Self-Perceived Communication Competence of Adults Who Stutter Following Communication-Centered Treatment.

Purpose: The purpose of this study was to assess self-perceived communication competence of adults who stutter following participation in a non-ableist treatment for which one of the core components focuses on communication - with no direct or indirect goals designed to reduce or modify stuttered speech.

Method: Thirty-three adults who stutter completed the Self-Perceived Communication Competence scale (McCroskey & McCroskey, 1988) pre- and posttreatment.

Results: Findings indicate significant gains in self-perceived communication competence posttreatment.

Observer-rated outcomes of communication-centered treatment for adults who stutter: A social validation study.

Previous studies have reported that adults who stutter demonstrate significant gains in communication competence, per self-ratings and clinician-ratings, upon completion of a communication-centered treatment, or CCT. The purpose of this social validation study was to determine whether communication competence ratings reported by untrained observers are consistent with client and clinician judgments of communication competence gains following CCT. Eighty-one untrained observers completed an online survey that required each to view one of two videos depicting an adult who stutters during a mock interview recorded prior to CCT or after CCT.

Speech disfluencies in bilingual Greek-English young adults.

Purpose: The purpose of this study was to investigate the frequency and types of disfluencies in Greek-English bilingual adults across naturalistic speech samples and compare frequency and types of disfluencies between the participants' L1 and L2.

Methods: Participants in the study included 26 Greek-English bilingual young adults. All participants were sequential bilinguals, whose first language was Greek and second language was English.

Impact of self-disclosure and communication competence on perceived listener distraction.

Purpose: The purpose of this study was to investigate the distraction reported by unfamiliar adults when listening to a speaker who stutters, and whether listener distraction is influenced by two factors: self-disclosure and communication competence.

Method: Two hundred seventy-five adults watched a video vignette and were asked to rate their level of distraction when observing an adult Latinx male producing stuttered speech. Each participant watched one of six randomized videos of the same speaker sharing the same content systematically manipulated by (a) presence or absence of 15% stuttering, (b) presence or absence of self-disclosure, and (c) high or low communication competence.

The Impact of Self-Disclosure and Strategies for Communication Competence on Professors' Perceptions and Evaluations of Students Who Do and Do Not Stutter.

Purpose: The purpose of this study was to examine the impact of self-disclosure and strategies for communication competence on perceptual ratings and performance evaluations of undergraduate students who do and do not stutter by professors who require oral presentations.

Method: Two hundred thirty-eight college instructors who require oral presentations in their classes participated in this study. Each participant viewed one video of six possible randomized conditions varying according to the presence and disclosure of stuttering (i.

Professors' Perceptions and Evaluations of Students Who Do and Do Not Stutter Following Oral Presentations.

Purpose: The purpose of this study was to examine the perceptual ratings and performance evaluations of students who do and do not stutter by professors who require oral presentations. Additionally, this study sought to investigate the influence of behaviors related to communication competence on perceptual and evaluative ratings.

Method: One hundred fifty-eight college instructors who require oral presentations in their classes participated in this study.

Preliminary study of self-perceived communication competence amongst adults who do and do not stutter.

Purpose: Adults who stutter report a significant impact of stuttering on their quality of life, including negative thoughts and attitudes toward communication. In addition to this impact, adolescents who stutter also report lower levels of self-perceived communication competence (SPCC) compared to fluent peers. The purpose of this study was to extend the investigation of SPCC to adults who do and do not stutter.

The Communication Benefits of Participation in Camp Dream. Speak. Live.: An Extension and Replication.

School-based guidelines often require that treatment focuses on minimizing or eliminating stuttered speech. The purpose of this study was to examine the benefits of explicit training in communication competencies to children who stutter without targeting stuttered speech. Thirty-seven children (ages 4-16) completed Camp Dream.

College professors' perceptions of students who stutter and the impact on comfort approaching professors.

Purpose: Previous literature has documented that college professors view hypothetical students who stutter more negatively than their fluent peers. The purpose of the present study was to investigate whether individuals who stutter report they experience more negative perceptions in the college classroom, and the impact of those perceptions on their comfort approaching professors.

Methods: Two hundred forty-six adults who do and do not stutter, matched for age, participated in this study.

Speech-Language Pathologists' Comfort Level With Use of Term "Stuttering" During Evaluations.

Purpose Speech-language pathologists (SLPs) anecdotally report concern that their interactions with a child who stutters, including even the use of the term "stuttering," might contribute to negative affective, behavioral, and cognitive consequences. This study investigated SLPs' comfort in providing a diagnosis of "stuttering" to children's parents/caregivers, as compared to other commonly diagnosed developmental communication disorders. Method One hundred forty-one school-based SLPs participated in this study.

Bimanual task performance: Adults who do and do not stutter.

Research has demonstrated children who stutter score significantly lower than children who do not stutter on the Purdue Pegboard Test. Past data also suggest performance on this task may be associated with stuttering frequency (Choo et al., 2016; Mohammadi et al.

Exploring the Effectiveness of an Intensive Treatment Program for School-Age Children Who Stutter, Camp Dream. Speak. Live.: A Follow-up Study.

The purpose of this follow-up study was to explore the effectiveness of an intensive treatment program-.-within older, school-age children who stutter. Twenty-three school-age children who stutter (age range: 7-14 years) attended this week-long intensive therapy program for the first time.