| Edition |
2nd ed. |
| Description |
xxvii, 567 pages : illustrations ; 26 cm |
| Bibliography |
Includes bibliographical references (pages 493-535) and indexes. |
| Contents |
Unit I: Stuttering in relief : a foundation for intervention -- The nexus of stuttering : an introduction -- The face of stuttering -- About this book -- Definitions -- Fluency -- Disfluency versus dysfluency -- Stuttering -- Descriptive definitions of stuttering -- Explanatory definitions of stuttering -- Combined descriptive/explanatory definitions of stuttering -- Stuttering defined -- Other terms -- More than just terminology -- Stutterer versus stuttering -- Categorical versus noncategorical behaviors -- Fluency facilitating controls versus tricks -- Negative stereotypes, bias, and misinformation : implications for the clinician -- Interaction between clinicians' attitude and treatment outcome -- Misinformation begets misinformation -- Pervasiveness of negative stereotypes, bias and misinformation -- The impact of stuttering -- Stuttering and articulation -- Stuttering and language -- Stuttering and voice -- Stuttering and functioning in society -- Stuttering and interpersonal relationships -- Chapter summary -- Chapter one study questions -- The onset, development, and nature of stuttering -- Knowledge and assumptions ground understanding -- The onset and development of stuttering-developmental classifications -- Bluemel -- Froeschels -- Van Riper -- Bloodstein -- Summary-onset and development of stuttering-developmental classifications -- The onset and development of stuttering-longitudinal investigations -- Onset of stuttering -- Development of stuttering -- Summary-onset and development of stuttering-longitudinal investigations -- Risk factors to distinguish transient and chronic stuttering -- Primary risk factors -- Secondary risk factors -- Other risk factors -- The nature of stuttering -- Types of disfluency -- Symptoms, prevalence, and incidence -- Differences between people who stutter and those who do not -- Variability and predictability of stuttering -- Treatment of stuttering -- Summary-the nature of stuttering -- Chapter summary -- Chapter two study questions -- Etiology of stuttering : past and present -- History of stuttering : the past -- "If you stutter, you're not alone" -- Stuttering in Egyptian hieroglyphics -- Stuttering in the bible -- Stuttering in professional literature -- Stuttering as an anatomical defect -- Stuttering as a medical problem requiring surgery. |
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Stuttering as a disorder of articulation -- Stuttering as a disorder of respiration -- Stuttering as a disorder of neuroanatomy or motor speech dysfunction -- Stuttering as a psychoneurosis -- Stuttering as a learned behavior -- Summary-history of stuttering -- Etiology of stuttering : the present -- Etiology defined : three Ps -- Predisposing factors -- Precipitating factors -- Identification and interaction of predisposing and precipitating factors -- Prepetuating factors -- Theoretical explanations -- Stuttering as a neurotic response -- Stuttering as communicative failure and anticipatory struggle behavior -- Stuttering as learned behavior -- Stuttering as a physiological deficit -- Stuttering as a physiological deficit -- Stuttering as the result of disturbed feedback -- Stuttering as a result of multifactorial causes -- Non-western theories -- Summary and synthesis-etiology of stuttering and theoretical explanations -- A personal postscript on theory -- Chapter summary -- Chapter three study questions -- Other fluency disorders -- Cluttering -- Neurogenic acquired stuttering -- Stroke -- Traumatic brain injury -- Extrapyramidal disease -- Dementia and tumor -- Drug usage -- AIDS -- Cases defying clinical profiling -- Psychogenic acquired stuttering -- Malingering -- Tourette syndrome -- Adductor spasmodic dysphonia -- Acquired disfluency following laryngectomy -- Linguistic disfluency -- Normal developmental disfluency -- Other forms of disfluency that resemble stuttering -- Disfluency in manual communication -- Disfluency while playing a wind instrument -- Chapter summary -- Chapter four study questions -- Unit II: Central intervention assumptions -- Personal constructs and family systems : intrafamily considerations -- Person construct theory -- Personal construct defined -- Personal constructs applied to intervention -- Summary and extension-personal construct theory -- Family systems theory -- A paradigm shift -- Shifting from monocular to polyocular perspectives -- Shifting from labeling to understanding -- Shifting from behaviors to systems -- Family-based treatment-families and professionals as partners -- Family-based treatment-modeling characteristics of optimal families -- Family-based treatment-modeling characteristics of successful families -- Family-based treatment and heightened effectiveness -- Family-based treatment and fluency disorders -- Family diversity -- Family characteristics -- Characteristics of the exceptionality -- Characteristics of the family -- Personal characteristics -- Special challenges -- Family interactions -- Family cohesion -- Family adaptability -- Family patterns and change -- Family functions -- Family life cycle -- Family roles affect fluency treatment -- Family stress affects fluency treatment. |
