Journal of Communication Disorders最新文献

{"title":"When adults with speech-language impairment meet law enforcement: A qualitative analysis of client experiences","authors":"Margaret L. Greenwald,&nbsp;Derek E. Daniels","doi":"10.1016/j.jcomdis.2024.106471","DOIUrl":"10.1016/j.jcomdis.2024.106471","url":null,"abstract":"<div><h3>Introduction</h3><div>Members of law enforcement and the general public who have limited knowledge of persons with communication impairments (PCI) may misinterpret their communication behaviors. Few studies exist about communication between PCI and law enforcement, and data are lacking about the factors that may influence their interactions. Considering this need, we addressed the following research questions: How will PCI describe their attitudes and experiences related to interacting with law enforcement? What individual characteristics may influence these attitudes and experiences?</div></div><div><h3>Methods</h3><div>In individual semi-structured interviews, we asked 10 adults with speech-language differences (aphasia, dysarthria, or stuttering) to describe their experiences of interacting with members of law enforcement, the communication strategies they would use when interacting with law enforcement, and what they would like members of law enforcement to know about their communication needs. In qualitative analyses, we generated themes from the data.</div></div><div><h3>Results</h3><div>Three main themes and four subthemes were evident in participant responses. Participant emotions and communication behavior were affected in complex ways during their interactions with a person of authority in uniform. In this sample of PCI, levels of confidence about communicating with strangers were lower for participants with no visible characteristics versus those who exhibited these signs. The participants recommended communication strategies for use by members of law enforcement.</div></div><div><h3>Conclusions</h3><div>These findings extend the limited literature on this topic to include factors that appear to influence the attitudes and experiences of PCI during their interactions with law enforcement. In clinical application, speech-language pathologists have an important role to play in assisting clients to practice individualized communication strategies for interactions with law enforcement in various contexts. Further research is needed into the perspectives of PCI and the attitudes and experiences of law enforcement when interacting with PCI.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106471"},"PeriodicalIF":1.8,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142434019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early intervention speech-language pathologists’ beliefs and practices related to assessing dual language learners","authors":"Rebecca L. Jarzynski ,&nbsp;Milijana Buac","doi":"10.1016/j.jcomdis.2024.106470","DOIUrl":"10.1016/j.jcomdis.2024.106470","url":null,"abstract":"<div><h3>Introduction</h3><div>Early intervention (EI) speech-language pathologists (SLPs) are required to provide culturally and linguistically responsive assessments for dual language learners (DLLs). However, SLPs consistently report feeling underprepared to assess DLLs and research demonstrates gaps in implementation of best practices in pediatric outpatient and school-based settings. This study was designed to understand EI SLPs’ beliefs and practices related to assessing DLLs referred to early intervention programs.</div></div><div><h3>Methods</h3><div>A total of 132 EI SLPs completed a survey in which they were asked to describe their assessment procedures for a DLL case scenario and were further asked to identify the degree to which they agreed with a variety of assessment practices for assessing DLLs.</div></div><div><h3>Results</h3><div>Results revealed that EI SLPs’ beliefs aligned with best practices for assessing DLLs. However, substantial gaps exist between EI SLPs’ beliefs and their self-reported practices for assessing DLLs.</div></div><div><h3>Conclusions</h3><div>These results suggest DLLs may not be receiving evidence-based EI assessments, leading to the potential perpetuation of both over- and under-diagnosis of speech and language delays within this population. Implications include the need to increase the quality of EI SLPs assessment practices through additional training, the removal of systems-level barriers, and the continued need for increased training within preprofessional training programs.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106470"},"PeriodicalIF":1.