DOCUMENT. RESUME

ED 069069,

TITLE

EC 050-144

. INSTITUTION

SPONS AGENCY

PUB'DATENOTE:

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-ABSTRACT

4

Speech Handicapped -- Research; A Selectiveibliography. Exceptional Child Bibliography SeriesNo. 627.Council for Exceptional Children, Arlington, Va.Information 'Center on Exceptional Children.Bureau of Education for the Handidapped (DHEW/OE),Washington, D.C.Aug 7224p.

MF-$0.65 HC -$3.29*Abstracts; *Annotated Bibliographies; Aphasia; Cleft'Palate; *Exceptional Child Research; LanguageHandicapped; *SpeeCh'Handicapped; Speech Pathology;Speech Therapy; Stuttering

The selected bibliography of research on speechhandicaps contains approximately 69 abstracts with indexinginformation explained to be drawn from the computer file,of abstractsrepresenting the Council for Exceptional Children InformationCenterlsscomplete holdings as of August, 1972. Abstracts-are said tobe chosen using the criteria of availability. of document to user,currency,.information value, author's reputation, and classicalcontent. Preliminary information explains how'to read, the abstract (asample abstract is included which identifies the different parts of

the abetract), how to use the author and subject indexes, how topurchase documents through the Educational Resources InformationCenter Document Reproduction Service (an order blank is provided), anorder blank for Exceptional Child Education Abstracts in which theabstracts are originally published, a list of indexing terms searchedto compile the bibliography, and a list of journals from whicharticles are abstractedlor the bibliography. Publication date ofdocuments abstracted ranges from 1963 to 1971., (cB

A Selective Bibliography

August, 1972

CEC Information Center on Exceptional ChildrenAn ERIC Clearinghouse

The.Council for ExCeptional ChildrenJefferson Plaza, Suite 900

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Exceptional Child Bibliography Series No. 627

The work pr,esented or reported herein was performr:d pursuant to ri grant from the Bureau ofEducation for the Handicapped, US Office of Education, Department of Health; Education, andWelfare. However, trig opinion.; expressed herein do not necessarily reflect the position or policyof the US Office of Education and no official endorsement by the US Office of Education should

IL) be inferred.

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With a grant froM the US Dike of Education, the CEC Information Center was established at The Council for ExceptionalChildren to serve as a comprehensive sue of information on research. .tryctional materials. programs. administration.-teachereducation. methods, curriculum. etc.' fofthe field of special education. he Center (Unctions as the Clearinghouse onExceptional Children-in the Educational ResOurces Information Centers (ERIC) program. and also as a: member. center in theSpecial Education IMCIRMC Network. In addition. the CEC Center's- program inelude:1 a commitment to a concentrated efforttowards the development of prodUcts which will interpret research results into educational Methods and practices.results

How to Use This BibliographyThe Exceptional Child Bibliography Series was initiated by the CEC Information Center to answer the need for rapid re-

.

sponses to specific requests for information. The volume of informatior requests received by the Center is analyzed and usedas a guide in preparing special topic billiographies in the field of exceptional child education. Abstracts contained in thegraphics are drawn from the computer file of abstracts which represents the CEC Information Center's complete holdings as ofthe date indicated on each bibliography. .

Selective editing by Information Specialists is performed on each bibliography. From the total number of abstracts drawn .from the file on a particular topic, se ection is made of only those judged to best meet the following criteria: availability of thedocument to the user, currency, information value, author's reputation. and classical content. The number.of abstracts selectedto appear in a bibliography may vary from one to 100, depemling on the amount of suitable information available. Updating ofbibliographies as new material becomes available is accomplished when the vOlume of new material reaches 25 percent of pres-ently available material on a given topic.

How to Read the AbstractEach abstract contains three sectionsbibliographic data. descriptors, and a summary of the document. The bibliographic

section provides the document's identifying number (ED andlor EC), publication date, author, title. source. and availability.The descriptors indicate the subjects with which a document deals. The summitry provides a comprehensive overview of thedocument's contents and in some cases document availability is announced here.

How to Use the IndexesSome bibliographies in Exceptional.Childrcn Bibliography Series contain author andlor subject indexes. In these bibliogra-

readers ,seeking work ort a specific aspect of the general topic may consult the subject index to be referred to specific ab-stract numbers.. Abstracts dealing with several topics may be identified by finding the same abstract number under .two or moresubjects in the subject index:

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Documents with an El) number and EDRS availability indicated may be purchaSed from the ERIC Document ReproductionService (EDRS). For your convenience an order form is provided on the hack cover of this bibliography.

Abstracts appearing in the bibliographies have also been published in Exceptional Child Education Abstracts, the quarterlyabstract publication of the Council for Exceptional Children. Approximately"750 abstracts covering the broad range of excep-tionality appear in each issue. (Subscription order form below.) .

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ABSTRACT 188 -

EC 01 0769 : ED 025.844Publ. Date Jun: 68 .

Hensley.; Gene: Ed.; BUck, Dorothy P.,EdCooperative Agreements between.

0- eta' Edueition RebabilliatiOnService". In the. Wall:, Seleeted PaPerefrom'. a Centel:mice ::Mit',CooPerative;;;Agicenterimbinary: 1968).:Weetern Interstate Commission ForHigher Educatinn.: Boulder, ColoradoUnited Cerefral Paley :,Research AndEducation E&Iidation.Ine.: New Yorb;;.,kehabilititia Services(DHIEW), Washington. D. C.

VRA-546T66'Descriptors. eamptieial Child ::::educit'4Lion; cooperative. programs;:rehabilitation; yecational idtkatIoni.s&ministration; `:. Me:ntillfstate ...agenciek...:CoOperatireedtkition;educational coordination; cooperativeprograms. state 'federal aid; .,admintstra- .

: the . Probleins; cOmMUnicationiOrt*.leme; equilizatkmgrams; handicapped; cost effeillyeness;1

.:'!. .Five Ottpeii:Sltscusi':Moperative work

...study: agreements between; schOols'ind...vocational. rehabilitation' services; in the:0western 'states.. Aries: diseUssed;the advanuifeir of cooperatiee :agree4men* 'the forma.; and disediantifei'of'!;"third party agreements, balic conteptt ofthe programs, and; ii outline f",:sm towhen: applying Air,Matching, flats: 1.1ter,;...1relationship of.spedsleducatiMi; rehibi..1Station. and'; Orli.'frame, and agreements;' and California'spast and present wart sttidYfor the, mentally retarded. Also rev j.; .

: are research denionstratinf the, econOM-',-*ic of vocational foe':the edileabl mentally retarded ; in. the"; j.

: public school; and communication prOb!.ems in' work` studystudy .:.:tifograrns:I:The

.

conference summery. cc nsiders: the pur--.;-;poses, goal 'essence necessity foe

I\ cooperative agreements. (MK)..."--7-!-;-- Abstractor's initials

Abstract number used in Indexes

ERIC accessionnumber. Use thisnumber when orderingmicrofiche and hard copy

Summary

Number. of pages. Use thisfigure to compute cast ofhard copy.

Institution(s)

Contract or grant number

Descriptorssubject terms whichcharacterize content

NOTE: EDRS mf indicates microfiche reproduction only.

N

Of

INDEXING TERMS SEARCHED

Indexing terms used to retrieve information on Speech Handicapped -"Research from the Center's computer, file of/abstracts are listed alphabetically below:. /W.

