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Coalson GA, Byrd CT, Werle D, Croft R, Mahometa M. Self-Perceived Communication Competence of Adults Who Stutter Following Communication-Centered Treatment. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024:1-21. [PMID: 38820237 DOI: 10.1044/2024_ajslp-23-00234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2024]
Abstract
PURPOSE The purpose of this study was to assess self-perceived communication competence of adults who stutter following participation in a non-ableist treatment for which one of the core components focuses on communication - with no direct or indirect goals designed to reduce or modify stuttered speech. METHOD Thirty-three adults who stutter completed the Self-Perceived Communication Competence scale (McCroskey & McCroskey, 1988) pre- and posttreatment. RESULTS Findings indicate significant gains in self-perceived communication competence posttreatment. Pre- to posttreatment changes in stuttering did not predict posttreatment gains in self-perceived communication competence. CONCLUSION The present study demonstrates that improvement in communication can be achieved independent of improvement in fluency, lending further support to the notion that stuttering and communication competence are distinct constructs.
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Byrd CT, Coalson GA, Werle D. Observer-rated outcomes of communication-centered treatment for adults who stutter: A social validation study. PLoS One 2024; 19:e0303024. [PMID: 38753611 PMCID: PMC11098369 DOI: 10.1371/journal.pone.0303024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 04/02/2024] [Indexed: 05/18/2024] Open
Abstract
Previous studies have reported that adults who stutter demonstrate significant gains in communication competence, per self-ratings and clinician-ratings, upon completion of a communication-centered treatment, or CCT. The purpose of this social validation study was to determine whether communication competence ratings reported by untrained observers are consistent with client and clinician judgments of communication competence gains following CCT. Eighty-one untrained observers completed an online survey that required each to view one of two videos depicting an adult who stutters during a mock interview recorded prior to CCT or after CCT. Observers were then asked to rate the communication competence of the interviewee on a 100-point visual analog scale and provide additional demographic information. Communication competence of the adult who stutters who had completed CCT was rated significantly higher in their post-treatment video. Upon controlling for two demographic factors found to be associated with observer ratings (years of education, years the observers had known an adult who stutters), significantly higher ratings of communication competence for the post-treatment video were maintained. These preliminary findings provide social validity for CCT by demonstrating that the gains in communication competence reported in previous studies through clinician and client observations are also reported by untrained observers who are not familiar with CCT.
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Affiliation(s)
- Courtney T. Byrd
- Arthur M. Blank Center for Stuttering Education and Research (AMBCSER), The University of Texas at Austin, Austin, Texas, United States of America
| | - Geoffrey A. Coalson
- Arthur M. Blank Center for Stuttering Education and Research (AMBCSER), The University of Texas at Austin, Austin, Texas, United States of America
| | - Danielle Werle
- AMBCSER, Atlanta Satellite, Atlanta, Georgia, United States of America
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De Nardo T, Tetnowski JA, Coalson GA. Listener perceptions of stuttering and stuttering modification techniques. JOURNAL OF FLUENCY DISORDERS 2023; 75:105960. [PMID: 36736074 DOI: 10.1016/j.jfludis.2023.105960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 01/14/2023] [Accepted: 01/25/2023] [Indexed: 06/18/2023]
Abstract
PURPOSE The purpose of this study was to analyse naïve listener perceptions of speech containing unmodified stuttering, use of the pull-out technique, and use of preparatory-sets. METHOD Participants (N = 62) were randomly assigned to listen to one audio sample (unmodified stuttered speech, speech with pull-outs, or speech with preparatory-sets) and completed a survey assessing perceptions of the speaker's speech and personality and the listener's comfort level and willingness to social interact with the speaker. RESULTS Survey results revealed low perceptual ratings in all experimental conditions. Unmodified stuttered speech received significantly more positive ratings than the stuttering modification conditions in all measurements except for speech naturalness. Listeners reported being less willing to socially interact with those who use preparatory-sets than unmodified stuttered speech. CONCLUSION The use of stuttering modification techniques did not improve listeners' perceptions or willingness to interact with persons who stutter. Clinicians and those who stutter should be aware that the use of speech techniques will not decrease negative social interactions or stereotypes.
