Stuttering Foundations and Clinical Applications For these Global Editions, the editorial team at Pearson has collaborated with educators across the world to address a wide range of subjects and requirements, equipping students with the best possible learning tools This Global Edition preserves the cutting-edge approach and pedagogy of the original, but also features alterations, customization and adaptation from the North American version Global edition Global edition Global edition Stuttering F oundations and Clinical Applications second edition second edition Yairi Seery This is a special edition of an established title widely used by colleges and universities throughout the world Pearson published this exclusive edition for the benefit of students outside the United States and Canada If you purchased this book within the United States or Canada you should be aware that it has been imported without the approval of the Publisher or Author Ehud Yairi • Carol H Seery Pearson Global Edition YAIRI_1292067977_mech.indd 30/06/14 3:56 pm Stuttering Foundations and Clinical Applications Second Edition GLOBAL EDITION Ehud Yairi University of Illinois at Urbana-Champaign; Tel Aviv University Carol H Seery University of Wisconsin–Milwaukee Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo A01_YAIR7971_02_GE_FM.INDD 7/4/14 6:44 PM Vice President and Editorial Director: Jeffery W. Johnston Head of Learning Asset Acquisition, Global Edition: Laura Dent Director of Marketing: Margaret Waples Production Project Manager: Annette Joseph Procurement Specialist: Michelle Klein Publishing Administrator and Business Analyst, Global Edition: Shokhi Shah Khandelwal Acquisitions Editor, Global Edition: Vrinda Malik Assitant Project Editor, Global Edition: Sinjita Basu Senior Manufacturing Controller, Production, Global Edition: Trudy Kimber Art Director: Jayne Conte Media Project Manager: Noelle Chun Full-Service Project Management: Jouve India Cover Designer: Lumina Datamatics Cover Photo: Shutterstock/hin255 Cover Printer: Clays-UK Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsonglobaleditions.com © Pearson Education Limited 2015 The rights of Ehud Yairi and Carol H Seery to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988 Authorized adaptation from the United States edition, entitled Stuttering: Foundations and Clinical Applications, 2nd edition, ISBN 978-0-133-35204-7, by Ehud Yairi and Carol H Seery, published by Pearson Education © 2015 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, withouteither the prior written permission of the publisher or a license permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS All trademarks used herein are the property of their respective owners.The use of any trademark in this text does not vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks imply any affiliation with or endorsement of this book by such owners ISBN 10: 1-292-06797-7 ISBN 13: 978-1-292-06797-1 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library 10 14 13 12 11 10 Typeset in 10.5/13 Minion Pro Regular by Jouve India Printed and bound by Clays-UK in the United Kingdom A01_YAIR7971_02_GE_FM.INDD 7/4/14 6:44 PM www.freebookslides.com To my wife, Janie, To our children, Micah, Dani, Keren, and to their families —E Yairi To my husband, Tom, and son, David To the memories of my father, David F Hubbard, and my mother, Frances L. Hubbard —C Seery A01_YAIR7971_02_GE_FM.INDD 7/4/14 6:44 PM www.freebookslides.com A01_YAIR7971_02_GE_FM.INDD 7/4/14 6:44 PM Preface W e wrote Stuttering: Foundations and Clinical Applications to serve both instructors and students in speech-language disorders and related fields as a single main text for a general course on stuttering It is composed of three parts: the nature of stuttering, the explanations of stuttering, and the clinical management of stuttering Many textbooks on stuttering are dedicated primarily to one or two of these subjects, but few address all three of them equally We have undertaken to provide a balanced presentation across all three areas In addition, we offer a balanced perspective with regard to stuttering etiology, assessment, and treatment methods We provide a comprehensive coverage of the options from the various viewpoints and relate them to specific age groups Finally, we sought a balance in using a written style that is easy to read yet deals with concepts and scientific material with appreciable depth Whenever appropriate, we have shared examples from our own scholarly, clinical, and personal experiences to enrich the understanding of our readers We hope that reading this book enhances your knowledge, as it has ours in writing it New to This Edition The entire text of the second edition of Stuttering: Foundations and Clinical Applications has been enhanced with editorial revisions for ease in readability Additionally, the new text highlights sections with the latest scientific knowledge of stuttering regarding: • Incidence and prevalence • Onset • Natural recovery • Genetics Sections that have been completely revised include: • Brain anatomy and physiology • Motor aspects • Cluttering A01_YAIR7971_02_GE_FM.INDD 7/4/14 6:44 PM www.freebookslides.com Preface Other features modified for improved presentation: • New case studies • New tables and figures • New outline format of treatment procedures • Revised chapter order in the clinical management section Instructional Materials • New/modified slides and exam questions available to instructors Acknowledgments The authors are grateful for the generous personal input from Professors Luc De Nil, University of Toronto; Florence Myers, Adelphi University; Rosalee Shenker, McGill University; Anne Smith, Purdue University; and both Cecilia Lundstrom and Marie Garsten of Helsingborg Hospital in Sweden Special thanks to Karly Klagos and Michelle Thiel for comments and to Marie Turner for comments and technical assistance with the references We gratefully acknowledge the project management of Annette Joseph, Lauren Carlson, and Shylaja Gattupalli The publishers also obtained comments from the following reviewers: Paul Blanchet, SUNY Fredonia; Brent A Gregg, University of Central Arkansas; Betty L McMicken, California State University at Long Beach; and Jean Sawyer, Illinois State University Their input is greatly appreciated Pearson wishes to thank and acknowledge the following people for their work on the Global Edition: Contributor Gagan Bajaj Department of Audiology and Speech Language Pathology, Manipal University Reviewers Margaret M Leahy, Trinity College Dublin, Ireland Rosemarie Hayhow, Bristol Speech & Language Therapy Research Unit A01_YAIR7971_02_GE_FM.INDD 7/4/14 6:44 PM Brief Contents Part I: Nature of Stuttering 19 1 What Is Stuttering? 19 2 Who and How Many Stutter? 41 3 When and How Does Stuttering Begin? How Does It Develop? 69 4 Where Does Stuttering End? What Are Its Advanced Characteristics? 