Purpose: The aim of this study is to examine whether the knowledge level and attitudes of preschool teachers about stuttering differ in terms of certain variables and to examine the relationship between their knowledge levels and attitudes. Method: The study was carried out with the descriptive model. 232 preschool teachers from 22 cities of Turkey participated in the study. While 60.8% of the participants had never had a student who stuttered, 39.2% had a student who stuttered before. The data of the research were collected online with the 'Stuttering Knowledge Level Questionnaire' and the 'Attitude Questionnaire towards Stuttering'. In the study, the differences between the variables (i,e.knowledge levels of teachers with and without stuttering students; seniority of teachers who had had stuttering students, having taken courses/seminars related to stuttering, number of students who stutter, and when the last time they had a stuttering student) and relationships between variables (level of knowledge and attitude) were studied. Results: It was found that the knowledge level of preschool teachers who have had stuttering students was statistically significantly higher than those who had not had stuttering students. There is a significant difference between the teachers with stuttering students in favor of those with 1-3 years of seniority and those with 13 years or more in terms of strategies for the whole class and general attitude scores towards stuttering. It was found that those who took courses/seminars on stuttering and those with 4 or more stuttering students had significantly higher scores on strategies for the stuttering child, and no significant relationship was found between their level of knowledge about stuttering and attitudes towards stuttering. Conclusion: As a result of this study, when examined in terms of attitude towards stuttering, it was found that having taken courses/seminars on stuttering and the number of students who stutter were effective on the strategies for the stuttering child, while the seniority period was effective on the strategies for the whole class. It has been observed that teachers who have attended a stuttering course/seminar are much more successful in applying the strategies especially for the stutter child compared to the teachers who have not participated in such training. This shows that informing preschool teachers about stuttering can make a difference in their interactions with the stuttering child. It is thought that this will be supportive in the management of early stuttering.
Abdalla, F.A. & Louis, K.O.S. (2012). Arab school teachers’ knowledge, beliefs and reactions regarding stuttering. Journal of Fluency Disorders, 37(1), 54–69. https://doi.org/10.1016/j.jfludis.2011.11.007
Abrahams, K., Harty, M., Louis, K.O.S., Thabane, L. ve Kathard, H. (2016). Primary school teacher’ opinions and attitudes towards stuttering in two South African Urban Education districts. South African Journal of Communication Disorders, ISSN: (online) 2225-4765, (Print) 0379-8046. https://hdl.handle.net/10520/EJC195037
Al-Qaisi, R.Q.M., Ali, E.G. ve Khudhair, A.K. (2020). Assessment of Primary School Teachers’ Knowledge about Stuttering of School-Age Children at First Al-Karkh Education Directorate in Baghdad City. Indian Journal of Forensic Medicine & Toxicology, 14(3), 1418-1422. https://doi.org/10.37506/ijfmt.v14i3.10606
Blood, G.W. ve Blood, I.M. (2007). Preliminary Study of Self-Reported Experience of Physical Aggression and Bullying of Boys Who Stutter: Relation to Increased Anxiety. Perceptual and Motor Skills, 104, 1060-1066. https://doi.org/10.2466/pms.104.4.1060.1066
Blood, G.W., Blood, I.M., Tramontana, G.M., Sylvia, A.J., Boyle, M.P. ve Motzko, G.R. (2011). Self-reported experience of bullying of students who stutter: Relations with life satisfaction, life orientation, and self-esteem. Perceptual and Motor Skills, 113(2), 353-364. https://doi.org/10.2466%2F07.10.15.17.PMS.113.5.353-364
Büyüköztürk, Ş. (2005). Anket Geliştirme. Türk Eğitim Bilimleri Dergisi, 3 (2), 133-151.
Cohen, J. (1988). Statistical power analysis fort he behavioal sciences (2nd ed). Hillsdale, NJ: Erlbaum.
