title: Elementary school students' perceptions of stuttering: A mixed model approach.
abstract: OBJECTIVE
  Past research studies have focused on perceptions of stuttering by various age groups and only a few have examined how children react to a peer who stutters. All of these studies used a quantitative analysis but only one included a qualitative analysis of elementary school age children's responses to stuttering. The aim of this study was to further explore the perceptions of elementary school students toward a peer who stutters using both quantitative and qualitative analyses of three levels of stuttering.
  
  
  METHODS
  Participants included 88 elementary school children between 8 and 12 years of age. Each participant viewed one of four audiovisual samples of a peer producing fluent speech and mild, moderate, and severe simulated stuttering. Each participant then rated five Likert statements and answered three open-ended questions.
  
  
  RESULTS
  Quantitative and qualitative results indicated that negative ratings and the percentage of negative comments increased as the frequency of stuttering increased. However, the children in this study indicated that they were comfortable listening to stuttering and would be comfortable making friends with the peer who stutters.
  
  
  CONCLUSIONS
  The findings of this study together with past research in this area should help clinicians and their clients appreciate the range of social and emotional reactions peers have of a child who stutters.
  
  
  OBJECTIVE
  After reading this article, the reader will be able to: (a) discuss past research regarding children's perceptions of stuttering; (b) summarize the need to explore the perceptions of elementary-aged children toward a peer who stutters; (c) describe the major quantitative and qualitative findings of children's perceptions of stuttering; and (d) discuss the need for disseminating more information about stuttering to children and teachers.
authors.affiliation: Southern Illinois University Edwardsville, 1101 Founders Hall, Edwardsville, IL 62026, USA. Electronic address: jpanico@siue.edu.
authors.forename: James
authors.initials: J
authors.lastname: Panico
authors.affiliation: University of Nebraska-Lincoln, 253 Barkley Memorial Center, Lincoln, NE 68503, USA. Electronic address: charlie.healey@unl.edu.
authors.forename: E Charles
authors.initials: EC
authors.lastname: Healey
authors.affiliation: Southern Illinois University Edwardsville, Edwardsville, IL 62026, USA.
authors.forename: Jennifer
authors.initials: J
authors.lastname: Knopik
mesh_terms: D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D010379:Peer Group; D036301:Qualitative Research; D011932:Reading; D012574:Schools; D012938:Social Perception; D013334:Students / Q000523:psychology*; D013342:Stuttering / Q000175:diagnosis / Q000523:psychology*
keywords: Elementary; Perceptions; Students; Stuttering