107 Part II: Explanations of Stuttering 135 5 Why Do People Stutter? Evaluating Theories and Models 135 6 Is Stuttering Psychological? Theories and Investigations 151 7 Is Stuttering Biological? Theories and Investigations 183 Part III: Clinical Management of Stuttering 217 8 Assessment of Adults and School-Age Children 217 9 Assessment of Preschool-Age Children 261 10 Stuttering Therapy Overview: Issues and Directions 301 11 Therapy for Adults: Focus on Emotional Reactions 327 12 Therapy for Adults: Focus on Stuttering and Fluency 359 13 Therapy for School-Age Children 395 14 Therapy for Preschool-Age Children 433 15 Other Fluency Disorders; Cultural and Bilingual Issues 465 A01_YAIR7971_02_GE_FM.INDD 7/4/14 6:44 PM Contents Part I: Nature of Stuttering 19 1 What Is Stuttering? 19 Defining Stuttering: Bases and Aims 19 Why is the Definition Important? Practical Implications 21 Population Identification 21 Quantification and Measurement 22 Evaluation of Clinical Progress 22 What to Define: Atypical (Abnormal) Speech or Complex Disorder? 23 Stuttering as Atypical Speech 23 Normally Fluent Speech Production 24 Normal Disfluency or Instances of Stuttering? 25 Defining Stuttering as Speech Events 28 Examples of Definitions of Stuttered Speech 28 Fluent Speech of People Who Stutter 29 Stuttering as a Complex Disorder 30 Multidimensional Characteristics of the Stuttering Disorder 30 Diversity of Disorder-Oriented Definitions 32 Examples of Definitions of Stuttering as a Complex Disorder 32 Other Views 36 Our Point of View 36 Summary 37 Study Questions and Discussion Topics 38 Websites 38 Suggested Readings 38 2 Who and How Many Stutter? 41 Incidence and Prevalence 41 Interpretation of Incidence and Prevalence Data 41 The Significance of Incidence and Prevalence 43 Implications for Research and Theory 43 A01_YAIR7971_02_GE_FM.INDD 7/4/14 6:44 PM Contents Implications for Professional Training 44 Implications for Clinical Service Delivery 45 Implications for Public Awareness and Funding 46 Research Methodology for Incidence and Prevalence 46 Approaches to Prevalence Research 46 Approaches to Incidence Research 47 Defining Stuttering 48 Selecting Informants 49 Prevalence: Findings 50 Early Investigations 50 Current Research 52 Incidence: Findings 53 Biological Factors in Stuttering Prevalence and Incidence 55 Familiality 55 Age 56 Gender 56 Geography, Race, and Culture 58 Geography 58 Race 59 Culture 60 Bilingualism 61 Prevalence in Clinical Subpopulations 61 Hearing Impairment 62 Cleft Palate 63 Cognitive Impairment 63 Other Groups 64 Summary 64 Study Questions and Discussion Topics 66 Websites 67 Suggested Readings 67 3 When and How Does Stuttering Begin? How Does It Develop? 69 Theoretical and Clinical Significance 69 Onset 70 General Issues and Research Methods 70 Studies Concerning Onset 73 When Does Stuttering Begin? 74 How Does Stuttering Begin? 75 Features of Early Stuttering 77 A01_YAIR7971_02_GE_FM.INDD 7/4/14 6:44 PM www.freebookslides.com 530 Index Edwards, M., 471 Efficacy research, 319–320, 322 Eggers, K., 80, 158–159 Ego, 152 Egolf, D. B., 454 Einarsdottir, J., 488 Eisenson, J., 34 Electroencephalography (EEG), 193 Electromyography (EMG), 117–118, 131, 193–194, 208–209, 211–213, 387–388, 429–430 Elegance, 143, 144 Elephant fable, 138–139 Ellis, A., 332 Ellis, J., 387 Elocution, 138 ELU. See Extended Length of Utterance Program Embrechts, M., 158 Emerick, L., 414 EMG. See Electromyography Emil-Behnke, K., 435 Emotionality, therapy for, 456–459 Emotional reactions adapted desensitization activities and, 413–415 assertiveness, teasing, and, 415–416 awareness and, 120–121 bullying and, 416–417 in clinical data collection, 2 76–277 emotional characteristics containing, 120–122 school-age child case study of, 397 school-age therapy and, 396–397, 411–417 types of, 120 Emotions and emotional characteristics See also Psychoemotional theories advanced stuttering and, 120–123 cognition and, 1 22–123, 306, 308 emotional reactions within, 120–122 initial evaluation and, 264 onset and, 79–80 parent counseling and parent, 406–407 stuttering causing, 120 Empathy, 316–318 Encoding, 172, 175 England, G., 156 Environment and environmental factors See Home environments and factors; School environments and factors Z02_YAIR7971_02_GE_IDX.INDD 530 Erickson, K., 192 Erickson, R., 248 Eshleman, J., 480 Ethics, 322–325, 349, 440 Euler, A., 391, 460 Evaluation, clinical progress, 22–23 Evaluation, initial concomitant disorders in, 264 emotional domain in, 264 information accuracy in, 263–264 objectives of, 265 parent role in, 263 in preschool-age assessment, 261–265 setting and preparations, 265 speech elicitation in, 264 stuttering versus normal disfluency in, 262–263 Evans, P., 190, 191 Evidence-based practice (EBP) case study, 315–316 as client-sensitive, 314–315 clinical expertise and, 314 in cluttering treatment, 477 definition and nature of, 313 in stuttering therapy, 313–316 value of, 313–314 Ewart, B., 63 Exclusive factors, 142–143, 144 Exhaustive factors, 142–143, 144 Expectancy, 127 Experience, 107–108 Experimentation, in school-age therapy, 412–413 Explanation, 144 Extended Length of Utterance Program (ELU), 449–450, 459–460 Ezrati-Vinacour, R., 120, 121, 122, 319, 396, 486–487 Fagan, J., 120 Fagan, L., 193 Fairbanks, G., 119, 178, 236, 241 Familiarity, 55–56 Family and familial factors, 185–186, 188–189, 288, 426–428 See also Parents and parental report Faragasso, K., 240 Fault line hypothesis, 175–176 Feedforward motor control, 206–207 Fein, L., 115 Feinberg, A., 149 Feldman, J., 195 Felsenfeld, S., 54, 187 Fenichel, O., 152–153 FFI. See Fluency frequency index Fibiger, S., 211–212 Fight or flight response, 345 Finan, D., 387 Finn, P., 310, 312, 314, 401, 487, 488 Fisher, M., 153 Fitch, J. L., 62 Fitzgerald, H., 157 Fitzsimons, R., 34, 153, 331, 435 Fivush, R., 120 Fixed Role Therapy, 340 Flanagan, B., 161, 375 Fletcher, J., 34, 203, 208 Flexibility, 143, 144 Flooding, 344 Florence, C., 386 Flowers, P., 126 Fluency childhood disorders of, non- stuttering, 467–479 conditions that induce, 129 enhancement, 434 facilitating behaviors, 389–390, 420–422 PWS and speaking freely compared to, 359 rules program, 424–425 school-age therapy and, 401–402, 417–422 shaping, 369–370, 373–375, 388–389 stuttering therapy type in increased, 308 targets, 373–374, 420 therapy objective of increased, 305–306 Fluency-focused therapies adult therapy focused on, 368–380 behavioral reinforcement in, 375–380 fluency-shaping basics in, 369–370 rhythmic speech in, 368, 370–372 stretched speech in, 372–375 summary of, 380 Fluency frequency index (FFI), 231 Fluency-inducing instruments in adult therapy, 380–388 altered auditory feedback, 386–387 auditory masking, 383–385 biofeedback, 387–388 metronome pacing of speech, 381–383 summary of, 388 Fluency shaping, 306, 308, 368–370, 373–375, 380, 471, 483 7/4/14 8:08 PM www.freebookslides.com Index Fluent speech CSP-SC for conditioning, 425–426 deliberately or naturally, 305–306, 401–402 fluency rules program for conditioning, 424–425 GILCU for conditioning, 423–424 Lidcombe program for conditioning, 424 normally, 21, 24–25, 35, 78, 203, 205–206 psycholinguistic processes and, 173 of PWS, 29–30 school-age therapy and conditioning, 423–426 Fogging, 346 Follow-up, 371 Forster, D., 210 Fosnot, S. M., 459 Fossler, H., 203 Foulon, K., 486 Foundas, A., 195 Fox, P., 57, 198, 199, 203 Fraiser, J., 151 Franic, D., 249 Frank, A., 60, 164 Franke, P., 158 Franken, M., 321, 375, 462 Frankl, V., 341 Franklin, D., 353, 355 Franklin, J., 363 Free association, 330–331 Freeman, F. J., 118, 192, 198, 208, 211, 212, 281 Freezing, 342, 343, 364 Frequency, of