Aphas(aCleft LipCleft PalateExceptional Child EducationExceptional Child ResearchLanguage HandicappedLanguage HandicapsRetarded Speech Developokni

d#Speech. .

y Speech ClinicsSpeech EducationSpeech EvaluationSpeech habitsSpeech HandicappedSpeech HandicapsSpeech ImprovementSpeech InstructionSpeech Pathology /Speech TestsSpeech Therapy'Stuttering

JOURNALS USED

Abitracts of articles from the following periodicals appear in this bibliography:

ASIIABehavior TherapyBritish Journal.of Disorders of CommunicationExceptional ChildrenJournal of A Morin al Psychology ,

Journal of Consulting and Clinical PsychologyJournal of Learning DisabilitiesJournal of Music TherapyJournal of Special EducationJournal of Speech &id Hearing DisordersJournal of Speech and Hearing ResearchPediatricsResearch Notes

The abstricts in this bibliography were selected from Exceptional Child Education Abstracts, Volumes

ABSTRACT 10246EC 01 0246 ED 018 911Publ. Date 67 . 19P.Wept:Ian. Joseph M.; McFarland. Rob-ert L.Treatment of Stanuntring throughthe Use of a New Eliwinntie Device:Chicago Univ.. III., , And Lang.Res. Lab.EDRS Price 0.25;0.84

Descriptors: exceptional child research;speech handicapped; speech therapy;stuttering; electromechanical aids; Ian-guase fluency; speech improvement; in-structional aids; speech habits

To determine whether a small porta-ble instrument could: be used withspeech therapy to reduce stammeringseverity, an electronic soundmaking de-vice was developed. Individually fittedwith molded earplugs. the device wassimilar to a hearing aid but produced aconstant tone of sufficient volume tointerrupt auditory feedback duringspeech and thereby to reduce the circu-larity of nemfluency. To test the device.subjects were selected from gradeschool, high school, and college. Half ofthe subjects received biweekly I-hourspeech therapy for 6 months with theuse of the aid. The remaining served ascontrols, and received no therapy. Eachof the 24 subjects was pre- and posttest-ed with (I) four subscalcs of the Wechs-ler Adult Intelligence Scale or the samesubscales of the Wechsler IntelligenceScale. for Children. whichever were ageappropriate, (2) the Iowa Scale of Sever-By, and (3) the Gray Oral Reading Test(evaluated in terms of time in secondstaken to read the assigned paragraphs).Pretests indicated no statistically signifi-cant differences between the two groupson age, intelligence, or the Gray Testand Iowa Scale. Also, posttests indicatedthat the Gray Test was not significantbetween the two groups in pre- andpost-training assessment. The ratings onthe Iowa Scale, however, indicated sig-nificant improvement in the experimen-tal group (beyond the .05 level) ascompared to the control group. In addi-tion, the therapist judged i0 of theexperimental subjects as improved, andthe subjects themselves considered thedevice helpful. Further research isurged, and a schematic drawing of th,eaid is included. A table presents data,and a bibliography lists 12 items. (GD)

ABSTRACT 10253EC 01 0253 EC 018 913Publ. Date May 63 61 p.Weaver, John B.; Wollersheim, Janet P.A Pilot Study Comparing the BlockSystem and the Intermittent Systemof Scheduling Speech CorrectionCases in the Public Schools.Champaign Community Unit 4 Sch.Dist., IllinoisEDRS Price 0.50:2.52

Descriptors: exceptional child research;

Speech ItandicappedResearch

speech handicapped; speech therapy:teaching methods; speech improvement;speech instruction; speech therapists; ar-ticulation (speech); program effective -ness: program evaluation; time blocks;school services; scheduling; ,pilot pro-jects; Templin Darley Articulation Test;Illinois Typological Rating Scale

To determine the most efficient usesof the public school speech correction-ices skills and time, a study was under-taken .o investigate the effectiveness ofthe intermittent system and the blocksystem of scheduling speech cases. Withthe intermittent system the correctionistis assigned to a number of schools andgenerally sees children twice a week for15 to 20 minutes. Under the blocksystem children receive daily therapy for3 to 6 weeks, and I day a week thecorrectionist returns to alternate schoolsfor carryover or severe cases. The studyhypothesized that articulation problemswould show greater improvement withthe block system, anti thaZ when articu-lation problems were viewed in terms offour severity groupings the block systemwould make greater gains. Two coffeetionists used the block system in fiveChampaign (Illinois) public elementaryschools with 153 children, while fourcorrectionists used the intermittent Ws-

, tem in 13 schools with 243 children.None of the children was in orthopedicor mentally 'retarded classes. The Temp-lin-Darley Articulation Test was admin-istered at the opening, and close of theschool year, and the Illinois TypologicalRating Scale with severity ratings fromone to four was applied. When the twototal groups were compared, speechgains of block system children wereconsistently and significantly greaterthan those of the children on the inter-mittent system (.01 'level 9f confidence).Of the four severity groupings, oneblock system group, the second mostsevere, made speech gains of statisticalsignificance (.01 level). School principalsand most teachers who experienced bothsystems preferred the block system. Sixtables, five references, and an appendedscore sheet are provided. (GD)

ABSTRACT 10318EC 01 0318' ED 012 539Publ. Date 30 Jan 67 251p.Rees, Mary JaneAn Evaluation of Speech and HearingProblems in the Schools, ResearchProblems and Capabilities of a Re-search Center for Resolving IssuesPertaining to School Programs.American Speech And Hearing AssnWashington, D.C.OEG-32-18-0000-1026EDRS Price 1.00;10.12

Descriptors: exceptional child research;speech therapy; speech handicapped;speech and hearing programs/ speechtherapists; research and d2/clopmentcenters; research problems; rticulation(speech); speech handicaps; publicschools; certification; speech tests; hear-/

ing tests; aurally handicapped: stutter-ing: professional training: researchneeds

Research is needed to determine theage at which a child with a functiimal:articulatory disorder should begin therepy :and the frequency of therapy. Theauthors rejected the survey Method be..cause of its many limitations. Research,using the 'experimental approach. was

:planned to screen 390,000 children. 724of whom' would be assigned to therapY.special attention.' or untreated groups.Grade of beginning therapy and numberof 'sessions' would be varied. Results ofthe research would show whether thera-py was more effective' than vicariouslearning and if so when andliow therapyshould be implemented. Noting that thisexperimental program was narrow . inscope, the authors felt a new, moreComprehensive, approach was needed.Plans for the experimental programwere set aside, and the Mithors devel-oped a model for a research center forschool speech therapists'. Eight projectswere undertaken to test the plan todetermine if it could evolve informationneeded for determining standards forschool. speech and hearing programs.Projects involved school experience and.preparation in test administration forstudent speech therapists. characteristicsof pupils receiving speech and hearingtherapy, 'assessment of oral communica-tion skills, prospectus (for studies ofstuttering, effects of therapy, remissionof r errors,. and remission of s errors),coordinated research, and teachersranking of children's participation indiscussions. Functions of a research cen.ter are desegibed. How such centers canencourage find aid -the school speechtherapist /With research projects isshown. In luded are a 100-item bibliog-raphy and a case record abstract formwith ins tuctions for use. (JD)

ABSTRACT 10321EC 0V0321 ED 012 140Publ./ ate Mar 67 82p.Temjilin, Mildred C.The! Identification of Kin.dergurtenChildren Least Likely to Show Spon-taneous Improvement in Spelell

and Articulation. Final Report.mnesota Univ., Minneapolis. Inst. Of

Child DevelopmentEDRS Price 0.50;3.36

Descriptors: exceptional child research:speech handicapped; tests; identifica-tion; articulation (speech); speech handi-caps; 'kindergarten children; predictiveability (testing); children; speech handi-capped; kindergarten; speech therapy;prediction; screening tests; diagnostictests; identification tests

An attempt was made to determinewhether the measured articulation per-

' formancc of kindergarten children couldpredict which children would developsatisfactory articulation and whichchildren would continue to rnisarticulate

O1

and need speech therapy by the secondgrade. In 1960. .2150 prekindergartenand kindergarterychildren wcrc given apicture articulation test and imitationarticulatiOn testa In 1962, the childrenwere tested with an imitation articulation test. the Spencer Articulation Test,'and an intelligibility rating. For each ofthese tests a cut-off score was set toidentify approximately the same per-cottage, of children from the test groupas were receiving speech therapy inelementary schools. Risults showed thepercentage of girls identified by all threetests was smaller than the percentage ofboys. The 1962 imitation articulationtest prediction was satisfactory for boysand girls but somewhat better for 'girls.The 1962 Spencer Articulation Test pre-diction was`satisfactory for boys andgirls but generally better for the boys.Prediction on 'the 1962 intelligibilityrating was not satisfactory. The hypothe-sis was not supported that fewer children

