Improving Social Interaction among Primary School Students with Stuttering
DOI:
https://doi.org/10.25217/0020236392100Keywords:
guidance program, social interaction, stutterAbstract
The research aimed to examine the effectiveness of a guidance program in enhancing social interaction abilities among elementary school students with stuttering. The sample consisted of 20 students, divided into two groups. Prior to the intervention, both groups were assessed using a social interaction scale. Subsequently, the experimental group underwent the 17-sessions guidance program, which aimed at developing social interaction skills. On the other hand, the control group did not receive any intervention. Following the intervention, the same social interaction scale was administered to both groups. The results indicated statistically significant differences between the levels of social interaction in the experimental group and the control group, favoring the experimental group. Additionally, there were no statistically significant differences between the average ranks of the two measurements (post-follow-up) concerning social interaction among elementary school students who stutter in the experimental group.
References
Abu Al-A’la, N. (2013). The concept of self and its relationship to psychological and social harmony among children with late childhood stuttering. Journal of Scientific Research in Literature, 14(4), 117–236. https://doi.org/https://search.mandumah.com/Record/760702.
Al-Tantawi, M. (2020). Fi'aliyat barnamaj qaim 'ala al-yaqza al-'aqli fi khifd shiddat al-tal'atham wa tahsin al-tanzim al-infi'ali linda 'aynat min al-tullatham. Majallat al-buhuth al-'ilmiyah fi al-tarbiyah, 21(15), 212–274. https://doi.org/10.21608/jsre.2021.146879
Bara A., A., Al- qwaqneh. (2021). The Effectiveness of a training program to reduce stuttering intensity among primary school students in Ajloun schools: (14), 41–54. Fa'liyat barnamaj tadriby li khifd shiddat al-ta'tatah linda tulab al-marhalat al-usasiyah fi madaris muhafazat 'ajloun. Majallat al-'ulum al-tarbiyah wa al-nafsiyah. https://doi.org/10.26389/ajsrp.b011219
Berchiatti, M., Badenes-Ribera, L., Ferrer, A., Longobardi, C., & Gastaldi, F. G. M. (2020). School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence. Children and Youth Services Review, 116. https://doi.org/10.1016/j.childyouth.2020.105226
Berquez, A., & Kelman, E. (2018). Methods in stuttering therapy for desensitizing parents of children who stutter. American Journal of Speech-Language Pathology, 27(3S), 1124–1138. https://doi.org/10.1044/2018_AJSLP-ODC11-17-0183
Boyle, M. P., Dioguardi, L., & Pate, J. E. (2016). A comparison of three strategies for reducing the public stigma associated with stuttering. Journal of Fluency Disorders, 50, 44–58. https://pubmed.ncbi.nlm.nih.gov/27865229/
Byrd, C. T., Gkalitsiou, Z., Werle, D., & Coalson, G. A. (2018). Exploring the Effectiveness of an Intensive Treatment Program for School-Age Children Who Stutter, Camp DreamSpeak. Live.: A Follow-up Study. Seminars in Speech and Language, 39(5), 458–467. https://doi.org/10.1055/s-0038-1670669
Connery, A., Galvin, R., & McCurtin, A. (2021). Effectiveness of nonpharmacological stuttering interventions on communication and psychosocial functioning in adults: A systematic review and meta-analysis of randomized controlled trials. Journal of Evidence-Based Medicine, 14(1), 17–26. https://doi.org/10.1111/jebm.12408
Craig, F., Crippa, A., Ruggiero, M., Rizzato, V., Russo, L., Fanizza, I., & Trabacca, A. (2021). Characterization of Autism Spectrum Disorder (ASD) subtypes based on the relationship between motor skills and social communication abilities. Human Movement Science, 77. https://doi.org/10.1016/j.humov.2021.102802
El-Qadi, K. (2016). The effectiveness of a cognitive-behavioral guidance counseling program to improve social competence skills in children with stuttering who are victims of peer bullying. Egyptian Journal of Psychological Studies, 26(91), 125–205. https://doi.org/https://search.mandumah.com/Record/1010636
Erickson, S., & Block, S. (2013). The social and communication impact of stuttering on adolescents and their families. Journal of Fluency Disorders, 38(4), 311–324. https://doi.org/10.1016/j.jfludis.2013.09.003
Gee, J. P. (2001). Reading as Situated Language: A Sociocognitive Perspective. Journal of Adolescent & Adult Literacy, 44(8), 714–725. https://doi.org/10.1598/jaal.44.8.3