disfluency, 77–78, 113, 230, 234, 252, 256–259, 278–279 Freud, A., 457 Freud, S., 152, 1 59–160, 330, 484 Freund, H., 64 Fried, C., 338 Fristoe, M., 82 Fritzell, B., 96 Froebel, F., 457 Froeschels, E., 75, 77, 89, 92, 122, 148 Fromhoff, F. A., 120 Funding, 46 Furquim de Andrade, C., 237 Gallaudet, 62 Garside, R., 371 Garsten, M., 455, 459–460 Gendelman, E., 346 Gender, 56–58, 288 Generalization, 312, 371, 384, 422, 442 Z02_YAIR7971_02_GE_IDX.INDD 531 Genes and genetic factors biology and, 184–191 familial incidence of, 185–186 family aggregation and, 188–189 statistical models of, 188 in stuttering, 57, 184–191 summary of, 191 twin studies, 186–187 Genome-wide association study (GWAS), 191 Genotyping studies, 190 Gens, G., 64 Geography, 58–59 GILCU. See Gradual increase in length and complexity of utterance Gillam, E., 488 Gillespie, S., 47, 49, 51, 59 Gilman, M., 334 Gintautas, J., 192 Giraud, A. L., 198, 199 Givens-Ackerman, J., 171, 232, 328 Glasner, P. J., 54, 73, 95, 436 Glauber, P., 34, 153, 331, 436, 463 Glogowski, K., 47, 51 Godai, U., 187 Godden, A. L., 437–438, 461 Goethals, L., 481 Goffman, L., 117, 213 Goldfarb, R., 450 Goldiamond, I., 161, 372, 386 Goldman, R., 82 Goldman-Eisler, F., 242–243 Goldsmith, H., 203, 211 Gomez, I., 128 Good, R. H., 57, 398 Goodstein, L., 151–152, 154, 156, 159 Gorsuch, R., 157 Gottsleben, R. H., 63 Gottwald, S., 69, 170, 232, 460, 462 Gracco, V., 192, 198, 201, 209, 210 Gradual increase in length and complexity of utterance (GILCU), 376–377, 423–424 Grant, D., 131 Gray, B., 125, 126, 156 Gray, J. A. M., 313 Gray, J. T., 120 Greer, D., 480 Gregg, B., 82, 84, 112 Gregory, H., 112, 226, 342, 455 Greiner, J., 157 Griffin, B., 149 Griggs, S., 115 Gronhovd, K., 244 Grossman, M., 128 531 Group studies, 320–321 Group therapy, 310, 347–349, 428–429 Grundmann, K., 473 Gudenberg, A., 391 Guenther, F., 136, 201, 202, 206 Guitar, B., 28, 113, 122, 130, 137, 158, 209, 235, 241, 305–306, 308, 315, 348, 363, 375, 388, 390, 411, 415, 454, 460 Guitar, C., 209 Guntupalli, V., 386 Gutkin, B., 208 Gutzmann, H., 62, 351 Guzinski, E., 480 GWAS. See Genome-wide association study Habit reversal training, 481 Hage, A., 86 Hahn, E., 152 Haj Tas, M., 228 Halfond, M., 232 Hall, D. E., 47, 49, 51, 56–57, 63, 163 Hall, F., 51 Hall, K., 30, 209, 241, 281 Hall, N., 81, 84, 470, 472 Hall, P., 472 Halls, E. C., 49, 51, 56–57 Ham, R., 348 Hamano, T., 482 Hampton, A., 124 Han, W., 201–202 Hancock, K., 47, 52, 120, 430 Handicap, 36 Hanggi, J., 195 Hanley, J., 119 Hanson, B., 244, 247 Harasty, J., 52 Harle, M., 435 Harms, M., 62 Haroldson, S., 27, 163, 239, 375, 423 Harrington, J., 201 Harris, F., 57 Harris, M., 41, 42, 48, 50, 53, 72, 73, 74, 75, 80, 96, 98, 188, 285, 371, 395 Harrison, E., 294, 302, 440, 461 Harrison, L., 51 Harrison, S., 331 Hartwell, E. M., 50, 51 Hauner, K., 158 Hawk, S., 435 Hayes, S., 228 Head movement, early childhood, 290 Healey, C., 208 7/4/14 8:08 PM www.freebookslides.com 532 Index Healey, E. C., 27, 61, 114, 123, 209, 219, 264, 414, 470, 471, 472 Health history, 272–274 Hearing and hearing impairment, 62, 278 Hearne, A., 122 Heier, L., 480 Heimbuch, R., 188 Heitmann, R., 122 Helland, T., 122 Helm-Estabrooks, N., 480–481 Helsingborg Hospital model, 455–456 Herder, C., 314 Hersen, M., 416 Hershey, K. L., 277 Herzan, H. M., 454 Hewat, S., 378 Hill, D., 111, 112, 455 Hinkle, W., 148 Hinton, V., 47 Hippocrates, 137–138 History See specific topics Hodges, L., 337 Hogewind, F., 351 Holzman, A., 334 Home environments and factors, 399, 405–411 Honig, P., 331 Hood, S., 121, 126 Hooyman, B., 472 Hotz, G., 481 Houle, S., 198 Howard, C., 314 Howell, P., 29, 61, 74, 75, 96, 98, 128, 173, 174, 179, 196, 201, 322, 386, 415 Howie, P., 129, 130, 187, 348, 375, 376 Hubbard, C., 26, 115, 119, 128, 161, 164, 241 Huber, A., 440 Hull, C., 164, 165 Humphrey, B. D., 488 Hunter, C., 375 Hypnosis, 334–335 Iceberg notion, 23 Id, 152 IDEA, 403 Identification in adult therapy, 360–364 analysis in, 361–364 awareness in, 361–362 of cluttering, 473 desensitization contributed to by, 361 Z02_YAIR7971_02_GE_IDX.INDD 532 population, 21–22 rationale for, 361 in school-age therapy, 417–418 summary of, 364 Illinois Stuttering Research Program, 57, 112, 189 Impairment, 36, 62 In-block modification, See Pullouts Incidence, 41–42, 47–48, 53–55, 487 Incidence and prevalence bilingual and multicultural population, 60–61, 487 biological factors in, 55–58 children and data of, 41–42, 45–46, 48, 49–55, 59–60 clinical service delivery implications from, 45–46 of cluttering, 473 culture in, 58, 60–61 data interpretation, 41–43 definitions of, 41 findings, 50–55 funding and public awareness implications from, 46 geography in, 58–59 professional training implications for, 44–45 race in, 58, 59–60 research and theory implications, 43–44 research methodology for, 46–50 significance of, 43–46 study questions and discussion topics on, 66–67 stuttering definition, 48–49 suggested readings on, 67 summary of, 64–66 time and time frame for, 42–43 websites, 67 Indirect treatments, preschool-age, 436–437 individualized situation hierarchy, 245 Individual therapy sessions, 310 Informants, selection of, 49–50 Information See specific topics Ingham, J., 22, 57, 192, 198, 199, 243, 282, 294, 307, 314, 391, 449, 450, 459–460 Ingham, R., 57, 94, 140, 164, 192, 198, 199, 231, 243, 314, 354, 376, 391, 400, 401, 440, 459, 488 Integrated therapies, 388–392 Interaction therapy, 453–454 Interjections, 234, 252, 256, 257–259 In vivo desensitization, 339–341 Iowa Scale of Severity of Stuttering, 238–239, 348 ISTAR Comprehensive Stuttering Program, 390–392 Itard, 138 Jacobson, E., 335, 336 Jagger, J., 466 James, J., 169, 375, 378 Jäncke, L., 195 Jäncke, L., 205, 209 Janssen, P., 71, 98 Jayaram, M., 113 Jeffries, K., 131 Jenkins, M. M., 241 Jewell, E., 19 Jiang, J., 29 Jin, Z., 196 Johannsen, H., 86, 97, 98 Johnson, B., 86 Johnson, P. R., 454 Johnson, W., 23, 26, 28, 34, 56, 60–61, 63, 69, 71, 72, 73, 74, 75, 77–78, 80, 94, 95, 98, 108, 109, 114, 125, 126, 127, 139, 161–162, 163–164, 166, 167, 178, 194, 226–227, 242, 270, 294, 307, 383, 435, 437, 463, 482 Johnsrude, I., 57 Johnston, S., 208 Jokel, R., 74, 480 Jones, J. A., 200 Jones, M., 321, 440, 460, 461, 462, 463 Jung, K., 391 Kaiser, P., 205 Kalehne, P., 86 Kalinowski, J., 200, 386 Kamel, M., 58 Kamhi, A., 122, 430 Kaminski, R. A., 398 Kampanaros, M., 51 Kang, C., 190 Kanter, C. E., 59 Kapur, S., 199 Karass, J., 158, 277 Karlin, I., 194 Karmali, I., 480 Katsovaskaia, I., 79–80 Katz, J., 352 Kawai, N., 27, 114 Kay, D., 55 Kehle, T., 122 Kell, C., 196, 198, 199 Kelly, E., 117, 140, 210, 213, 276 7/4/14 8:08 PM www.freebookslides.com Index Kelly, G., 340 Kelman, E., 322, 453, 463 Kenjo, M., 458 Kent, R., 109, 164, 175, 214, 480 Kerlinger, F., 146 Kettering, C., 217 Kidd, J. R., 57 Kidd, K. K., 57, 188, 437–438 Kielstra-Van der Schalk, C., 321 Kilgo, M., 391 Kim, D., 209 Kingdon-Ward, W., 435 Kinematics, 205 Kingston, M., 440, 467–468 Kirk, M., 54 Klein, J., 121 Klein, M., 383, 457 Kleinow, J., 124, 212 Kline, S., 414 Klingbell, G., 137, 138, 303 Kloth, S. A. M., 71, 73, 96, 98 Knapp, A., 414 Knipschild, M., 208 Knott, J., 125, 126, 193 Koch, M. A., 192 Koenisberger, R., 33 Kolk, H., 174, 178, 304 Kools, J., 111 Koushik, S., 424, 430 Kraaimaat, F., 71, 98, 121–122 Kraft, S. J., 56, 