. scoring inconsistently on the 1960 tests'Would need speech therapy in 1962 thanchildren who scored consistently. in1960. Includid are 24 references. (MY)

ABSTRACT 10469EC 01 0469 ED 019 787Publ. Date 66 53p.Jensen, Paul J.Effects of Reward and Punishment onStuttering in Children.Florida Univ., Gainesville. Communicktion Sciences LaboratoryOE-6-10-170EDRS Price 025;2.20

Descriptors: exceptional child research;spccch handicapped; reinforcement;children; negative reinforcement; posi-tive reinforcement; speech handicaps;stuttering; verbal stimuli

The study was designed to determinewhether or not there are significantlygreater latency and response durationsin children's speech as a result of verbalpunishment compared to reward, andwhether the effects are greater in young-er or older children and in boys or girls.Subjects wcrc 160 boys and girls fromthird and sixth grades. During a controlperiod subjects repeated trisyllable non-sense words produced by a recordedvoice. During the differential treatmentperiod, subjects again repeated the non-sense words. Group A received positiveverbal reinforcement, and Group B re-ceived negative verbal reinforcement.Dependent variables wcrc latency dura-tion (time from the mid of an auditorystimulus to the beginning of subject'sresponse) and response duration (timefrom beginning to end of a subject'sresponse). Independent variables wereperiod (control and effort), condition(reward and punishment), grade (3 and6), and sex (female and male). Analysisof variance and covariance wcrc used toevaluate the data and revealed evidenceof heterogeneity of variance so thatfindings may nOt be assumed to berelated only to treatment levels ormeans. Conclusions 'were (I) intrinsiccharacteristics existing among children'

neeo' to De isiaieu tor maximunt under-standing of disfluency.: (2) the generaltendency in ,the literature to interpretadult findings as applicable to childrenmay he unwarranted. (3) latency appearsunrelated to reward and punishment forboys and girls in third and sixth grades,.(4) third grade children have more dis-fluency (as measured by response dura-tion) than sixth- grade children in this,situation, but not necessarily as a resultof punishment, (5) generally, verbal pun -.ishment was associated with longer tit-terance than verbal reward, and (6) girlshad shorter respouxes when rewardedand longer responsii: when punished ascompared to male who showed nodifference between Onditions. A reference list cites 25 itemi. (MY)

ABSTRACT' 10637EC 01 0637. 411) 024 197Publ. 1)ie Jan 68 557 p.Garrott. Filgair Ray .

Spred' and litetateage Therao lerau Automated SC hes Control Sys-tem. .

New : Mexico State University,Cruces .

Office of Education (DREW), Washing-..ton. D. C.-, Bureau Of Education For.The I landicapped

EDRS mf.he.0EC-6-.10198BR,5.0586

Descriptors: exceptional child .research;programed instruction; 'mentally handi-capped: speech therapy; learning disabil-ities:' automation; schematic., studies:

. aphasia:. voice disorders; discrimination:stimulus.. behavior; teaching machines:reinforcement; language handicapped;aural stimuli; ;articulation (speech);Templin- Dailey Articulation Test; Au-

' tomated Stimulus. Control System;ASCS

Programed instruction for speech andlanguage therapy, based upon stimuluscontrol programing and presented by acompletely automated teaching ma-chine, was evaluated with 32/ mentallyretarded children, 20 children with lan-guage disorders (childhood aphasia), sixadult aphasics, and 60 normal elementa-ry school children. Posttesting with theTemplin-Darley Artic.ulation Testshowed that the Automated StimulusCuntrol System (ASCS) machine treat-ment produced non-significant resultswith mental retardates receiving puretone plus M&M candy reinforcement.and signiEzuntly impioved discrimina-tion and articulation with those receiv-ing pure tone . only reinforcement(p<.05). ASCS machine.. treatment pro-duced significant ;changes with childaphasics (p<.01). Following treatment.these subjects also showed *pro:meriton the Peabody Picture VocabularyTest, the Illinui4 Test of PsycholinguisticAbilities, and on word list performance.Both ASCS machine treatment 'and-ASCS clinician-presented treatment pro-duced significantly improved r.rticula-lion with normal elementary schoolchildren (p<.001). Adult aphasics

ihOned no sighlinC:1111 change. ma dial1103141;th's receiving traditional theinpy..Results Unheated that significant:Images in functional articulation progiants occurred in 20(1: of the, timetcjually required 11 ttaditional theta.pi16. tAttilior.S141

I ABSTRACT, 10638.1.:C 01 0638 , . ED 024 199Publ. Date 04 Jul 68 7 I p

Webster. Ronald I..of Sul tterers*. Self. Mosiitoring

e of Fluency Ceneritted byDelayed 'Auditory Feet II oa ek. Finn IReport.Hollins College, VirginiaOffice Of Education (D1114). Washing-ton. D. C., Bureau Of Research .

ERRS nif.heOEG-2;.078290-3550BR-7.8290 ;

Descriptors: exceptiiinal child_researeh;speech handicapped; speech- .therapy:stuttering: speech handicaps; speech int-pfovement; auditory discrimination; au-ditory training: aural stimulit.audiolin;

. gual methaids: theories; language' Nen-cy; speech skills; feedback; Delayed Au-ditory Feedback

Several experiments: that manipulatestuttering by' the use of delaiyed auditoryfeedback (D'AF.) and the prolongation ofspeech are reported. In' a .study 'on' sixsevere. stutterers (aged 13 to 47). self .-. monitoring as a source of reinforcement- .

in the use of DAF4reduced Stuttering.. .

.frequency.'.StutiditiOrequency was in-vestigatcd with six severe stutterers(aged -14 to 28) as a fultetion of livedifferent intervals of DKRResults indi--cated that the-continuous presentation ofME signiliCantlY improved 'fluency.(rK.02), that thiire was little differencebetween the various levels of DAP' andthat there was no lasting effect. A meth-od for shaping fluent speech in stuttererswas developed that modified the Goldia-mond (1965) method by using the DAPwithout his special contingent relation-ships, that used no monitoring of read-ing rate, and added rate discriminationtraining to the fluency shaping program.Eight severe stutterers (aged 15 to 47)spent a total of 10 to 40 hours in theprogram, advanced at their own rate,and had blocking level's of zero by thetime they reached the conversation part-of the program; the effect had lasted 6months at the time of this report. Anauditory interference theory and .t reex-amination of the Sutton alid Chase ,report are presented. (AuthorlSN)

ABSTRACT 10808EC 01 0808 ED 024 200Publ. Date Feb 68 . 47p.Van Riper, Charles: Erickson, RobertCr' iss-Val him 0000 of a PredictiveScreening Test for Children with 'Wil-t:n[77y Speech Defects, Final Re.port.

kalamaz-00

Exceptional Child Bibliography Series

,' .01lice.Of Education 11311EW). Wa -.hingeton, D. C.:. litireau Of ResearchMRS mI.hc .: - -:. .

OF.G.:3-74168717.0198 ,'".

IIR-6-8717 -. ,' .

' . DescriptorS: exceptional child research;.

speech . handicapped; tests; identitica.pow, speech therapy; test validity; etcmemary school students; grade- I; grade2; -grade 3.) test results; sttident testing;'.speech teyts: phonemes; screening tests; ..

art iculatgai (speech): Predictive Screen-'' ing Test,fof Articulation;PSTA

fTo de wmine the accuracy with whichthe 47.,item Predictive Screening Test of.,Articilation (PSA) is able to identifyfirSt grade children who will maser their

',.art icidationerriws. without speech them.; i..,. py by the time they enter third grade,

two groups of children were studied who .-were deficient enough in speech to. heenrolled in therapy,

werehad no ;iatom-

ic anomaly Or were enrolled in specialeducation 'classes. The basic crost-vali-

: dation group had 144 children with anaverage of 6.6 -year's; the supPlementary _-.

