Previously published literature backs up many factors related to "The Stuttering Project" — most importantly the link between anxiety and the severity of a stutter.
Whaley and Parker (2000) said the most common related stuttering behavior to show under situations of high anxiety is blocking. This causes the individual who stutters to not be able to continue airflow, thus making it nearly impossible for words to come out. When asked about blocking, subjects in Whaley and Parker's study said that "there is no air for breathing and you get this 'sinking feeling.'"
Whaley and Golden (2000) found five behaviors that communicate patience to the person who is stuttering — not interrupting those who stutter, avoiding completing words or sentences, nonverbally and verbally signaling that you are not in a rush, and offering positive comments when the individual who is stuttering is struggling during a block. "This can be accomplished by showing increase (e.g., face stutterers, concentrate on what is said, and nod heads appropriately; avoiding involvement in other activities that are unrelated to the interaction, and do not look to others to assess their reactions to a stutterer's speech patterns." Whaley and Golden summarize by saying that a relaxed speaking environment should be present, as this "helps them from feeling the pressure or anxiety that leads to more frequent or severe dysfluencies."
John Harrison (2002) stated that "Although 15% to 20% of the general population can be classified as 'highly sensitive,' that number climbs to an amazing 83% for people who stutter," meaning that a stuttering individual is more aware of their surroundings when it comes to communication.
Martin Schwartz (2005) explains that "Many patients reported difficulty speaking before individuals described as authority figures." Schwartz determined authority figures to be bosses at work, teachers, police officers, and fatherly figures.
Based on prior research, the following served as the study's hypothesis: "For subjects who stutter, the stutter will be reported to be more severe when communicating with sometone of a higher authority (i.e., parents or teachers) compared to communicating with friends." The corresponding null hypothesis was: "There is no relationship between the nature of the relationship between individuals and the severity of a stutter."
Whaley and Parker (2000) said the most common related stuttering behavior to show under situations of high anxiety is blocking. This causes the individual who stutters to not be able to continue airflow, thus making it nearly impossible for words to come out. When asked about blocking, subjects in Whaley and Parker's study said that "there is no air for breathing and you get this 'sinking feeling.'"
Whaley and Golden (2000) found five behaviors that communicate patience to the person who is stuttering — not interrupting those who stutter, avoiding completing words or sentences, nonverbally and verbally signaling that you are not in a rush, and offering positive comments when the individual who is stuttering is struggling during a block. "This can be accomplished by showing increase (e.g., face stutterers, concentrate on what is said, and nod heads appropriately; avoiding involvement in other activities that are unrelated to the interaction, and do not look to others to assess their reactions to a stutterer's speech patterns." Whaley and Golden summarize by saying that a relaxed speaking environment should be present, as this "helps them from feeling the pressure or anxiety that leads to more frequent or severe dysfluencies."
John Harrison (2002) stated that "Although 15% to 20% of the general population can be classified as 'highly sensitive,' that number climbs to an amazing 83% for people who stutter," meaning that a stuttering individual is more aware of their surroundings when it comes to communication.
Martin Schwartz (2005) explains that "Many patients reported difficulty speaking before individuals described as authority figures." Schwartz determined authority figures to be bosses at work, teachers, police officers, and fatherly figures.
Based on prior research, the following served as the study's hypothesis: "For subjects who stutter, the stutter will be reported to be more severe when communicating with sometone of a higher authority (i.e., parents or teachers) compared to communicating with friends." The corresponding null hypothesis was: "There is no relationship between the nature of the relationship between individuals and the severity of a stutter."