189, 190, 191, 200 Kramer, P., 188 Krause, M., 128 Kroll, R., 126, 192, 198, 199, 211 Kuhl, P., 163 Kully, D., 109, 229, 321, 390, 391, 425 Kummer, A., 323 Kuruvilla, K., 353 Kwiatkowski, J., 158 La belle indifférence, 484 LaBonte, R., 201–202 Lafaille, S., 192 Lan, J., 189, 190 Langevin, M., 3 20–321, 390, 417, 425 Language and language disorders, 253, 469–471 of animism and responsibility in analysis, 363 in childhood disorders, 469–472 in clinical data collection, 278 concomitant disorders and, 470–471 disfluency and, 472 disfluent speech in disordered, 469–470 Z02_YAIR7971_02_GE_IDX.INDD 533 natural recovery and, 104 onset and, 81–88 predictive factor in expressive, 290 research and studies on, 85–87 stuttering and, 123–124, 127–129, 470–471 Lanyon, R., 128, 338, 375, 388 Lapointe, L., 480 Laryngeal physiology, 208–209 Laryngeal reaction times (LRT), 118, 198, 208 LaSalle, L., 82, 115 Lass, N., 408 Lattermann, C., 460, 461 Law, J., 57 Lawless, K., 122 Leahy, M., 488 Learned behavior, 160 Learning orientations, 34 Leavitt, R., 51 Lee, H., 188 Lee, T., 204, 205, 310, 311 Lees, R., 73, 75, 469 Lehiste, I., 241–242 Leith, W., 74, 306, 429, 484, 485, 490 Lemert, E. M., 60 Lesch, M., 385 Leutenegger, R., 108, 125, 126, 482 Levelt, W., 173, 243 Levey, M., 149 Levin, I., 121, 122 Levy, D., 457 Lewis, B., 77, 79, 115, 163, 437 Lewis, C., 424, 460 Lewis, K., 28 Libido, 152 Lidcombe method or program, 294, 302, 424, 450–452, 460, 462 Light articulatory contacts, 374 Lilienfeld, S., 314 Liljeblad, S., 60, 164 Lincoln, M., 115, 386, 424, 430, 460 Lindberg, K., 50, 51 Linguistic structures, priming of, 179 Lingwall, J., 114 Linkage analysis, 189 Lipsey, M. W., 85 Listener and listener-based orientations, 33, 108–109 Listeners, desensitization to, 343–344 Lockett Davis, B., 81 Locus of control, 363 Loftus, N., 211 Logan, K., 119, 228, 242, 488 Lohr, F., 116, 125, 148, 239 533 Lokken, K. J., 241 Lombard sign or effect, 200, 385 Lomheim, H., 390 Long, E., 302 Long, N., 63 Longitudinal direct evidence, 96–102 Longitudinal indirect evidence, 95–96 Lopez, M. V., 481, 482 Loucks, T., 197, 198, 201–202, 205–206 Louko, L., 82, 83, 471 Louttit, C. M., 49, 51, 56–57 Lowinger, L., 153 LRT. See Laryngeal reaction times Lu, C., 198 Ludlow, C., 198, 199, 355 Lundstrom, C., 455, 459–460 Luschene, R., 157 Luterman, D., 347 MacCullough, M., 302 MacGregor, L., 489 MacKay, D., 177 Macklem, P., 208 MacPherson, M., 86, 210, 212 Madding, C. C., 59 Maes, E., 486 Magnetic Resonance Imaging (fMRI), 198 Maguin, E., 157 Maguire, G., 353, 354, 355, 363 Mahr, G., 74, 121–122, 484, 485 Mair, J., 382 Maisto, S., 336 Makuen, G., 79, 303 Malamud, W., 193 Malingering, 486 Mallard, A. R., 399, 426, 427 Malone, J., 62 Managed stuttering, 306, 308, 359–360, 388–390, 419 See also Identification; Modification Mangelsdorf, S., 149 Manning, W., 228, 247, 262, 305, 312, 317, 319, 347, 348, 390, 407 Månsson, H., 48, 53, 73, 75, 97, 98, 285 Marchinkoski, L., 315, 460 Market, K. E., 481 Marland, P., 201, 435 Martin, P., 469 Martin, R., 27, 161, 163, 239, 243, 314, 321, 375, 423, 437–438, 448 Martinkosky, S., 47 Martyn, M., 54, 95, 98 “Mary Maroney” book series, 414 Masking noise, 201–202 7/4/14 8:08 PM www.freebookslides.com 534 Index Mason, G., 63 Mass media, 391–392 Matthews, S., 454 Max, L., 125, 201, 204, 206, 209, 210, 212 Mazzocchi, E., 119 McAllister, J., 467–468 McCall, G., 118 McCauley, R., 122 McClean, M., 211–212 McDearmon, J., 163 McDevitt, S. C., 277 McFarlane, S., 97, 98 McKinnon, D., 49–50, 51 McLeod, S., 49–50, 51 McMicken, B., 378–380 McMillan, J., 321 McOsker, T., 122 MCSR. See Metronome conditioned speech retraining Measurement See Quantification and measurement Melnick, K., 454 Melrose, B., 398–399 Meltzer, A., 228, 236 Meltzoff, A., 120 Mendelkorn, T., 353 Menzies, R., 123 Merits-Patterson, R., 472 Metronome conditioned or pacing of speech, 381–383 Metronome conditioned speech retraining (MCSR), 382 Meyer, A., 173 Meyer, V., 382 Meyers, S. C., 281 Meyers Fosnot, S., 441 Mielke, P., 51 Miles, S., 314 Milisen, R., 72, 74 Millard, S., 454, 459–460 Millay, K., 131 Miller, J., 470 Mills, A. W., 47, 50 Millsapps, L., 126 Mims, H., 490 Models See Theories and models Modification in adult therapy, 364–368 behavioral, 167 cancellation or post-block, 365–366, 419 in-block, 366–367, 419 nature and objective of, 3 64–365 pre-block, 367 Z02_YAIR7971_02_GE_IDX.INDD 534 preschool-age therapy and environmental, 463 school-age therapy and, 419–420 summary of, 367–368 Modified Erickson Scale, 248, 249, 378 Modifying Phonation Intervals (MPI), 391–392 Moeyaert, E., 49, 51 Moglia, R., 391 Moleski, R., 333 Moll, K., 443 Møller, B., 441 Molt, L., 322 Montague, J. C., 481 Montgomery, B., 62 Moore, B., 323 Moore, W., 335 Moore, W. H., Jr., 126 Moreno, J., 340, 458 Morgenstern, J. J., 60 Morley, M. E., 85 Morris, H. L., 240 Morris-Yates, A., 187 Mortier, G., 467–468 Moskowitz, H., 153 Motor and motor perspectives as biological factor, 203–214 brainstem reflexes in, 205–206 in clinical data collection, 278 differences evidence, 207–210 motor learning theories in, 204–205 movement-related systems in, 203–204 multifactorial theory from, 210–213 for NFS and PWS, 203, 205–206 normally fluent speech at physiological level of, 24–25 practice conditions, 311–312 preschool-age therapy and pattern therapy of, 441–448 sensorimotor dysfunction, 206–207 of Smith, A., 211–213 summary of, 213–214 Movement-related systems, 203–204 Mowrer, D. E., 71 MPI. See Modifying Phonation Intervals Multicultural populations See Bilingual and multicultural populations Multifactorial theory, 140, 141, 210–213 Multiple-syllable word repetition, 110 Mundy, M., 423 Murdoch, B., 466 Murphy, A., 34, 153, 331, 435 Murphy, W., 416, 430 Muscular tension, reduction of, 333–336 Muthonome, 381 Myers, F., 240, 473, 474–475, 476, 477, 478 Mysak, E., 240 Nao, C., 335 Nass, R., 480 Natke, U., 128 Naturally fluent speech, 305, 401–402 Natural recovery criteria for, 94 developmental findings and implications for, 102 early intervention and, 438, 439 example testimony, 99–102 language and, 104 longitudinal direct evidence for, 96–102 longitudinal indirect evidence for, 95–96 OD and, 103–104 predictive factors, 103–104 retrospective evidence for, 95 SLD and, 103, 104 spontaneous compared to, 92, 94 statistical evidence for, 94–95 from stuttering, 92, 94–104 Naturalness, 239–240, 243, 378, 391 Nebes, R., 120 Neck movement, early childhood, 290 Neef, N., 201 Neely, M. M., 59 Negative assertion, 346 Negative practice, 341–342, 413 Neilsen, M., 209, 375 Nelson, R., 228 Nelson, S., 33 Neumann, K., 199, 460 Neurogenic stuttering, 147, 480–483, 491–492 Neurology and neurological perspectives, 192–200 Neurophysiology and neurophysiological factors, 183–184 Neuropsycholinguistic theory, 176–177 Newman, A., 388 Newman, D., 119 Newman, L., 316 Newman, P., 125 New Oxford American Dictionary, 19 7/4/14 8:08 PM www.freebookslides.com Index NFC. See Normally fluent children NFS. See Normally fluent speakers Nicholas, A., 453, 454, 463 Niermann, R., 97 Nilsen, K., 212 Ning, N., 198 Niño, C., 58 Nippold, M., 86, 124, 264, 429, 470 Nondirective therapy, 457–458 Normally fluent children (NFC), 21, 78 Normally fluent speakers (NFS), 21, 35, 203, 205–206 Nowack, W. J., 482 Ntourou, K., 85, 264 Nusbaum, E., 203 