The effectiveness of speech therapy sessions increasing social confidence levels of elementary school children who stutter
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Grant: Research Recruits Program
Lilia Park
CoPIs:
Jasmine Mosier
College:
The College of Health Professions and Human Services
Major:
Speech-Language Pathology
Faculty Research Advisor(s):
Iyad Ghanim
Abstract:
The purpose of this study is to assess how speech therapy affects stuttering elementary school pupils and how it relates to their social confidence. Previous research has demonstrated the positive effects of interventions on children’s fluency; however, there is limited information on children’s self-reported changes to their confidence levels following these interventions. The study aimed to understand primary school kids' social confidence levels during and after therapy by using a 6-item Rosenburg scale that measures self-esteem, as well as a Self-Efficacy Questionnaire for Children, where they will rate their responses on a scale of 1-5 (1 being not at all and 5 being very well). The results of these surveys were compared with surveys from the child’s speech-language pathologist. Thus, this study investigates the vital role speech therapy plays in supporting the social growth and overall well-being of elementary school children with speech-language disorders. In the end, the main goal is to provide elementary school pupils with the resources they require to enhance their self-awareness and communication abilities, bolstering their basis for success in these crucial early years of education.
While data collection is still ongoing, preliminary results with children aged 7 to 12 indicated a positive change during the course of their scheduled intervention. Additional data will be collected to compare before and during therapy in order to determine the effects of therapy on self-reported child confidence levels.