Disorders of articulation

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James A.Carrell: Disorders of articulation. Englewood Cliffs, New Jersey, Prentice-Hall, Inc., 1968, 128 pages, $5.95. By Ruth Beck ey Irwi~, The Ohio State University, Columbus, O. LA.Carrell, Professor of Speech at the University of Washington. has writte~ Disorders ofarticulatkm for tile Foundations of Spetch Pathology Series, edited by Charles Va,i Riper. Acc~_)rding to Van Riper, the editor of the series ~fcon~ prehensive reviews of major subjects in speech patt~o ogy, 'The set of volume~ which constitutes tile Foundations of Speech Path,~tt)gy SeJies is desigrle~ t~ serve as tile nucleus of a prot~ssional library, both l\)r ~tudents of speech pa~h~~ogy and audiology and for the practicing clinician° Eatch individual text ii~ the series is written by an author whose auth,~rity has h~g been recogJ~i,~ett i1~ his field.,. One of the unifying and outstanding fealures ~t all tile voluT~w,, i~ this series is the use of se;trch items. In additi(~n tt)pr~widir~., the ct~e ~,f il~f~>rt~it~l~ concerning his subject, e,~ch author has indicated clearly. ~)thet sources havillg significance for the toptc being discussed. The readec ~s urged to explore, to search, and to discover -~ and the trails are charted ~. The 'search items" are s~attered throug)~out the book oftet~ inter~erir~g with the flow of writing by the author. 'these items, however, should be ~tirm:l~titag to the student or reader to do tktrther study. In chapter l, t'~r e~ample, there .'ire 18 "search items' in 12 pages. Illus,.rations of ti~ese 'sea~ch items' appear as follows: (5) "Anyone not thoroughly |2mlili,~r with the co~ce?t of the syllable should consult either McDonald (180) or Carretl and qiftany (5(~). Stetstm (292) is an original source'; or (13) 'Van Riper and Irwin (32Ol de~eiop thc~e ideals further', Tile numbers in these search items refer to references at the c~d ~t the book, of which there are 353. The bot)k containing 128 pages consists of seven chaplets concer~,)ed with articulatory disorders as associated with both functional a~d orrzanic conditit~ns. In chapter 1, genera) considerations dealing with the ~ature of the process, criteria, and classificatio~ and etiology are presented~ | hc ~ther chapters are as follows: chapter 2, Phonet~ characteristics; chapter 3, Fu~ctio~al factors: Psychosocial influences: chapter 4, F~|nctional factors: intelligence: ~eceptive defteit; delayed maturation; chapter 5, Morphologic factors (con~,:enial ano|nalies, denial malocclusions, and acquired orofacial defects); chapter 6, Neur~physical factors (dysarth~ias) and chapter 7, Diagnosis and training. As will be noted, t~nly one chapter at the end of the b~:~ok ~s devoted to the treatment of articuiatory disorders and this i~ combined with diag~o~i~ m a short chapter of ten pages. In the first chapter, the author indicate~ tha~ '~['hi~ book is concerned with the correction of articulation. Succes~hl c!inical procedures cannot, howe,'er, be reduced to any set of prescribed fi~rmt~las. Instead, they must be developed from an understanding of the nature and etit)logy of a disorder and its uni lue occurrence in the individual under treatl~ent. For this reason, our approach to articulation t~'aining will be through ~n attempt to

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describe systematically the phenomena of defective articulation, the factors which m,ay disrupt the normal articulation process, arrd those theoretical consiclerations which underlie successful clinical procedures’. This point of view seems higidy acceptable an!d consistent with the statk:ment made in tht chapter on treatment, ‘One principle that cannot be emphasized too strongly is that a treatment plan must be prescriptive, - vhat is, it should be tailored prtcisely to the needs of the individual’. The reader will be exposed to terminology which is not universally used in the literature, since no common terminology has been accepted by the profession. In all cases, however, thle author has defined his terms. He classifies disorders of articulation into three categories: dyslalia (functionad), dysglossia (orofacial defect), and dysarthria (neurogenic). A fourth category under dysaudia (articutatory defects due to hearing loss) hisalso treated. In chapter 5, the author defines ‘morphogenic disorders of articulation’ as deviations caused by some ‘structural abnormality in or about the mouth’. These terms should pose no problem for the reader, however, since the author is careful to define them as he discusses the various disorders. Alrhough only one chapter is identified specifically as treatme’nt of misarticulations, principles which form the basis for treatment are indicated throughorrt the book. Examples follow: Ch&er 1, ‘The syllable is therefore generally regarded as the irreducible u!nitof speaking, and’it is often the unit of remedi,aitraining in articulation disorders’. ‘TOlearn articulation, the infant must have normal sensitivity to auditory, kinesthetic, and tactile stimuli’. Chapter 3, ‘The child’s primary goal is to communicate, and whatever behavior is rewarded by successful communication becomes habituated quickly’. Chapter 4. ‘Tactile cues unquestionably contribute to phonetic learning and articulation controi’. ID addition to implications

