Seminars in Speech, Language and Hearing最新文献

{"title":"Language Screening in the Schools","authors":"Ph.D Geraldine P. Wallach, M.Sc A. Donna Lee, Ms. Lee","doi":"10.1055/s-0028-1095007","DOIUrl":"https://doi.org/10.1055/s-0028-1095007","url":null,"abstract":"When one considers the plight of the speech-language professional in the schools who is attempting to provide appropriate services to identify language disorders, it would seem that this article would be appropriately entitled, \"Too Late, Too Early, Did Not Test the Right Things Anyway.\" However, the need for study of this topic is apparent. Study of the interrelationship among conceptual, linguistic, and communicative competence received considerable attention through the 1960s and 1970s. The current emphasis upon semantic and pragmatic aspects of language development has broadened the concept of language proficiency. The system (language) and the event (communication) are better understood. As knowledge has advanced, researchers and clinicians alike have become increasingly aware of the role of language in learning and the effect of early language disorders upon academic success. Indeed, language is seen as both a tool of intelligence for representing ongoing cognitive development and a problem area for children in its own right (Karmiloff-Smith, 1977). The interrelationships among cognitive-linguistic-communicative systems are further highlighted by Dore (1979), who recognizes the three systems as intersecting, yet distinct, types of knowledge. Sensorimotor intelligence derives from perceiving and manipulating; linguistic competence involves syntacticsemantic-phonologic representations; and communicative competence involves the many uses of language in context, available reference, and communicative intentions (Dore, 1979). Similarly, Bloom and Lahey (1978) stress the integration of language form (the system of linguistic signals—phonology, morphology, syntax), language content (ideas talked about, for example, object relations, event relationships, and so forth), and language use (the functions of language and the influence of different contexts). Thus , the study of language includes more than the","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1981-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122655308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Problems in the Evaluation of Progress and Outcome","authors":"J. Sheehan","doi":"10.1055/s-0028-1095214","DOIUrl":"https://doi.org/10.1055/s-0028-1095214","url":null,"abstract":"In the Devil's Dictionary, Ambrose Bierce defined outcome as \"a particular kind of disappointment.\" That speechlanguage clinicians are discouraged about the results of working with stutterers, at all ages, is practically a chronic condition of the profession. On the other hand, success percentages claimed by many current writers on stuttering, particularly those following operant approaches, are highly optimistic. In his recent presentation to the Atlanta meeting of ASLHA, Andrews reassured the assembled experimenters that they were doing very well, better in fact, than psychiatrists in treating the problems they address (Andrews, 1980). That may be so, but are the operant workers entitled to such a bouquet? Why such a discrepancy between rosy reports in the operant literature and the commonly bleak experiences of public school clinicians? The evaluation of outcome in either therapy with stuttering, or with psychotherapy, is not as simple a matter as much of the burgeoning operant literature implies. The stutterer presents many problems beyond those typical of psychotherapy cases, despite the deceptively easy availability of frequency measures. We have chosen to respond to the invitation to participate in this monography assessing some of these problems. Since we have not seen the contributions of others to this issue, this writing is not specifically responsive to theirs. Rather, we wish to express broader concerns about the flotation of success claims.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125313818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Multiprocess Behavioral Approach to Stuttering Therapy","authors":"Ph.D C. Woodruff Starkweather, D. Starkweather, Division Brian C. Decker","doi":"10.1055/s-0028-1095209","DOIUrl":"https://doi.org/10.1055/s-0028-1095209","url":null,"abstract":"An approach to stuttering therapy based on the several conditioning processes—instrumental, classical, avoidance, and vicarious conditioning —has already been described (Starkweather, 1979a). The basic idea of this approach is that any stuttering behavior may have developed and may still be maintained by any of the major conditioning processes. Further, it is the clinician's job to determine, when possible, the conditioning process maintaining each behavior. A therapy plan can then be prescribed in which a specific deconditioning process is used for each one. Multiprocess behavioral therapy is based on a number of basic principles and premises, which follow: 1. Stuttering has two major components—(a) feelings that arise from the experiences of being a stutterer, and (b) overt stuttering behaviors. The bad feelings (negative emotions) that stutterers have are important because they increase the severity and frequency of stuttering and because they interfere with therapy by making it difficult for stutterers to use newly learned ways of talking in difficult speaking situations. These bad feelings are more common in adult stutterers than in children and more common in older children than in younger ones, although they may in some individuals begin to develop at an early age (Guitar and Peters (1980). Both the feelings and the overt behavior have to be treated. If only the feelings are treated the client is likely to relapse because many of his original overt behaviors remain intact, even though they may be much reduced in severity. When they occur, the stutterer is likely to react to them all over again and become resensitized. Desensitization alone is not enough. Conversely, if only the overt behaviors are treated, there is another danger of relapse. If the fear of being disfluent is still present, normal disfluencies can provoke the old reactions of struggle and avoidance and the relearning of the old overt behaviors. Furthermore, if old fears are left intact, minor setbacks — that is, transient stuttering — can lead to a total breakdown of treatment effects. This two-way path to relapse is closely descr ibed by B a n d u r a (1969) as characteristic of psychologic defensive b e h a v i o r s , w h i c h s h a r e m a n y characteristics with stuttering behaviors (Starkweather, 1973). 