TY - JOUR
T1 - Stuttering severity and educational attainment
AU - O'Brian, Sue
AU - Jones, Mark
AU - Packman, Ann
AU - Menzies, Ross
AU - Onslow, Mark
N1 - Funding Information:
This research was supported by Program Grant # QUESTIONS 402763 from the National Health and Medical Research Council of Australia . CONTINUING EDUCATION Multiple-choice questions
PY - 2011/6
Y1 - 2011/6
N2 - Purpose: This study investigated the relationship between self-reported stuttering severity ratings and educational attainment. Method: Participants were 147 adults seeking treatment for stuttering. At pretreatment assessment, each participant reported the highest educational level they had attained and rated their typical and worst stuttering severity on a 9-point scale for a range of speaking situations. These included: (1) talking with a family member, (2) talking with a familiar person, not a family member, (3) talking in a group of people, (4) talking with a stranger, (5) talking with an authority figure such as a work manager or teacher, (6) talking on the telephone, (7) ordering food or drink, and (8) giving their name and address. Results: There was a significant negative relationship between highest educational achievement and mean self-reported stuttering severity rating for the eight situations. Conclusions: Future research is needed to investigate how this result should be addressed in educational institutions.Educational objectives: The reader will be able to: (1) describe the negative effects of stuttering through childhood to adulthood; (2) identify some of the negative consequences associated with stuttering on peer and teacher relationships, and academic performance at school; and (3) summarise the relationship between stuttering severity and educational attainment.
AB - Purpose: This study investigated the relationship between self-reported stuttering severity ratings and educational attainment. Method: Participants were 147 adults seeking treatment for stuttering. At pretreatment assessment, each participant reported the highest educational level they had attained and rated their typical and worst stuttering severity on a 9-point scale for a range of speaking situations. These included: (1) talking with a family member, (2) talking with a familiar person, not a family member, (3) talking in a group of people, (4) talking with a stranger, (5) talking with an authority figure such as a work manager or teacher, (6) talking on the telephone, (7) ordering food or drink, and (8) giving their name and address. Results: There was a significant negative relationship between highest educational achievement and mean self-reported stuttering severity rating for the eight situations. Conclusions: Future research is needed to investigate how this result should be addressed in educational institutions.Educational objectives: The reader will be able to: (1) describe the negative effects of stuttering through childhood to adulthood; (2) identify some of the negative consequences associated with stuttering on peer and teacher relationships, and academic performance at school; and (3) summarise the relationship between stuttering severity and educational attainment.
UR - http://www.scopus.com/inward/record.url?scp=79958273704&partnerID=8YFLogxK
U2 - 10.1016/j.jfludis.2011.02.006
DO - 10.1016/j.jfludis.2011.02.006
M3 - Article
C2 - 21664527
AN - SCOPUS:79958273704
SN - 0094-730X
VL - 36
SP - 86
EP - 92
JO - Journal of Fluency Disorders
JF - Journal of Fluency Disorders
IS - 2
ER -