: cross-validation group had 81. children,.with '.an average age. of 6..7 years: Thechildren were tested : in the Secondmonth of. school in 1965 (first grade).1966 (seCond grade), and -in 1967 (thirdf.'s:Idaand had no therapy during thistime. Results. indicated that the predic-'.five validity of the PSTA was demon- .,

strated ;Ind .that. for first grade popula-lions' similar.. to the basic Cross-valida--

, lion group, a:- cutoff score of , 34 isoptimally effective in diffeientiatingchildren who will not require therapyfrom those who will.' A 13-item bibliog..raphy. four tables, and the PSTA are

: included. A preliminary report is includ-ett in the ERIC system as ED 010.165.(SN) .-

. ABSTRACT 10978EC 01- 0978 N.A:Publ. Date Nlar 10p.Prins. David; Ifloontcr. II. HarlanI:mummies! l .A'here for Evaluating Speeels ies OralClef) Subjeess.Michigan University. Ann ArborChildren's Bureau 11)111:W1. Washing.ton. D. C.EDRS not availableC-28Journal 01 Speech And Ileariag Re-search: VII NI I' 125-37 Mar 1968

Descriptors:' exceptional child research;speech handicapped: Went ilicationi.:speech pathology: cleft palate'. speechtests: children: speech evaluation: consonants; evaluation techniques; tests; Fair.banks Rhyme Test.Since a major problem in evaluating g-thespeech of.oral cleft subjects is the lack ofmeasures sufficiently' sensitive to sho awide range of speaker ability, the studyinvestigated the precision and validity ofutilizing consonant intelligibility to -asNess oral cleft speech. Twenty 'subjectswith cleft palates or palatopharyngealinsufficiency (aged 9 to 19) and normalspeaking subjects (aged 10 to 12) record-ed 50 randomized item word lists from

Speech Ilandicappcd-Research

the I ait banks Rhyme I cat. twenty' tin-imined listeners transcribed the initialctimonani sounds on scivre.sheets. whichwere esaluated fur cilia% per wordlistand distriluition and type of cam as afunction of consonant :class. ResultsshoWed that listeners were reliable Irequals 9.881 in responding to identicaltapes .on. different occasions, and Matlistenef responses were xbielly fintcMin of the speaker :lad not the response

Responses to oral cleft speakerfielded al higher percentage of nasal -oral

comintant court.' . as compared' withreSponse, to 'mai speakers: (. ompariso of oral deli speakers sl d a wide .range of speaker ability with nasal andoral ColimMant confusion. more prevalett in speakers .55. it It pir.wer palatophaiyr geal:valVe mechanisms:011)

. .

. ABSTRACT 10982EC 01 0982 ' El) N.A.Publ. Date Feb 68 $p.Stnith. Robert NI.: NIcWilliimis. BettyJamP.yelmlingesislic Consider-al' itsthe M moo:ernes. i of Childress withCA Palate.

. Pennsylvania State University. Universi-ty P;(rk: .

Pittsburgh University.. PennsylvaniaNational Institutes Of I leak It I1)1Bethesda.' MarylandEMS not available1)I I) 1697 . .

Journal. Of Speech And Ilea ring-ders; V33 NI 1'26.33 Feb 1968 .

Descriptors: exceptional child research:-speech .handicapped; communicationtthought tratkler); language handi-capped; receptive language; expressive'language; psycholinguisties; . cognitivetests: cleft palate; speech therapY;nois'i'est of PsyCholinguistic AbililieS

Research studies' resulting from clinicalrecognition.of reduced verbal output inchildren with clefts were reviewed; pat-terns of commtinicat ion in children withcleft lips andlor palates were tested byadministering the Illinois Test. of Psy-chplinguistic Abilities t DTA) to 13696ft palate children. agi:t1 3 to S. At allage levels and for all types of clefts anddegrees of speech skills, these childrenshowed a general depre,ssion in all nineareas of language evaluated by the!TPA, with relatively greater weakness-es in vocal and gestural expression andin visual memory. There was a tendencyfor poorer performance with increasedage. -Explanations for this general de-presssion were emotional tratinia fromfrequent hospitalization and the defect.and the possibility of a perception deficitin cleft children. Results suggested theneed for differential diagnosis of child-ren with clefts and for treatment pro-grams geared to develop activities toiniprove expressive language. One.' 'leand six graphic profiles are given tireach age level studied. Oil)

ABSTRACT 11055EC 01 1055 ED N.A.Pull. Date Feb 66 .

Yost Judith 1..The Sppi eh: 11n milieu plied. im !exc.I I I. Cement of FArepl hood dd.,

Northwestern UniverSity. Evan.lint.

1111Ji14,5-nOt ayMlableReview Of 'Educational Research; V16N 1 P56.74 tell 1966.

bcscriptors: exceptionad child-;-esearch;-speech ban,licapped; 'articulation '(speech): 'retarded speech development:.speech tests; voice disorders; stuttering:etiology; speech therapy; mentally hand-.icapped: 'language abilitY::meastitementtechniques:. cerebral palsy; cleft Palate....,medical treatment;'aphasia:' re-watchviews (publications)

Research published hem cell .July 1962and December 1964 treating -aattire.''''diagnosis. and therapy_ of speech andlanguage disorders is reviewed. opicscovered include the following: articula...lion ',borders. including articulationtesting.' articulation as related to Oralfunction and structure and to auditory.and motor abilities: delayed speech andlangtiage deVelopr.ient; Voice disorders:laryngectonly;.atid stuttering. includingmeasureinent. etiology.' and therapy.Additional studies cited treat speech andlanguage disorders of the Mentally re.larded. cerebral' palsy and other neliro."muscular disorders.. cleft palate I includ-:Mg incidence of cleft lip and palate):velopharyngeal .adequacy and speechproficiency. surgery in relation to speechand hearing problems. and adultsill; A 6 page bibliography is given:.01))

ABSTRACT 11253' .

EC 01 1253 1:1)026 797Publ. Date Jan 68 39p,Cioldnian. Ronald

lie Initial Tinsels ing Alphabetto . haprov.e Arl kola i Hold lie-

Vanderbilt, - 'niversity. Nashville.Tennessee°Bice ( Ftlueation 11)11 EW I. %Vashing.ton. D. Bureau Of Research

ntf,hc01:.(i.2-3252-0450.601111R-6-2417

Descriptors:exceptional child research:speech handicapped: speech therapy: au-ditory training: preschool children: re-search reviews I public:II ions); visual dis-elimination; initial teaching alphabet;speech improvement; articalat'(speech); auditory dim.riminalstimuli: phonemics:- instructional mate-rials; parent participation: multisensorylearning; auditory tests: phi metic analy-sis; phonetics

Twenty-lour preschi 1 children 'raged3.3 to 5.6) were um ltd to test theefficacy of newly develt ed phonemic -visual -oral materials in the correction ofarticulatory problems. All subjects weregiven an articulation' test and a battery

. of five tests to measure auditory:memoryspan and intelligence. Twelve childrenreceived 50 sessions of instruction. II long. using the new materials based,

1

4.

on the Initial -I Caching ...\Ipli;.ibet andAi tic !tired to'cotr auditory- discriiitina7unit. sound sequencing. visual disclinti.nation. phonemic synthesis and aItalysi..and Ilknlinh:. connol PoliP of 12 %%exposeil III tt aililiMI;11 Illel a.py 'Pokaahlo:. I he CPcrimenthl grimpmade' significantlY fen er errors in artiettlation therapy :dein the controlpimp basetl on the Coldman-I ristoeI Outstrip Artieulation 1 est .4p equal%.05h. No signiticatifilifference n as foundbetween id imps in au(hitor) memory'kills and intelligence scores. ( ottchr.. skins net(2 that the esvrimental.iiaI-s mhol apkiiaCii-has great potentialin the moilitic.af of misarticulation.

