Purpose This study measured between-group differences in perceived speech skills and personality characteristics of a 12-year-old boy who stutters as a function of a factual stuttering disclosure statement, delivered by the boy who stutters, his "mother," or his "teacher." Method Two hundred seventeen college-aged adults were randomly assigned to one of four groups, including a control group (no stuttering disclosure) and three experimental groups (child disclosure, mother disclosure, and teacher disclosure). Participants in the control condition viewed a brief video of a 12-year-old boy who stutters. For the experimental conditions, participants viewed a brief factual stuttering disclosure video (delivered by the child, mother, or teacher), followed by the same minute-long video of a boy who stutters used in the control condition. Following the videos, participants completed surveys relative to their perception of the boy's speech skills and personality characteristics. Results Results support previous research citing benefits of stuttering disclosure. Significant between-group differences in both perceived speech skills and personality characteristics were observed when stuttering was disclosed by not only the child who stutters but also his teacher. When stuttering was disclosed by the mother, limited positive attitudinal differences were observed in speech skills; as a matter of fact, a number of personality characteristics were perceived more negatively as a function of stuttering disclosure by the mother. Conclusions While results were generally most positive when the boy disclosed his own stuttering, data from this study support the efficacy of verbal stuttering disclosure provided by a teacher as a means of improving perceptions associated with stuttering. Accordingly, data support the notion that children who stutter will experience an improved quality of life when taught effective self-disclosure strategies by both parents and professionals, and that professionals (but not necessarily parents) can effectively disclose their clients' stuttering during this mentorship and self-advocacy process.

中文翻译：

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口吃披露的不同来源对口吃孩子的知觉的影响。

目的这项研究测量了12岁男孩的口语表达能力和个性特征的群体间差异，这是由口吃的男孩，他的“母亲”或“老师。” 方法将217名大学生年龄随机分为四个组之一，包括对照组（无口吃披露）和三个实验组（儿童披露，母亲披露和教师披露）。患病情况的参与者观看了一个12岁男孩口吃的简短视频。对于实验条件，参与者观看了简短的事实口吃披露视频（由儿童，母亲或老师提供），随后是同一口气长达一分钟的视频，该视频是在控制状态下口吃的男孩。观看视频后，参与者完成了有关他们对男孩的语音技能和个性特征的感知的调查。结果结果支持以前的研究，理由是口吃披露的好处。当口吃的孩子和他的老师都发现口吃时，观察到的口语表达能力和人格特征上存在显着的群体间差异。母亲公开口吃时，言语技巧的积极态度差异有限。事实上，母亲的口吃披露功能使许多人格特征受到负面影响。结论虽然当男孩表现出自己的口吃时结果通常是最积极的，但这项研究的数据支持了教师提供的口头口头披露作为改善与口吃相关的知觉的功效。因此，数据支持这样的观念，即口吃的孩子在父母和专业人士共同教导有效的自我披露策略时将体验到改善的生活质量，并且在这种指导和指导下，专业人士（但不一定是父母）可以有效地披露他们的客户的口吃自我倡导过程。