Stuttering Intervention : A Collaborative Journey to Fluency Freedom

, by Shapiro, David Allen

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ISBN: 9780890797402 | 0890797404
Cover: Hardcover
Copyright: 8/1/1998

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Supplemental Materials

Foreword

xvii

(2)

Preface

xix

(4)

Acknowledgments

xxiii

Unit I Stuttering in Relief: A Foundation for Intervention

(116)

Chapter 1 The Nexus of Stuttering: An Introduction

(30)

The Face of Stuttering

(1)

About This Book

(2)

Definitions

(9)

Fluency

(2)

Disfluency Vs. Dysfluency

(1)

Stuttering

(5)

Other Terms

(1)

More Than Just Terminology

(12)

Stutterer Vs. Stuttering

(1)

Categorical Vs. Noncategorical Behaviors

(1)

Fluency Facilitating Controls Vs. Tricks

(4)

Negative Stereotypes, Bias, and Misinformation: Implications for the Clinician

(4)

The Impact of Stuttering

(3)

Chapter Summary and Discussion

(2)

Chapter 1 Study Questions

(3)

Chapter 2 The Onset, Development, and Nature of Stuttering

(26)

Knowledge and Assumptions Ground Understanding

(1)

The Onset and Development of Stuttering

(11)

Bluemel

(1)

Froeschels

(1)

Van Riper

(5)

Bloodstein

(2)

Summary and Extention -- Onset and Development of Stuttering

(2)

The Nature of Stuttering

(7)

Types of Disfluency

(1)

Symptoms, Prevalence, and Incidence

(3)

Differences Between People Who Stutter and Those Who Do Not

(2)

Variability and Predictability of Stuttering

(1)

Treatment

(1)

Summary--Nature of Stuttering

(1)

Chapter Summary

(3)

Chapter 2 Study Questions

(2)

Chapter 3 Etiology and Treatment of Stuttering: Past and Present

(38)

History of Stuttering: The Past

(10)

"If You Stutter, You're Not Alone"

(1)

Stuttering in Egyptian Hieroglyphics

(2)

Stuttering in the Bible

(1)

Stuttering in Professional Literature

(5)

Summary--History of Stuttering

(1)

Etiology of Stuttering: The Present

(16)

Etiology Defined: Three Ps

(3)

Theoretical Explanations

(9)

Summary and Synthesis-Etiology of Stuttering and Theoretical Explanations

(4)

A Personal Postscript on Theory

(5)

Chapter Summary

(2)

Chapter 3 Study Questions

(3)

Chapter 4 Other Fluency Disorders

(22)

Cluttering

(2)

Neurogenic Disfluency

(9)

Stroke

104

(1)

Head Trauma

104

(1)

Extrapyramidal Diseases

105

(1)

Dementia and Tumors

106

(1)

Drug Usage

106

(1)

AIDS

106

(1)

Other

107

(1)

Psychogenic Disfluency

108

(1)

Malingering

109

(1)

Adductor Spasmodic (i.e., Spastic) Dysphonia

110

(1)

Acquired Disfluency Following Laryngectomy

110

(1)

Tourette Syndrome

111

(2)

Linguistic Disfluency

113

(1)

Normal Developmental Disfluency

114

(1)

Other Forms of Disfluency

115

(1)

Disfluency in Manual Communication

115

(1)

Disfluency During the Playing of a Wind Instrument

115

(1)

Chapter Summary

116

(1)

Chapter 4 Study Questions

116

(2)

Unit II Central and Guiding Intervention Assumptions

118

(96)

Chapter 5 Personal Constructs and Family Systems: Intrafamily Considerations

118

(36)

Personal Construct Theory

120

(5)

Personal Constructs Defined

120

(1)

Personal Constructs Applied to Intervention

120

(3)

Case Example

123

(1)

Summary and Extension-Personal Construct Theory

124

(1)

Family Systems Theory

125

(25)

A Paradigm Shift

125

(2)

Family Based Treatment-Families and Professionals as Partners

127

(1)

Family Based Treatment-Modeling Characteristics of Optimal Families

128

(1)

Family Based Treatment-Modeling Characterstics of Successful Families

129

(1)

Family Based Treatment and Heightened Effectiveness

130

(2)

Family Based Treatment and Fluency Disorders

132

(2)

Family Diversity

134

(1)

Family Characterstics

134

(4)

Family Interactions

138

(4)

Family Functions

142

(3)

Family Life Cycle

145

(4)

Summary-Family Based Treatment

149

(1)

Chapter Summary

150

(1)

Chapter 5 Study Questions

151

(3)

