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Research and clinical issues: The present and the future
177
ABSTRACTS
found in 61.8 percent of the children. Because of the tension and anxiety it was impossible to measure resting motor activity, but a discordance of rhythmic movements was found in 52.9 percent of the children. Delayed phonological development was found in 30 percent of the school-aged children and in 56.7 percent of the preschoolers. Stuttering was more frequent in boys.
The Person Who Stutters-The T. Green,
Focus of Attention?
Oslo, Norway
Poster Presentation It is proposed that as a cumulative effect of stuttering, the stutterer forms certain coping styles and behaviors, determining his adjustment to his various social environments as well as to his stuttering. In this study, an extensive assessment procedure was used, along with tasks enabling 60 adult stutterers to exercise their problem-solving and decision-making abilities and preferences. There was a relative consistency in certain coping styles and behaviors in groups of adult stutterers, groups also discriminated by their stuttering behavior. The results are promising if a more refined differential assessment of the person may influence his or her stuttering.
Counseling Stutterers Ongoing Speech C. Gregory,
with Regard to the Internal Monitoring
of Their
Evanston, Illinois, USA
Oral Presentation: 30 min. Stuttering clients frequently report as they are beginning to self-monitor their speech, that their “within-the-head” internal perception reports that their speech is unacceptably slow; yet when they listen to a recording, they agree that it appeared to be within normal rate limits. Additionally, stutterers often report that they have complex thought processes, and that moment-by-moment self-monitoring required in stuttering therapy causes them to lose their train of thought. When therapy is successful, the client’s internal monitoring problems are addressed in counseling, and the playback of his speech yields no surprise.
Research and Clinical H. Gregory,
Issues: The Present and the Future
Chair, Evanston, Illinois, USA
Panel Presentation: 90 minutes Through several brief presentations, participants will focus on basic issues about the nature of stuttering, the implications of research for therapy, and the treatment process. Discussion will emphasize identifying future directions that should be given consideration during and following the Congress. Presenters: Luc De Nil, Toronto, Ontario, Canada Gene Cooper, Tuscaloosa, Alabama, USA John Harrison, San Francisco, California, USA
ABSTRACTS
178
Roger Ingham, Santa Barbara, California, USA Lena Rustin, London, United Kingdom
Differential
Evaluation-Differential
H. Gregory,
Chair, Evanston,Illinois,
Therapy for Stuttering
Children
USA
Panel Presentation: 90 min. This presentation will describe a differential evaluationdifferential therapy process used in determining whether or not a child has a stuttering problem, and if a problem exists, how to assess what we have termed child variables and environmental factors that appear related to the problem (Gregory, 1973, 1986; Gregory and Hill, 1980, 1984, 1993). A precise comparison will be made between procedures employed in evaluation and early intervention with preschool children and those used in evaluation and therapy for school-age children (Gregory, 199 I ; Gregory and Campbell, 1988). The decision-making process in which therapy that differs somewhat for each child will be described. A rationale will be given for this decision-making approach. Examples of difficult decisions will be provided. References will be made to the way in which we understand that our work is similar or different to that of others including Adams (1984), Cooper and Cooper (1980), Meyers (1991), Riley and Riley (I 983), Shine ( I984), and Starkweather, Gottwald, and Halfond ( 1990). Presenters: H. Gregory, Evanston, Illinois, USA J. Campbell, Evanston, Illinois, USA D. Hill, Evanston, Illinois, USA
How Do We Treat the Youngest School Aged Stutterers? D. Hansen,
Aarhus, Denmark
Oral Presentation: 45 min. This paper presents a variation of Van Riper’s MIDMS model of nonavoidance stuttering therapy, as adapted for the Danish culture and way of thinking. Young people from ages IO to 17, who are severe stutterers are treated. Ten students are seen at a time, divided into two groups for the daily work. They live at the Institute for 8 to IO weeks during the treatment. Each group has one speech pathologist and one teacher to take care of their school subjects. At the residential school facility their are five pedagogues to take care of them in close cooperation with the speech pathologists. The week-long program contains I4 hours of training in stuttering and 14 hours working with school subjects. One day is dedicated to training lessons in how to talk with strangers on the telephone, in shops, on the street, in queues, etc. Although the stutterers are trained in groups, each has his own stuttering program, based on their attitudes, their struggle, and their way of stuttering. We achieve very good results with the treatment. The young introverted stutterers become extroverted. Their stuttering becomes much milder. They stop struggling and they learn a lot about how to deal with their stuttering in the future. Our greatest problem is how to achieve stabilization. Even very young the stutterers
ABSTRACTS
found in 61.8 percent of the children. Because of the tension and anxiety it was impossible to measure resting motor activity, but a discordance of rhythmic movements was found in 52.9 percent of the children. Delayed phonological development was found in 30 percent of the school-aged children and in 56.7 percent of the preschoolers. Stuttering was more frequent in boys.
