Stuttering severity and educational attainment

O'Brian, Sue, Jones, Mark, Packman, Ann, Menzies, Ross and Onslow, Mark (2011) Stuttering severity and educational attainment. Journal of Fluency Disorders, 36 2: 86-92. doi:10.1016/j.jfludis.2011.02.006

Author O'Brian, Sue
Jones, Mark
Packman, Ann
Menzies, Ross
Onslow, Mark
Title Stuttering severity and educational attainment
Journal name Journal of Fluency Disorders   Check publisher's open access policy
ISSN 0094-730X
Publication date 2011
Year available 2011
Sub-type Article (original research)
DOI 10.1016/j.jfludis.2011.02.006
Volume 36
Issue 2
Start page 86
End page 92
Total pages 7
Place of publication Philadelphia, PA United States
Publisher Elsevier Inc
Collection year 2012
Language eng
Subject 3310 Linguistics and Language
3616 Speech and Hearing
2805 Cognitive Neuroscience
3205 Experimental and Cognitive Psychology
2912 LPN and LVN
Abstract Purpose: This study investigated the relationship between self-reported stuttering severity ratings and educational attainment. Method: Participants were 147 adults seeking treatment for stuttering. At pretreatment assessment, each participant reported the highest educational level they had attained and rated their typical and worst stuttering severity on a 9-point scale for a range of speaking situations. These included: (1) talking with a family member, (2) talking with a familiar person, not a family member, (3) talking in a group of people, (4) talking with a stranger, (5) talking with an authority figure such as a work manager or teacher, (6) talking on the telephone, (7) ordering food or drink, and (8) giving their name and address. Results: There was a significant negative relationship between highest educational achievement and mean self-reported stuttering severity rating for the eight situations. Conclusions: Future research is needed to investigate how this result should be addressed in educational institutions.Educational objectives: The reader will be able to: (1) describe the negative effects of stuttering through childhood to adulthood; (2) identify some of the negative consequences associated with stuttering on peer and teacher relationships, and academic performance at school; and (3) summarise the relationship between stuttering severity and educational attainment.
Keyword Education
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Public Health Publications
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