Announcing 'Stammering Research' - Stammering Research - UCL

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Stammering Research. Vol. 1. Vanryckeghem, M. & Brutten, G. (1998). Speech-Situation Checklist: A normative investigation of stuttering and nonstuttering children. ASHA Leader, 3, 126. Vanryckeghem, M. & Brutten, G. (2002). KiddyCAT: A measure of stuttering and nonstuttering preschoolers' attitude. ASHA Leader, 7, 104. Vanryckeghem, M. & Brutten, G. (2004). The KiddyCAT: Communication Attitude Test for Preschoolers and Kindergartners. Unpublished manuscript. Vanryckeghem, M., Hernandez, L. & Brutten, G. (2001). The KiddyCAT: A measure of speechassociated attitudes of preschoolers. ASHA leader, 6, 136. Vanryckeghem, M., Brutten, G. & Hernandez, L. (2004). The KiddyCAT: A normative investigation of stuttering and nonstuttering preschoolers' speech-associated attitude. Manuscript under review. Vanryckeghem, M. & Verghese, S. (2004). The Speech Situation Checklist: Comparative investigation of children who do and do not stutter. ASHA Leader, 9, 104. 306
Stammering Research. Vol. 1. AUTHORS' RESPONSE TO COMMENTARIES Involvement of social factors in stuttering: A review and assessment of current methodology Stephen Davis and Adrian Furnham Department of Psychology, University College London, Gower St., London WC1E 6BT, England stephen.davis@ucl.ac.uk a.furnham@ucl.ac.uk 1. Introduction The authors are gratified for the continued interest in their target article and are pleased to be able to respond to these further commentaries. We also note that the commentaries were again appreciative of the review and that the commentators supported the importance of social factors in stammering research. The authors welcome a further opportunity to respond to a few points made by the commentators. 2. Blood & Blood (2004a) We are appreciative of the in-depth and thoughtful commentary provided by Gordon and Ingrid Blood. The present authors would like to make a few general comments on points raised in the commentary before addressing specific questions posed by these commentators. When discussing personality traits, Blood and Blood (2004a) stress the need for researchers to clearly define the difference between "perceived" negative descriptors and the "actual" trait or state. We agree that the difference between attributed traits - that is the rating of others - and self-described traits should be emphasised. Social psychologists are interested in robust measures of biologically based traits like extraversion and neuroticism. The present authors were interested to hear about the problems encountered when diary methods were used in an attempt to collect data from school-aged children (Blood & Blood, 2004b) but agree with the commentators regarding the importance and utility of the method in future research. In our target article we suggested that the impact of social and affective factors should be studied in different social situations. Blood and Blood (2004a) asked us to suggest how we think this could be accomplished. We know that language production is often a function of situation (Yaruss, 1997). Empirically one could differentiate between specific situations; - formal versus informal; intimate versus official; stress provoking versus non stress provoking. Social psychology could provide a typology of social situations. It is our belief that various aspects of stuttering are highly situation specific but it is not clear how the situation affects speech production. Further interactions between specific situations and aspects of stuttering could be explored. For instance, does the prevailing situation affect fluency equally across words of different levels of difficulty? In particular, are words that score highly on Brown's (1945) factors that index linguistic difficulty, more likely to be stuttered in situations that provoke anxiety when compared to less difficult words? Other factors that are known to affect fluency such as speech rate and conversational style could also be investigated. Blood and Blood (2004a) cited an article by Guitar (2004) that used acoustic startle response as a measure of temperament and raised the question in connection with this study about our position on the combination of psychological and physiological data collection and analysis. The present authors give their unequivocal support to the use of both psychological and physiological data when investigating the role of temperament (and other social factors) in stuttering. There is a biopsychosocial model of personality (Sarafino, 1994) that indicates these factors are inseparable. It is our position that all good research in this area has to adopt this stance. In response to Blood and Blood's (2004a) questions regarding social factors concerning stuttering in adulthood, we are not aware of models in social psychology that allow more covert methods of examining these factors. However we are pleased to share some areas of research from social psychology that could be used to explore the influence of social factors on the lives of adults who stutter. These topics have usually been investigated using carefully worded questionnaires. Employment In our target article we stated that negative stereotyping can lead to role entrapment and/or limited career choices for minorities and people with disabilities and that the same could apply to people who stutter. It might be useful to investigate if adults who stutter make a positive choice to take up hobbies or embark upon careers that avoid or minimize spoken communication. We stated in the target article that, to our knowledge, there were no studies investigating the extent to which speech disfluency influences selection criteria used by potential employers. 307
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