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Related Experiment Videos

Changing Nonstuttering Preschool Children's Stuttering Attitudes.

Mary E Weidner1, Kenneth O St Louis2, Haley L Glover2

  • 1Department of Communication Disorders, Marshall University, Huntington, WV.

American Journal of Speech-Language Pathology
|October 11, 2018
PubMed
Summary

A new educational program significantly improved preschool children's attitudes toward stuttering. This intervention demonstrates that early education can foster more positive perceptions and interactions with individuals who stutter.

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Area of Science:

  • Speech and Language Pathology
  • Developmental Psychology
  • Educational Interventions

Background:

  • Negative attitudes towards stuttering are prevalent in the general public.
  • Research indicates these negative attitudes can form in preschool-aged children.
  • There is a need for effective interventions to improve early childhood attitudes about stuttering.

Purpose of the Study:

  • To evaluate the impact of a novel educational program on preschool children's attitudes toward stuttering.
  • To assess the effectiveness of the Attitude Change and Tolerance program using objective measures.

Main Methods:

  • Thirty-seven preschool children participated in the Attitude Change and Tolerance program.
  • The program focused on educating children about stuttering and promoting sensitive peer interactions.

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  • Children's attitudes were measured using the Public Opinion Survey of Human Attributes-Stuttering/Child before and after the intervention.

    • Main Results:

    • Statistically significant improvements were observed in children's overall attitudes toward stuttering.
    • Children showed enhanced perceptions and more positive reactions towards individuals who stutter post-intervention.
    • The findings indicate a positive shift in children's understanding and empathy regarding stuttering.

    Conclusions:

    • The Attitude Change and Tolerance program is effective in improving stuttering attitudes in young children.
    • This study provides empirical support for the early emergence of negative stuttering attitudes.
    • Early educational interventions can positively shape children's views on stuttering.