Clinical Trial: The Classroom Communication Resource (CCR) Intervention to Change Grade 7 Peer's Attitudes Towards Children Who Stutter (CWS)

Study Status: Active, not recruiting
Recruit Status: Active, not recruiting
Study Type: Interventional

Official Title: The Classroom Communication Resource (CCR) Intervention to Change Grade 7 Peer's Attitudes Towards Children Who Stutter (CWS) in the Western Cape: A Protocol for a Cluster-Randomised Controlled Trial

Brief Summary: Children who stutter (CWS) are at high risk of being teased and bullied in primary school because of the negative peer attitudes and perceptions towards stuttering. Their experiences can lead to long-term negative psychosocial consequences which can in turn affect academic performance. There is little evidence to determine if classroom-based interventions are effective in changing peer attitudes to stuttering. This study is designed to assess whether a classroom-based CCR intervention versus usual practice in schools will lead to positive shift in attitudes about stuttering at 6-months among grade 7 students.

Detailed Summary:

Children who stutter (CWS) are placed at risk for being teased and bullied in Primary school (Blood & Blood, 2004; Blood, Boyle, Blood & Nalesnik, 2010; Evans, Healy, Kawai & Rowland, 2008; Langevin, Kleitman, Packman & Onslow, 2009) due to negative peer attitudes and perceptions (Blood & Blood, 2004; Blood et al., 2010; Evans at al., 2008; Langevin et al., 2009). Negative attitudes and interactions result in CWS being viewed as different or disabled leading to social rejection (Evans et al., 2008). Social rejection may lead to long term negative consequences such as reduced academic and social interactions, depression, and negative self-perceptions (Ferguson, Miguel, Kilburn & Sanchez, 2007; Hawker & Boulton, 2000) and are harmful if not urgently addressed. This is prevalent in the adolescent population due to stress and rapid changes of emotion at this age (Evans et al, 2008). Attitudes and perceptions overlap (Foster, 2006) which is useful as negative peer attitudes may lead to negative perceptions towards CWS (Blood & Blood, 2004; Blood et al., 2010; Evans et al., 2008; Langevin et al., 2009). While the relationships between attitudes, attitude change and behaviour change are complex and multifaceted (Prochaska, Redding & Evers 2008), this study focusseson f attitude as the precursor for change. (Scott, 2000). This study does not focus on behaviour change. Attitudes are described as an individual's evaluation of issues, objects and other individuals. The evaluation of another person or object can be positive or negative (Petty, Wegener & Tormala, 2003) Furthermore, attitude formation is known to continuously change over time, (Krahe & Altwasser, 2006) as it is learnt and shaped (Foster, 2006).

The International Classification and Functioning of Disability (ICF) framework (Murphy, Yaruss & Quesal., 2007) considers holisti
Sponsor: Rizwana Mallick

Current Primary Outcome:

• Baseline rating of peer attitudes [ Time Frame: Baseline ]
  The Stuttering Resource Outcomes Measure is used to evaluate peer's rating of attitudes towards children who stutter.
• 6 months post-intervention rating of peer attitudes [ Time Frame: 6 months post-intervention ]
  The Stuttering Resource Outcomes Measure is used to evaluate peer's rating of attitudes towards children who stutter

Original Primary Outcome: Same as current

Current Secondary Outcome: Construct peer ratings of attitudes [ Time Frame: Baseline and 6 months post-intervention ]

Original Secondary Outcome: Same as current

Information By: University of Cape Town

Dates:
Date Received: March 9, 2017
Date Started: October 15, 2016
Date Completion: August 31, 2017
Last Updated: April 6, 2017
Last Verified: April 2017