Personal Appraisals of Support from the Perspective of Polish, Slovak, and American Children Who Stutter

• Authors: Mary Weidner , Katarzyna Węsierska , Hana Laciková , Hilda Sønsterud , Signhild Skogdal , Kristin Åmodt , Kathleen Scaler‑Scott , Craig Coleman

Title variants

PL

Osobista ocena polskich, słowackich i amerykańskich dzieci jąkających się na temat uzyskiwanego wsparcia

Abstracts

PL

Wyników badań na temat tego, co dzieci, które się jąkają, postrzegają jako wsparcie, a co jako brak wsparcia ze strony słuchacza jest niewiele. Co więcej, do tej pory nie prowadzono badań międzykulturowych w tym zakresie. Takie dane są potrzebne, aby stosować odpowiednie formy interwencji logopedycznej oraz odpowiednio edukować społeczeństwo. Badanie opisywane w artykule miało na celu wypełnienie tej luki poprzez dokonanie oceny preferencji słuchaczy. Ankietowanymi były dzieci, które się jąkają, pochodzące z różnych środowisk. W badaniu wzięło udział 151 dzieci jąkających się z Polski, Słowacji i USA, które wypełniły dziecięcą wersję kwestionariusza Indywidualna Ocena Wsparcia w Przypadku Jąkania (The Personal Appraisal of Support for Stuttering). Wyniki tego badania zostały przeanalizowane w sposób opisowy i porównane międzykulturowo. We wszystkich grupach pojawiły się tematy dotyczące tego, co wpiera i co nie pomaga w kontaktach interpersonalnych. Wiele pozycji mieściło się w przedziale neutralnym, co sugeruje zmienność wśród poszczególnych respondentów. Dane uzyskane w badanych grupach wykazały, że dzieci jąkające się przede wszystkim chcą, aby słuchacze byli cierpliwi, aby ich nie wykluczali i nie wyśmiewali się z nich, gdy z nimi rozmawiają. Inne preferencje podkreślają znaczenie pytania osób jąkających się o to, co postrzegają jako pomocne, a co jako niewspierające. Do wyników tego badania dołączono także wytyczne dla słuchaczy oraz ogólnodostępną ulotkę informacyjną o tym, jak najlepiej wspierać jąkające się dzieci.

EN

Limited research exists about what children who stutter perceive to be helpful and unhelpful listener supports, and no known research exists cross‑culturally. Such information is necessary to better inform clinical intervention and public attitudes at large. This study sought to address that need by measuring listener preferences among children who stutter from diverse backgrounds. One‑hundred fifty‑one children who stutter from Poland, Slovakia, and the USA completed the child version of the Personal Appraisal of Support for Stuttering. Results were examined descriptively and compared cross‑culturally. Themes pertaining to very helpful and very unhelpful supports emerged across all groups. Many items fell in the neutral range, suggesting variability among individual speakers. Based on the groups examined, children who stutter primarily want listeners to be patient, to include them, and to not laugh when they are speaking. Other nuanced preferences underscore the importance of asking individuals about what they perceive to be helpful and unhelpful. Results of this study informed a listener guideline statement and an open‑access informational handout about how to be most supportive of children who stutter.

Keywords

PL

dziecko; Indywidualna Ocena Wsparcia w Przypadku Jąkania; jąkanie; wsparcie

EN

child; the Personal Appraisal of Support for Stuttering; support; stuttering

• Publisher: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
• Journal: Logopaedica Lodziensia
• Year: 2022
• Issue: 6
• Pages: 279-295

Dates

published

2022

Contributors

author

Mary Weidner

• Pennsylvania Western University, Department of Communication Sciences and Disorders, Human Services Building 241, 215 Scotland Road, Edinboro, PA 16444, USA

• https://orcid.org/0000000331597965

author

Katarzyna Węsierska

• University of Silesia in Katowice, Faculty of Humanities, Institute of Linguistics, 4 Uniwersytecka Street, 40-007 Katowice, Poland

• https://orcid.org/0000000163789350

author

Hana Laciková

• S CŠPP Inštitút detskej reči, Železničiarska 13, Bratislava, Slovakia

• https://orcid.org/0000000257110476

author

Hilda Sønsterud

• Nord University, Faculty of Education and Arts, Postboks 1490, 8049 Bodø, Norway

• https://orcid.org/0000000257012577

author

Signhild Skogdal

• UiT The Arctic University of Norway, Department of Education, Postboks 6050 Langnes, 9037 Tromsø, Norway

• https://orcid.org/0000000198891945

author

Kristin Åmodt

• Statped, Department of Speech and Language, Postboks 113, 3081 Holmestrand, Norway

• https://orcid.org/0000000155210951

author

Kathleen Scaler‑Scott

• Monmouth University

• https://orcid.org/0000000189133261

author

Craig Coleman

• Pennsylvania Western University, 240 Brown Human Services Building, 215 Scotland Rd., Edinboro, PA, 16444, USA

• https://orcid.org/0000000266523491

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Identifiers

DOI

10.18778/2544-7238.06.18

Biblioteka Nauki

28408933