Effectiveness of the classroom communication resource in changing primary school learners' attitudes towards children who stutter after one month: A feasibility study

Simple item page
dc.contributor.advisorKathard, Harshaen_ZA
dc.contributor.advisorNorman, Vivienneen_ZA
dc.contributor.authorWalters, Freda Alettaen_ZA
dc.date.accessioned2015-12-10T09:30:42Z
dc.date.available2015-12-10T09:30:42Z
dc.date.issued2015en_ZA
dc.description.abstractChildren who stutter are bullied and teased by their peers, especially in the primary schooling years. The Classroom Communication resource (CCR) was developed as a teacher-administered classroom-based education programme aiming to improve peers' attitudes towards CWS. The focus of this feasibility study was to determine the initial treatment effect of the CCR to improve peers' attitudes towards CWS and the feasibility for a larger scale cluster randomised trial (CRT) in future. Peer attitudes were determined via a Likert scale questionnaire, the Stuttering Resource Outcomes Measure (SROM), completed by primary school learners. Aim one was to establish if the SROM was a valid and reliable outcomes measure. Aim two utilized a quantitative, CRT design with a control group to describe the direction and magnitude of changes in 196 Grade 7 peers' attitudes towards CWS following the administration of the CCR. It also determined whether the changes were linked to gender or having exposure to a person who stutters. The evidence confirmed that the SROM was a valid and reliable outcomes measure. Attitude changes after the administration of the CCR were analysed through inferential statistics. A significant positive change in SROM scores was found in the experimental group (p=0.005) when compared to the control group (p=0.41). Females had a greater magnitude of change in SROM scores after the administration of the CCR compared to males. Participants with prior exposure to a person who stutters held more positive attitudes towards CWS at pre-test. The magnitude of positive change in SROM was greater in participants who did not have prior exposure to a person who stutters (p=0.007). The study indicated initial positive treatment effect of the CCR and implications for the feasibility of a larger CRT is discussed.en_ZA
dc.identifier.apacitationWalters, F. A. (2015). <i>Effectiveness of the classroom communication resource in changing primary school learners' attitudes towards children who stutter after one month: A feasibility study</i>. (Thesis). University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders. Retrieved from http://hdl.handle.net/11427/15754en_ZA
dc.identifier.chicagocitationWalters, Freda Aletta. <i>"Effectiveness of the classroom communication resource in changing primary school learners' attitudes towards children who stutter after one month: A feasibility study."</i> Thesis., University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders, 2015. http://hdl.handle.net/11427/15754en_ZA
dc.identifier.citationWalters, F. 2015. Effectiveness of the classroom communication resource in changing primary school learners' attitudes towards children who stutter after one month: A feasibility study. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Walters, Freda Aletta AB - Children who stutter are bullied and teased by their peers, especially in the primary schooling years. The Classroom Communication resource (CCR) was developed as a teacher-administered classroom-based education programme aiming to improve peers' attitudes towards CWS. The focus of this feasibility study was to determine the initial treatment effect of the CCR to improve peers' attitudes towards CWS and the feasibility for a larger scale cluster randomised trial (CRT) in future. Peer attitudes were determined via a Likert scale questionnaire, the Stuttering Resource Outcomes Measure (SROM), completed by primary school learners. Aim one was to establish if the SROM was a valid and reliable outcomes measure. Aim two utilized a quantitative, CRT design with a control group to describe the direction and magnitude of changes in 196 Grade 7 peers' attitudes towards CWS following the administration of the CCR. It also determined whether the changes were linked to gender or having exposure to a person who stutters. The evidence confirmed that the SROM was a valid and reliable outcomes measure. Attitude changes after the administration of the CCR were analysed through inferential statistics. A significant positive change in SROM scores was found in the experimental group (p=0.005) when compared to the control group (p=0.41). Females had a greater magnitude of change in SROM scores after the administration of the CCR compared to males. Participants with prior exposure to a person who stutters held more positive attitudes towards CWS at pre-test. The magnitude of positive change in SROM was greater in participants who did not have prior exposure to a person who stutters (p=0.007). The study indicated initial positive treatment effect of the CCR and implications for the feasibility of a larger CRT is discussed. DA - 2015 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - Effectiveness of the classroom communication resource in changing primary school learners' attitudes towards children who stutter after one month: A feasibility study TI - Effectiveness of the classroom communication resource in changing primary school learners' attitudes towards children who stutter after one month: A feasibility study UR - http://hdl.handle.net/11427/15754 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/15754
dc.identifier.vancouvercitationWalters FA. Effectiveness of the classroom communication resource in changing primary school learners' attitudes towards children who stutter after one month: A feasibility study. [Thesis]. University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders, 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/15754en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDivision of Communication Sciences and Disordersen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherSpeech-Language Pathologyen_ZA
dc.titleEffectiveness of the classroom communication resource in changing primary school learners' attitudes towards children who stutter after one month: A feasibility studyen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_hsf_2015_walters_freda_aletta.pdf
Size:
1.02 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters