First Advisor

Peter Ehrenhaus

Term of Graduation

Winter 1998

Date of Publication

2-1998

Document Type

Thesis

Degree Name

Master of Science (M.S.) in Speech and Hearing Sciences

Department

Speech and Hearing Sciences

Language

English

Subjects

Stuttering -- Diagnosis -- Computer-assisted instruction, Oral communication -- Study and teaching (Higher), Interactive multimedia

Physical Description

online resource (ii, 44 pages)

Abstract

A study by Henri (1994) showed that fluency is one of two areas where speech-language pathology clinicians feel least prepared and Sommers and Caruso (1995) advocated improved training in fluency. The use of computer technology to train students in the field of stuttering has been proven effective in previous studies (Strang, Meyers & Hall, 1989; Tetnowski & Martin, 1996).

The purpose of this study was to further develop a hypermedia training module for stuttering identification and to determine whether this hypermedia training module was as effective as traditional classroom teaching methods.

Subjects in this study were undergraduate students in speech and hearing sciences currently enrolled in the Disorders of Communication II course at Portland State University. Subjects were randomly placed into one of two groups, hypermedia training or traditional classroom instruction. Following elimination criteria, the data for 13 subjects participating in the hypermedia group and 15 subjects in the traditional classroom instruction group were analyzed.

A hypermedia training program was developed from the outline normally used for instruction of the class. Subjects in the hypermedia training group were provided with access to the program for a one week period while subjects in the classroom instruction group received five hours of direct instruction over three class periods.

In the post-testing phase subjects from both groups observed a videotaped speech sample and marked all occurrences of stuttering. Every word (unit) selected by each subject was compared for whether it was stuttered/not stuttered with the unanimous selections made by a panel of three experienced and certified speech-language pathologists (SLP's) with experience in stuttering.

A total number of unit-by-unit agreements for each subject and group was calculated. An unequal variance t-test was performed in order to determine if hypermedia training of a stuttering identification task was as effective as traditional classroom instruction methods. Results showed a significant difference (t = 3.89, p = .0016) between the scores of subjects trained through the hypermedia training program and through traditional classroom instruction methods at the .05 alpha level. In this study, hypermedia training was found to be a more effective instructional method.

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Comments

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Persistent Identifier

https://archives.pdx.edu/ds/psu/36734

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