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Contemporary approaches in stuttering therapy
J. FLUENCY DISORD. 10 (1985), 239-240
BOOK REVIEW Contemporary Approaches in Stuttering Therapy
Edited by Maryann Peins Boston: Little, Brown and Company, 1984. Reviewed
by E. CHARLES HEALEY
Department of Special Educution University of Nebraska-Lincoln Lincoln. Nebrasku
ond Communication
Disorders
As Peins states in her Preface, “therapists have overcome many of their hesitations and allayed their fears about treating stutterers, but they now face a complex task when seeking to understand and evaluate the many therapies available to them today. To facilitate this process, we present in-depth discussions of several distinctive therapies for children and adults who stutter” (p. xi). Indeed, Peins has made a valuable contribution to those concerned with the clinical management of stuttering. Seven different authors present a comprehensive discussion of their treatment approach so that the reader, experienced professional, or student in training, can evaluate the merits of each program. By far, this is one of the most comprehensive and useful texts on the treatment of stuttering available today. Peins’ excellent organization of a standard set of questions addressed by each author makes the material and format easy to follow. The reader can also make comparisons between any of the programs, since each follows the same format. No attempt has been made to interpret or evaluate the various treatment strategies. Nevertheless, the pros and cons of each method should be clear by the time the reader finishes each chapter. Sample forms and charts aid in the understanding of client assessment and treatment procedures. Although some of the more popular approaches have been excluded from the text, Peins has chosen a group of authors who bring to the clinical arena a variety of theoretical ideas about how stuttering should be treated. Clearly, each of the authors has developed management programs from extensive clinical and research experiences. The disparate philosophical and empirical bases underlying each approach add to rather than detract from the quality and scope of the text. 0 1985 by Elsevier Science Publishing Co.. Inc. 52 Vanderbilt Ave., New York. NY 10017
239 0094-730X/85/$03.30
240
E. CHARLES
HEALEY
Those familiar with the literature on stuttering will have no trouble recognizing the authors and their respective programs. Included in the book are Eugene Cooper’s “Personalized Fluency Control Therapy,” Delva Culp’s “Preschool Fluency Development Program,” Maryann Peins, Edward McGough, and Bernard Lee’s “Double Tape Recorder Therapy,” Glyndon and Jeanna Riley’s “Component Model for Treating Stuttering in Children,” Richard Shine’s “Fluency Training with the Young Stutterer,” Adeline Weiner’s “Vocal Control Therapy,” and Marcel Wingate’s “Rational Management” program. Descriptions of the assessment and therapeutic procedures to be followed in each program vary considerably from one author to the next, and the reader will find some programs easier to follow and comprehend than others. It comes as no surprise that each author claims that his or her particular treatment approach is effective. Unfortunately, only a few present longterm follow-up data to support their statements regarding therapeutic effectiveness. In conclusion, the outstanding feature of this book is the logical, easyto-read presentation of a plethora of clinically relevant information. Maryann Peins has made an important contribution to the area of stuttering treatment. This book is well-suited for graduate-level courses and seminars on stuttering. It would also be a valuable addition to a clinician’s professional library. The speech-language pathologists searching for new or alternative methods for treating stuttering in children and adults will find that this book adequately fills their needs. Any book that attempts to give suggestions on how to treat a particular disorder runs the risk of biasing a reader by advocating the virtues of its approach as “the best method.” Peins and the other contributing authors have avoided this by presenting objective, clinical information aimed at the needs of the practicing speech-language pathologist and especially the student.
BOOK REVIEW Contemporary Approaches in Stuttering Therapy
Edited by Maryann Peins Boston: Little, Brown and Company, 1984. Reviewed
by E. CHARLES HEALEY
Department of Special Educution University of Nebraska-Lincoln Lincoln. Nebrasku
ond Communication
Disorders
As Peins states in her Preface, “therapists have overcome many of their hesitations and allayed their fears about treating stutterers, but they now face a complex task when seeking to understand and evaluate the many therapies available to them today. To facilitate this process, we present in-depth discussions of several distinctive therapies for children and adults who stutter” (p. xi). Indeed, Peins has made a valuable contribution to those concerned with the clinical management of stuttering. Seven different authors present a comprehensive discussion of their treatment approach so that the reader, experienced professional, or student in training, can evaluate the merits of each program. By far, this is one of the most comprehensive and useful texts on the treatment of stuttering available today. Peins’ excellent organization of a standard set of questions addressed by each author makes the material and format easy to follow. The reader can also make comparisons between any of the programs, since each follows the same format. No attempt has been made to interpret or evaluate the various treatment strategies. Nevertheless, the pros and cons of each method should be clear by the time the reader finishes each chapter. Sample forms and charts aid in the understanding of client assessment and treatment procedures. Although some of the more popular approaches have been excluded from the text, Peins has chosen a group of authors who bring to the clinical arena a variety of theoretical ideas about how stuttering should be treated. Clearly, each of the authors has developed management programs from extensive clinical and research experiences. The disparate philosophical and empirical bases underlying each approach add to rather than detract from the quality and scope of the text. 0 1985 by Elsevier Science Publishing Co.. Inc. 52 Vanderbilt Ave., New York. NY 10017
239 0094-730X/85/$03.30
240
E. CHARLES
HEALEY
Those familiar with the literature on stuttering will have no trouble recognizing the authors and their respective programs. Included in the book are Eugene Cooper’s “Personalized Fluency Control Therapy,” Delva Culp’s “Preschool Fluency Development Program,” Maryann Peins, Edward McGough, and Bernard Lee’s “Double Tape Recorder Therapy,” Glyndon and Jeanna Riley’s “Component Model for Treating Stuttering in Children,” Richard Shine’s “Fluency Training with the Young Stutterer,” Adeline Weiner’s “Vocal Control Therapy,” and Marcel Wingate’s “Rational Management” program. Descriptions of the assessment and therapeutic procedures to be followed in each program vary considerably from one author to the next, and the reader will find some programs easier to follow and comprehend than others. It comes as no surprise that each author claims that his or her particular treatment approach is effective. Unfortunately, only a few present longterm follow-up data to support their statements regarding therapeutic effectiveness. In conclusion, the outstanding feature of this book is the logical, easyto-read presentation of a plethora of clinically relevant information. Maryann Peins has made an important contribution to the area of stuttering treatment. This book is well-suited for graduate-level courses and seminars on stuttering. It would also be a valuable addition to a clinician’s professional library. The speech-language pathologists searching for new or alternative methods for treating stuttering in children and adults will find that this book adequately fills their needs. Any book that attempts to give suggestions on how to treat a particular disorder runs the risk of biasing a reader by advocating the virtues of its approach as “the best method.” Peins and the other contributing authors have avoided this by presenting objective, clinical information aimed at the needs of the practicing speech-language pathologist and especially the student.