Qualitative Analysis of Covert Stuttering: Workplace Implications and Saving Face

The study investigated former covertly stuttering people within a qualitative research paradigm. Open-ended, ethnographic interviews were carried out with six adults who identified themselves as people who stutter and also who, for some time in their lives, covertly stuttered. The six participants shared their experiences of covert stuttering and their process of coming to terms with overt stuttering with three whose experiences related strongly with workplace issues. Emerging themes dealt with why some people maintain their covertness in the workplace, i.e., saving face and maintaining one’s professional reputation. In contrast, the interviews elucidated why and how individuals with covert stuttering, through workplace penalties, can come to realize that hiding one’s stuttering is unproductive. Considering parallels with other marginalized populations, recommendations for future directions in covert stuttering research are presented

Girls and Boys Born before 28 Weeks Gestation: Risks of Cognitive, Behavioral, and Neurologic Outcomes at Age 10 Years

To compare the prevalence of cognitive, neurological, and behavioral outcomes at 10 years of age in 428 girls and 446 boys who were born extremely preterm (EP)

Clinical Decision Making in Fluency Disorders, 4th ed. (Book Review)

The book is comprehensive, clinically relevant, dense with references, and holistic in viewing the client. Manning and DiLollo capture the complexity that is stuttering and provide exceptional details to develop the mindset of the clinician. The reader will take away an appreciation of the therapeutic process, rather than narrowly focus on the therapy outcomes. With that being said, readers will also broaden their concept of what successful stuttering therapy can be and open their eyes to all that can be achieved through the process

Covert Stuttering: Investigation of the Paradigm Shift From Covertly Stuttering to Overtly Stuttering

Purpose Covert stuttering is a type of stuttering experience that occurs when a person who stutters conceals his or her stutter from others, attempting to be perceived as a nonstuttering individual. A person who covertly stutters experiences the cognitive and emotional elements of stuttering with minimum overt behavioral symptoms. Individuals who covertly stutter are able to provide insight into their experiences in attempting to be perceived as nonstuttering individuals. Covert stuttering is a topic that continues to be in need of a formal definition. The current investigation is utilizing thematic analysis to provide a detail-rich investigation of the paradigm shift from covertly stuttering to overtly stuttering. Method The current investigation is a qualitative analysis of individuals\u27 transition process from covertly stuttering to overtly stuttering. Real-time video interviews were conducted with the use of open-ended phenomenological interview questions. Interviews were transcribed, and thematic analysis of interview transcripts was conducted to investigate the covertly to overtly stuttering process for participants. Results The findings provide insight into a paradigm shift that occurs when individuals who covertly stutter begin to outwardly identify themselves and allow for overt stuttering. The primary theme was a paradigm shift in the 6 participants\u27 mindset regarding stuttering; additional details are provided in the subthemes: attending speech therapy, meeting other people who stutter, and a psychological low point. The details of the covert-to-overt stuttering conversion are documented with the use of direct quotations. Conclusion The evidence suggests the various intricacies of the experiences of persons who are covert. Clinical implications of these findings for assessing and treating individuals who covertly stutter are discussed

Successful Communication During COVID-19 for People with Speech and Hearing Challenges

Conversation with speech-language pathology faculty members, Ciara Leydon, Jamie Marotto, and Jill Douglass discussing how to communicate with individuals who have speech and hearing challenges during this time of social distancing. Hosted on Facebook by Sacred Heart University Alumni Association (32:22)

Qualitative Investigation of the Speech-Language Therapy Experiences of Individuals Who Covertly Stutter

Purpose Individuals who covertly stutter have a unique experience of stuttering that involves concealing the core behaviors of stuttering (e.g., repetitions, prolongations, and blocks). From the listener’s perspective, covert stuttering results in minimum typical, overt stuttering behaviors. However, from the speaker’s perspective, covert stuttering often increases the cognitive and emotional impact of stuttering. This study explores the speech-language therapy experiences of individuals who covertly stutter in order to improve treatment recommendations and best practice. Methods This investigation is a qualitative analysis of individuals’ speech-language therapy experiences as persons who covertly stutter. Real-time video interviews were conducted with the use of open-ended phenomenological interview questions. Interviews were transcribed and thematic analysis of interview transcripts was conducted to investigate the speech-language therapy experiences of the participants. Results The participants indicated that stuttering therapy was most impactful when it included explicit goals and activities, personalized selection of therapy techniques or strategies beyond fluency techniques, encouraged self-education, and educated those in the person’s environment. Conclusion The evidence suggests individualized therapy based on each client’s unique manifestation of covert stuttering is beneficial; while, fluency-focused stuttering therapy is often incongruent with the needs of persons who covertly stutter. Therapeutic implications and recommendations for speech-language pathologists are discussed

Lessons from Crisis Recovery in Schools: How Hurricanes Impacted Schools, Families and the Community

This article examines school and school district-level efforts to reopen schools after significant damage from hurricanes. Through an empirical, qualitative research design, four themes emerged as critical to the hurricane recovery process: the importance of communication, resolving tension, coordinating with other services and learning from the past. School administrators must proactively plan for catastrophic events and balance the need for open communication within and outside the school district; to resolve tensions; and to coordinate with other public and private efforts to restore the community. Finally, they should use each experience as a learning opportunity