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Ben Bolton-Grant

Course Director

Ben is the Course Director for MSc Speech and Language Therapy. He is a qualified Speech and Language Therapist with extensive clinical experience working with children with a range of Speech, Language and Communication Difficulties, but has a particular specialism in working with people who stammer.

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About

Ben is the Course Director for MSc Speech and Language Therapy. He is a qualified Speech and Language Therapist with extensive clinical experience working with children with a range of Speech, Language and Communication Difficulties, but has a particular specialism in working with people who stammer.

Ben is the Course Director for MSc Speech and Language Therapy. He is a qualified Speech and Language Therapist with extensive clinical experience working with children with a range of Speech, Language and Communication Difficulties, but has a particular specialism in working with people who stammer.

Ben qualified as a Speech and Language Therapist in 2007 with a BSc (Hons) from Leeds Metropolitan University (now Leeds Beckett), and completed an MSc at the University of Sheffield in 2016.

Prior to taking up the role of Senior Lecturer at Leeds Beckett in 2017 Ben has worked in clinical practice in a variety of generalist, specialist and clinical leadership roles. This has been predominantly with children and young people with a range of communication needs within the NHS, Education settings, the charitable sector and independent practice. Alongside his current role at the university he continues to hold a small clinical caseload, and works closely with the charity Action for Stammering Children delivering intervention for young people who stammer.

Research interests

Ben is undertaking doctoral studies supervised by Dr Sarah James and Dr Trish Holch, investigating the outcomes and mechanisms of change in an intensive intervention for young people who stammer. His wider research interests include the lived experience of stammering, clinical management of stammering and clinical education.

Publications (1)

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Journal article

Success in changing stuttering attitudes: A retrospective analysis of 29 intervention studies

Featured March 2020 Journal of Communication Disorders84:105972 Elsevier BV
AuthorsSt. Louis KO, Węsierska K, Przepiórka A, Błachnio A, Beucher C, Abdalla F, Flynn T, Reichel I, Beste-Guldborg A, Junuzović-Žunić L, Gottwald S, Hartley J, Eisert S, Johnson KN, Bolton B, Sangani MT, Rezai H, Abdi S, Pushpavathi M, Hudock D, Spears S, Aliveto E

Background: Against the backdrop of hundreds of studies documenting negative stereotypes and stigma held by the public regarding people who stutter, a substantial number of investigations have attempted to improve public attitudes and measure their results with a standard instrument, the Public Opinion Survey of Human Attributes–Stuttering (POSHA–S). Although the majority of interventions have been moderately to quite successful, a substantial minority have been unsuccessful. Purpose: This study sought to determine what properties of interventions and demographic variables were predictive of least to most successful interventions. Preliminary to that, however, it required the division of samples into clearly differentiated categories of success. Method: Twenty-nine different study samples containing 934 participants were categorized into four levels of success of interventions according to pre versus post POSHA–S summary mean ratings. Intervention properties and demographic characteristics and for each success category were analyzed for their predictive potential of successful attitude improvement. Results: Interventions characterized by high interest or involvement, meaningful material, and content that respondents found to be relevant, but not excessive, tended to be associated with more successful interventions. In contrast, demographic variables were weak predictors of intervention success. Conclusion: The authors hypothesize that maximally effective interventions reflect optimal matches between participant characteristics and intervention features, although the critical variables in each are not yet apparent.

Current teaching

Ben teaches on both the BSc and MSc Speech and Language Therapy courses.

  • Phonetics and Phonology - theory and practical (level 4 and level 7)
  • Language Disorders (level 4 and level 7)
  • Communication Disorders (level 6 and level 7)
  • Clinical and Professional Studies (level 7)
  • Dissertation supervision (level 6 and level 7)