An Examination Regarding Methods of Support for Children who Stutter in Cooperation with Self-help Groups in Japan☆

Abstract This study examined by the questionnaires how the members of self-help groups for people who stutter in Japan (Stutterers’ Self-Help Groups: SSHG), school teachers of resource rooms for speech and language disorders (teachers), and speech-language-hearing therapists (therapists) cooperate to support children who stutter and their parents in Japan. 67 teachers and therapists involved in the support for people who stutter in Kyushu, and also 91 SSHG members were attended to the questionnaires. As these results, the most troubles and difficulties in supporting children who stutter for teachers and therapists were “mastery and choice of treatment methods” and “responding to psychological matters”. Their troubles and difficulties varied according to their length of experience. Regarding the teachers and therapists interest in the activities, “lecture of stuttering”, “subscription for the newsletter”, “introduction of booklets and teaching materials”, “telling experiences” had a higher response rate. It may be possible to contribute to the support through mainly providing information in the locations without SSHG. Regarding the matters and issues that may be useful in supporting children who stutter in collaboration with SSHG, the trend of answers were similar between the teachers/therapists and the members. Regarding the degree of passion for supporting stuttering children that the members of SSHG have, they responded “have (46.2%)”, “have a little (30.8%)”, and this shows the members of SSHG are highly motivated to support children who stutter. Also SSHG members’ various backgrounds and experiences might be useful in support.