ABSTRACT 11377EC -01 1177 EDPubl. 1);ite Jult61) 7p.Williams. IN:at, Silverman. FranklinIi.Disllueney 1441avior of ElementarySri I Stiettrltrs aunil Nosestutterers:The Consistency Effect.MRS not availableJournal Of Speech And !fearing Re-search; V12 is12 P3017 Jun 196')

Descriptors: exceptional child research:speech handicapped; stutteritig; lan-guage rhythm: speech skills; speech hab-its

Each of 184 kindergarten throughsixtlograde. children. 92 stutterers and92 Matched 'tomb:news. performed' aspeaking task two times conseentively.:The kindergarten and lirt grade child-ren repeated a series of, Sentences, andthescond through sixth grade childrenread a passage. Theeonsistency effectwas observed in both gnitips I luwever.iA was exhibited by a higher percentageof the stutterers than of the ttttt winner-erS: This difference could he at leastpartially accounted for by the fact thatthe stutterers' median frequency of dis-litieng on the first performance of thetask wag much higher than that of thenottstutterers. Several implications arediscussed. (Author)

ABSTRACT 11378EC 01 1378 ED N.A.Publ. Dale Jun 69 11 p.Williams. Dean E. And OthersDisflueney Behavior of Eh:memory-!id I Stutterers and Nosenutterers:Lori of Ilsostnnees or inomoeney.ERRS not availableJournal Of Speech And Hearing Re-search; VI2 N2 P308-I It Jun 1969

Descriptors: exceptional child research:speech, handicapped: stuttering; lan-guage rhythm; speech skills

One hundred fifty-two children ::,htkindergarten and gra.leX one 0".;.....taftsix. 76 stutterers and 76 nonstuhterirs..;eerformed a speech task. Each of thekindergarten and first grade childrenrepeated 10 sentences after the experi-menter. and each of the second throughsixth grat:e children read a passage. Allwords judged to have been spoken dis-

fluently nen: analyied for the presenceof 'each of Brown's four n ord attributes:initial phoneme; grammatical funetion,sentence position. and n ord length. Dislint:ticks were not randomly disuibittedin the speech or I liese Children: I'm bothstutterers and ,nonstutterers. dislIttencies.occurred most frequently on nords pos.sesSing the same attributes as thosereported by Brown to he troublesomefor adult stunerers. The lindingS of this'.t ml) demonstrate the essential Similari,ty in the loci of instances of dislinency iiithe speech 'of children and adults andstuttererS and t t but erers.1 Author)

ABSTRACT 11399EC 01 1199 ED N.A.Publ. ILicJun 69 Hp...

Quarringion: Bruce And OthersCoal 'Setting' Behaviim of ::Pierents ofBeginning Stuttercr,and Parents ofNonstuttering Children. .ERRS not :Wadable.' . . -

--1titirnal Of Speech And I fearing ite-

search; \'l2 N2 P435-42 Jun 1969

Descriptors: exceptional child research;.'stuttering; parental aspirat. ;- parentattitudes:speech handicapped .

Parents of young beginning 'stutterers.1:ral parents of nonstutterers were stud-et! to determine whether, they differ inthe goals lhey set for theirchildrttrotyttttt werbal task. The experimen! repre-sents a partial replication- of an eadier

...work which studied older children witha longer stuttering duration.. A group of28 children, in which the stutteringduration did not exneed eight 'months,was investigated. Controls were matchedfor age. sex. .and lama), iiceupatiOn level.Parents were each piked-. in _separatesound treated rooms' I :- which theyobserved their child.' After each set 'oflive trials on the-., Rutter Board. the .

child's score was reported to the parents..who then were required to estimate thechild's subsequent performance .Score.Reporting of the child's score was con.trolled so that cacji parent was exposedto a standard schedule of fixed degreesof successes and failures. The twogroups of mothers differed significantlyon three of the four measures consid-ered, with the mothers of stuttererssetting significantly lower goals for theirchildren. The two- groups of fathersAidnot differ significantly on the same fourmeasures. Theoretical implications areconsidered briefly. (Autlipr)

ABSTRACT 11711EC 01 1711 El) N.A.Publ. Date Feb 67 10p..Weiner. Paul S.Auditory Diserin t i ttt I 'Artless-Winn.11DRS not availablejournal Of Speech And !fearing Disor-ders: V32 NI P I 9-28. Feb 1967

Descriplors: exceptional child research:auditory-- -discrimination; tests; visualmeasures; individual tests: aniculatioa(speech); auditory tests; research reviews(publications): age differences; test va-lidity: speech handicapped.

A review of reseatch on the relationshipbetween auditory discrimination and ar. .licidatory defeets indicated. tkit-esistingdiscrimination test: 'possess *Mee inahnvariable:. The first variable included..memory. tocabulary. -context. and intel.ligence.. Afore intportantly. because ofthe nature of auditory discrimination.

. the validity of the tests was.questiimed.conk' he achiewd.)

by relating the test to a . theory ofauditory discriminat. , if the relation.

..- ship presently expected betWeen audito.ry discrimination and articulation:n ereto he 6ffind. -The second variable la) ' inthe definition and Measurement ofartieelation defect. When. subjects n Oh only(Inc or two errors in sounds were used. apositive rclati ship between attilitolydiscrimination and articulati tttt was ncv-er found.. whereas"one was found instudies where four or more errors wen:the criterion for inclusion.The third andmost important variable was 'age. a

positive auditory-- discrimimtioniart icil-latiiin relat ship being found in almostevery study involving children' 11(40 sage 9. and in t ttttt 7involving only sub.jects above that age. It was thus recouii .mended that longitudinal studies bemade or the 'validity of 'auditory (his.

tests:' both of the factors--mentioned above and of the relianceupon external models: . the role ofmaturation and learning in the develop,.ment or auditory discriminat* ; and.the methods of selecting those needingtherapy. (NI 1:) .

' ABSTRACT 11816EC 01- 1816 Ii1)14.A.Publ. Date Sep 67 - 1. 911.

Sommers. Ronald K. Anil OthersEamon. RVInIVII ID the Effectivenessof. Artienlat -Therapy for Kil114.marten, First and Second Grail.'Children.'NIontgotnery County Nd Is . Norris.town. PennsylvaniaIlDRS not available.Journal Of Speech And Bearing Re.search: VI() N3 P428-37 Sept 1967

Descriptors: exceptional child research:speech handicapped; speech therapy; ar-tieulation (speech): kindergarten child-ren; grade I: gratIt! .2... speech impriive-men!

To determine the degree to Much artic-ulation improvement is influenced bygrade level. degree of defectiveness. stimutability rest ttttt ses. and 'amount 'ofspeech therapy. articulation therapy wasadministered by 20. speech clinicians to288 ste..orban sal I children. Artictia-non was tested before and after the eightand one-half month treatment period.using the Warnock-Medlin cards. a via-.sion or . the McDonald deep test ofarticulation, and the Carter-Buck Progmimic Test. Effectiveness of therapy watt

. not dependent tin grade or severity ofdefect. Subjects with pour stimulabilityscores derived significantly yore bene-fits from therapy than those with goodstimulability scores tp less than .001,..Kindergarten subjects with more severe

4 Exceptional Child Bibliography Series

speech . problem, shooed significantlyMote improviiiiient in arlomliaimi thansecond graders with similar defects illless than :.001.1. In decidingo Inchten should by accepted for treatment.:conclusions were that children frOmdeigarten. first. and second grades silkpoor stimulability scores still benefitmore. from speech. therapy than thirsewith g I scores and that speech therapy is effective Jiar these children regard-less Of the severity of their speech'problems. OR)

.

ABSTRACT 11913IC 01:1913 F.I)

Date Dec 67 7p.Raymund d W.; Nlartin, Richard R.

