Stuttering and Social Acceptance
A study done in England had four hundred and three children from 16 different classes in 16 different schools participating in a research study to determine how children who stutter are socially accepted. The age ranged from 8 to 14 years old with the mean being 11 years of age. In each of the 16 classes, only one child stuttered with the rest of the children being non-stutterers. Every student was then interviewed individually and asked to pick 3 children out of the class that were liked most and 3 that were liked least, and then asked to pick 3 students who fit a certain category best. The categories were shy, assertive, co-operative, disruptive, leader, uncertain, bully, and bully victim (Davis, Howell, & Cooke, 2002). The results concluded that children who stutter have a much lower acceptance and popularity rate than children who do not. It was found that 43.75% of children who stutter were rejected compared to 18.86% of children rejected who do not stutter. Only 6.25% of stutterers were found to be popular compared to 25.84% of non-stutterer popularity. Children who do not stutter were twice as likely to be viewed as leaders. Another significant disparity is that stuttering children were more likely to be categorized as a bully victim (37.5%) and to be viewed as seeking help (25%) compared to peer counterparts (10.6% and 13.18%) (Davis, et al., 2002). These characteristics would place the majority of stuttering children in the rejected-withdrawn peer acceptance category. This category of individuals is passive, socially awkward, excluded by peers, and are likely to be victims of bullying (Berk, 2012).
Instructional Decision
One of the most important things for me to teach my clients is that...
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Davis, Stephen, Peter Howell, and Frances Cooke. "Sociodynamic relationships between children who stutter and thier non-stuttering classmantes." Journal of Child Psychology and Psychiatry 43 (2002): 939-947. PsycINFO. Web. 3 Apr. 2014.
Edison, Shannon, Mary Ann Evans, Angela McHolm, Charles Cunningham, Matilda Nowakowski, Michael Boyle, and Louis Schmidt. "An Investigation of Control Among Parents of Selectively Mute, Anxious, and Non-Anxious Children." Child Psychiatry Human Development 42 (2011): 270-290. EbscoHost. Web. 20 Feb. 2014.
Shwartz, Caley, Heather Henderson, Anne Inge, Nicole Zahka, Drew Coman, Nicole Kojkowski, Camilla Hileman, and Peter Mundy. "Temperament as a Predictor of Symptomotology and Adaptive Functioning in Adolescents with High-Functioning Autism." Journal of Autism and Developmental Disorders 39 (2009): 842-855. PsycINFO. Web. 8 Apr. 2014.
Tarshis explains how Bella Negron would be “so hurt that she [would] run to the school bathroom to cry,” (Tarshis 3), seeking refuge from bullies. Like how Raymond was underestimated by his neighbors, Bella has been considered vapid by her classmates. They made her suppose that it is improper to be unique, and that her stammer made her an alien. If her peers were not so ignorant, Bella would never have misjudged herself and her abilities. Unlike her fellow students, the people of SAY, the Stuttering Association for the Young, welcomed Bella for who she is and took pride in her character, and Bella started to ameliorate with their aid. Understanding each other’s situations and being respectful is the first step in accomplishing what the stuttering program
These subjects were tested on the negative affects of their children as well as the presence of any depressive or anxious symptoms and stressors. Through a two-part series of questionnaires parents were asked about their children and their observable behaviors using a five point Likert scale rating. The purpose of this study based on the findings as described in the article abstract is to test the relationship between temperament and stressors as a predictor of youth depressive and anxious symptoms over a 3-month period (Gulley, Hankin & Young, 2016). Although many factors contribute to the onset of depressive and anxious symptoms in early to late adolescence, temperament is often times attributed with directly determining how we externalize and internalize our day to day problems; temperament refers to individual differences in affective reactivity and self-regulation (Rothbart & Rueda, 2005). As described in the article, negative affectivity is directly correlated to internalized disorders due to its link to depressive and anxious tendencies. Temperament like we saw in “Understanding the Anxious Mind” is associated with high-reactivity in individuals who were found to possess
Volker, M.A., Lopata, C., Smerbeck, A.M., Knoll, V.A., Thomeer, M.L., Toomey, J.A., and Rodgers, J.D. (2009) BASC-2 PRS profiles for students with high-functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 188-199.
