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Experience and Attitudes of Teachers...

Placencia, Nikki Jade.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources./
Author:	Placencia, Nikki Jade.
Description:	69 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: B.
Contained By:	Dissertation Abstracts International76-05B(E).
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3672195
ISBN:	9781321495089

Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources.
Placencia, Nikki Jade.

Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources. - 69 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: B.

Thesis (Ph.D.)--The Ohio State University, 2014.

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.

ISBN: 9781321495089Subjects--Topical Terms:

520446
Speech therapy.

Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources.
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245 1 0 $a Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources.
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500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: B.
500 $a Adviser: Antoinette Miranda.
502 $a Thesis (Ph.D.)--The Ohio State University, 2014.
520 $a 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.
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