Date of Award
Communication Sciences and Disorders
Purpose: This study measured between-group differences in perceived speech skills and personality characters of a 12-year-old male child who stutters (CWS) as a function of a written factual stuttering disclosure statement, delivered by a male CWS, his “mother”, and his “teacher”.
Methods: Four-hundred twenty-four college aged adults were randomly assigned to one of four groups. The groups included three experimental groups (i.e. written self-disclosure, written mother-disclosure, written teacher disclosure) and a control group (no written disclosure). Participants in the control condition viewed a brief video of a 12-year-old male who stutters. In the experimental conditions, participants viewed a brief written disclosure statement for 30 seconds, followed by the same video used in the control condition. Following the videos, participants completed surveys relative to their perceptions of the boy’s speech skills and personality characteristics.
Results: Results support previous research in that the use of stuttering disclosure statements yield significant differences in participant perceptions. However, the significant differences found in the current study, using written disclosure, were less substantive compared to previous research using either live or video disclosure statements. Based on these data, stuttering disclosures written by the mother were associated with significant perceptual differences of the CWS.
Conclusions: While written disclosure statements were found to significantly impact select perceptions of a CWS, these data were less compelling than previous studies using live or video disclosure statements. Implications for future research and applications are discussed.
Manahan, Ashlee, "The Effects of Written Stuttering Disclosure on Young Adult's Perceptions of Children Who Stutter" (2020). Honors Theses. 1442.