Chapter 6 Interdisciplinary Teaming and Multicultural Awareness: Extrafamily Considerations

154

(26)

Interdisciplinary Practice

155

(8)

Interdisciplinary Practice Defined

156

(1)

Case Example

157

(1)

Background and Justification for Interdisciplinary Teaming

158

(1)

Models of Team Practice

159

(1)

Conceptual Foundation and Necessary Competencies for Interdisciplinary Practice

160

(3)

Summary-Interdisciplinary Practice

163

(1)

Multicultural Awareness

163

(12)

A Context for Multicultural Appreciation

163

(3)

Background Related to Multicultural Awareness

166

(2)

Multicultural Considerations in Research on Stuttering

168

(1)

Multicultural Considerations in Intervention

169

(3)

Cultural Sensitivity and the Clinical Process

172

(3)

Summary-Multicultural Awareness

175

(1)

Chapter Summary

175

(2)

Chapter 6 Study Questions

177

(3)

Chapter 7 Stuttering Modification and Fluency Shaping: Psychotherapeutic Considerations

180

(34)

General Definitions

182

(2)

Stuttering Modification

182

(1)

Fluency Shaping

183

(1)

Significant Differences

184

(4)

Premise

184

(1)

Behavioral Treatment Goals

184

(2)

Affective Treatment Goals

186

(1)

Treatment Procedures

187

(1)

Treatment Structure

188

(1)

Advantages and Disadvantages

188

(1)

Stuttering Modification

188

(1)

Fluency Shaping

189

(1)

Differential Diagnostic Indicators for Treatment Design

189

(3)

Stuttering Modification

190

(1)

Fluency Shaping

191

(1)

Combined Stuttering Modification and Fluency Shaping Approaches

192

(1)

Exemplar Treatments

192

(17)

Stuttering Modification

193

(10)

Fluency Shaping

203

(6)

Chapter Summary

209

(2)

Chapter 7 Study Questions

211

(3)

Unit III Assessment and Treatment Strategies with People Who Stutter: A Life Span Perspective

214

(234)

Chapter 8 Preschool Children: Assessment and Treatment

214

(76)

General Precepts About Preschool Children

217

(1)

Preassessment Procedures

218

(5)

Case History Form

218

(1)

Audio- or Videotape Recording

218

(5)

A Preliminary Phone Call

223

(1)

Assessment Procedures

223

(13)

General Considerations

223

(1)

Parent Interview

224

(3)

Parent-Child Interaction

227

(2)

Child-Clinician Interaction

229

(6)

Trial Management

235

(1)

Post-Assessment Procedures

236

(26)

Normal Disfluency and Incipient Stuttering

236

(3)

Speech Analysis

239

(18)

Diagnosis

257

(1)

Prognosis and Recommendations

258

(1)

Post-Assessment Parent Interview

259

(3)

Treatment

262

(18)

Parent Intervention

263

(9)

Direct Intervention

272

(8)

Clinical Portrait: Amy Stiles

280

(5)

Selected Background Information

280

(1)

Abbreviated Speech-Language Analysis

280

(1)

Recommendations

281

(1)

Follow-Up

281

(1)

Treatment Snapshot

281

(2)

Follow-Up and Epilogue

283

(1)

Central and Guiding Intervention Assumptions

284

(1)

Chapter Summary

285

(2)

Chapter 8 Study Questions

287

(3)

Chapter 9 School-Age Children Who Stutter: Assessment and Treatment

290

(74)

General Precepts About School-Age Children Who Stutter

294

(1)

Preassessment Procedures

295

(1)

Assessment Procedures

296

(11)

General Considerations

296

(1)

Parent Interview

296

(1)

Teacher Interview

297

(1)

Child Interview

298

(7)

Trial Management

305

(2)

Post-Assessment Procedures

307

(5)

Speech Analysis

308

(1)

Diagnosis

309

(1)

Prognosis and Recommendations

310

(1)

Post-Assessment Interview with the Parent, Teacher, and Other Participants

311

(1)

Treatment

312

(28)

Goals

312

(1)

Objectives

312

(1)

Rationale

312

(3)

Procedures

315

(25)

Working with School-Age Children Who Stutter and Have Concomitant Language or Phonological Impairment

340

(4)

Concomitant Disorders

340

(1)

Effects of Concomitant Disorders

340

(1)

To Treat or Not To Treat?

341

(1)

If Yes, Where Do I Begin?