2. Stuttering behavior can arise from many different kinds of conditioning processes. This is the basic premise of the eclectic learning theory, or multiprocess behavioral approach. However, continued clinical experience has reconfirmed my original belief that avoidance conditioning is paramount, being responsible for the development of struggle behavior, which is what most stuttering consists of.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125740248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Young Stutterer: Diagnosis, Treatment and Assessment of Progress","authors":"M. R. Adams","doi":"10.1055/s-0028-1095206","DOIUrl":"https://doi.org/10.1055/s-0028-1095206","url":null,"abstract":"There seems to be wide agreement among clinicians who work with stutterers that the earlier in life the problem is identified and treated, the better the patient's chances of being successfully rehabilitated. Accordingly, this chapter will begin with (1) a section on early diagnosis, with subsequent sections that include (2) a rationale for constructing different therapies and choosing specific treatment procedures (3) a description of features common to the clinical programs o u t l i n e d , especial ly t ransfer and maintenance activities and finally, (4) a strategy for assessing progress.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121577798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Direct Management of the Beginning Stutterer","authors":"R. Shine","doi":"10.1055/s-0028-1095210","DOIUrl":"https://doi.org/10.1055/s-0028-1095210","url":null,"abstract":"Historical literature concerning the management of the preschool and young school age stutterer reveals that the diagnosogenic theory (Johnson, et al., 1959) has been a predominant force within the profession (Adams, 1977; Shames and Egolf, 1976), even though the basic premise of the theory has been consistently contradicted in research literature (Wingate, 1976) and was shown to be inaccurate by McDearmon (1968) as well as by Johnson and colleagues (1959). Acceptance of the diagnosogenic theory and the perpetuation of other traditional concepts (Wingage, 1971) has resulted in the young stutterer being worked with indirectly, in order to keep the child from developing an awareness or fear of speaking, and has led to the speech clinician being afraid to treat the stutterer for fear of causing the stuttering to become worse or of causing psychologic harm to the child. The major approach with the b e g i n n i n g s t u t t e r e r has involved modification of parental attitudes and behaviors and manipulation of fluency disruptors in the environment. The significant recommendation has been that the child should not be made aware of stuttering disfluencies (Shales and Egolf, 1976; Yonovitz, et al., 1977; Panelli, et al., 1978). Some individuals (Adam, 1977; Bar, 1973; Van Riper, 1973) have stressed indirect fluency training procedures (making speaking fun), but have still persisted in avoiding making the child aware of either stuttering or nonstuttering disfluencies. They have emphasized the need to reduce communicative stress or eliminate environmental fluency disruptors. Such procedures assume (without documented research literature) that stuttering results from environmental forces. Even though Van Riper (1973) indicates that a hands-off policy should not be followed with the beginning stutterer, he states that it is important to \"interact with a young stutterer without calling attention to his stuttering or punishing it,\" implying a relationship between calling attention to stuttering and punishment.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130035493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Case Selection Strategy for Young Disfluent Children","authors":"R. Curlee","doi":"10.1055/s-0028-1095205","DOIUrl":"https://doi.org/10.1055/s-0028-1095205","url":null,"abstract":"Most listeners appear to take little notice of the pauses, interjections, repeti­ tions, and prolongations present in the ut­ terances of normal speakers. Such disrup­ tions in the flow of speech, if noted at all, are often characterized as \"normal disfluencies.\" Some children and adults repeat and interject \"er\" and \"uh\" so fre­ quently that they are considered by those around them as disfluent speakers but not as stutterers. The speech disruptions of a few speakers, however, are not accepted as normal by their listeners or by themselves, and these speakers are usual­ ly identified as stutterers by most listeners. Nevertheless, identification of stutterers during the early stages of onset or when manifestations are relatively mild can pose significant diagnostic problems for speech-language pathologists. Perhaps the most perplexing of such problems is deciding which of those children who ap­ pear to be at-risk for becoming chronic stutterers should be seen for therapy. This paper will examine the information available on stuttering onset and recovery and will propose a strategy for case selec­ tion based on that information.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130182612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intensive Adult Therapy Program","authors":"E. Boberg","doi":"10.1055/s-0028-1095212","DOIUrl":"https://doi.org/10.1055/s-0028-1095212","url":null,"abstract":"The program to be described in this article was first developed in 1972. Since then approximately 180 adult clients have enrolled and completed the intensive summer clinics. Although the original program was closely modeled on the work of Ingham and Andrews in Sydney (1973), the current form is somewhat more eclectic, drawing on a variety of sources including Ryan (1974), Perkins (1977), Van Riper (1973), and my own experiences and observations. The purpose of this article will be to provide an overview of the clinical procedures used with adult stutterers at the University of Alberta Hospital. Additional details concerning the administration of the program, procedures used in the maintenance program, and data on client performance is available in other publications (Boberg, 1976, Boberg and Sawyer, 1977; Boberg, in press).","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124391233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Facilitating Parental Involvement in Therapy of the Disfluent Child","authors":"L. Johnson","doi":"10.1055/s-0028-1095207","DOIUrl":"https://doi.org/10.1055/s-0028-1095207","url":null,"abstract":"This