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Benefits of speech recognition in noise using remote microphones for people with typical hearing","authors":"Linda M. Thibodeau ,&nbsp;Virginia Leach ,&nbsp;Akhilandeshwari Sivaswami ,&nbsp;Shuang Qi","doi":"10.1016/j.jcomdis.2024.106467","DOIUrl":"10.1016/j.jcomdis.2024.106467","url":null,"abstract":"<div><h3>Introduction</h3><div>Remote microphone (RM) systems are designed to enhance speech recognition in noisy environments by improving the signal-to-noise ratio (SNR) for individuals with typical hearing (TH) and hearing impairment (HI). The aim of this investigation was to evaluate the advantages of speech recognition in noise for individuals with TH in a simulated group setting using two different remote microphones.</div></div><div><h3>Methods</h3><div>A quasi-experimental, repeated-measures design was employed, involving ten participants with TH, ages 20 to 63 years. Each were fit with Roger Focus receivers bilaterally to listen to three RM conditions: Roger Select, Roger Pen, and no technology. Participants were instructed to transcribe sentences that were presented randomly at varying signal-to-noise ratios (SNRs: 0, -5, and -10 dB) from five speakers positioned equidistant around a circular table to simulate a group dining scenario.</div></div><div><h3>Results</h3><div>Significant main effects of the technology condition and noise level (<em>p</em> &lt; .05) were found. Participants exhibited superior performance with Roger Select compared to Roger Pen. As expected, recognition rates decreased with lower SNRs across all three technology conditions.</div></div><div><h3>Conclusions</h3><div>To enhance speech recognition in group settings for individuals with TH, the utilization of the Roger Select microphone in conjunction with bilateral Roger Focus receivers is recommended over the Roger Pen</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106467"},"PeriodicalIF":1.8,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Variability of theory of mind versus pragmatic ability in typical and atypical development","authors":"Anna Babarczy ,&nbsp;Dorottya Dobó ,&nbsp;Péter Nagy ,&nbsp;Andrea Mészáros ,&nbsp;Ágnes Lukács","doi":"10.1016/j.jcomdis.2024.106466","DOIUrl":"10.1016/j.jcomdis.2024.106466","url":null,"abstract":"<div><h3>Introduction</h3><div>Numerous studies have linked deficits in Theory of Mind (ToM) with language problems. We aimed to explore the similarities and differences between children's patterns of performance on a ToM task that requires minimal linguistic skill and a pragmatic inference task that relies on both ToM and language. We assessed variability in pragmatic inference skills and ToM across populations of children (8–14 years) displaying varying cognitive profiles. We further compared the sensitivity of ToM versus pragmatic ability to core language skills, memory and executive functioning (EF).</div></div><div><h3>Method</h3><div>ToM was tested using the Social Attribution Task (SAT-MC-II). Pragmatic ability was assessed in an implicature comprehension task. Receptive vocabulary, grammar comprehension, short-term and working memory (STM and WM) capacity and EF were measured using Hungarian adaptations of standard tasks and tests developed by the authors’ lab. In addition to typically developing (TD) children (<em>n</em> = 33), we included children with neurodevelopmental disorders where ToM and/or language abilities are vulnerable: autism spectrum disorder (ASD, <em>n</em> = 26), attention deficit hyperactivity disorder (ADHD, <em>n</em> = 25) and developmental language disorder (DLD, <em>n</em> = 18).</div></div><div><h3>Results</h3><div>Results revealed a significant but only moderate positive correlation between pragmatic inference and ToM indicating that the two abilities are related but distinct. The ASD group showed impairments in both ToM and pragmatic inference ability but no significant deficit was observed in ADHD or DLD relative to TD children in either skill. However, while SAT-MC-II results were only affected by verbal WM and vocabulary measures, pragmatic performance was associated with STM, verbal WM, EF, grammatical skills and vocabulary.</div></div><div><h3>Conclusion</h3><div>Our findings indicate that disentangling the contributions of different cognitive skills to ToM tasks may help clarify the role of ToM in language skills and identify distinct patterns of ToM and pragmatic skills in developmental disorders.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106466"},"PeriodicalIF":1.