Crowe, T.A. ve Walton, J.H. (1981). Teacher Attitudes toward stuttering. Journal of Fluency Disorders, 6(2), 163-174. https://doi.org/10.1016/0094-730X(81)90013-9
Davidow, J.H., Zaroogian, L. ve Garcia-Barrera, M.A. (2016). Strategies for teachers to manage stuttering in the classroom: A call for research. LSHSS, 47(4), 283-296. https://doi.org/10.1044/2016_LSHSS-15-0057
Gerçek, E. & Çakın-Memik, N. (2020). Kekemelikte kendiliğinden iyileşmeye ilişkin çocuk ve ergen ruh sağlığı çalışanlarının ve dil ve konuşma terapistlerinin düşünce ve tutumlarının belirlenmesi. 5. Ulusal Disiplinlerarası Erken Çocuklukta Müdahale Kongresi, Çevrimiçi Kongre.
Gottwald, S.R. & Starkweather, C.V. (1995). Fluency Intervention for preschoolers and their families in the public schools. LSHSS, 28(2), 117-126. https://doi.org/10.1044/0161-1461.2602.117
Hearne, A., Miles, A., Douglas, J., Carr, B., Nicholls, J. R., Bullock, M.S. ve Southwood, H. (2020). Exploring Teachers’ Attitudes: Knowledge And Classroom Strategies For Children Who Stutter in New Zealand. Speech, Language and Hearing, 24(1), 28-37. https://doi.org/10.1080/2050571X.2020.1750756
Hearne, A., Packman, A., Onslow, M. ve Quine, S. (2008). Stuttering and its treatment in adolescence: The perceptions of people who stutter. Journal of Fluency Disorders. 33(2), 81–98. https://doi.org/10.1016/j.jfludis.2008.01.001
Hobbs, M.L. (2012). Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training. Online Theses and Dissertations.
Irak, S. (1996). İIkokul çağı çocuklarında görülen kekemelik ve ana-baba ile ögretmenin kekemeliğe karşı tutum ve davranışları [Yayınlanmamış yüksek lisans tezi]. Karadeniz Teknik Üniversitesi Sosyal Bilimler Enstitüsü.
Iverach, L., Heard, R., Menzies, R., Lowe, R., O'Brian, S., Packman, A. ve Onslow, M. (2016). A brief version of the Unhelpful Thoughts and Beliefs About Stuttering scales: The UTBAS-6. Journal of Speech, Language, and Hearing Research, 59(5), 964-972. https://doi.org/10.1044/2016_JSLHR-S-15-0167
Karasar, N. (2010). Bilimsel Araştırma Yöntemi (21. Baskı). Nobel Yayın Dağıtım.
Kayhan-Aktürk, Ş. ve Özdemir, R.S. (2021). A comparison of peer telations between preschool children who stutter and their fluent peers. Archives of Health Science and Research, 8, 153-159. https://doi.org/10.5152/ArcHealthSciRes.2021.21035
Kılıç, S. (2014). Etki Büyüklüğü. Journal of Mood Disorders, 4(1), 44-46. https://doi.org/10.5455/jmood.20140228012836
Kraft, S.J., Ambrose, N. ve Chon, H.C. (2014). Temperament and Environmental Contributions to Stuttering Severity in Children: The Role of Effortful Control. Seminars in Speech and Language, 35(02), 080–094. https://doi.org/10.1055/s-0034-1371753
Langevin, M., Packman, A. ve Onslow, M. (2009). Peer responses to stuttering in the preschool setting. AJSLP, 18(3), 264-276. https://doi.org/10.1044/1058-0360(2009/07-0087)
Lee, K. (2013). Perception toward Stuttering by Teachers in Daegu Area. Commun Sci&Dis., 18(4), 447-458. http://dx.doi.org/10.12963/csd.13063
Özdemir, S., Louis, K.O.S. ve Topbaş, S. (2011). Stuttering Attitudes Among Turkish Family Generations and Neighbors From Representative Samples. Journal of Fluency Disorder, 36(4), 318-333. https://doi.org/10.1016/j.jfludis.2011.07.002
Pachigar, V., Stansfield, J. ve Goldbart, J. (2011). Beliefs and Attitudes of Primary School Teachers in Mumbai, India Towards Children Who Stutter. International Journal of Disability, Development and Education, 58(3), 287-302. https://doi.org/10.1080/1034912X.2011.598664
Placencia, J.N. (2014). Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources. Doctor of Philosophy, Ohio State University.