The Person Who Stutters-The T. Green,
Focus of Attention?
Oslo, Norway
Poster Presentation It is proposed that as a cumulative effect of stuttering, the stutterer forms certain coping styles and behaviors, determining his adjustment to his various social environments as well as to his stuttering. In this study, an extensive assessment procedure was used, along with tasks enabling 60 adult stutterers to exercise their problem-solving and decision-making abilities and preferences. There was a relative consistency in certain coping styles and behaviors in groups of adult stutterers, groups also discriminated by their stuttering behavior. The results are promising if a more refined differential assessment of the person may influence his or her stuttering.
Counseling Stutterers Ongoing Speech C. Gregory,
with Regard to the Internal Monitoring
of Their
Evanston, Illinois, USA
Oral Presentation: 30 min. Stuttering clients frequently report as they are beginning to self-monitor their speech, that their “within-the-head” internal perception reports that their speech is unacceptably slow; yet when they listen to a recording, they agree that it appeared to be within normal rate limits. Additionally, stutterers often report that they have complex thought processes, and that moment-by-moment self-monitoring required in stuttering therapy causes them to lose their train of thought. When therapy is successful, the client’s internal monitoring problems are addressed in counseling, and the playback of his speech yields no surprise.
Research and Clinical H. Gregory,
Issues: The Present and the Future
Chair, Evanston, Illinois, USA
Panel Presentation: 90 minutes Through several brief presentations, participants will focus on basic issues about the nature of stuttering, the implications of research for therapy, and the treatment process. Discussion will emphasize identifying future directions that should be given consideration during and following the Congress. Presenters: Luc De Nil, Toronto, Ontario, Canada Gene Cooper, Tuscaloosa, Alabama, USA John Harrison, San Francisco, California, USA
ABSTRACTS
178
Roger Ingham, Santa Barbara, California, USA Lena Rustin, London, United Kingdom
Differential
Evaluation-Differential
H. Gregory,
Chair, Evanston,Illinois,
Therapy for Stuttering
Children
USA
Panel Presentation: 90 min. This presentation will describe a differential evaluationdifferential therapy process used in determining whether or not a child has a stuttering problem, and if a problem exists, how to assess what we have termed child variables and environmental factors that appear related to the problem (Gregory, 1973, 1986; Gregory and Hill, 1980, 1984, 1993). A precise comparison will be made between procedures employed in evaluation and early intervention with preschool children and those used in evaluation and therapy for school-age children (Gregory, 199 I ; Gregory and Campbell, 1988). The decision-making process in which therapy that differs somewhat for each child will be described. A rationale will be given for this decision-making approach. Examples of difficult decisions will be provided. References will be made to the way in which we understand that our work is similar or different to that of others including Adams (1984), Cooper and Cooper (1980), Meyers (1991), Riley and Riley (I 983), Shine ( I984), and Starkweather, Gottwald, and Halfond ( 1990). Presenters: H. Gregory, Evanston, Illinois, USA J. Campbell, Evanston, Illinois, USA D. Hill, Evanston, Illinois, USA
How Do We Treat the Youngest School Aged Stutterers? D. Hansen,
Aarhus, Denmark
Oral Presentation: 45 min. This paper presents a variation of Van Riper’s MIDMS model of nonavoidance stuttering therapy, as adapted for the Danish culture and way of thinking. Young people from ages IO to 17, who are severe stutterers are treated. Ten students are seen at a time, divided into two groups for the daily work. They live at the Institute for 8 to IO weeks during the treatment. Each group has one speech pathologist and one teacher to take care of their school subjects. At the residential school facility their are five pedagogues to take care of them in close cooperation with the speech pathologists. The week-long program contains I4 hours of training in stuttering and 14 hours working with school subjects. One day is dedicated to training lessons in how to talk with strangers on the telephone, in shops, on the street, in queues, etc. Although the stutterers are trained in groups, each has his own stuttering program, based on their attitudes, their struggle, and their way of stuttering. We achieve very good results with the treatment. The young introverted stutterers become extroverted. Their stuttering becomes much milder. They stop struggling and they learn a lot about how to deal with their stuttering in the future. Our greatest problem is how to achieve stabilization. Even very young the stutterers