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0021992424000625/pdfft?md5=5e60c1dd74e8600cb2a6bdb1c95abfda&pid=1-s2.0-S0021992424000625-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142315080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-inefficacy's impact on well-being indices in students self-identifying with cluttering characteristics","authors":"Gil Zukerman ,&nbsp;Michal Icht ,&nbsp;Avi Zigdon ,&nbsp;Liat Korn","doi":"10.1016/j.jcomdis.2024.106469","DOIUrl":"10.1016/j.jcomdis.2024.106469","url":null,"abstract":"<div><h3>Introduction</h3><p>Cluttering, a fluency disorder characterized by fast and irregular speech patterns, receives relatively limited research attention. Consequently, the association between cluttering and measures of well-being remains unexplored. In contrast, stuttering, another fluency disorder, has been associated with anxiety and depression. The present study examines whether an individual's experience of cluttering characteristics is related to alterations in both positive and negative measures of well-being. To achieve this, we assessed the relationship between Self-Identified Cluttering Characteristics (SICC) and measures of well-being in a sizeable sample of 1201 university students. Our main objective was to explore the potential impact of self-inefficacy on the association between SICC and well-being.</p></div><div><h3>Methods</h3><p>Consistent with prior research, participants identified themselves as having cluttering characteristics (SICC) or no-cluttering characteristics (SINCC) based on a verbal and written explanation of the disorder. They also completed questionnaires on psychological well-being indices and self-inefficacy.</p></div><div><h3>Results</h3><p>In total, 276 respondents identified themselves as having cluttering characteristics. In regression models, both SICC and self-inefficacy were predictive of greater negative well-being, increased depressive symptoms, and heightened psychosomatic symptoms. Interestingly, ADHD diagnosis was associated with less negative well-being. Positive well-being indicators (positive future orientation and subjective happiness) were solely predicted by self-inefficacy. Supporting these findings, supplementary regressions including only 56 SICC participants who reported being treated for cluttering yielded similar results. Utilizing Hayes's PROCESS computational procedures to test moderation revealed that self-inefficacy significantly moderated the association between SICC and negative well-being (depressive symptoms) as well as the association between SICC and positive well-being (positive future orientation).</p></div><div><h3>Conclusions</h3><p>The findings underscore alterations in well-being among individuals who identify themselves as experiencing cluttering characteristics. Primarily, heightened negative well-being was noted in those with SICC, yet individual self-inefficacy reports mitigated this effect. Overall, SICC exacerbates negative well-being rather than diminishing positive well-being. These findings point to the importance of integrating mental health assessment and intervention into clinical practice for individuals with cluttering symptoms and the potential benefits of interventions targeting self-inefficacy to improve overall well-being in this population.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106469"},"PeriodicalIF":1.8,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142270687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lived experiences of children who stutter in their own voices","authors":"Julia S. Kerrigan ,&nbsp;Shelley B. Brundage","doi":"10.1016/j.jcomdis.2024.106468","DOIUrl":"10.1016/j.jcomdis.2024.106468","url":null,"abstract":"<div><h3>Introduction</h3><p>Significant research has explored the lived experiences of adults who stutter, but less research exists regarding the lived experiences of children who stutter. The opinions and ideas of children who stutter may differ from those of adults, making it important for clinicians and researchers to obtain information directly from children who stutter. Asking children directly can lead to treatment outcomes and research questions that better align with the children's needs and values. Method: Interviews with 18 children who stutter (9 girls/9 boys) ages 8–17 were sourced from the Voices of Children Who Stutter database located at Talkbank.org. Interview questions asked the children about living with a stutter, participating in stuttering support organizations (SSOs), and their perspectives on treatment. Qualitative, phenomenological analysis was performed on their answers following standardized qualitative procedures. Results: Analysis of 910 total utterances yielded 7 themes and 9 subthemes. Themes indicated that the children: (a) had significant knowledge regarding their own stuttering, (b) had opinions regarding what constituted worthwhile treatment outcomes, (c) were clear about desirable clinician characteristics for working with kids who stutter, and (d) saw the benefits of being part of a community. Conclusions: Themes revealed that overall, children who stutter exhibit deep understanding regarding their experiences with stuttering, which clinicians can harness in person-centered goal setting. Additionally, the participants express the importance of participating in stuttering support organizations.