Plexico, L. W., Plumb, A. M. ve Beacham, J. (2013). Teacher Knowledge and Perceptions of Stuttering and Bullying in School‐Age Children. Perspectives on Fluency and Fluency Disorders, 23(2), 39-53. https://doi.org/10.1044/ffd23.2.39
Reilly, S., Onslow, M., Packman, A., Wake, M., Bavin, E. L., Prior, M. ve Ukoumunne, O. C. (2009). Predicting stuttering onset by the age of 3 years: A prospective, community cohort study. Pediatrics, 123(1), 270-277. https://doi.org/10.1542/peds.2007-3219
Saman, F.D. (2020). Sınıf öğretmenlerinin kekemelik hakkındaki bilgi, tutum ve görüşlerinin incelenmesi [Yayınlanmamış yüksek lisans tezi]. Üsküdar Üniversitesi.
Sargın, M. (2006). İlköğretim Öğrencilerinin Konuşma Becerilerinin Değerlendirilmesi-Muğla İli Örneğinde. [Yayınlanmamış yüksek lisans tezi]. Muğla Üniversitesi.
Silva, L.K., Martins-Reis, V.O., Maciel, T.M., Ribeiro, J.K., Souza, M.A. ve Chaves, F.G. (2016). Stuttering at school: the effect of a teacher training program on stuttering. CoDAS, 28(3), 261–268. https://doi.org/10.1590/2317-1782/20162015158
Smith, A. & Weber, C. (2016). Childhood Stuttering–Where are we and Where are we going? In Seminars in Speech and Language, 37(4), 291-297. https://doi.org/10.1055/s-0036-1587703
Toğram, B. & Maviş. İ. (2009). Aileleler, öğretmenler ve dil konuşma terapistlerinin çocuklardaki dil ve konuşma bozukluklarına yönelik tutum ve bilgilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10(1), 71-85. https://doi.org/10.1501/Ozlegt_0000000134
Türköz, N. (2004). Öğretmenlerin Kekeme Öğrenciye ve Kekeleyen Öğrencinin Ebeveynine Karşı Tutumların Betimlenmesi [Yayınlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
Yairi, E. ) Ambrose, N.G. (2005). Early chilhood stuttering for clinicians by clinicians. An International Publisher.
Yairi, E. & Ambrose, N. (2013). Epidemiology of stuttering: 21st Century Advances. Journal of Fluency Disorders, 38(2), 66-87. https://doi.org/10.1016/j.jfludis.2012.11.002
Yairi, E. & Seery, C.H. (2015). Stuttering: Foundations and clinical applications. Pearson.