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Affiliation(s)
- Thales De Nardo
- Department of Communication Sciences & Disorders, Western Carolina University, USA.
| | - John A Tetnowski
- Department of Communication Sciences & Disorders, Oklahoma State University, USA
| | - Geoffrey A Coalson
- Arthur M. Blank Center for Stuttering Education and Research, University of Texas at Austin, USA
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Gerlach-Houck H, Kubart K, Cage E. Concealing Stuttering at School: "When You Can't Fix It…the Only Alternative Is to Hide It". Lang Speech Hear Serv Sch 2023; 54:96-113. [PMID: 36327554 DOI: 10.1044/2022_lshss-22-00029] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
PURPOSE The purpose of this study was to explore experiences with concealing stuttering in children and young people who stutter based on recollections from adults. In addition, we explored how school-based speech therapists can be helpful or unhelpful to children who are concealing stuttering from the perspective of adults who stutter. METHOD Thirty adults who stutter, who previously or currently conceal stuttering, participated in semistructured interviews exploring their early experiences with hiding stuttering. Purposeful and random sampling was used to diversify experiences and opinions. Reflexive thematic analysis was used to develop themes and subthemes to describe participants' experiences. RESULTS All participants in the study reported beginning to conceal stuttering at 18 years of age or younger, with more than two thirds sharing that they began in elementary school. Participants reported that exposure to implicit and explicit ableist messaging about stuttering and traumatic social experiences at school contributed to their inclination to hide disfluencies. Many participants described concealment as a strategy for protecting themselves from stigma. Several participants condemned fluency shaping, calling it harmful and likening it to teaching concealment. Participants believed that speech therapists could be helpful by promoting safe and supportive school environments and by being responsive to the social and emotional challenges that can accompany speaking differently and navigating stigma at school. CONCLUSIONS Some children who stutter may attempt to protect themselves from stigma by concealing their disfluencies, but doing so can feel isolating and confusing. Speech therapists can play an important role in making the school environment safer and more supportive for children who stutter.
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Affiliation(s)
- Hope Gerlach-Houck
- Department of Speech, Language, and Hearing Sciences, Western Michigan University, Kalamazoo
| | | | - Eilidh Cage
- Department of Psychology, Faculty of Natural Sciences, University of Stirling, United Kingdom
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Werle D, Byrd CT. The Impact of Self-Disclosure and Strategies for Communication Competence on Professors' Perceptions and Evaluations of Students Who Do and Do Not Stutter. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:3405-3419. [PMID: 36041466 DOI: 10.1044/2022_jslhr-22-00118] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE The purpose of this study was to examine the impact of self-disclosure and strategies for communication competence on perceptual ratings and performance evaluations of undergraduate students who do and do not stutter by professors who require oral presentations. METHOD Two hundred thirty-eight college instructors who require oral presentations in their classes participated in this study. Each participant viewed one video of six possible randomized conditions varying according to the presence and disclosure of stuttering (i.e., fluent, stuttering, stuttering + disclosure) and level of communication competence (i.e., high vs. low). Participants evaluated public speaking performance against a standardized rubric and rated the student along 16 personality traits. RESULTS Results of separate 2 × 3 analyses of variance revealed that professors perceived a student who disclosed stuttering, compared to the identical video without disclosure, more positively overall. Significant interactions between fluency (i.e., presence vs. absence of stuttering vs. disclosure of stuttering) and communication competence (i.e., high vs. low) were found for overall performance evaluation scores. The video during which the student disclosed stuttering and presented with low communication competence was given a higher score than the identical video without disclosure. CONCLUSIONS Professors respond positively to both strategies for high communication competence and self-disclosure. High communication competence behaviors mitigate positive feedback bias. Disclosure results in improved positive perceptions across levels of communication competence. For students presenting with low communication competence, disclosure may improve evaluation of performance in oral presentations. The greatest perceptual and evaluative benefits were achieved with the combination of the two strategies.
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Affiliation(s)
- Danielle Werle
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
| | - Courtney T Byrd
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
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Darmody T, O'Brian S, Rogers K, Onslow M, Jacobs C, McEwen A, Lowe R, Packman A, Menzies R. Stuttering, family history and counselling: A contemporary database. JOURNAL OF FLUENCY DISORDERS 2022; 73:105925. [PMID: 35998418 DOI: 10.1016/j.jfludis.2022.105925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Revised: 08/09/2022] [Accepted: 08/10/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Information about genetic influence is useful to when counselling parents or caregivers who have infants and children at risk for stuttering. Yet, the most comprehensive family aggregate database to inform that counselling is nearly four decades old (Andrews et al., 1983). Consequently, the present study was designed to provide a contemporary exploration of the relationship between stuttering and family history. METHODS Data were sourced from the Australian Stuttering Research Centre, comprising 739 participants who presented for assessment, treatment, or investigation of stuttering. Reported family history data were acquired from pedigrees collected during assessment. We sought to establish the relation of the following variables to family history of stuttering: incidence, proband sex, parent sex, stuttering severity, age, reported age of stuttering onset, and impact of stuttering. Data were analysed with chi-square tests for independence, logistic and linear regression models. RESULTS Results were broadly consistent with existing data, but the following findings were novel. Males and females who stutter have the same increased odds of having a father who stutters relative to a mother who stutters. Males had later stuttering onset than females, with genetic involvement in this effect. There was a greater impact of stuttering for females than males with a family history of stuttering. CONCLUSION These findings have clinical applications. Speech-language pathologists may have infant or child clients known to them who are at risk of beginning to stutter. Information from the present study can be applied to counselling parents or caregivers of such children about stuttering and family history.
