PURPOSE: This pretest-posttest study examined the feasibility of using a curriculum-level stuttering education and bullying awareness and prevention program to improve peer attitudes toward children who stutter and attitudes toward bullying. Knowledge about potential responses to bullying and students' liking of the program also were examined. METHOD: Data were obtained from 608 children who participated in the stuttering education and bullying prevention initiative that used the Teasing and Bullying: Unacceptable Behaviour (TAB; Langevin, 2000) Program. Participants completed the Peer Attitudes Toward Children Who Stutter (PATCS; Langevin, 2009; Langevin & Hagler, 2004; Langevin, Kleitman, Packman, & Onslow, 2009) scale, the Provictim scale (Rigby & Slee, 1991, 1993), and bullying involvement and knowledge questionnaires. RESULTS: Statistically and practically significant improvements were found for both questionnaires. Children who did not know someone who stutters had higher change scores on the PATCS than children who knew someone who stutters. In general, children who were uninvolved in bullying had the most positive changes in attitudes and liked the TAB program the most. Victims liked the program significantly more often than children who were perpetrators of bullying or were dually involved in bullying. CONCLUSION: Findings suggest that the TAB program may have the potential to effect positive changes in peer attitudes toward children who stutter and toward bullying. Further research using a randomized experimental design is warranted.
PURPOSE: This pretest-posttest study examined the feasibility of using a curriculum-level stuttering education and bullying awareness and prevention program to improve peer attitudes toward children who stutter and attitudes toward bullying. Knowledge about potential responses to bullying and students' liking of the program also were examined. METHOD: Data were obtained from 608 children who participated in the stuttering education and bullying prevention initiative that used the Teasing and Bullying: Unacceptable Behaviour (TAB; Langevin, 2000) Program. Participants completed the Peer Attitudes Toward Children Who Stutter (PATCS; Langevin, 2009; Langevin & Hagler, 2004; Langevin, Kleitman, Packman, & Onslow, 2009) scale, the Provictim scale (Rigby & Slee, 1991, 1993), and bullying involvement and knowledge questionnaires. RESULTS: Statistically and practically significant improvements were found for both questionnaires. Children who did not know someone who stutters had higher change scores on the PATCS than children who knew someone who stutters. In general, children who were uninvolved in bullying had the most positive changes in attitudes and liked the TAB program the most. Victims liked the program significantly more often than children who were perpetrators of bullying or were dually involved in bullying. CONCLUSION: Findings suggest that the TAB program may have the potential to effect positive changes in peer attitudes toward children who stutter and toward bullying. Further research using a randomized experimental design is warranted.