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Previous research has indicated that the use of self-disclosure statements may be beneficial in improving listener’s perceptions of a speaker who stutters. While some research to this point is available concerning the perceptions of adults, this theory has not been studied in school-age populations. In addition, information about the perceptions of listeners who are also stutterers is unexplored. This study seeks to address these voids in the literature and also to explore the impact of gender bias in the context of self-disclosure. This study seeks to bolster the evidence-based practice for the technique of self-disclosure and to better understand the perceptions of school-age listeners. Such information could improve treatment delivery and outcomes as part of a comprehensive intervention program for individuals who stutter. Research objectives were explored by exposing participants to two of four possible videos of a speaker who stutters (a male who self-discloses, male who does not self-disclose, female who self-discloses, and a female who does not self-disclosure). Directly after viewing the videos the participant completed a survey probing for perceptions of the speaker, information about their experience with and knowledge of stuttering, and allowing for additional comments to be reported. Results indicated a preference for the speaker who self-disclosed. However, some differences were noted between then listener groups (stutterers versus. non-stutterers). The participants who stuttered tended to be less impacted by the presence or absence of a self-disclosure; they more often reported perceiving “no difference” between the speakers across a variety of traits in comparison to the participants who do not stutter. These results indicate that individuals who stutter and individuals who do not stutter may perceive the use of self-disclose differently. Results, in regards to gender bias, were inconclusive. In summary, results from the current study add to the body of research supporting the use of self-disclosure statements and suggest that individuals who stutter may perceive their use differently than individuals who do not stutter. / text

Thesis (Ed. D.)--University of California, Davis, 2002. / Degree granted in Educational Leadership. Joint doctoral program with California State University, Fresno. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).

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The purposes of this study were to determine if there were significant differences among entrant groups on measures of: (1) academic achievement in grades one, two, and three, (2) differences in academic achievement from the first to the second grade and also from the second grade to thethird grade, (3) personal adjustment at the third grade level, and (4) social adjustment at the third grade level. The null hypotheses were: Major Null Hypothesis I. There will be no significant difference among entrant groups on measures of academic achievement. Sub-hypothesis I-A. There will be no significant difference among entrant groups on measures of academic achievement in grade one. Sub-hypothesis I-B. There will be no significant difference among entrant groups on measures of academic achievement in grade two. Sub-hypothesis I-C. There will be no significant difference among entrant groups on measures of academic achievement in grade three. Sub-hypothesis I-D. There will be no significant difference among entrant groups on measures of academic achievement from first to second grade. Sub-hypothesis I-E There will be no significant difference among entrant groups on measures of academic achievement from second to third grade. Major Null Hypothesis II There will be no significant difference among entrant groups on measures of personal adjustment at the third grade level. Major Null Hypothesis IIIThere will be no significant difference among entrant groups on measures of social adjustment at the third grade level. The population for this study consisted of 387 third grade students who had attended school in the corporation from kindergarten through the third grade. The students were grouped according to their chronological entrance age. Group I consisted of all students between the ages of 4 years 8 months and 4 years 11 months. Group II consisted of all students between the ages of 5 years 0 months and 5 years 2 months. Group III was made up of all students between the ages of 5 years 3 months and 5 years 5 months and Group IV all students 5 years 6 months and older. The tests used for this study were a part of the system-wide testing program, except the California Test of Personality. The other tests were the Stanford Achievement Tests and the Otis-Lennon Mental Ability Tests.The analysis of covariance was used to statistically analyze the five sub-hypotheses of major null hypothesis I. Level of confidence for rejection was .05 based on F ratio. If the sub-hypothesis was rejected, Duncan's Multiple Range Test was used to determine whether the difference between any two ranked means was significant. Analysis of variance was used to statistically analyze major null hypotheses II and III. Level of confidence for rejection was .05 based on F ratio. If these hypotheses were rejected, Duncan's Multiple Range Test was used to determine whether the difference between any two ranked means was significant.The conclusions of this study were that older school entrants were significantly superior to younger school entrants in academic achievement at grades one, two, and three. It should be noted that a comparison of the academic achievement of the younger entrants, as they progressed from first to second grade and from second to 4 third grade indicated that it was not significantly different from the older entrants. The younger entrants were significantly superior to the older entrants in personal and social development at the third grade level.This study points to the conclusion that chronological age is not so important in the academic, personal, and social development of the child as some educators believed. The younger entrants may do well in school. This data indicated that they can be successful, not only academically, but also personally and socially. The fact that children of the same chronological age differ in academic, personal, and social development, indicates that each child must be considered as an individual.

This qualitative pilot study investigated the bullying experiences of children who stutter, the type of coping strategies that they use to deal with these experiences, and their perceptions of the effectiveness of their coping strategies. Semi-structured interviews were conducted with seven 10- to 13-year-old children who stutter. Grounded theory methodology was used to analyze the interview data. Data analysis resulted in a preliminary four-element conceptualization of the process by which children who stutter experience and respond to bullying and the emergence of two themes: Individual Factors and Recommendations. Individual factors were found to influence the process of experiencing and responding to bullying, and recommendations are provided for how children who stutter may respond to bullying and how adults can help them. These recommendations may be used by speech-language pathologists, school psychologists, counselors, teachers, and parents. The findings of this study support previous research with typical children and children who stutter. / Speech Language Pathology

The implementation of school-wide behavior supports is considered typical educational practice. A main component of school-wide behavior support is the systematic screening for behavioral and emotional problems. Students' ability to utilize executive functions greatly affects both academic and social success and it is associated with behavior and emotional problems (Lehto, Juujarvi, Kooistra, & Pulkkinen, 2003). This study uses a sample of fourth grade students to analyze the relationship between executive function skills and a screening measure of behavior. This study will examine if deficits in executive function may account for variance in the first level of behavior support screening systems. This may help educators understand the relationship between behavior screening results and executive functions, and possibly explain how social and emotional difficulties may be affected by deficits in executive functions. / School of Education / School Psychology / PhD / Dissertation

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Ithel Jones, Florida State University, College of Education, Dept. of Childhood Education, Reading and Disability Services. Title and description from dissertation home page (viewed Sept. 15, 2006). Document formatted into pages; contains xiv, 256 pages. Includes bibliographical references.

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