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Families as portraits of development and change -- Summary-family-based treatment -- Chapter summary -- Chapter five study questions -- Interdisciplinary teaming and multicultural awareness : extrafamily considerations -- Interdisciplinary practice -- Interdisciplinary practice defined -- Background and justification for interdisciplinary teaming -- Models of team practice -- Conceptual foundation and necessary competencies for interdisciplinary practice -- Conceptual foundation -- Necessary competencies -- Summary-interdisciplinary practice -- Multicultural awareness -- A context for multicultural appreciation -- Background related to multicultural awareness -- Multicultural considerations for research on stuttering -- Multicultural considerations for intervention -- Cultural sensitivity and the clinical process -- Summary-multicultural awareness -- Chapter summary -- Chapter six study questions -- Stuttering modification and fluency shaping : psychotherapeutic considerations -- General definitions -- Significant differences between stuttering modification and fluency shaping -- Behavioral treatment goals -- Affective treatment goals -- Treatment procedures -- Treatment structure -- Advantages and disadvantages -- Differential diagnostic indicators for treatment design -- Exemplar stuttering modification and fluency shaping treatments -- Shuttering modification : Van Riper -- Diagnosis -- Motivation -- Identification -- Desensitization -- Variation/modification -- Approximation/modification -- Stabilization -- Fluency shaping : Ryan -- Fluency interview -- Counting, charting, timing -- Criterion test -- Establishment -- Transfer -- Maintenance -- Postscript -- Chapter summary -- Chapter seven study questions -- Unit III: Assessment and treatment strategies with people who stutter : a life span perspective -- Preschool children : assessment and treatment -- General precepts about preschool children -- Preassessment procedures -- Case history form -- Audio or video recording -- Preliminary phone call -- Assessment procedures -- General considerations -- Parent interview -- Preparation -- Social greeting -- Questions and dialogue -- Parent-child interaction -- Child-clinician interaction -- Speech-language sample without communicative pressure -- Structured activities without communicative pressure -- Speech-language sample and structured activities with communicative pressure -- Trial management -- Fluency shaping -- Stuttering modification -- Post-assessment procedures -- Normal disfluency, at-risk disfluency, and incipient stuttering. |
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Speech analysis -- Frequency of speech disfluency -- Type of speech disfluency -- Molecular description of disfluency -- Rate of speech -- Secondary characteristics -- Severity rating and impact assessment -- Adaptation and consistency -- Other factors -- Diagnosis -- Prognosis and recommendations -- Primary factors -- Secondary factors -- Other factors -- Post-assessment parent interview -- Treatment -- Parent intervention -- Behaviors -- Thoughts and feelings -- Direct intervention -- Goals -- Objectives -- Rationale -- Procedures -- Clinical portrait : Amy Stiles -- Selected background information -- Abbreviated speech-language analysis -- Recommendations -- Follow-up -- Treatment snapshot -- Follow-up and epilogue -- Guiding principles -- Intrafamily considerations -- Extrafamily considerations -- Psychotherapeutic considerations -- Chapter summary -- Chapter eight study questions -- School-age children who stutter : assessment and treatment -- General precepts about school-age children who stutter -- Preassessment procedures -- Assessment procedures -- General considerations -- Parent interview -- Teacher interview -- Child interview -- Speech-language sample without communicative pressure -- Structured activities without communicative pressure -- Speech-language sample and structured activities with communicative pressure -- Trial management -- Fluency shaping -- Stuttering modification -- Post-assessment procedures -- Speech analysis -- Frequency of speech disfluency -- Type of speech disfluency -- Molecular description of disfluency -- Rate of speech -- Secondary characteristics -- Severity rating and impact assessment -- Adaptation and consistency -- Feelings and attitudes -- Other factors -- Diagnosis -- Prognosis and recommendations -- Post-assessment interview with the parents, teacher, and other participants -- Treatment -- Goals -- Objectives -- Rationale -- The changing needs of the child -- Intrafamily considerations -- Extrafamily considerations -- Psychotherapeutic considerations -- Procedures -- Increase and transfer fluent speech -- Develop resistance to potential fluency disrupters -- Establish or maintain positive feelings about communication and oneself as a communicator -- Maintain the fluency inducing effects of treatment -- Working with school-age children who stutter and have concomitant disorders -- Co-occurrence of stuttering and other disorders -- Effects of concomitant disorders -- Challenging intervention issues -- To treat or not to treat? -- Which disorder to treat? -- Which intervention model to use? -- Working with parents -- Access to parents. |
