Is There a Place for Pseudostuttering Assignments in Speech-Language Pathology Training Within the Neurodiverse Paradigm?
Purpose: The continued use of pseudostuttering assignments, a disability simulation for speech-language pathology students, needs to be reexamined to align with neurodiversity and students' reluctance to participate in these studies. Stuttering, from a neurodiverse perspective, is regarded as a norm...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 9; no. 3; pp. 518 - 533 |
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| Autor principal: | |
| Formato: | pictorial research tables/charts Journal Article |
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American Speech-Language-Hearing Association
Jun2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=177681598&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177681598 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Jun2024 vid: 9 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 177681598 177681598 177681598 10.1044/2024_PERSP-23-00268 177681598 ppf: 518 ppct: 15 formats: fmt: @attributes: type: P tig: atl: Is There a Place for Pseudostuttering Assignments in Speech-Language Pathology Training Within the Neurodiverse Paradigm? aug: au: Bortz, Mellissa A. affil: Department of Communication Sciences and Disorders, St. John's University, Jamaica, NY sug: subj: Students, Speech-Language Pathology Education, Speech-Language Pathology Fluency Disorders Education Empathy Clinical Competence Student Attitudes Faculty Attitudes Patient Attitudes Human Descriptive Research Descriptive Statistics Data Analysis Software Quantitative Studies Qualitative Studies Surveys Thematic Analysis Male Female Young Adult Adult Middle Age Aged Adult: 19-44 years Middle Aged: 45-64 years Aged: 65+ years Male Female ab: Purpose: The continued use of pseudostuttering assignments, a disability simulation for speech-language pathology students, needs to be reexamined to align with neurodiversity and students' reluctance to participate in these studies. Stuttering, from a neurodiverse perspective, is regarded as a normal speech variation, rather than a disorder. The purpose of this research was for people who stutter, speech-language therapy students, and faculty members to respond to a survey to determine the future of these assignments, in terms of developing empathy and clinical skills of pseudostuttering. Method: A descriptive design electronic survey using typical case sampling was disseminated globally. A total of 134 participants, divided into three participant groups, completed the survey. The survey consisted of 84 closed- and open-ended questions. Percentages and thematic analysis were used to determine the results. Results: Quantitative and qualitative analyses indicated that 83% of speechlanguage pathology faculty members supported these assignments. Forty-eight percent of people who stutter and 58% of speech-language pathology students felt negatively toward pseudostuttering assignments. Students reported being more comfortable performing augmentative and alternative communication simulations than pseudostuttering or aphasia simulations. Students were concerned that pseudostuttering assignments were offensive and stigmatizing for people who stutter. Conclusions: The results reflect the benefits of partnering with all the constituent groups. Adaptations to pseudostuttering assignments, such as speaking with people who stutter and adopting a neurodiverse, inclusive approach to student education, are recommended. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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