The' !Mem of Response ContingenthmiAnwni un stuurrittg,

EDRS not available'Journal Of 'Speech And flearing Re-search;'V 10 N4 P795.801 Dec 1967

Descriptors; exceptional child research ;.stuttering; behavior change: verbal Opel.-ant conditioning: . behavior:verbal' stimuli; negative reinforcement: .

speech improvement.. speechcapped

BSTRACT12071EC 01 2071 ED 010165Publ, Date 66 75p.Van Riper. ClinicsA Predietive Screening Test for Child-ren with Articolatory Speer+ Defects.Western Michigan University. Kalamai.ouOffice Of Education (1)11 FAV). Washing-ton. D. C.EDRS mf.hcCRP-153HRR-5-0399

Descriptors: exceptional child research:speech handicapped: identification:speech tests: predictive measurement;...est construction; speech improvement;articulation (speech): grade. ratingscales: test validity: elementary sdstudents: speech evaluation

A test to identify defective articulationin first grade children was constructedusing the empirical scale derivationmethod to seek test items fur the predic-tion of articulatory maturation. Afterselection and reduction to t35 items, anexperimental item pool was adminis-tered to 167 'beginning first-grade child=ren :who had been diagnosed as having

The effects of presenting the verbalstimulus. wrong. contingent on stutterMg Were studied in three adult malestutterers. Each subject's : stutteringbaserate was obtained. then the word,wrong, was made Contingent on eachstuttering,. Artie two subjects. the verbalpunishinent. wrong. occasioned a 30 to40'./ reduction in %mitering frequency:For the third subject, verbal punishmentproduced almost total suppression ofsuittering, its reinoVal Was followed by a

:return I to baserate frequency, and itsreintroduction tesulted in an immediateand substantial reduction in stuttering.lAuthor1G)))

Speech I landkappedRescarch

. , , artijillatitin. Re-'ispiests woe, made that-Thuile - thesribjects receive therapy during the studyperiod. I. he subject, Were classifierl inthe beginning of the second grade ashaving still defective or normal al licida.tiO ll was done Asir at the third.grade :level Item analsses acre per-fornied to identify. items which differen-listed "the groups... A response recordsheet was individually scored o ith. the

.1

keys derived empiriCally.. the resultant ,-

....fretpieney distributions of ',cores wereand possible cut-off scores

were established. CRS) ' .

ABSTRACT 20017IT 02 0017 ED N.A.Publ. Date Jun 67 4p.Sherman, Dorothy: Gall, AnnetteSliver Sound Diseriminati tttt and Ar-tieulation Skill.FIRS no availableJournal SPeech And Ilearing Re-search: VIII N2 P277410 Jim 1967

Descriptors; exceptional child research,:speech handicapped; tests: ai ticulat(speech): auditorl discrimination; lath-.tory tests: speech tests; intelligence . tests;testing: kindergarten children

To relate difference,' in" articulationskills to differences in soinnt discrimina-tion ability. over 500 kindergarten child-ren %sere tested with the Templin SpeechSound 1 Discriinination fest; of Reese.two experimental groups, consisting ofI14 subjects with high scores and 18subject, with low scores, were selected

"to receive the femplin-1)arley PictureArticulation 'lest. Scores for the groupranking high on the sound,discrimina-t" test were 'high on the'iirlicukitiontest: fiw the odier group the scores.werelow (beyond the .001 level of signifi-cance for both). Thus a causal relatkin-N.0ship between dist:Amin:Ilion ability andpoor articulation ability was' recianmended. Although the Peabody PictureVocabulary Test indicated a mean It) of122.6 for the high pinup and IIP.5 forthe loss group lbewnd the .001 level ofsignificance). this difference was attrib-uted not to the difference in articnlat.but rather to the method and criterionfor selecting the high group and thelikelihood of confusion of word, bychildren who are poor at sound discrimi-nation. (ER)

ABSTRACT 20100EC- 02 0100 II) N.A:Publ. Date Feb 69 I tip.Shames. George 11. And OthersExperimental Programs in Stint prismTherapy.

. .EDRS not availableJournal Of Speech And hearing 1)isor-tiers; V34 N1.190-47 Feb 1969

Descriptor,: exceptional tlultl research:speech handicapped; %Mitering: behav-ior change; negative reinforcement; pOs-itive reinforcement:, operant condition-ing; speech therapy; xperimental pro-grams; reinforcement

Rat' ale and development are de-'

scribed 'Or too tSpes, of tberapennc',nig, ion..Jo. stuttering, based on operantconditioning.. the %meting Reba% forProw am. attemptSto nimbly the siiipto-mane features of stuttering by mean: ofXelhal cronsequences.. stutterei per.(Orin:. an :assigned ss minim' morlifica.'lion task. and is leinforced for sii ffillcompletion o, r. punished liar. failure bymeans.of the clinician's verbal i espouse.the 'I hematic l torrent %toddle:Moil isbased on a categoritnam of stutterers'verbal responses: positise.or Illosc irenc.uncial to therapy: negative or those in.compatible with rewires. 1-lia pmogram

inclea:e fiermencs of posilixe.and 'decrease: negative thematic le-sponse. %hiring inlet t jet s. -.After applica.lion of these progiiims, tentative conchl-....

acre reached: stuttering tate o asrethieerh rates of operant iesprinse.; in..creased; fretplency'of stutter iii; and ob.

.. served thematic...content appeared -toco.vary. Assignment of patients to either ..prograin..appears to be Warranted.firer. 'research riii rates' and type:. of1.6pr-ruses is planned. (.111)

ABSTRACT 20140IC.02 0140 -: II) N.A....pul,L Dm, Aug 69 .... 6p,,-

(..tirlee. Richard F....Perkins. \Valiant II;l'aniversati 0000 al Hate Therapy.. .for Stuttering.EI)RS 60( available .

I01111:11 01' Speech And I tearing Dist"'tiers; VI4 N3 P245.-50 Aug 1969

1)escriplOrs: exceptional child research:.speech handicapped; .stimeringt. Operantconditioning:. feedback : : perch therapy;reinforcement; Speech improvement

Conversational Rate Control Therapy.'atherapy (iw..'snitteeirrg.' is. de.

scribed. 1)uring, normal conversatioillwPatient is V011(116011;31 with delayed midi-tory feedback rntlil he has reached ano-stuttering level.. TO insure .voluntary

-rate control and Phrasing, the client is'given limeamt la penalty) each lime hestutters or speaks too fast. Aller attain-ing voluntary rate control, the clientundergoes site and serial complexitysuccessive approximation procedures..Ile. is given opportunities to try newspeech with a variety of persons and!.illations, beginning with the least diffi-cult. Subjective clinical impressions in-dicate that most clients have achieved,in the laboratory at least, speech withinnormal limits of rate, fluency. and. pro-sody. Further research is needed toreline the techniques currently employedin the therapy. and to assess the perma-nence of change and aoumill of generali-i.at ion of change in stuttering,(AuthorJill

ABSTRACT 20506EC 02 0506 El) N.A.Publ. Date Aug 66 .Wingate. M. E.Stuttering Adaptation and teaming:II. The Adequacy of Learning'plea in the Interpretation of Stutter-ing.EDRS not available

5

re*

Journal Of Speech And Hearing Disrorders;-V31 N3 P211.4..Aug_1966.

Descriptms:..exceptiOnal child research;speech handicapped; stuttering; learningtheories; behavior patterns:-.anxiety; be-.Itavioral science research; research re-views (publications); reactive behavior;Operant conditioning; adaptation leveltheory; reinforcement .:-

The article is the second in a series -discussing whether or not learning try principles adequately account for thedevelopment of stuttering. Data gainedfrom studieS' df adaptation in stuttering

. have been used as support. for varioushypotheses of stuttering as a learnedanticipatory avoidance behavior. The'author states that-the anxiety associatedwith. anticipation shOuld result in in-

'. creased Stuttering, but that adaptationstudies have shown a decrease in stutter-ing.-The theory is, therefore, inconsist-ent with the facts. Similarly, a discussionof such 'models .of learning theory. us'',

. instrumental avoidance learning.' insult-:mental' escape learning, and operantlearning reveal limitatinns in their abili-ty to account for stuttering. The authorconcludes that stuttering is ru, a learnedbehavior. IMK)

ABSTRACT. .4,f0,64EC 02 0964 it7.:i.13 504Ilubl. Datelun 69.PendergaSt. Kathleen And OttxersA Study of ll'okrusiontl. toIdentify Children ;Requiring SpeechTherapy, ..Seattle Public Schools, WaShingtortOffice Of Education (131-1EW), Washing-

, ton. DX.. Bureau Of ResearchEDRS mf,hcDEC-5-194 SOBR5-0319.