for therapy presented throughout the book, suggestions are also implied for diagnosis. In chapter 6, for example, this statement is made: ‘Diagnostically, the greatest problem is to differentiate central dysarthria of developmental origin from the disorders associated wi>:h perceptual disabilities, for the misa:ticul;ltions in these two conditions can resemble each other closely’. Although the discussion of therapy is too short, necessitated no doubt by the nature of the series, this reviewer has no basic disagreement With the ideas presented. In training the receprive processes, emphasis is placed orI teaching individuals ‘with defective sp:ech to attend specifically to his own :;pe& signals and to compare what he ht:ars with ‘memories’ or percepts he has built up through training’. For many years, ear training was limited primarily to exteriorly perceived stimuli which individuals with speech deviations usually soon learned to discriminate. It IS also pleasing to this reviewer that the author presented the sylhtble as the possible teaching unit for many of the sounds, Thjs moves speech therapy from the analytical and nonsensical teaching of isolated

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sounds to the syllable or speaking unit, thereby adding 10 the possibility of ‘carryover’ into daily speech. The emphasis on the utilization of all available feedback cues (auditory, l&esthetic, tactual and visual) during the stimulusresponse method hi also acceptable to this reviewer. ucton to the disorders of articulation, this book may be highly recommended. It \;Vould be excellent as one of the texts in an introductory course on articulation. For clinicians who want a revievbf and references for further reading or bring themselves up-to-date, the book is excellent.

Vincent F.Calia ant: Bartholomew D.Wall, Eds.: PupiZpersonml administratirm, new prospectiws ut d foundaGons. Springfield, Ill., Charles C.Thomas, 1968. By Rhea R.Riso, Pace ( ollege, New York. &pi1 Pers@tnel ldtrtinistration is a compilation of papers on several aspects of the administrative function concerned with personnel services of a school system. Its prin,ar! 1 focus is to bring to light elements of the administrative process other than the ‘nuts-and-bolts approach’ usually found in texts on this subject. 1 do not wish to belabor the point, but it seems tinportant enough to note that the title is quite misleading. ‘Pupil personnel’ has come to refer to elementary and secondary school levels. The book is concerned with these levels, with the culleg? level, wilth the college student, and also with organizational practices and theories from education and industry. It becomes ob,vtous ‘to the reader that the scope and range of topics cc-jerzd are very large and result in loose organization and some corAlsion. ‘This negative note does not change the fact, however, that the bock fulfill; the very worthwhile function of treating tjze administration of student services from a ‘conceptual’ and ‘management psychology’ point of view, to use the editor’s words, rather than producing another ‘what to do and how to do it’ t;jpe of text. I believe they achieved this, d;spite some weaknesses in the presentations. The book is organized into five sections: the first sets the theoretical groundwork for the second, which is the main part of the book with nine papers; the third and fourth approach the ‘nuts-and-bolts’ aspects of the administrative proces.s in pupil per,;onnel work; and the fifth introduces something not usually found - two critiques of the book. In essence, a debate of the issues in the book is contained within it. The papers are all well-documented, but occasionally the use of references in the bcldy of the texr. is so extensive that a paper reads like a ‘ret&v of the literature’ and interrupts the flow of concepts (Kemp and Wall). Also, 1 have a personal antagonism against the cloaking of real issues and simple :Mements under the typical jargon of‘ the field. The most important concept to emerge from the first part of the book is