutter.
- To identify if specific stuttering characteristics trigger negative peer reactions.
Main Methods:
- Video recording of free-play sessions with 4 preschoolers who stutter (ages 3-4).
- Analysis of stuttered utterances and peer responses (negative vs. neutral/positive).
- Evaluation of stuttering behaviors, duration, and utterance meaningfulness.
Main Results:
- Over 71% of peer responses were neutral or positive.
- Negative responses included confusion, mocking, or ignoring stuttered speech.
- Negative reactions were linked to meaningless, behaviorally complex, or longer stuttered utterances.
- Difficulties in leading play, pretend play, and conflict resolution were also observed.
Conclusions:
- The majority of peer responses to stuttering are positive.
- Stuttering can, however, elicit negative peer responses.
- Stuttering may impact broader social interactions in preschool settings.
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