Announcing 'Stammering Research' - Stammering Research - UCL

Recommendations

Info

Stammering Research. Vol. 1. Commentary on "Involvement of social factors in stuttering: A review and assessment of current methodology" By A. Furnham and S. Davis Martine Vanryckeghem Department of Communicative Disorders, University of Central Florida, Orlando, FL 32816, USA martinev@mail.ucf.edu Furnham and Davis (2004) should be commended for their thorough overview of the methods and findings that relate to the role of affective and social factors in the assessment of children and adults who stutter. I wish to comment on two issues discussed in their fine article. One relates to the assessment of the speech-associated attitude of children and adults who stutter and the other on their emotional reaction to particular speech situations. In the section on preschoolers and school-age children, the authors mention that the Communication Attitude Test (Brutten, 1984; Brutten & Vanryckeghem, 2003a) has been shown to be a reliable and valid test for assessing the speech-associated beliefs of children. Indeed, research with the Communication Attitude Test (CAT), which has been translated into more than 10 languages has consistently shown that the speech-associated attitude of children who stutter is significantly more negative than that of their nonstuttering peers. Moreover, the extent of this difference, which was found to be present at the age of six (Vanryckeghem & Brutten, 1997), suggested that the betweengroup difference might be present at an even earlier time period, one closer to the time at which stuttering has its onset. This highlighted the need for early detection of mal-attitude toward speech. Indeed, as Furnham and Davis (2004) have pointed out "An instrument capable of determining the communication attitudes of children close to stuttering onset would be useful in several areas" (p.115). In this regard, as Davis and Furnham (2004) have already mentioned in their "authors' response to commentaries", a preschool-kindergarten version of the CAT has recently been designed. Research with this self-report test, the KiddyCAT, (Vanryckeghem & Brutten, 2002, 2004; Vanryckeghem, Hernandez & Brutten, 2001; Vanryckeghem, Brutten & Hernandez, 2004) has been shown to distinguish the speech-associated attitude of normally fluent children, as young as three, from that of youngsters who are incipient stutterers. As such, it has served to put aside Conture's (2001) concern as to whether a "self-report questionnaire procedure could be readily and reliably administered to preschool/early elementary school-age children (between 2 and 7), the age period when most children actually begin to stutter" (p. 72). Indeed, research has shown the KiddyCAT to be a useful differential diagnostic tool for use with preschoolers. The apparent utility of the KiddyCAT is currently spawning further study of its reliability and validity. Furnham and Davis (2004) also reported that their "preliminary searches indicate that no empirical work has been conducted examining the anxiety levels of children who stutter when compared to fluent controls" (p.118). Nevertheless, it should be noted that Brutten and colleagues (Bakker, 1980, 1995; Brutten, 1973, 1981a,b, 1982; Brutten & Janssen, 1981; Ezrati-Vinacour & Levin, 2004; Hanson, Gronhovd & Rice, 1981; Vanryckeghem, 1998, 1999; Vanryckeghem & Brutten, 1998; Vanryckeghem & Verghese, 2004) have, over the last couple of decades, published research on the Speech Situation Checklist (Brutten, 1965a,b; Brutten & Vanryckeghem, 2003a,b), a state test specifically designed for use with children and adults who stutter. The Speech Situation Checklist (SSC), an internally consistent (Brutten & Vanryckeghem, 2003a,b; Ezrati-Vinacour & Levin, 2004) self-report test procedure, that is part of the Behavior Assessment Battery (Brutten & Vanryckeghem, 