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Author:   Ehud Yairi ,  Carol H. Seery
Publisher:   Plural Publishing Inc
Imprint:   Plural Publishing Inc
Edition:   3rd New edition
ISBN:  

9781635503555

ISBN 10:   1635503558
Pages:   465
Publication Date:   23 December 2021
Audience:   College/higher education ,  Adult education ,  Postgraduate, Research & Scholarly ,  Further / Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Part I. Nature of Stuttering Chapter 1. What Is Stuttering? Defining Stuttering: Bases and Aims Why is the Definition Important? Practical Implications Population Identification Quantification and Measurement Clinical Decisions What to Define: Atypical (Abnormal) Speech or Complex Disorder? Stuttering as Atypical Speech Normally Fluent Speech Production Normal Disfluency or Instances of Stuttering? Speech-Oriented Definitions Examples of Stuttering Denoting Speech Events Fluent Speech of People Who Stutter Stuttering as a Complex Disorder Multidimensional Characteristics of the Stuttering Disorder Disorder-Oriented Definitions Examples of Stuttering Denoting Complex Disorder Other Views Our Point of View Summary Study Questions and Discussion Topics Websites Suggested Readings Chapter 2. Who and How Many Stutter? Incidence and Prevalence Interpretation of Incidence and Prevalence Data The Significance of Incidence and Prevalence Implications for Research and Theory Implications for Professional Training Implications for Clinical Service Delivery Implications for Public Awareness and Funding Research Methodology for Incidence and Prevalence Approaches to Prevalence Research Approaches to Incidence Research Defining Stuttering Selecting Informants Prevalence: Findings Early Investigations Later Research Incidence: Findings Biological Factors in Stuttering Incidence and Prevalence Familiality Age Gender Geography, Race, and Culture Geography Race Culture Bilingualism Prevalence in Clinical Subpopulations Hearing Impairment Cleft Palate Cognitive Impairment Other Groups Summary Study Questions and Discussion Topics Websites Suggested Readings Chapter 3. When and How Does Stuttering Begin? How Does It Develop? Theoretical and Clinical Significance Onset General Issues and Research Methods Studies Concerning Onset When Does Stuttering Begin? How Does Stuttering Begin? Features of Early Stuttering Emotional and Physical Health Phonology and Language Development Historical Perspectives on Developmental Progression Differential Developmental Progressions Natural Recovery The Statistical Evidence Retrospective Evidence Indirect Longitudinal Evidence Direct Longitudinal Evidence Implications of Developmental Findings Predictive Factors Summary Onset Development Study Questions and Discussion Topics Suggested Readings Chapter 4. Where Does Stuttering End? What Are Its Advanced Characteristics? Advanced Stuttering Speech Disfluency Types of Disfluency Major Disfluency Classes Dimensions of Disfluency Physical Concomitants Other Speech Characteristics Voice Speaking Rate Emotional Characteristics and Cognition Emotional Reactions Cognition Concomitant Disorders The Dynamics of Advanced Stuttering Patterns of Occurrence Loci of Stuttering Conditions That Diminish Stuttering Conditions That Increase Stuttering Summary Study Questions and Discussion Topics Suggested Readings Part II. Explanations of Stuttering Chapter 5. Why Do People Stutter? Evaluating Theories and Models Theories and Models How to Analyze a Stuttering Theory Science, Superstition, and Stories About Stuttering The Need for an Integrated Framework Criteria for Strong Theories and Models Testing Theories and Models Are There Stuttering Subtypes? Summary Study Questions and Discussion Topics Suggested Readings Chapter 6. Is Stuttering Psychological? Theories and Investigations Is Stuttering Psychological? Psychoemotional Theories Psychoanalytic Theory Alternative Views of Psychoemotional Disturbance Personality Factors in Stuttering Summary of Psychoemotional Theories Psychobehavioral Theories Stuttering as a Reactive Avoidance Behavior Stuttering as a Conditioned Anxiety Response Stuttering as an Operant Behavior Two-Factor Theory of Stuttering The Demands-Capacities Model Summary of Psychobehavioral Theories Psycholinguistic Theories Psycholinguistic Processes Resulting in Fluent Speech Psycholinguistic Factors in Stuttering A Theory of Covert-Repair? The Fault Line Hypothesis Related Areas of Research Summary of Psycholinguistic Theories Summary Study Questions and Discussion Topics Suggested Readings Chapter 7. Is Stuttering Biological? Theories and Investigations Introduction Genetic Perspectives Familial Incidence Twin Studies Family Aggregation Biological Genetics Neurological Perspectives Cerebral Hemispheric Dominance The Modern Era of Brain and Other Neurological Research Summary of Neurological Perspectives Auditory Perspectives The Role of Audition Summary of Auditory Perspectives Physiological and Motor Perspectives Motor Learning Theories of Stuttering Brainstem Reflexes: A Disorder of Movement Sensorimotor Dysfunction Multifactorial Theory from a Motor Perspective Evidence of Motor Differences Summary of Physiological and Motor Perspectives Summary Study Questions and Discussion Topics Suggested Readings Part III. Clinical Management of Stuttering Chapter 8. Assessment of Adults and School-Age Children General Considerations Assessment of Stuttering Special Considerations for School-Age Children Assessment Objectives Background and Case History Observations and