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Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources

Placencia, Nikki J
http://rave.ohiolink.edu/etdc/view?acc_num=osu1397764560

Abstract Details

2014, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
Past research has indicated that teachers play a vital role in supporting the educational development of children who stutter (CWS). Teachers’ attitudes and beliefs regarding stuttering have been shown to influence CWS performance in the classroom. Therefore, teachers need to be appropriately trained and equipped to best serve CWS. Very few studies have focused on teacher training and interest in information regarding stuttering. This current study was designed to support and further the findings of Jenkins’ (2010) study in the hopes of better supporting the interest and needs of teachers to better support CWS. Both studies explored teachers a.) Training in stuttering; b.) Interest in receiving training or information related to stuttering; c.) Awareness of stuttering resources; and d.) Preferred delivery method of stuttering information. Participants included 215 primary and secondary teachers from a large Midwestern school district who completed an on online survey regarding attitudes towards stuttering training and resources. Consistent with Jenkins’ (2010) findings, results indicated teachers had limited to no prior training regarding stuttering; however, the vast majority of teachers expressed interest in receiving stuttering training and resources, with the preferred method for delivery or training being direct contact with speech and language pathologists. Data analysis also found statistically significant relationships between grade level taught (primary and secondary) and stuttering training, as well as interest in certain types of information related to stuttering.
Antoinette Miranda, Ph.D (Advisor)
Rebecca McCauley, Ph.D (Committee Member)
Laurice Joseph, Ph.D (Committee Member)
68 p.
Continuing Education; Education; Educational Psychology; Mental Health; Middle School Education; Psychology; Special Education; Speech Therapy; Teacher Education
stuttering, teachers, special education, teacher education, attitudes, school, academic, awareness, primary and secondary teachers, speech pathologists

Recommended Citations

Citations

  • Placencia, N. J. (2014). Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397764560

    APA Style (7th edition)

  • Placencia, Nikki. Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources. 2014. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1397764560.

    MLA Style (8th edition)

  • Placencia, Nikki. "Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources." Doctoral dissertation, Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397764560

    Chicago Manual of Style (17th edition)

osu1397764560
3,543
© 2014, some rights reserved.Creative Commons License Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources by Nikki J Placencia is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by The Ohio State University and OhioLINK.