Okul Öncesi Öğretmenlerinin Kekemeliğe İlişkin Bilgi ve Tutumlarının İncelenmesi
Amaç: Okul öncesi öğretmenlerinin kekemeliğe ilişkin bilgi düzeyi ve tutumların belli değişkenler açısından farklılaşıp farklılaşmadığının ve bilgi düzeyi ile tutum arasındaki ilişkinin incelenmesidir. Yöntem: Çalışma genel tarama modeli ile yürütülmüştür. Çalışmaya Türkiye’nin 22 ilinden 232 okul öncesi öğretmen katılmıştır. Araştırmanın verileri çevrimiçi ortamda “Kekemelik Bilgi Düzeyi Anketi” ve “Kekemeliğe Yönelik Tutum Anketi” ile toplanmıştır. Çalışmada kekeleyen öğrencisi olan ve olmayan öğretmenlerin bilgi düzeyleri; kekeleyen öğrencisi olan öğretmenlerin kıdem, kekemelikle ilgili ders/kurs/seminer alma, kekeleyen öğrenci sayısı ve en son ne zaman kekeleyen öğrencisi olduğuna göre farklılıklar ve değişkenler arası ilişkiler incelenmiştir. Bulgular: Kekeleyen öğrencisi olan okul öncesi öğretmenlerinin bilgi düzeylerinin kekeleyen öğrencisi olmayan öğretmenlerden istatistiksel açıdan anlamlı düzeyde yüksek, kekeleyen öğrencisi olan öğretmenler arasında kıdem süresi 1-3 yıl olanlar ve 13 yıl ve üzeri olanların lehine tüm sınıfa yönelik stratejiler ve kekemeliğe yönelik genel tutum puanları açısından anlamlı farklılık, kekemelikle ilgili ders/kurs/seminer alanların ve kekeleyen öğrenci sayısı dört ve üzeri olanların kekeleyen çocuğa yönelik stratejiler puanlarının anlamlı düzeyde yüksek ve kekemeliğe ilişkin bilgi düzeyi ile kekemeliğe yönelik tutumlar arasında anlamlı ilişkiler olmadığı bulunmuştur. Tartışma: Bu çalışma sonucunda, kekemeliğe yönelik tutum açısından incelendiğinde; kekeleyen çocuğa yönelik stratejiler üzerinde kekemelikle ilgili ders/kurs/seminer almanın ve kekeleyen öğrenci sayısının, tüm sınıfa yönelik stratejiler üzerinde ise kıdem süresinin etkili olduğu bulunmuştur. Kekemelikle ilgili ders/kurs/seminere katılmış öğretmenlerin özellikle kekeleyen çocuğa yönelik stratejileri uygulamada bu tür bir eğitime katılmamış öğretmenlere kıyasla çok daha başarılı oldukları görülmüştür. Bu durum erken dönem kekemelik yönetiminin okul ayağında okul öncesi öğretmenlerinin kekemelik hakkında bilgilendirilmesinin kekeleyen çocukla etkileşimlerinde fark yaratabileceğini göstermektedir.
Abdalla, F.A. & Louis, K.O.S. (2012). Arab school teachers’ knowledge, beliefs and reactions regarding stuttering. Journal of Fluency Disorders, 37(1), 54–69. https://doi.org/10.1016/j.jfludis.2011.11.007
Abrahams, K., Harty, M., Louis, K.O.S., Thabane, L. ve Kathard, H. (2016). Primary school teacher’ opinions and attitudes towards stuttering in two South African Urban Education districts. South African Journal of Communication Disorders, ISSN: (online) 2225-4765, (Print) 0379-8046. https://hdl.handle.net/10520/EJC195037
Al-Qaisi, R.Q.M., Ali, E.G. ve Khudhair, A.K. (2020). Assessment of Primary School Teachers’ Knowledge about Stuttering of School-Age Children at First Al-Karkh Education Directorate in Baghdad City. Indian Journal of Forensic Medicine & Toxicology, 14(3), 1418-1422. https://doi.org/10.37506/ijfmt.v14i3.10606
Blood, G.W. ve Blood, I.M. (2007). Preliminary Study of Self-Reported Experience of Physical Aggression and Bullying of Boys Who Stutter: Relation to Increased Anxiety. Perceptual and Motor Skills, 104, 1060-1066. https://doi.org/10.2466/pms.104.4.1060.1066
Blood, G.W., Blood, I.M., Tramontana, G.M., Sylvia, A.J., Boyle, M.P. ve Motzko, G.R. (2011). Self-reported experience of bullying of students who stutter: Relations with life satisfaction, life orientation, and self-esteem. Perceptual and Motor Skills, 113(2), 353-364. https://doi.org/10.2466%2F07.10.15.17.PMS.113.5.353-364
Büyüköztürk, Ş. (2005). Anket Geliştirme. Türk Eğitim Bilimleri Dergisi, 3 (2), 133-151.