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Guiding principles -- Intrafamily considerations -- Extrafamily considerations -- Psychotherapeutic considerations -- Chapter summary -- Chapter ten study questions -- Unit IV: The clinician: a paragon of change -- The clinician and the client-clinician relationship -- Importance of clinicians to the change process -- Interpersonal characteristics of effective clinicians -- Clinician behaviors -- Clinician attributes and manner of interaction -- Empathy -- Warmth -- Genuineness -- Personal magnetism -- Compatible friction -- Realistic, focused optimism -- Clinician language -- Intrapersonal characteristics of effective clinicians -- Clinician thoughts, feelings, and beliefs -- Significance of clinicians' personal constructs -- Persistence of clinicians' negative attitudes -- Interaction of attitudes and professional preparation -- Interaction of attitudes and understanding of stuttering -- Interaction of attitudes and positive observation and/or treatment experience -- Clinician needs -- Clinician satisfaction and rewards -- The clinician as guardian angel -- Chapter summary -- Chapter eleven study questions -- Professional preparation and lifelong learning : the making of a clinician -- Professional preparation of clinicians who work with people who stutter -- Academic process -- Academic process defined -- Revision in training standards -- Academic knowledge and skills -- Clinical process -- Clinical process defined -- Clinical knowledge and skills -- A model of clinician development -- Clinical process components -- Supervisory process -- Supervisory process defined -- Supervisory knowledge and skills -- A model of supervisory development -- Supervisory process components -- Specialization and globalization -- Specialization -- Globalization -- Maintenance of professional competence -- Knowing and internalizing the desire to learn -- Learning as a lifelong process -- Maintenance parallels : different trees, same forest -- The clinical and supervisory processes -- Developing, maintaining, and upgrading professional competence -- Back to the beginning -- Chapter summary -- Chapter twelve study questions. |
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Respecting the primary role of parents -- Meetings parents' needs -- Working with teachers and other school personnel -- Build rapport and establish colleagueship with teachers -- Banish elitism-all colleagues in education are equal -- Provide teachers with strategies to facilitate fluency in the classroom -- Clinical portrait : Thomas Wells -- Selected background information -- Abbreviated speech-language analysis -- Recommendations and objectives -- Treatment snapshot -- Follow-up and epilogue -- Guiding principles -- Intrafamily considerations -- Extrafamily considerations -- Psychotherapeutic considerations -- Chapter summary -- Chapter nine study questions -- Adolescents, adults, and senior adults who stutter : assessment and treatment -- General precepts about adolescents, adults, and senior adults who stutter -- Precepts common across these three groups -- Precepts about adolescents -- Precepts about adults -- Precepts about senior adults -- Preassessment conference -- Assessment procedures -- General considerations -- Client and family interview -- Preparation -- Social greeting -- Questions and dialogue -- Speech-language sample without communicative pressure -- Structured activities and structured activities with communicative pressure -- Trial management -- Fluency shaping -- Stuttering modification -- Post-assessment procedures -- Speech analysis -- Frequency of speech disfluency -- Type of speech disfluency -- Molecular description of disfluency -- Rate of speech -- Secondary characteristics -- Severity rating and impact assessment -- Adaptation and consistency -- Feelings and attitudes -- Other factors -- Diagnosis -- Prognosis and recommendations -- Never say never -- Prognostic indicators with adolescent, adults, and senior adults -- A prognostic caveat-chronic perseverative -- Stuttering syndrome -- Recommendations -- Post-assessment conference -- Treatment -- Goals -- Objectives -- Rationale -- Intrafamily considerations -- Extrafamily consideration -- Psychotherapeutic considerations -- Procedures -- Increase and transfer fluent speech -- Develop resistance to potential fluency disrupters -- Establish or maintain positive thoughts and feelings about communication and oneself as a communicator -- Maintain the fluency inducing effects of treatment -- Clinical portrait : Bill Rice -- Selected background information -- Abbreviated speech-language analysis -- Conversation -- Reading -- Word/sentence repetition -- Other -- Trial management -- Recommendations, goals, and objectives -- Recommendations -- Goals -- Rational and procedural approach to goals -- Objectives -- Rationale and procedural approach to objectives -- Treatment snapshot -- Follow-up and epilogue. |
| Subject |
Stuttering -- Treatment.
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Stuttering -- therapy.
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Stuttering -- Treatment.
(OCoLC)fst01136300
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| ISBN |
9781416404873 |
|
1416404872 |
|