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106468"},"PeriodicalIF":1.8,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predicting attitudes related to stuttering from an international database","authors":"Kenneth O. St. Louis","doi":"10.1016/j.jcomdis.2024.106457","DOIUrl":"10.1016/j.jcomdis.2024.106457","url":null,"abstract":"<div><h3>Purpose</h3><div>A vast number of studies over the past 50 years have explored public and professional attitudes toward stuttering, and many of them have identified variables that predict more—or less—positive attitudes. Part I of this study summarized 91 studies in terms of consistency of prediction of stuttering attitudes. Part II sought to compare a considerable number of potential predictors and to quantify their prediction strengths.</div></div><div><h3>Method</h3><div>Thirty-seven predictors were analyzed in linear regression models using a retrospective analysis of a database consisting of 22,413 respondents from 44 countries who had filled out the <em>Public Opinion Survey of Human Attributes–Stuttering</em> (<em>POSHA–S</em>) in 26 different languages. Dependent variables were two <em>POSHA–S</em> subscores, Beliefs about stuttering and Self Reactions to people who stutter, as well as the mean of these two subscores, the Overall Stuttering Score.</div></div><div><h3>Results</h3><div>All 37 predictors were statistically significant for most—but at least one—of the three scores. The strongest predictors related to regions of the world and related variables of countries and languages, with greater strength for Beliefs than for Self Reactions. Knowing persons who stutter, or knowing about stuttering, were moderate predictors of Self Reactions but weak predictors of Beliefs. Different populations, such as the public, students, or speech-language pathologists, moderately predicted attitudes on all three dependent variables while education level and self-ratings of ability to speak were weak predictors. Sex (gender), age, income, parental or marital status, and most of 12 life priorities (e.g., get things done; be safe and secure) had very weak and practically insignificant predictive potential.</div></div><div><h3>Conclusions</h3><div>The study confirmed previous research showing ambiguous results for such predictors as sex and age but consistent differences from various geographic regions. Beliefs and Self Reactions measure different constructs that are often predicted differently by variables.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106457"},"PeriodicalIF":1.8,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Overlapping hearing and communication profiles for the deletion and the RAI1 variant form of Smith-Magenis Syndrome (SMS)","authors":"Christine Brennan,&nbsp;Rachael R. Baiduc","doi":"10.1016/j.jcomdis.2024.106455","DOIUrl":"10.1016/j.jcomdis.2024.106455","url":null,"abstract":"<div><p>Smith-Magenis syndrome (SMS), a rare, genetically linked complex developmental disorder is associated with hearing loss and delays in speech-language development. Approximately 70 % of those with SMS have a genetic deletion within chromosome 17p11.2 and 10 % have a single gene mutation in the same area, known as the RAI1 variant form of SMS. Previous studies presented preliminary comparisons of the phenotype of those with deletion versus the mutation form of SMS, but none focused on hearing, speech-language, and communication profiles. The current study examined patient registry data and compared two groups of individuals with SMS to determine if genetic differences influence the communication phenotype and to determine the importance of the RAI1 gene in hearing, speech, and language abilities in children. Speech-language and hearing data from the international SMS Patient Registry for 33 subjects with SMS were analyzed: 23 with a genetic deletion (SMS (del)) and 10 with an RAI1 mutation (SMS (RAI1)). Hearing status, otopathology findings, early speech-language milestones, mode of communication, intelligibility, vocal quality, language abilities, and literacy skills were analyzed. There were small differences between the groups for hearing status, otopathological findings, mode of communication, voice quality, intelligibility, speech-language abilities, and literacy. Overlap in the speech-language phenotype between groups confirms previous hypotheses that suggest haploinsufficiency of the RAI1 gene is responsible for the SMS phenotype and that the RAI1 gene is critical for speech-language development. Future studies should include direct testing of receptive and expressive language abilities, including analyses of language samples, with larger groups of individuals to replicate and extend the current findings.