2003a,b), makes it possible to investigate both the extent to which various speech situations evoke negative emotional reactions and speech disruption. The results of various SSC studies (Brutten & Janssen, 1981; Brutten & Vanryckeghem, 2003a,b; Trotter, 1982, 1983; Vanryckeghem & Verghese, 2004) have shown that both the emotional and dysfluency scores of grade-schoolers and adults who stutter are significantly higher than those of people who do not stutter. Notable, too, is the finding of a high and statistically significant correlation between the negative emotional and speech disruption reports of children and adults who stutter (.82 and .87, respectively) (Brutten & Vanryckeghem, 2003a,b). The latter points to a meaningful link between the emotional and behavioral displays of youngsters and adults who stutter. In addition, it should be noted that self-reports of children and adults have been shown to significantly correlate with the extent to which stuttering has been observed to occur (Guitar, 1976; Vanryckeghem & Brutten, 1996). 304
Stammering Research. Vol. 1. References Bakker, K. (1980). Normering ‘vragenlijst voor spreeksituaties’ (Brutten). Logopedie en Foniatrie, 52, 520-526. Bakker, K. (1995). Two supplemental scoring procedures for diagnostic evaluations with the Speech Situation Checklist. Journal of Fluency Disorders, 20, 117-126. Brutten, G. (1965a). The Speech Situation Checklist for Children. Unpublished manuscript, Southern Illinois University at Carbondale. Brutten, G. (1965b). The Speech Situation Checklist for Adults. Unpublished manuscript, Southern Illinois University at Carbondale. Brutten, G. (1973). Behaviour assessment and the strategy of therapy. In Y. Lebrun & R. Hoops (Eds.), Neurolinguistic Approaches to Stuttering. The Hague: Mouton. Brutten, G. (1981a, November). Speech Situation Checklist: A cross-cultural study of stutterers’ responses. Paper presented at the convention of the American Speech-Language-Hearing Association. Brutten, G. (1981b). The Speech Situation Checklist. Comments on its use as a measure of severity. Logopedie en Foniatrie, 52, 472-476. Brutten, G. (1982, November). The Speech Situation Checklist for Children: A discriminant analysis. Paper presented at the convention of the American Speech-Language-Hearing Association, Washington, DC. Brutten, G. (1984). The Communication Attitude Test.. Unpublished manuscript, Southern Illinois University at Carbondale. Brutten, G. & Janssen, P. (1981). A normative and factor analysis study of the responses of Dutch and American stutterers to the Speech Situation Checklist. Proceedings 18 th Congress International Association of Logopedics and Phoniatrists. Washington, DC. Brutten, G. & Vanryckeghem, M. (2003a). Behavior Assessment Battery: A multi-dimensional and evidence-based approach to diagnostic and theapeutic decision making for children who stutter. Stichting Integratie Gehandicapten & Acco Publishers, Belgium. Brutten, G. & Vanryckeghem, M. (2003b). Behavior Assessment Battery: A multi-dimensional and evidence-based approach to diagnostic and theapeutic decision making for adults who stutter. Stichting Integratie Gehandicapten & Acco Publishers, Belgium. Conture, E. (2001). Stuttering: Its nature, diagnosis and treatment. Boston: Allyn and Bacon. Davis, S. & Furnham, A. (2004). Authors responses to commentaries on 'Involvement of social factors in stuttering: A review and assessment of current methodology'. Stammering Research, 1, 128-129. Ezrati-Vinacour, R. & Levin, I. (2004). The relationship between anxiety and stuttering: a multidimensional approach. Journal of Fluency Disorders, 29, 135-148. Furnham, A. & Davis, S. (2004). Involvement of social factors in stuttering: A review and assessment of current methodology. Stammering Research, 1, 112-122. Guitar, B. (1976). Pretreatment factors associated with outcome of