Nuzzolo-Gomez, R., 480 Nye, C., 314 OASES. See Overall Assessment of the Speaker’s Experience of Stuttering O’Beirne, G., 115 O’Brian, S., 123, 321 Observation, 135, 145 Occurrence patterns of stuttering, 125–127 OD. See Other disfluencies Offline analysis, 230–231 Ohde, R., 84 Ojemann, R., 194 Okalidou, A., 51 Okasha, A., 58 Olander, L., 210, 213 Olswang, L., 319, 320 Onset, 288 age in, 74–75, 289 case history and symptomatology at, 270–272 case history circumstances and time of, 268–270 childhood, 70–74 clinical and theoretical significance of, 69–70 cluttering, 474 disfluency and early, 77–79 early intervention client selection and, 440–441 emotional and physical health, 79–80 example case, 87–88 general issues and research methods, 70–73 intentional creation of, 71–72 international research on, 73–74 language and phonology in, 8 1–88 Z02_YAIR7971_02_GE_IDX.INDD 535 longitudinal direct evidence, time, and, 96 nature and mechanics of, 75–77 physical concomitants in early, 79 of psychogenic stuttering, 485 research and studies on, 70–74, 81–87 retrospective reports on, 72–73 study questions and discussion topics for, 105–106 sudden, 76–77, 484 suggested readings for, 106 summary of, 104–105 systematic research of, 73 traditional view of, 75–76 Onslow, M., 54, 77, 115, 119, 122, 123, 243, 294, 302, 307, 310, 321, 378, 386, 388, 424, 440, 450, 451, 452, 460 Ooki, S., 187 Operant behavior, 167–168 Operant conditioning, 160, 161, 448–452 Oral motor differences, 209–210 stage, 152 Organic orientations, 33 Organic theories, 183 Organized record, 221 Other disfluencies (OD), 27, 103–104, 112, 233–234, 252, 281–282 Otto, F., 64, 303 Overall Assessment of the Speaker’s Experience of Stuttering (OASES), 248–249 Overall speech rate, 240–241, 280–281 Overt speech characteristics, 30–31 Overt stuttering, 398, 402 Owens, R., 472 Oyler, M., 158 Ozawa, Y., 58 Packman, A., 54, 77, 122, 302, 378, 386, 440, 451, 460, 489 Paden, E., 79, 81, 82, 83, 84, 104 Palilalia, 480 Panelli, A., 97, 98 Paradoxical intention, 341 Parent-Child Groups program, 454 Parent-child interaction in conditioned anxiety response, 165 Helsingborg Hospital model for, 455–456 535 integrative and alternative strategies in, 455 Parent-Child Groups program in, 454 preschool-age therapy focusing on, 452–456 in psychoanalytic theory, 153 therapy nature and mechanics, 453–454 Parent-Child Interaction program, 453–454 Parent counseling in home and school environments, 405–408 indirect treatment involving, 437 interfering factors in, 408 parent conference and, 294–297 parent emotions in, 406–407 preventive and prescriptive, 455 stuttering information and, 405–406 Parents and parental report, 403 of awareness and emotional reactions, 277 in case history, 266–274 concluding conference with, 292–297 feedback example, 295–297 indirect treatment of psychotherapy for, 436 initial evaluation role of, 263 Lidcombe program and involvement of, 451 in school-age therapy, 420 Parker, C., 383 Parsimony, 143, 144 Part-word repetition (PW), 234, 252, 256, 257–259, 279, 284 Patel, R., 176 Paulus, W., 192 Pavlov, I., 160, 164 Pay, A., 434 Peers, school environment, 408–411 Pellowski, M. W., 80, 86, 277 Pena, E., 487 Peng, D., 196 People who stutter (PWS) brain research involving, 196 concomitant disorders for, 123 fluency compared to speaking freely for, 359 fluent speech of, 29–30 motor perspectives for, 203, 205–206 speaker’s perception for, 35 as stutterers, 21 syllable repetition in, 26–27 7/4/14 8:08 PM www.freebookslides.com 536 Index Percentage of stuttered syllables, 230, 233 Percentage of stuttered words, 230, 233 Percent time disfluent measure (PTD), 232 Perception, 201 Perkins, W., 35, 122, 140, 158, 175, 176, 302, 307, 372–373, 381, 383–384, 386 Personality and personality factors, 154, 156–159, 277 Peters, H. F. M., 209, 211, 375 Petri-Larmi, M., 353 Phallic-oedipal stage, 152 Phares, E., 332 Phenomena, 135–136 Phonology and phonological disorders, 81–85, 172, 175, 178–179, 278, 290 Phrase repetitions, 234, 252, 256, 257–259 Physical concomitants, 31, 79, 116–117, 123–124, 239–240 Physical health, 79–80 Physiology and physiological activity, 31, 183–184, 192, 198–199, 208–209 Pichon, E., 435 Pindzola, R. H., 241, 442 Pirsig, W., 303 Pitt, G., 466 Platzky, R., 120 Play therapy, 434–435, 457–458, 460, 462, 464 Pollard, R., 387 Pond, R., 86 Pool, K., 198 Pöppel, E., 352 Population identification, 21–22 See also Bilingual and multicultural populations Post-block modification, See Cancellation Postma, A., 174, 178, 304 Potent serotonin reuptake inhibitors, 353 Poulos, M. G., 80 Povel, D. J., 174 Power, stuttering management, 360 POWER20, 312–313 Practice, conditions of motor, 3 11–312 Pragmatic approach to therapy, 302–303 Prasad, N., 417 Preachy, E., 353 Z02_YAIR7971_02_GE_IDX.INDD 536 Precision fluency shaping, 373–375 Predictive factors and guidelines in case studies, 291–292 natural recovery, 103–104 primary, 288–289 in prognosis, 288 prognosis and past, 286–287 secondary and tertiary, 289–291 in stuttering theory criteria, 142, 144 Preibisch, C., 199 Preparatory sets, 367 Preschool-age children, assessment See also Evaluation, initial case history in, 266–274 clinical data analysis in, 278–281 clinical data collection for, 274–278 clinical data interpretation in, 281–284 initial evaluation challenges, objectives, and settings, 261–265 parent conference at conclusion of, 292–297 parent counseling and, 294–297 prognosis, making, 285–292 study questions and discussion topics, 298–299 stuttering severity, 271, 283 suggested reading on, 299 summary of, 297–298 Preschool-age children, stuttering therapy See also Speech or motor pattern therapy best practices, 462–463 clinical research on, 459–462 current therapies in, 441–459 early intervention current issues in, 438–441 emotionality focus in, 456–459 environmental modification and, 463 general considerations in, 433 historical overview, 434–438 history, 434–436 operant conditioning focus in, 448–452 parent-child interaction focus in, 452–456 speech or motor pattern focus in, 441–448 study questions, discussion topics, and suggested readings, 464 summary of, 463–464 Preschool Language Scale, 86 Pretto, A., 119 Preus, A., 47, 64, 74, 76, 473 Prevalence, 41, 46–47, 50–53, 61–64 See also Incidence and prevalence Pring, T., 454 Prins, D., 116, 119, 125, 128, 148, 161, 164, 239, 241, 245, 247, 353, 360 Proctor, A., 47, 50, 51, 56, 59 Professional training, 44–45 Prognosis, making in adult therapy, 328 past predictive guidelines in, 286–287 predictive factors in, 288 in preschool-age assessment, 285–292 in school-age therapy, 400–405 University of Illinois prediction criteria for, 287–292 Progressive relaxation, 335 Pseudostuttering, 341 Psyche, 152 Psychoanalysis, 330–332 Psychoanalytic theory, 152–154, 303 Psychobehavioral theories anticipatory-struggle hypothesis in, 169–170 behavioral conditioning in, 160–161 conditioned anxiety response within, 164–166 conflict theory within, 166–167 demands-capacities model in, 170–171 learned behavior in, 160 operant behavior within, 167–168 reactive avoidance behavior in, 161–164 summary of, 171 two-factor theory in, 168–169 Psychoemotional theories clinical implications of, 159 conversion reaction in, 153 evidence for, 155–156 personality disorders in, 154 personality