Mulcahy, K., Hennessey, N., Beilby, J., & Byrnes, M. (2008). Social anxiety and the severity and typography of stuttering in adolescents. Journal of Fluency Disorders, 33, 306-319.
Autism spectrum disorder is a developmental disability that can cause significant social, communication and behavior changes. About “1 in every 110 children (three times as many boys as girls have autism spectrum disorder”. (Stassen, Berger, 2012, pg. 342) When looking for signs of an autism spectrum disorder, there are three you need to look for delayed language, impaired social responses, unusual repetitive, play. Just because a child has autism spectrum disorder does not mean that they are mentally retarded. If a child has autism spectrum disorder, it’s not their looks that set them apart from others. It is difficult for a child who has autism spectrum order to understand emotions of others. They do not want to interact, play, talk with anyone, and are delayed in developing a theory of mind. Rarely smiling, never speaking, a child may play with the same object for hours, these are some of the symptoms a child with autism spectrum disorder may experience. Environmental, biologic and genetics are different factors that make a child more likely to have it. Children are at a higher risk of getting the disorder if they have a sibling who already has it. Autistic disorder, pervasive developmental disorder, and Asperger syndrome are the three main types of autism spectrum disorder. Rett Syndrome, and childhood disintegrative are a rare form and more severe form of Autism Spectrum Disorder. There is no medical test to diagnose a child with autism spectrum disorder,
Wing, L., Gould, J., & Gillberg, C. (2011). Autism spectrum disorders in the DSM-V: Better or worse than the DSM-IV? Research in Developmental Disabilities, 32(2), 768-773.
This paper will review five studies concerning the behavior and development of children with Autism Spectrum Disorders. The studies investigate how autism effects communication, socialization, cognitive development, and a number of other areas. Researchers use many different types of scales to measure and compare the difference between children with ASD and typically developing children.
Sanson, A., Hemphill, S., & Smart, D. (2004). Connections between temperament and social development: A review. Social Development,13(1), 142-170.
Ambrose, Yairi, and Cox (1993) researched the genetic component by investigating the family of preschool-age children who stutter and identifying the frequency of stutterers in each family. The preschool age child must be identified as a child who stutters by a parent, SLP, receive a rating of 2 on an 8 point severity scale, and present with at least three SLDs per 100 syllables. All children had stuttered for at least 6 months. The parents of 69 children who stutter were interviewed in order to obtain a family tree. Frequency of participants with positive family histories, and frequency of relatives who stutter were obtained from the family trees. After analyzing the family trees, Ambrose et al., (1993) discovered that 71% of children who stuttered had a family member who also stuttered. Stuttering was more prevalent among males in this study. These results indicate that it is highly probably the transmission of genes may predispose a child to stuttering. However, genetics does not work alone. Barry (2014) examined to results of twin studies and concluded that genes must interact with the
Autism is mainly characterized by repetitive behaviors, communication difficulties, social impairments, and cognitive impairments. Some of the main symptoms are: hyperactivity, short attention span, unusual eating and sleeping habit, and unusual mood or emotional behaviors. The symptoms of different Autistic people may vary. One person may have very little symptoms while another may have very serious symptoms.
Seltzer, M. M., Shattuck, P., Abbeduto, L., & Greenberg, J. S. (2004). Trajectory of development in adolescents and adults with autism. Mental retardation and developmental disabilities research reviews, 10(4), 234-247.
“Treatment of Autism in Young Children: Behavioral Intervention and Applied Behavior Analysis:Infants & Young Children, by Jensen, VK, and Sinclair LV, published in 2002, summarized Oct 19, 2006
Teachers must remember to eliminate anxiety for the selectively mute child as much as possible. Explain changes in routine ahead of time and help the child prepare. Encourage other students to act as peer helpers to the child, but be careful that they don't make too much of a fuss when he
Levine, L. E., & Munsch, J. (2011). Temperament. In L. E. Levine, & J. Munsch, Child Development: An active Approach (pp. 342-343). Thousand Oaks: Sage Publishers.
The researches based on familial incidence and family aggregation are designed to find out if stuttering runs in families and the effect of relatedness of family members on the disorder. The study by Bryngelson and Rutherford (1937) were one of the first researchers who revealed the influence of familial incidence and indicated that the risk of stuttering is three times greater within the families containing ...