Descriptors: exceptional child research;articulation tspeech); prediction:: speech..improvement; speech skills; speech tests;performance factors; speech handi-capped; kindergarten children; primarygrades; performance . (actors:. speechevaluation; speech therapy

To determine factors influencing thepermanency of a protrusional lisp and toincorporate 'them into predictive pro-files, approximately 8,000 kindergartenchildren were .screened for articulationand those. appearing to have a prom'.sional lisp were tested individually. The1,043 subjects exhibiting I such a lispwere examined semiannually for 4 yearswith a battery of speech and other tests;their school records were assessed; nospeech therapy was given. The data forthe 475 subjects who remained, based onrecovery and nonrecovcry by the endgrade 3, were formulated into. sevenprofileti, one for each testinglwriorl. Thepattern indicated that no single test orsubtest proved to be predictive at allperiods. Results deMonstrated a consist-ent increase in the number of subjectsrecovering, with .56% recovering with-out therapy. Higher recovery rates werefound among subjects with a protrusion--al lisp only or with less severe articula-firm problems initally and more- rapid

6

redact' of errors throughout: Also,subjects producigg_tt.d.n.). with the

tongue tip and not the blade had a better.chance to recoVer, without therapy.

I Author1.1

ABSTRACT 21013-EC 02 013 ED N.A.Publ. Date . on 66 7p.

Sommers. Ronald K. And OthersThe Effectiveness of Group and lUdi-virtual Therak.Moatgomery. County Schools; Norris.town. PennsylvaniaEDRS not availableJournal Of Speech And:. Hearing Re-search; V9 N2 P2I9.25 Jun 19W,

. .

Descriptors: exceptional child research;group therapy; speech handicapped:speech therapy; articulation (speech);speech improvement

Articulation therapy was administeredto 240 children by 17 speech cliniciansworking in a. suburban school system. -Articulation testing was completed hothbefore and 'after an 8 and 112 months'treatment period. Group therapy wasfound : to he' as effective as individualtherapy, regardless of the severity ofspeech defectiveness or grade levels ofthe children. (Author)

ABSTRACT 21065....EC 02. 1065 '" ED N.A.

Publ. Date 69.. - .. 9p.

Weiner. Adeline E.. .

Speech Therapy:and Behavior Mrnlifi-cation: ,A Conspectus.'EDRS notJournal Of Special 'Education:: V3 N3

P285-93 rail 1969

Descriptor's: exceptional child educa-tion; speech therapy:' behavior Change;literature reviews; educational theories:,research; . operant conditiOningt.- rein-forcenient;, stuttering: speech hand;capped

A survey of literature is presented con-g the application of psychological

lea...r.ng theories to the systematic treat-ment of speech and language problemsthrough behavioral strategies. Suggestedreadings include theoretical concepts in-volved in classical and instrumentallearning, major research efforts in thefield of speech disorders, and descrip-tions of techniques for the managementof specific deficits. Readings on back-ground', history, and terminology arenoted, and literary references about spe-cific categories of speech disorders areprovided. (RD)

ABSTRACT 21718EC 02 1718 ED N.A.Publ. ,Date Feb 70 5p.Webster. Ronald L. And Others

Changes in Stuttering Fremacy as.aPonce of Various Intervals of 1)e-layer! Auditory Feedback.Hollins College. Virginia. DepartmentOf PsychologyOffice Of Education (DREW), WaShing-ton, D. C.

10

1.711)RS not availableOEG-78290' . .

..Journal Of A bllormitt Nkokil*.: v75N 1 1'45.9 Feb 1970

Descriptors: exceptional child research:speech, handicapped; muttering; speechimprovenient: feedback; delayed audito-ry feedback' :

. , .

:Stuttering freoucncy wk.. investigated asLa functjon of various intervals of coin in-:nously presented delayed auditor')' feed-back ADA Et l'iSe differein intervals of134\1: w ere' presented to six Severe stilt;terers .while they read ;dorsi :Resultsindicated t hat the prescnta-lion of DAE-' significantly minced stmt-ter ins frequency.' Fluency enhaneethentwas generally greatest during the shor-test DAV: intervals tested. No evidencewas found for the carryover of fluency ;. generated by..13AE into the period im-..uwiliatcly following- Ss' experience onDAE. 'The results were interpreted asbeingcernsistent with a view that sUtter-ia is based on a defect in the processing .of auditory feedback. (AM).

ABSTRACT 21768 .

EC 02 1768. El) 035 147Publ. Date Aug 69 85p.larrison. Robert J.

A De Aral' Project of -SpercltTraining for the Preset' I neft Pal-ate Child. Final RepOrt..Miami University. ('oral 'Gables, Mori-

. tla. Set '101 Medicine':Oftiec Of Ethic:Mtn% Washington.' I). C.. Burea6 Of Education' ForThe HandicappedMKS m.he011(i-2-6.061 101.1553BR-.6-1101.

Descriptors:. exceptional 4hild research;speech improvement; "speech therapists;therapy; prescho0I. programs;-- parent'participation: language development;speech improvement;speechtherapists;program evaluation; Speech evaluation:articulation tspeech); case studies Ictincat km)

To ascertain the efficacy of a program oflanguage and speech stimulation for thepreschool cleft palate child, a researchand demonstration project was conduct-ed using 137 subjects (ages -18 to 72months) with defects involving the softpalate. Their"' language and speech .killswere matched with 'those of a nom:left

\. peer group revealing that the cleft group..vas significantly inferior in .receptiveand expressive language skills. Tlw pro-gram consisted of stimulation in whichthe mother participated with the childfor 1 hour each week: during the period.the clinician worked directly with thechild. counseled the mother and directedher participation. and observed themother in language rind speech stimula-.lion. The results of the program indicat-ed significantly better progress bylthoseinvolved in the program, compared to acontrol groOp. in both language skillsand speech skills. By the end ..of theprogram the children involved had skcommensurate with their chronological

Exceptional Child Bibliography Series

age. AppendiSes and esiensive tables ofscsUlts are included LIM)

. ABSTRACT 21794...s. EC 02. 1794.. .... :.. : : ED .N.tv.

Publ. 'Date Ain 66 ,' j 3p.Nlarge: Wroth). Kurise'rilch , .

Th..' Social .Statutsof...:4144-4441-11atudi-. rapped Children.

E.DRS not. available.' ., .

Journal 'Of :Speech . And I leering Re-search; :V9 N2 P I 65.77.Jun :1966

Descriptors: except ionapchild research:speech handicaPped; parent attitudes: .

.. internerSOnal relationship; social status;-: Speech skills; .. social relations; play-

ground activities: peer acceptance

-.:Social positionand Parent at tii tides. werestudied in 72 third.graders. 36 of .whon ..

were speech handicapped. Children and. teachers 'completed soeiogrtis:. parents

respowled to .questionnaires. Results 'in- .

dicated that speech handicapped chiltI7ten tended t hold lowersoeial positions.'than normal speaking children in-certain.. interpersonal relationships,, ranking ig-.nificantly lower in the areas of study and..-work activity and 'desirability' as at din-.nor guest. In other .area. of playgroundtictivity and Speaking ability-..there .were' no significant differencesbetweim :the grouPs. Parents or: the two .

groups did 'not differ. in attitudes toward ..children with defective 'speech..although:.parents of speech haiitlicapped children

--. placed a greater eMphasis on thti import-;Ince of .-good speech: It WAS almi..foundthat parents perceived , speech disorder+.as leSs: handicapping than other types of ..

disabling conditions. I A:111440M 10

:..? ABSTRACT22293'EC 02 2293' . - : . ED 024 494Publ.' Date. Jul 47. . ' :, .-.' 105p.Wepman.' Joseph 1414. No vney. Anne S.'..S41 1 Acidevgnent n \ Related to ..Devehtpmriend . Speeds I eitteeurney.Final Report.Chicago University. IllinoisOffice Of. Education (DBEW). % ashing-

\ ton. 13. C.. Bureau Of ResearchEll.)ItS.ntfitt:OEC-4-10.006BR-5-0398

Desttript ors: exceptional 'child research;speech handicapped; academic achieve:\ment: articulation (speech); auditory tlis- N,

crimination; enunciation improvement;grade ,1; language research: readingachievement; §pcech skills: speech tests;speech therapy

A study, at the University of Chicago, of177. unselected children tan entire first-grade class of normal intelligence. of .common ethnic background, and within6 months of their sixth birthday) wasmade to determine whether thosc...child--ren with speech inaccuiteTeienasistentenough to qualify them for speech thera-py would 'achieve. in their school subjectsas well as children having no...speech'

..<. inaccuracies... whether students receiving.iPeech therapy..(pffered to half of the-speech ' 'inaccuracy. group) improvedtheir school achievement or their :Mit: it,

. ..