341

(1)

Sequential Vs. Concurrent Intervention

342

(1)

Blended Intervention Approaches

343

(1)

General Principles

343

(1)

Working with Parents

344

(4)

Access to Parents

344

(1)

Respecting the Primary Role of Parents

345

(1)

Meeting Parents' Needs

346

(2)

Working with Teachers and Other School Personnel

348

(7)

Build Rapport and Establish Colleagueship with Teachers

348

(1)

Banish Elitism-All Colleagues in Education Are Equal

349

(2)

Provide Teachers with Strategies To Facilitate Fluency in the Classroom

351

(4)

Clinical Portrait: Thomas Wells

355

(4)

Selected Background Information

355

(1)

Abbreviated Speech-Language Analysis

355

(1)

Recommendations and Objectives

356

(1)

Treatment Snapshot

356

(2)

Follow-Up and Epilogue

358

(1)

Central and Guiding Intervention Assumptions

358

(1)

Chapter Summary

359

(3)

Chapter 9 Study Questions

362

(2)

Chapter 10 Adolescents, Adults, and Senior Adults Who Stutter: Assessment and Treatment

364

(84)

General Precepts About Adolescents, Adults, and Senior Adults Who Stutter

367

(8)

Precepts Common Across These Three Groups

368

(1)

Precepts About Adolescents

368

(2)

Precepts About Adults

370

(1)

Precepts About Senior Adults

371

(4)

Preassessment Procedures

375

(7)

Case History Form, Audio-or Videotape Recording, Preliminary Phone Call

375

(1)

Preassessment Conference

376

(6)

Assessment Procedures

382

(12)

General Considerations

382

(1)

Client and Family Interview

383

(9)

Trial Management

392

(2)

Post-Assessment Procedures

394

(13)

Speech Analysis

395

(2)

Diagnosis

397

(1)

Prognosis and Recommendations

397

(8)

Post-Assessment Interview

405

(2)

Treatment

407

(27)

Goals

407

(1)

Objectives

407

(1)

Rationale

408

(2)

Procedures

410

(24)

Clinical Portrait: Bill Rice

434

(8)

Selected Background Information

434

(1)

Abbreviated Speech-Language Analysis

434

(1)

Trial Management

435

(1)

Recommendations, Goals, and Objectives

436

(2)

Treatment Snapshot

438

(2)

Follow-Up and Epilogue

440

(1)

Central and Guiding Intervention Assumptions

441

(1)

Chapter Summary

442

(3)

Chapter 10 Study Questions

445

(3)

Unit IV The Clinician: A Paragon of Change

448

(65)

Chapter 11 The Clinician and the Client-Clinician Relationship

448

(26)

Importance of Clinicians to the Change Process

450

(2)

Interpersonal Factors of Effective Clinicians

452

(8)

Clinician Behaviors

452

(1)

Clinician Attributes and Manner of Interaction

452

(8)

Clinician Language

460

(1)

Intrapersonal Factors of Effective Clinicians

460

(8)

Clinician Thoughts, Feelings, and Beliefs

460

(4)

Clinician Needs

464

(2)

Clinician Satisfaction and Rewards

466

(2)

The Clinician as Guardian Angel

468

(2)

Chapter Summary

470

(2)

Chapter 11 Study Questions

472

(2)

Chapter 12 Professional Preparation and Lifelong Learning: The Making of a Clinician

474

(39)

Professional Preparation of Clinicians Who Work with People Who Stutter

476

(29)

Academic Process

477

(3)

Clinical Process

480

(7)

Supervisory Process

487

(18)

Maintenance of Professional Competence

505

(5)

Knowing and Internalizing the Desire To Learn

505

(2)

Learning as a Lifelong Process

507

(1)

Maintaining Parallels: Different Trees, Same Forest

508

(2)

Chapter Summary

510

(2)

Chapter 12 Study Questions

512

(1)

Appendixes

513

(36)

Appendix A-Reprinted Publications

513

(28)

Appendix A. 1. Clinical Supervision in Speech-Language Pathology and Audiology (ASHA, 1985)

514

(6)

Appendix A.2. Code of Ethics (ASHA, 1994a)

520

(4)

Appendix A.3. Guidelines for Practice in Stuttering Treatment (ASHA, 1995)

524

(12)

Appendix A.4. Scope of Practice in Speech Language Pathology (ASHA, 1996b)

536

(5)

Appendix B-Resources: Materials and Organizations

541

(8)

References

549

(24)

Author Index

573

(4)

Subject Index

577

(14)

About the Author

591

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Stuttering Intervention : A Collaborative Journey to Fluency Freedom

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Stuttering Intervention : A Collaborative Journey to Fluency Freedom

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