factors in, 156–159 psychoanalytic theory within, 152–154 stuttering as psychoemotional disturbance in, 154–156 stuttering causation in, 151–152, 155 summary of, 159–160 weaknesses of, 159 Psychogenic stuttering, 147, 483–486, 491, 492 7/4/14 8:08 PM www.freebookslides.com Index Psycholinguistics and psycholinguistic theory covert-repair hypothesis in, 174 domain of, 172 fault line hypothesis in, 1 75–176 fluent speech and processes of, 173 interference conditions for, 177–178 linguistic structure priming and, 179 nature of, 171–172 neuropsycholinguistic theory in, 176–177 phonological encoding disorder and, 172, 175 research related to, 177–179 stuttering and phonologic complexity in, 178–179 stuttering factors in, 174 stuttering loci and, 177 summary of, 179–180 Psychology and psychological factors, 201 Psychopathogenic orientations, 33–34 Psychosexual stages, 152 Psychosocial orientations, 34 Psychotherapeutic play, 457–458 Psychotherapy, 329–333, 336, 436 PTD. See Percent time disfluent measure Public awareness, 46 Pullouts, 366, 419 Puppet test, 277 Purdue Stuttering Project, 212, 213 Purdy, S., 386 PW. See Part-word repetition PWS. See People who stutter Qualls, C., 61–62 Quantification and measurement, 22, 147–148 Quarrington, B., 128 Quesal, R., 36, 219, 248, 249, 317, 318, 322, 416, 430 Questioning, direct, 277 Quinn, P., 353 Race, 58, 59–60 Raczek, B., 208 Ramig, P., 414 Rantala, S., 353 Raphael, L., 474 Rastatter, M., 200, 386 Rate control, 302, 372–373 Rational-emotive therapy (RET), 332–333 Z02_YAIR7971_02_GE_IDX.INDD 537 Reactions to Selected Speaking Situations, 245 Reactive avoidance behavior, 161–164 Reactivity, 158 Reardon, N., 415 Reciprocal inhibition, 341 Recordings, of speech, 232–233 Records, M. A., 57, 188 Recovery data, 98 Reed, C., 437–438, 461, 472 Reed, V., 52 Reese, D., 490 Referral, 221, 251 Reich, A., 203 Reilly, S., 49, 54, 73, 75, 76, 80, 155, 158 Relapse prevention, 312–313 Relaxation, 333–338 Release therapy, 457 Remington, A., 54, 98 Repetition, 26–27, 110, 114–115 See also Part-word repetition, Word repetition, Phrase repetition Repetition rate, 280 Repetition units, 114–115, 280 Rescorla, L., 469 Research and studies See also Brain and brain research; Clinical research; specific research and studies antianxiety drug, 351–354 incidence and prevalence implications for, 43–44 incidence findings, 47–48, 53–55 international onset, 73–74 on language disorders, 85–87 of longitudinal direct evidence, 97–98 methods and methodology, 46–50, 55, 70–73 onset, 70–74, 81–87 on phonological disorders, 81–85 prevalence, current, 52–53 prevalence, early reports, 50–52 prevalence findings, 50–53 psycholinguistic theory and related, 177–179 retrospective, 72–73 on stretched speech effectiveness, 375 systematic onset, 73 Respiration, 203, 208 RET. See Rational-emotive therapy Retherford, K., 235 537 Retrospective evidence and reports, 72–73, 95 Reville, J., 415 Revisions, 234, 252, 256, 257–259 Rheinberger, M., 194 Rhythmic speech, 368, 370–372, 443–444 Riaz, N., 190 Ricciardelli, L., 375 Rice, K., 208 Rice, P., 244 Richardson, J., 318 Richardson, M., 334, 383 Richardson, W., 315 Richels, C., 190, 459–460 Rickard, H., 423 Ridenour, V., 61–62 Rieber, R., 122 Rijskijk, F., 54, 98 Riley, G., 22, 29, 103, 148, 158, 226, 228, 230, 238, 239–240, 278, 283, 286, 353, 363, 448, 450, 459–460, 463 Riley, J., 29, 148, 158, 363, 448, 459–460, 463, 470 Rind, E., 411 Rind, P., 411 Robb, M., 30, 115 Roberts, P., 228, 236, 306, 489, 490 Roberts, R., 119, 388 Robinson, F., 89 Robinson, T., 490 Rochon, E., 74, 210 Roe, C., 57, 163 Roelofs, A., 173 Rogers, C., 316, 457 Role play, 340–341 Rommel, D., 86, 97 Rosen, L., 383 Rosenberg, W. M. C., 313 Rosenthal, D., 54, 73, 95 Rosseel, M., 49, 51 Ross-Harold, B., 425 Rossiter, M., 489 Roth, C., 481, 484, 485 Rothbart, M. K., 158, 277 Rothbaum, B., 337, 338 Rousseau, I., 294, 451, 460 Roy, N., 338 Rubin, D., 120 Rue, S., 460 Runyan, C., 411, 424 Runyan, S., 411, 424 Rustin, L., 322, 396, 426, 453 Rutherford, B., 186 7/4/14 8:08 PM www.freebookslides.com 538 Index Ryan, B., 84, 85, 97, 98, 168, 229, 285, 376–377, 378, 379–380, 419, 423–424, 429, 439, 449 Sackett, D., 313, 315 Sackin, S., 386 Sadagopan, N., 86, 210 Sadoff, R., 331 Saint Cyr, J. A., 210 St. Louis, K., 138, 240, 3 47–348, 473, 474, 475, 476, 477 St. Onge, K., 147 Sakai, Y., 481, 482 Sampling unit selection, 234–235 Sander, E., 27, 108, 109, 115, 294, 463 Sandreiser, P., 128 Santos, R., 490 Sappok, C., 208 Sargent, A., 115 Sasisekaran, J., 205–206 Savelkoul, E., 315 Sawyer, J., 26, 104, 115, 228, 275 Saxon, K., 355 Sayers, B., 201 Scarbrough, H., 194 Schaefer, M., 63, 113 Schieve, L., 51, 59 Schindler, M. D., 47, 398–399 Schlanger, B. B., 63 Schmidt, R., 204, 205, 310, 311 School-age children, assessment See Adults and school-age children, assessment School-age children, stuttering therapy academic performance and, 398–399, 403 age factor in, 400 alternatives, 401–405 analysis and identification in, 417–418 awareness and, 396–397 clinical research, 429–430 defining goals in, 404–405 emotional reactions and, 396–397, 411–417 experimentation in, 412–413 family programs for, 426–428 fluency and, 401–402, 417–422 fluency-facilitating speaking skills in, 420–422 fluent speech conditioning programs, 423–426 generalization in, 422 group therapy, 428–429 Z02_YAIR7971_02_GE_IDX.INDD 538 home and school environments in, 399, 405–411 overt stuttering in, 398, 402 overview of, 395 parent involvement in, 420 prognosis and objectives for, 400–405 speech and stuttering modification in, 419–420 speech system in, 411–412 study questions and discussion topics, 431 stuttering explained in, 411–413 stuttering focus in, 417–422 suggested readings, 432 summary of, 430–431 treatment difficulty, 400–401 websites, 432 School environments and factors, 399, 405–411 Schopflocher, D., 305 Schubert, O., 64 Schuell, H., 5 7–58, 294, 436, 437 Schulte, K., 473, 475 Schwartz, H., 78, 79, 149, 209, 278, 375, 390 Schwartz, M., 63 Schwenk, K., 158 Science and scientific method, 1 35–140 Sclireler, B., 480 Scott, C., 124, 469 Scott, L., 411 Scott-Trautman, L., 219 SEA. See Self-Efficacy Scaling for Adolescents Who Stutter SEASAS. See Self-Efficacy Scale for Adult Stutterers Secondary or accessory characteristics, 116–117, 253, 270–271, 276 Seery, C., 62, 149, 174, 201–202, 218, 228, 242, 247, 277, 387, 389, 486 Seider, R., 63, 123 Selective serotonin reuptake inhibitors, 353 Self-congruence, 318 Self-Efficacy Scale for Adult Stutterers (SEASAS), 245, 247 Self-Efficacy Scaling for Adolescents Who Stutter (SEA), 220, 245, 247 Self-efficacy theory, 360 Self-monitoring, 310 Self-regulation, 158 Semantogenic theory, 162 Sensorimotor dysfunction, 206–207 Sermas, C., 154 Serotonin, 353 Severity, stuttering, 237–239, 253, 271, 283, 289, 354 Severity Rating Scale, 238–239 Shadowing, 202 Shaffer, L., 118 Shames, G., 167, 168, 386, 454 Shane, M., 201 Shaping group, 429 Shapiro, A., 118, 228, 231, 319 Sharpe, A., 480 Shearer, W., 63 Sheehan, J., 23, 54, 95, 98, 125, 151–152, 153, 154, 159, 160, 166–167, 303, 305, 306, 339, 340 Shenker, R., 306, 424, 489, 490 Sherman, D., 238 Sherrick, C., 167, 168 Shine, R., 442 Shipley, K., 97, 98 Shoemaker, D., 34, 117, 168, 337, 346 Shover, J., 61 Shriberg, L., 158 Shugart, Y., 190 Sidman, M., 