article reflects a behavioral orientation that assumes that people have the capacity to control, direct, and change their thoughts, feelings, and behaviors, and that change requires systematic, stepby-step action. The basic goals for parents, consistent with this assumption, are to identify and replace their thoughts, feelings, and behaviors that support the development of disfluency with those that are supportive of fluency. Although parents are typically not the \"cause\" of their child's disfluent speech, they are part of the environment that maintains it. Once parents know that they can do things that will help, it is their choice and responsibility to make any changes. Parents are viewed as powerful change agents at all stages of intervention in the management of the disfluent child. Three stages can be defined: managing the preschool age child from 2.5 to 5 years old; managing the school-aged child from 6 to 12 years old; and managing the adolescent from 13 to 17 years old. Although the needs of children and the roles parents will be called on to play within each group are similar, each child's personal environment is unique and must be seen as such. This article will focus on home intervention strategies for the preschool age child designed to prevent the development of a chronic stuttering problem. Speech pathologists working with disfluent children often feel uncertain about how to proceed. This is understandable when you consider the variety of conflicting theories and therapeutic methods that exist. It is even more understandable when you consider that there is a striking lack of research using children for the subject population. For example, in a review of the literature on stuttering from 1967 to 1977, Sommers and colleagues (1979) found that subjects 15 years old and younger comprised only 20 per cent of all who were studied when averaged over the 10-year period, whereas the average percentage of 5-yearolds and younger was only 3 per cent. Recently, Silverman published an exhaustive bibliography of clinical, experimental, and theoretic publications pertaining to children between the ages of 5 and 12 years (1978) and to children 5 years old and younger (1979). Altogether, 695 reports are listed. Considering that he took his literature search as far back as the 1890s and that he included Dissertation Abstracts, dsh Abstracts, Psychological Abstracts, and the ERIC and MEDLINE computer data bases, this number is surprisingly low. Moreover, the quality of this available information must be considered.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126335011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Operant Conditioning and the Treatment of Stuttering","authors":"J. Costello","doi":"10.1055/s-0028-1095208","DOIUrl":"https://doi.org/10.1055/s-0028-1095208","url":null,"abstract":"Over the many years of discussion, debate, and research regarding the nature and treatment of stuttering, a wide variety of points of view has emerged. One set of viewpoints about stuttering has been that it is a learned behavior, thus implying that stuttering is a by-product of experiences encountered by a person; that is stuttering stems from interactions between a person's behavior and environmental events. Operant conditioning is one view of the leaning process. It has been derived from extensive laboratory studies on animals and humans, and serves to delineate known phenomena about how organisms learn. Operant methodology in stuttering treatment has been discussed by Ryan (1974), Ingham (1975), and Shames (1975). It is the purpose of this paper to describe the kinds of treatment procedures that evolve from the application of the principles of operant conditioning to stuttered and fluent speech. Three major characteristics of an operant conditioning approach to the understanding of behavior are (1) direct, continuous, and reliable measurement of the behavior of interest, (2) intensive study of individual subjects, and (3) use of procedures that alter response rates. These characteristics have obvious relevance to the treatment of stuttering. The first two items will be illustrated through the sample treatment programs that follow, but first it is important to have a firm understanding of some of the basic principles of behavior change embodied in the principles of operant conditiong. Operant behaviors are those that are controlled (increased, decreased, or changed in form) by their consequences. The scientific study of operant behavior has demonstrated that the products of such behavior, that is, the consequences that follow a particular behavior, are the variables reponsible for changes in that behavior. Consequences exert control over operant behavior whether they are the natural and spontaneous products of a response or are purposefully arranged to occur. Further, the more immediately the event follows the occurrence of a behavior, the more likely that event is to influence the behavior. Certain kinds of events that might occur following a response produce particular effects on that behavior. For example, when a response occurs and is immediately followed by a stimulus or event that is positive, that response is more likely to occur in the future; that is, it increases in its frequency of occurrence. This principle is referred to as positive reinforcement, and the stimulus that generates this increase in reponse frequency is called a positive reinforcer. Costello and Felsenfeld (1979) demonstrated a positive","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"502 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124967244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stuttering Treatment: Issues in Transfer and Maintenance","authors":"C. Florance, G. Shames","doi":"10.1055/s-0028-1095213","DOIUrl":"https://doi.org/10.1055/s-0028-1095213","url":null,"abstract":"fragmentation in the heads of therapists and clinicians. They are usually not recognized as realities by the stutterer until we teach him that these sequential stages exist and have some helpful func tions. We may be unnecessarily obstruct ing ourselves by spending our energies on wondering if we are talking about changing a response or transfering or maintaining it. This is not to say that we should abandon being descriptive and operational in characterizing our tactics.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"50 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132531011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}