Evidence-Based Treatment of Stuttering: Empirical Bases and Clinical Applications

By Anne K. Bothe | Go to book overview

8
Development of a Scale
to Measure Peer Attitudes
Toward Children Who Stutter
Marilyn Langevin
Institute for Stuttering Treatment & Research
Paul Hagler
University of Alberta

Although there is a lack of objective data regarding peer attitudes toward children who stutter, there is a broadly accepted clinical need to improve peer attitudes, reduce teasing, and help children who stutter cope in school. Speech language pathologists are encouraged to go into classrooms to make or assist children who stutter in making presentations to educate classmates about stuttering (Langevin, 2000; Manning, 1996; Ramig & Bennett, 1995; Shapiro, 1999; Silverman, 1996). Just as it is incumbent on our profession to evaluate treatment outcome, it is our responsibility to demonstrate that classroom intervention is effective, especially because efforts to educate nonstuttering adults have not necessarily been effective in improving attitudes toward adults who stutter (Snyder, 2001) and, in some respects, have brought about a negative change (Leahy, 1994; McGee, Kalinowski, & Stuart, 1996). There is an urgent need for objective data regarding peer attitudes toward children who stutter. Only after development of a reliable and valid method of assessing children's attitudes can the effectiveness of educational intervention be assessed.

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