Investigation of Influence of Teacher’s Appropriate Interaction on Student Who Stutters: A ‎Single Subject Study

Speech disfluency disorder is one of the most common speech disorders that may appear as normal or abnormal disfluency like stuttering. Child-teacher interaction is one procedure that may be helpful for school age children. The purpose of this study was to investigate the effect of appropriate Child-teacher interaction on student's stuttering.

This research was a single subject study with AB design about impact of proper teacher's interaction on stuttering severity, stuttering attitude and communicative competence in classroom in a student who stutters by SS%, SSI4, CAT, and TASCC. After 6 therapeutic sessions of speech therapy, positive teacher intervention combined with speech therapy in 6 sessions. A follow-up session was also planned.

This study showed that after positive intervention of teacher with speech therapy, student's stuttering severity decreased from moderate to mild and the child's attitude toward stuttering shifted from negative to moderate. The results of the TASCC test also increased significantly during treatment. These results were maintained at the follow-up session.

The results of this study showed that application of helpful strategies for managing a classroom with the student who stutters are effective to reduce core behaviors, secondary behaviors and improve attitudes of student who stutters. More extensive studies are needed for more evidence.