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THE SPEECH SITUATION CHECKLIST: A NORMATIVE AND COMPARATIVE INVESTIGATION OF CHILDREN WHO DO AND DO NOT STUTTER
Title
THE SPEECH SITUATION CHECKLIST: A NORMATIVE AND COMPARATIVE INVESTIGATION OF CHILDREN WHO DO AND DO NOT STUTTER.
Creator
Verghese, Susha, Vanryckeghem, Martine, University of Central Florida
Abstract / Description
Studies conducted over the past decades have identified the presence of a greater amount of negative emotional reaction and speech disruption in particular speech situations among children who stutter, compared to those who do not (Brutten & Vanryckeghem, 2003b; Knudson, 1939; Meyers, 1986; Trotter, 1983). Laboratory investigations have been utilized to describe the particular situations that elicit the greatest or least amount of speech concern and fluency failures. More recently, in...
Show moreStudies conducted over the past decades have identified the presence of a greater amount of negative emotional reaction and speech disruption in particular speech situations among children who stutter, compared to those who do not (Brutten & Vanryckeghem, 2003b; Knudson, 1939; Meyers, 1986; Trotter, 1983). Laboratory investigations have been utilized to describe the particular situations that elicit the greatest or least amount of speech concern and fluency failures. More recently, in order to deal with the limitation of laboratory research, the use of self-report tests have gained popularity as a means of exploring the extent of negative emotional reaction and speech disruption in a wide array of speaking situations. However, the availability of such instruments for use with children has been limited. Toward this end, the Speech Situation Checklist (SSC) was designed for use with youngsters who do and do not stutter (Brutten 1965b, 2003b). Past investigations utilizing the SSC for Children have reported on reliability and validity information and provided useful normative data (Brutten & Vanryckeghem, 2003b; Trotter, 1983). Additionally, the findings from those research studies have consistently revealed statistically significant differences in speech-related negative emotional response and speech disorganization between children who do and do not stutter. However, since its initial construction, the SSC has undergone modifications and paucity of normative data for the current American form of the SSC has restricted its clinical use. To fill this void, the revised SSC for children was utilized in the present study to obtain current normative and comparative data for American grade-school stuttering and nonstuttering children. Additionally, the effect of age and gender (and their interaction) on the emotional reaction and speech disruption scores of the SSC was examined. The SSC self-report test was administered to 79 nonstuttering and 19 stuttering elementary and middle-school children between the ages of 6 and 13. Only those nonstutterers who showed no evidence of a speech, language, reading, writing or learning difficulty, or any additional motor or behavioral problems were included in the subject pool. Similarly, only those stuttering participants who did not demonstrate any language or speech disorder other than stuttering were contained in the study. Measures of central tendency and variance indicated an overall mean score of 78.26 (SD=19.34) and 85.69 (SD=22.25) for the sample of nonstuttering children on the Emotional Reaction section and Speech Disruption section of the SSC, respectively. For the group of stutterers the overall mean for Emotional Reaction was 109.53 (SD=34.35) and 109.42 (SD=21.33) for the Speech Disruption section. This difference in group means proved to be statistically significant for both emotional response (t=3.816, p=. 001) and fluency failures (t=4.169, p=. 000), indicating that, as a group, children who stutter report significantly more in the way of emotional response to and fluency failures in the situations described in the SSC, compared to their fluent peers. Significant high correlations were also obtained between the report of emotional response and the extent of fluency failures in the various speaking situations for both the group of nonstuttering (.70) and stuttering (.71) children. As far as the effect of age and gender is concerned, the present study found no significant difference in the ER and SD scores between the male and female or the younger and older group of nonstuttering children. Interestingly, a significant age by gender interaction was obtained for the nonstuttering children, only on the Speech Disruption section of the test.
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Date Issued
2004
Identifier
CFE0000239, ucf:46270
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000239
THE EFFECTS OF EMERGING TECHNOLOGY ON HEALTHCARE AND THE DIFFICULTIES OF INTEGRATION
Title
THE EFFECTS OF EMERGING TECHNOLOGY ON HEALTHCARE AND THE DIFFICULTIES OF INTEGRATION.