157 Sieff, S., 472 Siegel, G., 161, 304 Siegel, R., 331 Sih, C., 470 Silverman, E., 62, 236, 259 Silverman, F., 62, 71, 72, 111, 125, 129, 237, 259, 334–335 Silverman, S., 82, 84, 86 Simulated real stuttering, 342, 343 Singing or sing-song, 130–131 Single-subject studies, 321–322 Single-syllable word repetition, 284 SIP. See Stuttering Intervention Program Sirotkina, M. M., 434–435 Situational rating protocols, 244–248 Skill maintenance, 312–313 Skinner, B. F., 160 SLD. See Stuttering like disfluencies Slow-stretched speech, 444–448 Smit, A., 316 Smith, A., 84, 86, 117, 118, 124, 140, 157, 208, 210, 211–213, 337, 413 Smith, M., 346 Smith, S., 192 Smits-Bandstra, S., 210, 311 Snidecor, J., 60, 164 Snow, D., 176 Snyder, M., 153 Social dynamics, 31 7/4/14 8:08 PM www.freebookslides.com Index Soderberg, G., 128 Sommer, M., 192, 196, 197 Song, L., 196 Sound prolongations, 280, 289 Sound repetition, See Part-word repetition Southern Illinois University Speech Situation Checklist, 244 Sparks, G., 131 Speaker’s perspective, 35 Speaking or speech rates, 1 18–119, 240–243, 253, 280–281 Speaking situation assessment tools, 244–245, 247–248 Speaking skills, 369–370, 373–374, 389–390, 420–422 Speech samples, 219, 226–229 Speech and speech characteristics See also Disfluency; Fluent speech advanced stuttering and other, 117–119 assessment and examinations or observations of, 226–243 atypical, 23–30 desensitization to stuttered, 341–343 disruption, 27–28, 109 easy, 412, 413 hard, 412, 413, 414 helpers, 411 initial evaluation and elicitation of, 264 nature and function of, 24 normal disfluency, perception, and production of, 26–27 rate, 118–119, 241–243, 253, 280–281 rhythmic, 368, 370–372, 443–444 school-age therapy and system of, 411–412 speaking rate in, 118–119 stuttering definition and, 28–29 voice in, 117–118 SpeechEasy, 381, 386–387 Speech Motor Training Program, 448 Speech naturalness, 239–240, 243, 378, 391 Speech observations and examinations disfluency or stuttering measures in, 229–234 disfluency reference data and, 236–237 physical concomitants in, 239–240 recordings and transcription in, 232–233 Z02_YAIR7971_02_GE_IDX.INDD 539 speaking rates in, 240–243 speech sample analysis procedures, 233–236 speech sample context, 226–227 speech sample size in, 228–229 stuttering severity and, 237–239 voice and other communication skills in, 243 Speech or motor pattern therapy Easy Speaking Voice, 442 preschool-age therapy focus on, 441–448 rhythmic speech, 443–444 SIP, 442 slow-stretched speech as, 444–448 University of Illinois programs for, 442–443 Speech sample and speech sample analysis clinical data collecting and, 274–276 context, 226–227 OD and SLD in, 233–234 sampling unit selection in, 234–235 size, 228–229 speech observation and procedures for, 233–236 syllable and word count rules in, 235–236 Spence, R., 396 Spiegler, K., 209 Spielberger, C., 157 Spontaneous recovery, 92, 94 See also Natural recovery Spriestersbach, D. C., 240, 244, 247 Ssikorski, J., 303 SSR. See Stutterers’ Self-Ratings ST. See Syllable-timed speech Stager, S., 131, 353 Starkweather, C. W., 24, 69, 170, 171, 209, 212, 232, 328, 439, 460, 462 Starr, C., 423 States, temperament and anxiety, 120–122, 157–158 Statistics and statistical evidence See specific topics Studies, See Research methods and methologies Steiner, V., 86 Steinmetz, H., 195 Stephanson-Opsal, D., 315, 460 Stern, E., 61 Stevens, T., 346 Still, A., 52, 115 Stocker, B., 450 539 Stocker Probe Technique, 450 Stone, R. E., 482 Stone-Goldman, J., 319 Straus, S., 315 Streit, H., 47, 50 Stretched speech, 372–375, 444–448 Striemer, D., 200 Stromsta, C., 103, 286 Stuart, A., 200, 386 Stuart, G. L., 320 Studies See Research and studies; specific studies Study questions See specific topics Sturm, J., 242 Stutterers, 21, 244 See also specific topics Stutterers’ Self-Ratings (SSR), 244 Stuttering See also Adults and school-age children, assessment; Advanced stuttering; Theories and models, stuttering; specific topics age and experience impacting, 107–108 anxiety increased by, 121–122, 336–337 assessment and severity of, 237–239, 253, 271 as atypical speech, 23–30 in bilingual and multicultural populations, 486–491 as complex disorder, 30–37 conditions that diminish, 129–131 conditions that increase, 131–132 DAF for ameliorating, 130, 131, 201–202 definition and nature of, 19–21, 137, 139–140, 141 developmental progression of, 89–92 disfluency compared to, 26–28, 108, 262–263 early intervention and factors in, 438–439 easy, 342 emotional characteristics caused by, 120 genetic factors in, 57, 184–191 language, language disorders, and, 123–124, 127–129, 470–471 loci, 127–129, 177 management, 306, 308, 359–360, 388–390, 419 natural recovery from, 92, 94–104 normally fluent speech and, 25 7/4/14 8:08 PM www.freebookslides.com 540 Index Stuttering (continued ) onset, See Onset overt, 398, 402 prediction, 285–292 as psychoemotional disturbance, 154–156 psychogenic, 147, 4 83–486, 491, 492 as psychological, 151 for scholars, 19 school-age therapy and explaining, 411–413 speech observations and measures of, 229–232 uses of term, 20 in vivo desensitization and openness towards, 339–340 variability, 105, 279 voluntary, 341–342 Stuttering, definition atypical speech in, 23, 28–29 complex disorder in, 23, 3 2–37 evaluation of clinical progress impacted by, 22–23 ideal, 36–37 incidence and prevalence, 48–49 nature of, 19–21, 137, 139–140, 141 population identification impacted by, 21–22 practical implications, 21–23 quantification and measurement impacted by, 22 as speech events and examples, 28–29 study questions, suggested reading, and websites on, 38–39 summary of, 37–38 useful, 21 variations in, 20 Stuttering Foundation, 317, 414–415, 418, 432 Stuttering Intervention Program (SIP), 442 Stuttering-like disfluencies (SLD), 27, 29, 72, 252 in clinical data analysis and interpretation, 279, 284 disfluency and, 112, 281–282 natural recovery and, 103, 104 predictive factor in trends of, 288, 289 in speech sample analysis, 2 33–234 syllable mean, 78 Stuttering Severity Instrument, 354 Stuttering therapy See also Adult therapy; Preschool-age children, Z02_YAIR7971_02_GE_IDX.INDD 540 stuttering therapy; School-age children, stuttering therapy adult therapy and history of, 328 classification types, 307–308 client-clinician relationship in, 316–319 clinical applications, 309–313 clinical research on, 319–322 EBP in, 313–316 ethics in, 322–325 general therapeutic approaches, 306–309 introduction to, 301 managed stuttering as, 308, 359–360, 388–390, 419 objectives of, 304–306 study questions and discussion topics, 326 suggested readings on, 326 summary of, 325–326 theoretical considerations, 301–304 Subramanian, A., 122, 185, 209 Subtypes, stuttering, 146–149 Suggested readings See specific topics Superego, 152 Superstition, 137–140 Support groups, 317 Suresh, R., 57, 103, 163, 189, 190 Susca, M., 219 Sutton, S., 202 Syllable counts, rules for, 235–236 Syllable mean, 78 Syllable repetition, 26–27 Syllable tapping, 370 Syllable-timed speech (ST), 371 Symptomatology, 270–272, 474–475 Systematic desensitization, 333, 336–338 Tact correction, 480 Tailleau, C., 480 Talking time, 426–427, 453 Talk Time, 426–427 Tani, T., 481, 482 Tasko, S., 136 Tatarelli, R., 187 Taylor, G., 73, 77, 79 Taylor, I., 115 