Goel M., & Aggarwal P. (2012). A comparative study of self confidence of single child and child with sibling. International Journal of Research in Social Sciences, 2(3), 89. Google Scholar
Kuball, Y. E., & Peck, S. (1997). The Effect of Whole Language Instruction on the Writing Development of Spanish-Speaking and English-Speaking Kindergartners. Bilingual Research Journal, 21(2–3), 213–231. https://doi.org/10.1080/15235882.1997.10668661
Langevin, M., Packman, A., & Onslow, M. (2010). Parent perceptions of the impact of stuttering on their preschoolers and themselves. Journal of Communication Disorders, 43(5), 407–423. https://doi.org/10.1016/j.jcomdis.2010.05.003
Law, J., Reilly, S., & Snow, P. C. (2013). Child speech, language and communication need re-examined in a public health context: A new direction for the speech and language therapy profession. International Journal of Language and Communication Disorders, 48(5), 486–496. https://doi.org/10.1111/1460-6984.12027
Luthans, F., Avey, J. B., & Patera, J. L. (2008). Experimental analysis of a web-based training intervention to develop positive psychological capital. Academy of Management Learning and Education, 7(2), 209–221. https://doi.org/10.5465/AMLE.2008.32712618
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(4), 306–319. https://doi.org/10.1016/j.jfludis.2008.12.002
Murphy, W. P., Yaruss, J. S., & Quesal, R. W. (2007). Enhancing treatment for school-age children who stutter. II. Reducing bullying through role-playing and self-disclosure. Journal of Fluency Disorders, 32(2), 139–162. https://doi.org/10.1016/j.jfludis.2007.02.001
Nang, C., Hersh, D., Milton, K., & Lau, S. R. (2018). The impact of stuttering on development of self-identity, relationships, and quality of life in women who stutter. American Journal of Speech-Language Pathology, 27(3S), 1244–1258. https://doi.org/10.1044/2018_AJSLP-ODC11-17-0201
Nabil Ali Shawash, H., & Al-Saeed Jabril, M. (2020). Fa'liyat barnamaj irshadi qaim 'ala ba'di faniyat 'ilm al-nafs al-ijtima'i li khifd al-qalaq al-ijtimai linda talamiz al-marhalat al-ibtidaiyah al-matlathamayn. Majallat bahuth al-tarbiyah al-naw'iyah, 2020 (59), 377–397. https://doi.org/10.21608/mbse.2020.130270
Nousia, A., Martzoukou, M., & Siafaka, V. (2022). The role of self-perceived academic competence in children with childhood-onset fluency disorder. Child Language Teaching and Therapy, 38(3), 303–319. https://doi.org/10.1177/02656590221097328
Obiweluozo, P. E., Ede, M. O., Onwurah, C. N., Uzodinma, U. E., Dike, I. C., Ejiofor, J. N., & Tusconi, M. (2021). Impact of cognitive behavioural play therapy on social anxiety among school children with stuttering deficit: A cluster randomised trial with three months follow-up. Medicine (United States), 100(19), E24350. https://doi.org/10.1097/MD.0000000000024350
Park, S. Y., Kim, S. M., Roh, S., Soh, M. A., Lee, S. H., Kim, H., Lee, Y. S., & Han, D. H. (2016). The effects of a virtual reality treatment program for online gaming addiction. Computer Methods and Programs in Biomedicine, 129, 99–108. https://doi.org/10.1016/j.cmpb.2016.01.015
Rani, R. K., Sugiharto, D. Y. P., & Sugiyo, S. (2022). Keefektifan Konseling Kelompok Cognitive Behavioral Therapy (CBT) dengan Teknik Cognitive Restructuring untuk Meningkatkan Self-Esteem pada Siswa. Bulletin of Counseling and Psychotherapy, 4(1), 44–48. https://doi.org/10.51214/bocp.v4i1.155
Scott, Y, J., Coleman, C. E., & Quesal, R. W. (2012). Stuttering in school-age children: A comprehensive approach to treatment. Language, Speech, and Hearing Services in Schools, 43(4), 536–548. https://doi.org/10.1044/0161-1461(2012/11-0044
Umadevi, V. M., & Sukumaran, P. S. (2012). Functional social skills of adults with intellectual disability. Asia Pacific Disability Rehabilitation Journal, 23(2), 72–80. https://doi.org/10.5463/DCID.v23i2.76
Yates, C. M., Hudock, D., Astramovich, R., & Hill, J. (2018). Helping Students Who Stutter: Interprofessional Collaboration Between Speech-Language Pathologists and School Counselors. Professional School Counseling, 22(1), 2156759X1984450. https://doi.org/10.1177/2156759x19844506
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Walaa H. Romeih, Hend I. Imbaby, Salwa Al Majali
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