Creator
Pavlish-Carpenter, Skyler J, D'Amato-Kubiet, Leslee, University of Central Florida
Abstract / Description
Background: Disruptive technology describes technology that is significantly more advanced than previous iterations, such as: 3D printing, genetic manipulation, stem cell research, innovative surgical procedures, and computer-based charting software. These technologies often require extensive overhauls to implement into older systems and must overcome many difficult financial and societal complications before they can be widely used. In a field like healthcare that makes frequent advancements...
Show moreBackground: Disruptive technology describes technology that is significantly more advanced than previous iterations, such as: 3D printing, genetic manipulation, stem cell research, innovative surgical procedures, and computer-based charting software. These technologies often require extensive overhauls to implement into older systems and must overcome many difficult financial and societal complications before they can be widely used. In a field like healthcare that makes frequent advancements, these difficulties can mean that the technology will not be utilized to its full potential or implemented at all. Objective: To determine the inhibiting factors that prevent disruptive technology from being implemented in conventional healthcare. Methods: Peer reviewed articles were gathered from Cumulative Index to Nursing and Allied Health Literature (CINAHL), Educational Resources Information Center (ERIC), Elton B. Stephens Co. Host (Ebsco Host), Medical Literature On-line (Medline), and Psychological Information Database (PsychINFO). Articles were included if written in English and focusing on technology that was or is difficult to implement. Results: Research suggests that the primary reason disruptive technology is not implemented sooner is the cost versus benefit ratio. Those technologies with extremely high benefits that greatly improve efficiency, safety, or expense are integrated relatively quickly, especially if their cost is reasonable. Secondary reasons for difficulty with integration include ethical dilemmas, extreme complexity, technical limitations, maintenance, security, and fallibility. Conclusion: Research indicates that a decrease in production cost and selling price along with removing any issues that may depreciate the technology will provide better incentives for healthcare systems to integrate disruptive technologies on a wider scale.
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Date Issued
2018
Identifier
CFH2000374, ucf:45799
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000374
Issues of Crime and School Safety: Zero Tolerance Policies and Children with Disabilities
Title
Issues of Crime and School Safety: Zero Tolerance Policies and Children with Disabilities.
Creator
Henson, Melissa, Cook, Ida, Grauerholz, Elizabeth, Gay, David, University of Central Florida
Abstract / Description
In the aftermath of school shootings, safety in educational institutions became a national concern. The Zero Tolerance policy was designed to remove students who posed serious and or imminent threat to the school environment. It was hoped that the institution of this policy would allow schools to better police student behaviors through the use of tough disciplinary actions, and to ensure a safer learning environment for all. However, one of the latent consequences of establishing a broad set...
Show moreIn the aftermath of school shootings, safety in educational institutions became a national concern. The Zero Tolerance policy was designed to remove students who posed serious and or imminent threat to the school environment. It was hoped that the institution of this policy would allow schools to better police student behaviors through the use of tough disciplinary actions, and to ensure a safer learning environment for all. However, one of the latent consequences of establishing a broad set of directives was to result in the differential treatment of some minority groups such as special education students. To date, there exists little research that tests the efficacy of the zero tolerance approach in reducing school violence or its effect upon special education students who exhibit unique and separate characteristics from the general student body. Some of the behaviors that are beyond their control can impede their learning, but are even more often seen as falling under the guidelines of the zero tolerance policy, which in turn subjects this group to a number of disciplinary actions previously not utilized to address their specific needs.To address the potential impact this policy has on students with learning and emotional behavioral disorders this study analyzes data from a sample comprising of 2,736 total schools, reported over 4 different time periods, 1999-2008 originally collected by the School Survey on Crime and Safety. This study examines the relationship between various school characteristics, the proportion of special education students in a school, and the use of the disciplinary actions as a means of controlling behaviors that could be undesired but may not pose a serious threat to the educational institution. The results indicate that presence of students identified as (")special education students(") was strongly related to the number of disruptive behaviors reported. The increased frequency of those reported behaviors was also found to be significantly related to the use of suspension and expulsions as disciplinary actions in a school. Further multiple regression analysis yielded data demonstrating the nature of the relationships between the presence of special education students in a school, the frequency of disruptive behaviors reported, and the increased use of disciplinary actions.
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Date Issued
2012
Identifier
CFE0004190, ucf:49031
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004190