Elementary school students' perceptions of stuttering: A mixed model approach

Area of Science:

• Speech and Language Pathology
• Child Psychology

Background:

• Limited research exists on children's reactions to peers who stutter.
• Previous studies primarily used quantitative methods, with few exploring qualitative responses.

Purpose of the Study:

• To investigate elementary school students' perceptions of a peer who stutters.
• To employ both quantitative and qualitative analyses across three stuttering severity levels.

Main Methods:

• 88 children aged 8-12 participated.
• Participants viewed audiovisual samples of fluent speech and simulated stuttering (mild, moderate, severe).
• Responses were gathered through Likert scale statements and open-ended questions.

Main Results:

• Negative perceptions and comments increased with stuttering severity.
• Despite this, children reported comfort listening to stuttering and forming friendships.

Conclusions:

• Findings highlight the spectrum of peer reactions to childhood stuttering.
• Results can inform clinicians and educators on fostering understanding and acceptance.