Examinations: Speech Speech Sample Context Speech Sample Size Measures of Stuttering or Disfluency Speech Recordings and Transcription Procedures for Speech Sample Analysis Disfluency Reference Data Severity of Stuttered Speech Physical Concomitant Speaking Rates Voice and Other Communication Skills Affective and Cognitive Domains Situational Rating Protocols Attitude Rating Scales Interpretations and Treatment Recommendations Diagnosis Treatment Recommendations The Diagnostic Report Summary Study Questions and Discussion Topics Suggested Readings Chapter 9. Assessment of Preschool-Age Children Challenges, Objectives, and Settings for the Initial Evaluation Stuttering versus Normal Disfluency: A Diagnostic Challenge Other Key Diagnostic Issues Objectives of the Initial Evaluation Setting and Preparation The Case History Case History Form: Preschool Children Collecting Clinical Data Obtaining Speech Samples Other Related Assessments Analyzing Clinical Data Disfluency Frequency and Types Disfluency Length Speech Rate Interpreting Clinical Data Disfluency Status Stuttering Severity Borderline Cases Making Prognosis The Illinois Prediction Criteria Concluding Parent Conference Diagnosis, Prognosis, and Recommendations Parent Counseling Summary Study Questions and Discussion Topics Suggested Readings Chapter 10. Stuttering Therapy Overview: Issues and Directions Introduction Theoretical Considerations The Objectives of Therapy Increased Fluency Managed Stuttering Improved Cognitive-Emotional Adjustment General Therapeutic Approaches The Client-Clinician Relationship Empathy Self-Congruence Unconditional Positive Regard Clinical Applications Developing Appropriate Treatment Objectives Individual Versus Group Therapy Sessions Implementing Treatment Skill Maintenance and Prevention of Relapse Evidence-Based Practice A Case Study to Illustrate the Steps in EBP Clinical Research Evaluating Efficacy Group Studies Single-Subject Studies Issues Regarding Clinical Efficacy Ethics Questions Concerning Ethics Summary Study Questions and Discussion Topics Suggested Readings Chapter 11. Therapy for Adults: Focus on Emotional Reactions Adults Who Stutter Treatments Psychotherapy and Relaxation Psychoanalysis Rational-Emotive Therapy Relaxation Summary of Psychotherapy and Relaxation Desensitization Systematic Desensitization Desensitization in Vivo Desensitization to Stuttered Speech Desensitization to Listeners Summary of Desensitization Mindfulness Therapy; Acceptance and Commitment Therapy Assertiveness Training and Group Therapy Assertiveness Training Group Therapy Summary of Assertiveness Training and Group Therapy Antianxiety Drugs Why Drugs? Drugs for What? Studies of Pharmaceutical Treatments for Stuttering Summary of Antianxiety Drugs Summary Study Questions and Discussion Topics Websites Suggested Readings Chapter 12. Therapy for Adults: Focus on Stuttering and Fluency Introduction Identification Rationale Phase I: Awareness Phase II: Analysis Summary of Identification Modification Step I: Post-Block Modification Step II: In-Block Modification Step III: Pre-Block Modification Summary of Modification Fluency Oriented Therapies Fluency-Focused Therapy Basics Rhythmic Speech Slow Stretched Speech Behavioral Reinforcement Summary of Fluency-Focused Therapies Fluency-Inducing Instruments Metronome Pacing of Speech Auditory Masking Altered Auditory Feedback Biofeedback Summary of Fluency-Inducing Instruments Integrated Approaches Internet, Mass Media-Based and Teletherapy Summary Study Questions and Discussion Topics Suggested Readings Chapter 13. Therapy for School-Age Children School-Age Children Who Stutter Awareness and Emotional Reactions Overt Stuttering Academic Performance The School and Home Factors The Age Factor Prognosis and Objectives for Therapy Why Is Stuttering in School-Age Children Difficult to Treat? Therapy Alternatives and Objectives Home and School Environments Counseling Parents Teachers and Peers Therapy: Explaining Stuttering The Speech System What Can Go Wrong with the Speech System? Experimentation Therapy: Focus on Emotional Reactions Adapted Desensitization Activities Assertiveness, Resilience, Teasing Bullying Therapy: Focus on Stuttering and Fluency Identification and Analysis Changing Speech Stuttering Modification Fluency Facilitating Speaking Skills Generalization Other Therapy Programs Conditioning Fluent Speech Family Stuttering Programs Group Therapy Clinical Research Summary Study Questions and Discussion Topics Websites Suggested Readings Chapter 14. Therapy for Preschool-Age Children General Considerations A Brief Historical Review Direct Treatments Indirect Treatments Winds of Change Current Issues Concerning Early Intervention Factors Pertaining to Stuttering Factors Pertaining to Age Who Should Be Treated? When? Current Therapies Focus on Learning Principles Focus on Parent-Child Interaction Focus on Speech/Motor Patterns Focus on Emotionality Clinical Research Past and Current Research Weaknesses and Other Issues in Research General Reflections Summary Study Questions and Discussion Topics Websites Suggested Readings Chapter 15. Other Fluency Disorders; Cultural and Bilingual Issues Introduction Childhood Disorders Unusual Breathing Patterns Word-Final Disfluency Language Disorders Cluttering Acquired Stuttering Neurogenic Stuttering Psychogenic Stuttering Malingering Stuttering in Bilingual and Multicultural Populations Incidence Diagnosis Treatment Summary Study Questions and Discussion Topics Websites Suggested Readings References Index

