Classroom intervention to change peers' attitudes towards children who stutter: a pilot study six months post-intervention

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dc.contributor.advisorKathard, Harshaen_ZA
dc.contributor.authorBadroodien, Rizwanaen_ZA
dc.date.accessioned2015-12-01T09:23:35Z
dc.date.available2015-12-01T09:23:35Z
dc.date.issued2015en_ZA
dc.descriptionIncludes bibliographical referencesen_ZA
dc.description.abstractThe Classroom Communication Resource (CCR) intervention was developed to improve peer attitudes towards children who stutter (CWS). This pilot study will inform the feasibility of a Randomised Control Trial (RCT) through the following aims: 1. To analyse selected procedural aspects including recruitment, participation and re tention rates and questionnaire-questionnaire completion trends. 2. To observe treatment and cluster effect of the CCR intervention at one and six months post-intervention. An experimental, quantitative cluster randomised trial design was used. Pre-intervention - post-intervention data was collected from control and intervention groups. The sample comprised 273 mixed-gender Grade 7 participants in the Western Cape (WC) Metro urban area in classrooms across quintiles. Data was collected and analysed at pre-intervention, one and six months post-intervention. The Stuttering Resource Outcomes Measure (SROM) was used to measure attitude changes. Descriptive and inferential statistics were used to describe the procedural aspects and treatment effect. A positive school-recruitment rate (90, 91%) was observed while the participation (59.6%) and retention rates (44.8%) decrease d over time. Participants were excluded due to poorly completed questionnaires, consent, assent, absenteeism and administrative errors. Questionnaire completion trends at six months post-intervention showed that errors were noted on all items. These procedural challenges could be reduced in future studies through rigorous planning. The positive treatment effect was minimal at one month post-intervention, while more evident in magnitude and direction of change in attitude scores on the SROM at six months post-intervention. A constant group effect was noted at pre-intervention, one and six months post-intervention. This study therefore concluded that a future RCT is feasible with several recommendations.en_ZA
dc.identifier.apacitationBadroodien, R. (2015). <i>Classroom intervention to change peers' attitudes towards children who stutter: a pilot study six months post-intervention</i>. (Thesis). University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences. Retrieved from http://hdl.handle.net/11427/15487en_ZA
dc.identifier.chicagocitationBadroodien, Rizwana. <i>"Classroom intervention to change peers' attitudes towards children who stutter: a pilot study six months post-intervention."</i> Thesis., University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences, 2015. http://hdl.handle.net/11427/15487en_ZA
dc.identifier.citationBadroodien, R. 2015. Classroom intervention to change peers' attitudes towards children who stutter: a pilot study six months post-intervention. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Badroodien, Rizwana AB - The Classroom Communication Resource (CCR) intervention was developed to improve peer attitudes towards children who stutter (CWS). This pilot study will inform the feasibility of a Randomised Control Trial (RCT) through the following aims: 1. To analyse selected procedural aspects including recruitment, participation and re tention rates and questionnaire-questionnaire completion trends. 2. To observe treatment and cluster effect of the CCR intervention at one and six months post-intervention. An experimental, quantitative cluster randomised trial design was used. Pre-intervention - post-intervention data was collected from control and intervention groups. The sample comprised 273 mixed-gender Grade 7 participants in the Western Cape (WC) Metro urban area in classrooms across quintiles. Data was collected and analysed at pre-intervention, one and six months post-intervention. The Stuttering Resource Outcomes Measure (SROM) was used to measure attitude changes. Descriptive and inferential statistics were used to describe the procedural aspects and treatment effect. A positive school-recruitment rate (90, 91%) was observed while the participation (59.6%) and retention rates (44.8%) decrease d over time. Participants were excluded due to poorly completed questionnaires, consent, assent, absenteeism and administrative errors. Questionnaire completion trends at six months post-intervention showed that errors were noted on all items. These procedural challenges could be reduced in future studies through rigorous planning. The positive treatment effect was minimal at one month post-intervention, while more evident in magnitude and direction of change in attitude scores on the SROM at six months post-intervention. A constant group effect was noted at pre-intervention, one and six months post-intervention. This study therefore concluded that a future RCT is feasible with several recommendations. DA - 2015 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - Classroom intervention to change peers' attitudes towards children who stutter: a pilot study six months post-intervention TI - Classroom intervention to change peers' attitudes towards children who stutter: a pilot study six months post-intervention UR - http://hdl.handle.net/11427/15487 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/15487
dc.identifier.vancouvercitationBadroodien R. Classroom intervention to change peers' attitudes towards children who stutter: a pilot study six months post-intervention. [Thesis]. University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences, 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/15487en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Health and Rehabilitation Sciencesen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherSpeech-Language Pathologyen_ZA
dc.titleClassroom intervention to change peers' attitudes towards children who stutter: a pilot study six months post-interventionen_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
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