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Affiliation(s)
- Tara Darmody
- University of Technology Sydney, Graduate School of Health, NSW, Australia
| | - Sue O'Brian
- University of Technology Sydney, Australian Stuttering Research Centre, NSW, Australia
| | - Kris Rogers
- University of Technology Sydney, Graduate School of Health, NSW, Australia
| | - Mark Onslow
- University of Technology Sydney, Australian Stuttering Research Centre, NSW, Australia.
| | - Chris Jacobs
- University of Technology Sydney, Graduate School of Health, NSW, Australia
| | - Alison McEwen
- University of Technology Sydney, Graduate School of Health, NSW, Australia
| | - Robyn Lowe
- University of Technology Sydney, Australian Stuttering Research Centre, NSW, Australia
| | - Ann Packman
- University of Technology Sydney, Australian Stuttering Research Centre, NSW, Australia
| | - Ross Menzies
- University of Technology Sydney, Australian Stuttering Research Centre, NSW, Australia
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Werle D, Byrd CT. Professors' Perceptions and Evaluations of Students Who Do and Do Not Stutter Following Oral Presentations. Lang Speech Hear Serv Sch 2022; 53:133-149. [PMID: 34861764 DOI: 10.1044/2021_lshss-21-00069] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE The purpose of this study was to examine the perceptual ratings and performance evaluations of students who do and do not stutter by professors who require oral presentations. Additionally, this study sought to investigate the influence of behaviors related to communication competence on perceptual and evaluative ratings. METHOD One hundred fifty-eight college instructors who require oral presentations in their classes participated in this study. Participants viewed one video of four possible randomized conditions: (a) presence of stuttering + low communication competence, (b) absence of stuttering + low communication competence, (c) presence of stuttering + high communication competence, and (d) absence of stuttering + high communication competence. Participants evaluated student performance against a standardized rubric and rated the student along 16 personality traits. RESULTS Results of separate 2 × 2 analyses of variance revealed professors' view and evaluate students presenting with high communication competence more positively overall, regardless as to whether stuttering is present or not. Significant interactions between fluency (i.e., presence vs. absence of stuttering) and communication competence (i.e., high vs. low) were found for negative personality traits, as well as delivery evaluation scores. The video for which the student stuttered and presented with low communication competence was rated more positively than the video for which the student did not stutter and presented with low communication competence. CONCLUSIONS Professors perceive and evaluate students who stutter differently from their nonstuttering peers, and those ratings are moderated by levels of communication competence. High-communication-competence behaviors improved perceptual and evaluation scores; however, in the presence of low-communication-competence behaviors, professors overcorrect in the form of positive feedback bias, which may have negative long-term academic consequences.
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Affiliation(s)
- Danielle Werle
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
| | - Courtney T Byrd
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
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Coalson GA, Crawford A, Treleaven SB, Byrd CT, Davis L, Dang L, Edgerly J, Turk A. Microaggression and the adult stuttering experience. JOURNAL OF COMMUNICATION DISORDERS 2022; 95:106180. [PMID: 34954647 PMCID: PMC9035219 DOI: 10.1016/j.jcomdis.2021.106180] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Revised: 12/10/2021] [Accepted: 12/10/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Microaggressions are subtle insults, invalidations, or slights that target people due to their association with a marginalized group. Microaggressive experiences have been shown to degrade quality of life and corroborate negative stereotypes towards persons with disabilities. To date, minimal research has been dedicated to exploring microaggressions within adults who stutter. METHODS Seven adults who stutter participated in semi-structured focus group interviews similar to Keller and Galgay's (2010) qualitative investigation of microaggressions experienced by adults with a disability. Group interviews were transcribed and analyzed using QSR NVivo software to develop themes and subthemes. RESULTS Eight major themes were identified within two supraordinate themes: Microaggressive Behavior (patronization, second-class status, perceived helplessness, workplace microaggression, clinical microaggression, denial of privacy) and Perception of Microaggressive Behavior (exoneration of listener, no or minimal microaggressive experience). Although patronization, second-class status, and helplessness were mentioned frequently by multiple participants, exoneration of the listener was the most frequently recurring theme. DISCUSSION Based on these preliminary focus group interviews, stuttering-based microaggressions broadly resemble ableist microaggressions reported by Keller and Galgay (2010). Interviewees also expressed a reluctance to identify slights related to stuttering as microaggression and often characterized these incidents as unavoidable.
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Affiliation(s)
- Geoffrey A Coalson
- Department of Communciation Sciences and Disorders, Louisiana State University, 73 Hatcher Hall, Baton Rouge, LA 70803, USA; Department of Speech, Language and Hearing Sciences, The University of Texas at Austin, 1 University Station A1100, Austin, TX 78759, USA.
| | - Alexus Crawford
- Department of Communciation Sciences and Disorders, Louisiana State University, 73 Hatcher Hall, Baton Rouge, LA 70803, USA
| | - Shanley B Treleaven
- Department of Communciation Sciences and Disorders, Louisiana State University, 73 Hatcher Hall, Baton Rouge, LA 70803, USA
| | - Courtney T Byrd
- Department of Speech, Language and Hearing Sciences, The University of Texas at Austin, 1 University Station A1100, Austin, TX 78759, USA
| | - Lauren Davis
- Department of Communciation Sciences and Disorders, Louisiana State University, 73 Hatcher Hall, Baton Rouge, LA 70803, USA
| | - Lillian Dang
- Department of Communciation Sciences and Disorders, Louisiana State University, 73 Hatcher Hall, Baton Rouge, LA 70803, USA
| | - Jillian Edgerly
- Department of Communciation Sciences and Disorders, Louisiana State University, 73 Hatcher Hall, Baton Rouge, LA 70803, USA
| | - Alison Turk
- Department of Communciation Sciences and Disorders, Louisiana State University, 73 Hatcher Hall, Baton Rouge, LA 70803, USA
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Werle D, Winters KL, Byrd CT. Preliminary study of self-perceived communication competence amongst adults who do and do not stutter. JOURNAL OF FLUENCY DISORDERS 2021; 70:105848. [PMID: 33895686 DOI: 10.1016/j.jfludis.2021.105848] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Revised: 01/20/2021] [Accepted: 04/06/2021] [Indexed: 06/12/2023]
Abstract
PURPOSE Adults who stutter report a significant impact of stuttering on their quality of life, including negative thoughts and attitudes toward communication. In addition to this impact, adolescents who stutter also report lower levels of self-perceived communication competence (SPCC) compared to fluent peers. The purpose of this study was to extend the investigation of SPCC to adults who do and do not stutter. Additional aims investigated included if 1) SPCC predicted overall impact of stuttering, and, 2) stuttering frequency predicted SPCC among adults who stutter. METHODS Twenty-four adults who stutter and twenty-seven adults who do not stutter matched for age, gender, and education completed the Self-Perceived Communication Competence Scale (Richmond & McCroskey, 1997). All participants who stutter completed the Overall Assessment of the Speaker's Experience of Stuttering (OASES [ages 18+]; Yaruss & Quesal, 2006) and speaking samples to measure stuttering frequency. RESULTS Adults who stutter reported significantly lower SPCC scale total scores than adults who do not stutter. For adults who stutter, lower SPCC scale scores significantly predicted more severe overall impact of stuttering as measured by the OASES. Stuttering frequency did not predict SPCC scale scores. DISCUSSION This is the first study to report differences in self-perceived communication competence between adults who do and do not stutter. Results suggest adults who stutter report lower self-perceived communication competence compared to adults who do not stutter. Adults who perceive themselves to have greater communication competence reported less severe overall impact of stuttering, and stuttering frequency did not influence SPCC. Clinical implications for intervention are discussed.
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Affiliation(s)
- Danielle Werle
- Department of Speech, Language, and Hearing Sciences, University of Texas at Austin, University Station A1100, Austin, TX, 78759, United States.
| | - Katherine L Winters
- Department of Speech, Language, and Hearing Sciences, University of Texas at Austin, University Station A1100, Austin, TX, 78759, United States
| | - Courtney T Byrd
- Department of Speech, Language, and Hearing Sciences, University of Texas at Austin, University Station A1100, Austin, TX, 78759, United States
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