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Author Information

Ehud Yairi, PhD, CCC-SPL, F-ASHA, is an internationally renowned scholar and an expert on stuttering. A recipient of major grants from the National Institutes of Health, his research and clinical work on many aspects of the disorder throughout the age range, especially in children, had incorporated a wide range of its aspects, including environmental and genetic factors. Dr. Yairi was the first recipient of the Researcher Award of Distinction from the International Fluency Association, is a recipient of the Honors of the Association (the highest award of the American Speech-Language-Hearing Association), the Malcolm Fraser Award for excellence in the field of stuttering from the Stuttering Foundation of America, and many others. He is the author (with Nicoline Ambrose) of Early Childhood Stuttering (2005), as well as of numerous scientific articles.****** Carol Hubbard Seery, PhD, CCC-SLP, is an Emeritus Professor of the Department of Communication Sciences and Disorders at the University of Wisconsin-Milwaukee where she served as Graduate Program Coordinator for about 15 years and then Department Chair for 8 years. Her research primarily focused on areas of psycholinguistic factors in stuttering and fluency, and differential diagnosis of subtypes of stuttering. She has had extensive experiences with the disorder of stuttering in various clinical settings, such as public schools and university clinics, has taught undergraduate and graduate courses on stuttering, was a branch Principal Investigator of an NIH grant, and has published her research in various scientific journals.

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