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bgsu1182716198.pdf (966.86 KB)
ETD Abstract Container
Abstract Header
Recounting the School Experiences of Adults Who Stutter: A Qualitative Analysis
Author Info
Daniels, Derek Eugene
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182716198
Abstract Details
Year and Degree
2007, Doctor of Philosophy (Ph.D.), Bowling Green State University, Communication Disorders/Speech-Language Pathology.
Abstract
The purpose of this study was to gain a detailed understanding of the K-12 school experiences of adults who stutter. This study made use of a qualitative, phenomenological approach to recount the K-12 school experiences of adults who stutter. The primary investigator conducted 11 semi-structured interviews with adults who stutter (8 males, 3 females), and 2 focus group interviews (N=6, N=4). These interviews were videotaped and audio-recorded. The primary investigator transcribed and analyzed the interviews for major and minor themes. To establish credibility, participants were provided with a copy of the transcript analysis in order to validate, clarify, or question the results. In addition, two independent investigators performed separate thematic analyses. Their findings were compared with those of the primary investigator to establish consistency of themes. Participants spoke at length about how stuttering affected their school experiences. Major themes involved student characteristics, such as emotions, coping strategies, and personality; school characteristics, such as relationships with teachers, relationships with peers, classroom interactions (e.g., oral presentations, volunteering information, introducing oneself), and interventions (e.g., speech therapy, parent-teacher conferences, or lack thereof); and post-educational consequences of stuttering. In addition, participants provided personal reflections on the present school climate for people who stutter, the visible and less visible experiences of stuttering, the experience of having a disability in school, and suggestions for classroom teachers. Results suggest that the experience of stuttering in school is influenced by many factors, and that attention should be given to not only one’s speech characteristics, but also to emotional and psychological needs and the sociocultural environment of the individual.
Committee
Rodney Gabel (Advisor)
Pages
385 p.
Keywords
stuttering
;
qualitative research
;
school experiences
;
psychosocial issues
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Citations
Daniels, D. E. (2007).
Recounting the School Experiences of Adults Who Stutter: A Qualitative Analysis
[Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182716198
APA Style (7th edition)
Daniels, Derek.
Recounting the School Experiences of Adults Who Stutter: A Qualitative Analysis.
2007. Bowling Green State University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182716198.
MLA Style (8th edition)
Daniels, Derek. "Recounting the School Experiences of Adults Who Stutter: A Qualitative Analysis." Doctoral dissertation, Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182716198
Chicago Manual of Style (17th edition)
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Document number:
bgsu1182716198
Download Count:
3,138
Copyright Info
© 2007, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.