Cohen, J. (1988). Statistical power analysis fort he behavioal sciences (2nd ed). Hillsdale, NJ: Erlbaum.
Crowe, T.A. ve Walton, J.H. (1981). Teacher Attitudes toward stuttering. Journal of Fluency Disorders, 6(2), 163-174. https://doi.org/10.1016/0094-730X(81)90013-9
Davidow, J.H., Zaroogian, L. ve Garcia-Barrera, M.A. (2016). Strategies for teachers to manage stuttering in the classroom: A call for research. LSHSS, 47(4), 283-296. https://doi.org/10.1044/2016_LSHSS-15-0057
Gerçek, E. & Çakın-Memik, N. (2020). Kekemelikte kendiliğinden iyileşmeye ilişkin çocuk ve ergen ruh sağlığı çalışanlarının ve dil ve konuşma terapistlerinin düşünce ve tutumlarının belirlenmesi. 5. Ulusal Disiplinlerarası Erken Çocuklukta Müdahale Kongresi, Çevrimiçi Kongre.
Gottwald, S.R. & Starkweather, C.V. (1995). Fluency Intervention for preschoolers and their families in the public schools. LSHSS, 28(2), 117-126. https://doi.org/10.1044/0161-1461.2602.117
Hearne, A., Miles, A., Douglas, J., Carr, B., Nicholls, J. R., Bullock, M.S. ve Southwood, H. (2020). Exploring Teachers’ Attitudes: Knowledge And Classroom Strategies For Children Who Stutter in New Zealand. Speech, Language and Hearing, 24(1), 28-37. https://doi.org/10.1080/2050571X.2020.1750756
Hearne, A., Packman, A., Onslow, M. ve Quine, S. (2008). Stuttering and its treatment in adolescence: The perceptions of people who stutter. Journal of Fluency Disorders. 33(2), 81–98. https://doi.org/10.1016/j.jfludis.2008.01.001
Hobbs, M.L. (2012). Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training. Online Theses and Dissertations.
Irak, S. (1996). İIkokul çağı çocuklarında görülen kekemelik ve ana-baba ile ögretmenin kekemeliğe karşı tutum ve davranışları [Yayınlanmamış yüksek lisans tezi]. Karadeniz Teknik Üniversitesi Sosyal Bilimler Enstitüsü.
Iverach, L., Heard, R., Menzies, R., Lowe, R., O'Brian, S., Packman, A. ve Onslow, M. (2016). A brief version of the Unhelpful Thoughts and Beliefs About Stuttering scales: The UTBAS-6. Journal of Speech, Language, and Hearing Research, 59(5), 964-972. https://doi.org/10.1044/2016_JSLHR-S-15-0167
Karasar, N. (2010). Bilimsel Araştırma Yöntemi (21. Baskı). Nobel Yayın Dağıtım.