stuttering therapy. Journal of Speech and Hearing Research, 19, 590-600. Hanson, B., Gronhovd, D. & Rice, P. (1981). A shortened version of the Southern Illinois University Speech Situation Checklist for the identification of speech-related anxiety. Journal of Fluency Disorders, 6, 351-360. Trotter, A. (1982, November). A normative study of the Speech Situation Checklist for children. Paper presented at the convention of the American Speech-Language-Hearing Association, Washington D.C. Trotter, A. (1983). A normative study of the Speech Situation Checklist for children. Master’s thesis. San Diego State University. Vanryckeghem, M. (1998). The Behavior Assessment Battery: An update. IALP Abstract book, 24, 223. Vanryckeghem, M. (1999). The Behavior Assessment Battery: An update. Proceedings of the XXIVth Congress of the International Association of Logopedists and Phoniatrists. Nijmegen: Nijmegen University Press. Vanryckeghem, M. & Brutten, G. (1996). The relationship between communication attitude and fluency failure of stuttering and nonstuttering children. Journal of Fluency Disorders, 21, 109-118. Vanryckeghem, M. & Brutten, G. (1997). The speech associated attitude of stuttering and nonstuttering children and the differential effect of age. American Journal of Speech-Language Pathology, 6, 67-73. 305
Page 2 and 3:
Stammering Research A Journal Publi
Page 4 and 5:
S. GHAZI & R. LICKLEY Bilingual iss
Page 6 and 7:
Stammering Research. Vol. 1. Notice
Page 8 and 9:
Stammering Research. Vol. 1. SUMMAR
Page 10 and 11:
Stammering Research. Vol. 1. Format
Page 12 and 13:
Stammering Research. Vol. 1. Stamme
Page 14 and 15:
S. GHAZI & R. LICKLEY Bilingual iss
Page 16 and 17:
Stammering Research. Vol. 1. recove
Page 18 and 19:
Stammering Research. Vol. 1. distin
Page 20 and 21:
Stammering Research. Vol. 1. intera
Page 22 and 23: Stammering Research. Vol. 1. handic
Page 24 and 25: Stammering Research. Vol. 1. severe
Page 26 and 27: Stammering Research. Vol. 1. by Sac
Page 28 and 29: Stammering Research. Vol. 1. vocali
Page 30 and 31: Stammering Research. Vol. 1. recipi
Page 32 and 33: Stammering Research. Vol. 1. The ac
Page 34 and 35: Stammering Research. Vol. 1. exchan
Page 36 and 37: Stammering Research. Vol. 1. Duncan
Page 38 and 39: Appendix: Transcription notation St
Page 40 and 41: Stammering Research. Vol. 1. speech
Page 42 and 43: Stammering Research. Vol. 1. interp
Page 44 and 45: Stammering Research. Vol. 1. Questi
Page 46 and 47: Stammering Research. Vol. 1. compan
Page 48 and 49: Stammering Research. Vol. 1. Answer
Page 50 and 51: Stammering Research. Vol. 1. wasn
Page 52 and 53: Stammering Research. Vol. 1. The pa
Page 54 and 55: Stammering Research. Vol. 1. in suc
Page 56 and 57: Stammering Research. Vol. 1. 4. Imp
Page 58 and 59: RESEARCH COMMENTARY ON SAGE Stammer
Page 60 and 61: Stammering Research. Vol. 1. have a
Page 62 and 63: Stammering Research. Vol. 1. Finall
Page 64 and 65: Stammering Research. Vol. 1. On a m
Page 66 and 67: Stammering Research. Vol. 1. Demuth
Page 68 and 69: Stammering Research. Vol. 1. a subs
Page 70 and 71: Stammering Research. Vol. 1. includ
Page 74 and 75: Stammering Research. Vol. 1. Vanryc
Page 76 and 77: Stammering Research. Vol. 1. Relati
Page 78 and 79: Stammering Research. Vol. 1. is pre
Page 80 and 81: Stammering Research. Vol. 1. factor
Page 82 and 83: Appendix A - Data description Stamm
Page 84 and 85: Stammering Research. Vol. 1. RESEAR
Page 86 and 87: Stammering Research. Vol. 1. There
Page 88 and 89: Stammering Research. Vol. 1. Make s
Page 90 and 91: Stammering Research. Vol. 1. is som
Page 92 and 93: When you start the application from
Page 94 and 95: Stammering Research. Vol. 1. ABSTRA
Page 96 and 97: Stammering Research. Vol. 1. PRELIM
show all

Announcing 'Stammering Research' - Stammering Research - UCL

Create successful ePaper yourself

Delete template?

Save as template?