ACQ Vol 10 No 1 2008

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ACQuiring knowledge in speech , language and hearing, Volume 10, Number 1 2008 7
Ethical Practice: PERSONAL CHOICE or moral obligation?
Keywords:
preschool teachers,
preschool-age children,
questionnaire,
stuttering,
teachers
Stuttering is a disorder affecting approximately 1% of the
population. In preschool-aged children the incidence is
even higher (Craig, Hancock, Tran, Craig, & Peters, 2002;
Mansson, 2000). The Lidcombe Program of early stuttering
intervention is a treatment that is both effective and
efficacious (Jones, Onslow, Harrison, & Packman, 2000; Jones,
Onslow, Packman, et al. 2005). Further, as the evidence base
for the Lidcombe Program grows, it is apparent that there
may be no time at which a child is more responsive to
stuttering treatment than in the preschool years. Treatment in
these years takes less time, is less complex and results in
generalisation of fluency more automatically than in later
years (e.g., Adams, 1984; Bloodstein, 1987; Yairi & Ambrose,
2005).
Eliminating stuttering in early childhood prevents the
condition from continuing into adulthood. It may also prevent
the development of a range of potentially negative consequences
– social, emotional, behavioural and educational (Craig, 1990;
Langevin, Bortnick, Hammer, & Weibe, 1998; Menzies,
Onslow, & Packman, 1999; Onslow, Harrison, & Jones, 1993).
It is therefore paramount that effective treatment occurs in
preschool years. Indeed early intervention for stuttering is
time and cost effective and “liberates children from a lifetime
of frustration and embarrassment about speech” (Onslow,
cited in Packman & Lincoln, 1996, p. 45).
The identification or detection of stuttering in the preschool
years is a vital first step in preventing stuttering from
becoming a chronic and debilitating condition, persisting into
adolescence and adulthood. While early stuttering is often
first identified by parents, preschool teachers may also play a
vital role in this identification. Following identification of
early stuttering, early referral can occur. The significance of
the role of preschool teachers includes:
■ contact with children at the age at which stuttering onset
is most frequent (Andrews et al., 1983)
■ interaction with children over an extended period of time,
providing the opportunity to observe representative
samples of their speech
■ education in early childhood development, including
normal speech and language
■ contact with most preschool-aged children in the com­
munity.
The aims of the project were to investigate preschool
teachers’ knowledge of stuttering, understanding of treatment
and recovery, reactions to children who stutter, and referral
patterns. This information would establish whether there is a
need for further education of preschool teachers by speech
pathologists about early stuttering identification and
management; if so, providing it to this group of early
childhood professionals would enhance the likelihood of
timely intervention for preschool age children who stutter.
Method
Questionnaire
A questionnaire was designed to obtain a range of information
relating to early stuttering from preschool teachers:
■ who to refer
■ when to refer
■ general information (i.e., reactions to and needs of
children who stutter, causes of stuttering)
■ how to refer.
The first section contained seven items relating to
consistency and severity of stuttering, age of the child and the
child’s awareness of their stuttering. The second section
consisted of nine items and sought information about timing
of referral, perceptions of natural recovery and preschool
teachers’ views of the effectiveness of early treatment for
stuttering. The third section consisted of 18 items and
addressed teacher management of and interaction with
children who stutter. It also included questions relating to
their knowledge and attitudes about stuttering. The final
section contained 8 items including demographic information
about the experience teachers had with children who have
stuttered, speech pathologists and referral procedures. The
average time taken to complete the questionnaire was 15
minutes.
Preschool Teachers and Stuttering
A survey of knowledge, attitudes and referral practices
Brenda Carey, Susan Block, Fiona Ross, Vince Borg and Paul O’Halloran
Correct identification of stuttering in the preschool years
is a vital step in preventing stuttering from becoming a
chronic and debilitating condition. Evidence exists to
show that early stuttering can be treated effectively using
the Lidcombe Program. Preschool teachers of 4-year-old
children are in an ideal position to detect stuttering and
refer children for assessment and treatment. In this study,
preschool teachers were surveyed (survey response rate:
63%) to identify knowledge of stuttering, understanding
of treatment and recovery, reactions to children who
stutter, and referral patterns. Results showed that pre­
school teachers had a good understanding of how to
manage a child who stutters. While most were aware of
the need for referral, they were unclear about the best
time to refer. It is recommended that speech pathologists
liaise with preschool teachers more closely and disseminate
up-to-date information about stuttering in young children
more regularly. A recent initiative by speech pathology
students in the School of Human Communication Sciences
at La Trobe University is described as an example of one
way to present this information.
This article has been peer-reviewed