Taylor, M., 115 Teachers, 408–411 Teasing, 415–416 Temperament, 80, 157–159, 277 Temple, L., 489 Tense pause, 257–259 Teshima, S., 321 Testing and testability, 91, 143–146, 248, 249 Theodoros, D., 466 Theories and models, 135–136, 145–146 Theories and models, stuttering See also Psychobehavioral theories; Psychoemotional theories; Psycholinguistics and psycholinguistic theory; specific theories and models analyzing, 137 causal factor categorization in, 141–142 cerebral dominance, 192–193 consistent and explanatory, 144 criteria for strong, 142–144 defective audition, 200–202 DIVA, 136, 206–207 elegance and parsimony in, 143, 144 exhaustive and exclusive factors in, 142–143, 144 flexibility and testing in, 143, 144, 145–146 in history, 137–138 incidence and prevalence implications for, 43–44 integrated framework needed for, 140–142 limitations of, 138, 140 motor learning, 204–205 multifactorial, 140, 141, 210–213 onset significance in, 69–70 organic, 183 science, superstition, and, 137–140 scientific method in, 135, 136–137 study questions and discussion topics, 150, 180–181 stuttering defined in, 137, 139–140, 141 stuttering therapy and, 301–304 subtypes in, 146–149 suggested readings, 150, 181 summary of, 149–150, 180 validity and predictive factors in, 142, 144 Therapy, objectives, 305–306, 359 See also specific therapies Theys, C., 482 Thomas, C., 322 Thordardottir, E., 469 Throneburg, R., 26, 82, 83, 103, 112, 114, 163, 174, 178, 179, 276, 278, 280, 437 Till, J., 203 7/4/14 8:08 PM www.freebookslides.com Index Time and time frame, 208, 232, 371 case history and onset, 2 68–270 CWS testing, 91 disfluency duration and, 113–115 for incidence and prevalence, 42–43 longitudinal direct evidence, onset, and, 96 as predictive factor, 288 for retrospective reports, 72–73 in testing theories and models, 146 Time-out therapy, 378–380 Token reinforcement, 376 Tomaiuoli, D., 458, 459–460 Tomblin, J., 240 Toomey, G., 157 Torosian, T., 121–122 Tosi, D., 333 Tourette, Gilles de la, 481 Tourette’s syndrome (TS), 481, 492 Tourville, J., 202 Toyoda, B., 58 Traditional approach -Van Riper, 359–360 Trait anxiety, 120–122, 157 Tran, Y., 47, 52, 56, 120 Transcription, of speech, 232–233 Transfer, 312, 379, 391 Trautman, L., 124 Travis, L., 61, 136, 153, 192, 1 93–194, 306, 435 Treat, T. A., 320 Treatment See also specific topics implementation, 310–312 objectives, 309, 400–401 Tremor, 117 Triden, K., 239 Trotter, W., 125, 385 TS. See Tourette’s syndrome Tsao, Y.-C., 242 Tucker, G., 486 Tudor, M., 71 Turner, J., 323 Tuthill, C., 164 Twin studies, 186–187 Two-factor theory, 168–169 Tyre, T., 336, 338 Ujihira, A., 60 Unconditional positive regard, 318–319 Unison reading, 130, 139, 176, 386–387, 485 University of Illinois, 97–98, 188–189, 287–292, 442–443 Z02_YAIR7971_02_GE_IDX.INDD 541 University of Illinois prediction criteria, 287–292 Ushijima, T., 118, 208, 211, 212 Validity, 142, 144 van Ark, M., 128 van Beijsterveldt, C. E. M., 187 Van Borsel, J., 49, 51, 56, 57, 64, 355, 480, 481, 486, 488 Van Cauweberge, P., 480 Van Dam-Baggen, R., 121–122 Van de Heyning, P., 121 Van den Bergh, B., 80, 158 van Doorn, J., 119 Van Lierde, K., 480 van Lieshout, P. H., 209 Van Riper, C., 27, 33, 76, 81, 89–90, 92, 93, 108, 111, 117, 148, 194, 282, 286, 302, 306, 308, 319, 327, 334, 335, 337, 339, 340, 348, 359–362, 367, 383, 385, 401, 402, 414, 416, 419, 420, 425, 443, 449, 456 Vanryckeghem, M., 121–122, 248, 396, 399, 481 van Vuuren, S., 392 Van Wieringen, A., 482 Variability, 148 Vasic, N., 122 Venkatagiri, H., 359 Video self-modeling (VSM), 313 Viswanath, N., 188 Vlasova, N. A., 435 Vocal physiology differences, 208–209 Voice, 117–118, 131, 243, 253 Voice onset time, 118, 209 Voluntary stuttering, 341–342 von Sarbo, A., 50, 51 VSM. See Video self-modeling Wada Test, 193 Wade, W. A., 320 Wagovitch, S., 81, 84 Wakaba, Y., 458, 459–460 Walden, T., 158, 159 Walker, V., 119 Wallach, G., 472 Wallin, J., 47, 51 Walnut, F., 156 Walsh, B., 86, 210, 212, 213 Waltzman, S., 466 Ward, D., 118, 196, 228, 400 Warner, A., 243 Watkin, L., 208 Watkins, K., 192, 196, 197, 198, 200, 203 541 Watkins, R., 81, 86, 104, 149, 171, 174, 269, 290 Watson, B., 59, 192, 198, 208, 323, 489 Watzl, I., 51 Weber, C., 157 Weber-Fox, C., 124, 212 Websites See specific topics Webster, L. M., 331 Webster, R., 117, 208, 373–374, 381, 419 Webster, W. G., 80, 210 Weinstein, N., 319, 486–487 Weismer, E., 469 Weismer, G., 242 Weiss, A., 315 Weiss, D., 473 Wendahl, R., 30 Wertz, H., 157 West, R., 33, 79, 184, 203 West, T. A., 120 Wetzler, S., 120 White, A., 21 White, E., 236, 257, 258 White House Conference on Child Health and Protection, 51, 52 White noise, 383–384 Whole-word repetitions, 234, 252, 256, 257–259 Wijnen, F., 122 Wikipedia, 330 Wilding, J., 228, 236 Willeford, J., 51 Williams, D., 109, 111, 125, 129, 164, 194, 208, 225, 307, 360–361, 363, 396, 398–399, 401, 408, 411, 412, 420 Williams, R., 61, 74, 75, 98, 386, 454 Williams, S., 201 Willoughby Personality Schedule (WPS), 157 Windsor, J., 469 Wingate, M., 23–24, 26, 28–29, 94, 98, 113, 126, 128, 138, 156–157, 163, 175, 176, 201, 209, 238, 303, 314, 368, 370, 381 Winkelman, N., 352 Winkler, R., 376 Wischner, G., 69, 125, 164, 165, 166, 167 Within-word disfluency, 110–111, 237 Wittke-Thompson, J., 58, 190 Wolk, L., 81, 82, 83, 84, 179, 278 Wolpe, J., 336, 337, 341 Woodford, L., 441 Woods, C., 376 7/4/14 8:08 PM www.freebookslides.com 542 Index Woods, D., 208 Woods, L., 398–399 Word counts, rules for, 2 35–236 Word-final disfluency, 467–569 Word repetition monosyllabic, 29, 111, 113 PW, 234, 252, 256, 2 57–259, 279, 284 single-syllable, 284 whole, 234, 252, 256, 2 57–259 Words stuttered, percentage of, 230, 233 World Health Organization, 35 WPS. See Willoughby Personality Schedule Wu, J., 352 Wuyts, F., 121 Wyatt, G. L., 454 Z02_YAIR7971_02_GE_IDX.INDD 542 Xiong, J., 198 Yairi, E., 22, 26–27, 29–30, 35, 45–47, 49–52, 55–58, 60, 64, 70, 72–80, 82–84, 86–88, 94, 97, 98, 103–104, 109, 111–115, 120, 122, 1 48–149, 151, 155, 163, 171, 185–186, 188–190, 192, 200, 202, 209, 213, 218, 228–229, 236–238, 257, 262, 264, 269, 274–278, 280, 281, 282, 283, 284, 285, 287, 303, 307, 308, 341, 370, 389, 395, 396, 401, 402, 405, 408, 437, 439, 440, 443, 447, 459–460, 480 Yaruss, J. S., 36, 82, 83, 219, 241, 248, 249, 275, 322, 328, 334, 416, 430 Yeudall, L., 305 Young, E., 435 Young, M., 26, 108, 113, 237 Yu, B., 355 Zamarripa, F., 199 Zebrowski, P., 78, 114–115, 237, 280, 315, 460 Zelaznik, H. N., 210, 212 Zhu, G., 54 Ziegler, W., 481 Zimmer, C., 236, 259 Zimmerman, I., 86, 119 Zimmermann, G., 30, 60, 164, 205, 206, 209, 211, 311 7/4/14 8:08 PM www.freebookslides.com Z02_YAIR7971_02_GE_IDX.INDD 543 7/4/14 8:08 PM www.freebookslides.com Z02_YAIR7971_02_GE_IDX.INDD 544 7/4/14 8:08 PM ... Designs and Patents Act 1988 Authorized adaptation from the United States edition, entitled Stuttering: Foundations and Clinical Applications, 2nd edition, ISBN 978-0-133-35204-7, by Ehud Yairi and. . .Stuttering Foundations and Clinical Applications Second? ?Edition GLOBAL EDITION Ehud Yairi University of Illinois at Urbana-Champaign; Tel... Publishing Administrator and Business Analyst, Global Edition: Shokhi Shah Khandelwal Acquisitions Editor, Global Edition: Vrinda Malik Assitant Project Editor, Global Edition: Sinjita Basu Senior