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106455"},"PeriodicalIF":1.8,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142094865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Differences in the type of vocabulary understood by deaf and hearing students: Results to guide interventions","authors":"Antonia González-Cuenca,&nbsp;Marina González-Jerez,&nbsp;María José Linero,&nbsp;Rocío Lavigne","doi":"10.1016/j.jcomdis.2024.106458","DOIUrl":"10.1016/j.jcomdis.2024.106458","url":null,"abstract":"<div><h3>Introduction</h3><p>Vocabulary knowledge is an essential element in language development. There is evidence of significant differences in vocabulary knowledge between deaf children and hearing peers of the same age. These differences put deaf students at a disadvantage when compared to their hearing counterparts. The aim of this study was to investigate whether certain types of words characterise the lexical difficulties of deaf students. Our starting point is that this knowledge is needed to design interventions that are adapted to the particular needs of these students for their lexical development.</p></div><div><h3>Methods</h3><p>We evaluated the lexical comprehension of 90 Spanish students. The sample comprised 45 hearing students and 45 students with severe or profound hearing loss. Both groups were attending the later years of primary school (8 to –12-year-olds). They were tested using the Spanish Peabody Picture Vocabulary Test-III. The performance of both groups was statistically compared using percentiles and standard scores as well as a selected set of words from the test.</p></div><div><h3>Results</h3><p>No significant differences between hearing and deaf groups were found by age, sex, and sociocultural level. Significant differences were found between groups in their percentile and standard scores. There were no significant differences in performance between the two groups on only five of the 25 words with the highest error rate in the deaf group. The qualitative analysis of the remaining 20 words that were especially challenging for deaf students reveals results of interest which could help guide interventions.</p></div><div><h3>Conclusions</h3><p>The results indicate the need for lexical intervention for deaf students in the final years of primary school. The specialised support service for deaf learners should approach the intervention by targeting a specific type of vocabulary, making the semantic relationships between these words more transparent and promoting a deeper understanding of them.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106458"},"PeriodicalIF":1.8,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142089053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of and beliefs about stuttering in the Hispanic/Latino community","authors":"Angela M. Medina ,&nbsp;Jean S. Mead ,&nbsp;Stefanie Moore","doi":"10.1016/j.jcomdis.2024.106456","DOIUrl":"10.1016/j.jcomdis.2024.106456","url":null,"abstract":"<div><h3>Purpose</h3><p>The aim of this exploratory study was to investigate perceptions of people who stutter and beliefs about the causes and cures of stuttering within the Hispanic/Latino community.</p></div><div><h3>Methods</h3><p>Respondents who were 18 or older and of Hispanic/Latino origin were invited to respond to a 24-question online survey. Questions involved exploring familiarity with and beliefs regarding etiologies, treatment approaches, treatment providers, stereotypes, and perceptions of people who stutter. Data from 151 respondents were analyzed using descriptive statistics.</p></div><div><h3>Results</h3><p>Results revealed that the most commonly held beliefs regarding the causes of stuttering were being “born with it”, an “emotional disturbance or trauma”, a “brain disorder”, and/ or a “sensory impairment”. The most frequently cited beliefs regarding treating stuttering were “therapy”, “rehabilitation”, and “tell them to slow down”. Over 75 % of respondents believed that “speech therapists” can cure or treat stuttering. Respondents' perceptions of people who stutter are that they are generally “nervous” and “shy”.</p></div><div><h3>Conclusions</h3><p>Common beliefs and perceptions relative to stuttering were identified in the Hispanic/Latino community. The beliefs one holds about the cause of stuttering as well as their negative perceptions of stutterers may contribute to the continued stigmatization of people who stutter. Implications are discussed regarding the need for culturally appropriate education for individuals who stutter, their families, and the general public.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106456"},"PeriodicalIF":1.8,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}