Understanding How Adolescents Who Do and Do Not Stutter Interpret Social Information

MaKenna Dahlgrin Author

08/02/2021 Added

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Understanding the interpretation bias of adolescents who do and do not stutter. UCARE Summer 2021

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[00:00:00.930]Hello. My name is MaKenna Dahlgrin,
[00:00:03.660]and I am a senior majoring in Communication Sciences and Disorders.
[00:00:08.610]This summer,
[00:00:09.360]I worked on a project titled Understanding How Adolescents Who Do
[00:00:14.310]and Do Not Stutter Interpret Social Information.
[00:00:18.510]I worked under the guidance of Dr. Naomi Rodgers and alongside other undergraduate and graduate students.
[00:00:27.490]Stuttering is a neurodevelopmental disorder that typically begins in early childhood.
[00:00:34.280]Stuttering affects about 1% of the population, with males
[00:00:39.110]being four times more likely than females to be impacted.
[00:00:44.660]While stuttering is known for its distinctive involuntary disruptions in the
[00:00:49.250]flow of speech, it is not merely a fluency disorder.
[00:00:54.320]Rather, individuals who stutter experience a variety of adverse social-
[00:00:58.970]emotional strains that result from repeated difficulty communicating
[00:01:03.980]and social deficits.
[00:01:06.800]People who stutter may receive negative reactions from listeners,
[00:01:11.870]which can lead to negative communication attitudes and the want to hide their
[00:01:16.220]stutter from others.
[00:01:18.530]This ultimately can lead to social anxiety.
[00:01:22.460]Anxiety does not cause stuttering. In contrast,
[00:01:27.800]experiences with stuttering can cause one to feel anxious in different social situations.
[00:01:34.670]Today, reports show that anxiety disorders are the most common [mental] health
[00:01:39.410]problem within our youth.
[00:01:41.840]Even more so adolescents who stutter have an increased risk of social
[00:01:46.790]anxiety compared to their typically fluent peers.
[00:01:52.940]Thus, we have proposed the following research questions to explore how stuttering
[00:01:58.640]and its resulting factors affect an adolescent's interpretation
[00:02:03.110]bias during social interactions.
[00:02:06.680]The first question we constructed is, how does experience
[00:02:10.760]with stuttering affect interpretation bias among adolescents?
[00:02:16.430]We hypothesize that in our experimental task,
[00:02:20.900]the scrambled sentence task, adolescents who stutter will generate more negative
[00:02:25.670]sentences than typically fluent controls.
[00:02:29.090]The second question is, to what extent does resilience and fear of
[00:02:33.710]negative evaluation affect any group differences in interpretation
[00:02:38.120]bias among adolescents who do and do not stutter?
[00:02:43.040]In respect to this research question,
[00:02:45.140]we hypothesize that if there's a significant group
[00:02:48.200]difference present in the scrambled sentence task,
[00:02:51.980]then the relationship will be moderated by resilience as well as fear of
[00:02:56.870]negative evaluation.
[00:03:00.910]This diagram demonstrates an established connection between individuals who
[00:03:04.800]stutter and social anxiety,
[00:03:07.350]as well as social anxiety and interpretation bias.
[00:03:11.520]The connection between social anxiety and interpretation bias lies within the
[00:03:16.500]relationship that the more severe the social anxiety,
[00:03:22.260]the more likely for ambiguous situations to be interpreted in a negative manner.
[00:03:28.440]The dashed line symbolizes that there is a lack of an established connection
[00:03:33.120]between individuals who stutter and interpretation bias.
[00:03:38.100]To our knowledge, we are conducting the first study that will explore the relationship between
[00:03:42.900]individuals who stutter and interpretation bias.
[00:03:47.220]So, what is interpretation bias?
[00:03:50.910]Interpretation bias is the unconscious mind interpreting ambiguous
[00:03:55.770]situations in a negative or threatening way,
[00:03:59.550]which is controlled by prior experiences. For adolescents who
[00:04:03.930]stutter, possible causes for a negative interpretation could stem from
[00:04:08.190]experiences such as negative reactions from listeners and teasing or bullying
[00:04:13.080]from others due to their stutter.
[00:04:18.210]We plan to recruit 100 participants for our online study.
[00:04:23.220]We will be using a Scrambled Sentence Task under a cognitive load,
[00:04:27.510]which is a measure of interpretation bias.
[00:04:31.110]We will also be using various questionnaires:
[00:04:33.960]the Brief fear of Negative Evaluation,
[00:04:36.630]the Resilience Scale for Adolescents and the Self-Report of Ambiguous
[00:04:41.250]Social Situations for Youth. Additionally,
[00:04:45.900]the adolescents who stutter will also complete the Modified Concealment Scale
[00:04:49.830]for Stuttering and the Self-Reported Stuttering Severity.
[00:04:54.660]This summer,
[00:04:55.590]I have focused on programming our study, analyzing prior studies for writing the
[00:05:00.330]research paper, and finalizing our study's materials.
[00:05:05.400]This study will be conducted virtually. Thus,
[00:05:08.250]we chose a program called Gorilla to deliver this study to our participants.
[00:05:13.620]Over the summer session,
[00:05:15.210]I began working on developing an annotated bibliography to not only have sources
[00:05:20.190]to provide supporting information when writing our research paper,
[00:05:23.910]but also to verify we are using appropriate and effective measures to enhance
[00:05:28.290]our ability to collect reliable data. Recently,
[00:05:33.180]we were able to pilot our study on fluent controls.
[00:05:36.690]This opportunity has allowed us insight regarding how smoothly the study runs,
[00:05:41.790]the level of difficulty for our participants,
[00:05:44.670]as well as the potential changes we need to make.
[00:05:49.410]The next step of our study will be to begin recruiting our 50 adolescents who stutter
[00:05:54.960]as well as 50 typically fluent controls.
[00:06:00.760]This picture is an example of what the participant will see during the scrambled sentence task.
[00:06:06.310]Their participant will use five of the six words to create a grammatically
[00:06:10.630]correct sentence. They simply click the words in the order they want to use them, and then click next.
[00:06:20.500]Through this opportunity,
[00:06:21.700]I have learned many valuable lessons as well as gained a great amount of knowledge
[00:06:26.110]that will benefit me going forward. I would like to give a special thanks to Dr.
[00:06:30.400]Rodgers for allowing me to work on this project.
[00:06:33.220]I would also like to thank the University of Nebraska-Lincoln and the UCARE
[00:06:36.850]program for funding this opportunity. Thank you for your time.

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Understanding How Adolescents Who Do and Do Not Stutter Interpret Social Information

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