Kayhan-Aktürk, Ş. ve Özdemir, R.S. (2021). A comparison of peer telations between preschool children who stutter and their fluent peers. Archives of Health Science and Research, 8, 153-159. https://doi.org/10.5152/ArcHealthSciRes.2021.21035
Kılıç, S. (2014). Etki Büyüklüğü. Journal of Mood Disorders, 4(1), 44-46. https://doi.org/10.5455/jmood.20140228012836
Kraft, S.J., Ambrose, N. ve Chon, H.C. (2014). Temperament and Environmental Contributions to Stuttering Severity in Children: The Role of Effortful Control. Seminars in Speech and Language, 35(02), 080–094. https://doi.org/10.1055/s-0034-1371753
Langevin, M., Packman, A. ve Onslow, M. (2009). Peer responses to stuttering in the preschool setting. AJSLP, 18(3), 264-276. https://doi.org/10.1044/1058-0360(2009/07-0087)
Lee, K. (2013). Perception toward Stuttering by Teachers in Daegu Area. Commun Sci&Dis., 18(4), 447-458. http://dx.doi.org/10.12963/csd.13063
Özdemir, S., Louis, K.O.S. ve Topbaş, S. (2011). Stuttering Attitudes Among Turkish Family Generations and Neighbors From Representative Samples. Journal of Fluency Disorder, 36(4), 318-333. https://doi.org/10.1016/j.jfludis.2011.07.002
Pachigar, V., Stansfield, J. ve Goldbart, J. (2011). Beliefs and Attitudes of Primary School Teachers in Mumbai, India Towards Children Who Stutter. International Journal of Disability, Development and Education, 58(3), 287-302. https://doi.org/10.1080/1034912X.2011.598664
Placencia, J.N. (2014). Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources. Doctor of Philosophy, Ohio State University.
Plexico, L. W., Plumb, A. M. ve Beacham, J. (2013). Teacher Knowledge and Perceptions of Stuttering and Bullying in School‐Age Children. Perspectives on Fluency and Fluency Disorders, 23(2), 39-53. https://doi.org/10.1044/ffd23.2.39
Reilly, S., Onslow, M., Packman, A., Wake, M., Bavin, E. L., Prior, M. ve Ukoumunne, O. C. (2009). Predicting stuttering onset by the age of 3 years: A prospective, community cohort study. Pediatrics, 123(1), 270-277. https://doi.org/10.1542/peds.2007-3219
Saman, F.D. (2020). Sınıf öğretmenlerinin kekemelik hakkındaki bilgi, tutum ve görüşlerinin incelenmesi [Yayınlanmamış yüksek lisans tezi]. Üsküdar Üniversitesi.
Sargın, M. (2006). İlköğretim Öğrencilerinin Konuşma Becerilerinin Değerlendirilmesi-Muğla İli Örneğinde. [Yayınlanmamış yüksek lisans tezi]. Muğla Üniversitesi.
Silva, L.K., Martins-Reis, V.O., Maciel, T.M., Ribeiro, J.K., Souza, M.A. ve Chaves, F.G. (2016). Stuttering at school: the effect of a teacher training program on stuttering. CoDAS, 28(3), 261–268. https://doi.org/10.1590/2317-1782/20162015158
Smith, A. & Weber, C. (2016). Childhood Stuttering–Where are we and Where are we going? In Seminars in Speech and Language, 37(4), 291-297. https://doi.org/10.1055/s-0036-1587703
Toğram, B. & Maviş. İ. (2009). Aileleler, öğretmenler ve dil konuşma terapistlerinin çocuklardaki dil ve konuşma bozukluklarına yönelik tutum ve bilgilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10(1), 71-85. https://doi.org/10.1501/Ozlegt_0000000134
Türköz, N. (2004). Öğretmenlerin Kekeme Öğrenciye ve Kekeleyen Öğrencinin Ebeveynine Karşı Tutumların Betimlenmesi [Yayınlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
Yairi, E. ) Ambrose, N.G. (2005). Early chilhood stuttering for clinicians by clinicians. An International Publisher.
Yairi, E. & Ambrose, N. (2013). Epidemiology of stuttering: 21st Century Advances. Journal of Fluency Disorders, 38(2), 66-87. https://doi.org/10.1016/j.jfludis.2012.11.002
Yairi, E. & Seery, C.H. (2015). Stuttering: Foundations and clinical applications. Pearson.
Gerçek, E., & Tural, E. (2022). Okul Öncesi Öğretmenlerinin Kekemeliğe İlişkin Bilgi ve Tutumlarının İncelenmesi. Dil Konuşma Ve Yutma Araştırmaları Dergisi, 5(2), 160-183.