Speech ItandiCappedResearch4:

.

Imam accuracy acquisition more thanthose not 'receiving therapy; and wheth-er ;t significant relatitinship existed be-tween ,perceptualmialality . factors andeither school achievement Or artieuht-tion. The study revealed no difference inschool achievement between childrenwhO were considered to he in need ofspeech therapy and those'who were not;no 'difference ..in school achicvememwhether a child had therapy or not; andno difference in improvement, in artice-,latiim whether a child had speech thera;py or not. A low but statistically signifi-cant relationship was found hettfreen theperceptual abilities and both articulationand schifachievement. (Author/i -11)

ABSTRACT 22887EC 02 2887 ED 040'539POI. Date Jul 68 1.. 27p.Coleman. Thomas; Langberg. GeorgeAn Automated and Programed LiihO:

.calory far Instruction in the Areas ofSpeech and : Communication. FinalReport. . .

Ossining Public Sclitils. Ncw YorkNew York State Education Department,Albany, Division Of Research

D RS mf,hc

Descripters:' exceptional 'child educa-tion; speech. handicapped; 'speech thera-py: programed instruction; autoinstruc-.tional methods; program -evaluation:public schools; articulation (speech); ed-

.,

ucational methods: exceptional child re-search

An experimental public schtiol speechtherapy program is dmscribed. whichoffers automated, programed instructionin-sound production and auditory train-ing. The experiment includes self-teach-ing methods, as well as utilization ofparaprofessional personnel under the su-pervision of a qualified speech therapist.Although the automated program waspresented as a supplement to traditionalspeech therapy methods, an effort wasmade to evaluate, its contribution to theaccomplishment of therapy goals. Utiliz- .ing 28 subjects, the investigators corn-.pared articulationtest Scores' of thosewho had received only traditional thera-py with those who had received bothtraditional and automated therapy. Re-sults indicated a significant imprcive- .

mcnt in articulation with those studentswho received coinbined treatment. Al-though the study was lirnited, it was feltthat automated programing may repre-sent an important instrumentality foraccomplishing school therapy objectives.;(J H) '-

ABSTRACT 23077EC 02 3077 ED N.A.Publ. Date Jul 70 4p.Lawrence, Joyce K.;Potter. Robert E.Visual Motor Disabilities in Childrenwith Functional Articulation Defects.EDRS not availableJournal Of Learning Disabilities; V3 N7P355-8 Jul I97Q

Descriptors: exceptional child research;learning disabilities; speech hand

capped: perceptual motor learning; ,aitientation (speech); motor development;perceptual development.

The investigation attempted to deter.mine if the, presence of visual-minor .

integration disabilities. as measured bythe DevelOpmental Test of ViSiial Motorintegration was greater in preset '1

and primary grade children havingfime-tional articulation defects than in thoseWithOut articulatiOn defects- -that is, :ibismaul sPeakers.:StatiStieal analysis of thedata revealed that the subjects possess-. ,ing functional articulation - defects

,:showed 'a significantly higher degree ofVisualmottw-, integration disability thandid the eontrols. Other statist ical .eom-paris'ons revealed that the male subjectswith functional articulation defects per

:forined significantly less well than didthe control males on the DeveItipmental

- Test of Visual- MotOr integration. ilowever, this difference was not found be.men I the female subjects and fethalecontrols' 'A poslifivireorrelation Wasfound to exist between, visual-minor in-tegration ages.and the chronological andmental ages of the sample population.(Author)

ABSTRACT 23332EC 02 3332 N.A'Publ. Mite 70 13p.Prins, DavidImprovement and Regression ill Suit-terers Following Short-Term Inten-sive Therapy.F.DRS not avaihibleJournal,Of Speech And Hearing 13isor-ders; y35 N2 PI 23-35 hilly 1970

Descriptors: .exceptional: child 1.6 etirch;'speech. handicapped; stuttering; speechtheapy; speech improvement; languagepatterns; Communication problems; fol-loivup.st ud lest. success factors -.

., A study concerned ,with. the:effects of atspecific. treat mcou program upon stutter-

,ers. was Undertatibn .witb:.th folloWing'objectives:. the desetiotion of improve-ment and regression sit a function ofdifferent problem areas which contrib7ute to stuttering severity. an evaluationof the relationship between improve-inent and tegression,. and an evaluati7i-of regression as a functiop of time armthe termination of therapy. The subjectwere 94 male stutterers from agesthrtnigh 21 at The University of Watt- .gan Speech and Hearing ,Cant. Thelength of time since:therapy. had endedranged from 6 months to 3 I12 years.Subjects filled out a self- administeredquestionnaire about their stuttering. Anaverage of 67% of responses on im;.,provement after therapy indicated significant hqd lasting improvement. but33% said thcy had regressed to varyingdegrees. Ttle`Mtly, which used the slut- .

terces own,. evaloation of his improve-ment and regressiT following therapy,facilitated the evaluation' of a specific .

treatment program ati,!uggested futuremodifications of the program. (OD)

ABSTRACT 23368EC 02 3368 N.A..Publ. Date Jonf70-. ..\\

Stalk. Rachel E.; Pierce. Bruce R..

Th., Effect, of Delayed Auditory.Feedback on a Speech-Related Taskin Stutterers...E.DRS not availableJournal 01 Speech And \) tearing Re-search; V13 N2 P245-53 Jun 1970Based 067 Ph.D:Dinertation. Univer-sity Of Oklahoma Medial Center,. Okla-homa City ,

De;criptors: exceptional child research;speech handicapped; stuttering; ;adults;feedback; electronic equipment.: re-sponse inode; tteavior patterns

The responses- of.9 S adult stutterers and15 matched nitimunerers were com-pal ed a panto ed syllablerepetition"

tinder varkm s acafirory feedbackcOnd it ions, The OtlInkk signals wereclicks activated by an clectro-mcchani-cal device at the time of 'lip closure.They were either synchronous:(SM') ordelayed (IMF) or" a combination

SAI: waspresented.hy bodeconduction at a 40.d13 sensation level,DA Pifty binaural air conduction wittk adelay:of 140 or 200 msec, at sensation

. levels of 0, 10. 20, and 30 dB in;on?. and at sensation leVels of 40, 50.60;and 70 c111 in 'the SAFIDAF cLkmbi-

: nation. PerfOrmanceS were evaluated interms of pattern duration; lip-closureduration, and number of pattern errors.Simmers and nunstunerers respondedsimilarly to the feedback conditions.Three differences were foun.i. duringSA I' alone, stuttereis showed greater.duration of lip chisure; there were non

;.systematic differences between stutterersand nonstutterers in duration of lipclos-ure dining DA15 and SAFIDAF con-ditions; and with increased intensity ofDAF. stutterers showed a greater in-crease. in nuMber of pattern errors.(Author)

ABSTRACT 23399EC 02 3399 ." .` ED N.A..Publ.' Date Ant .70 10P.Illoodstein,Stuttering pail Normal Nonfiswnry7AContinuity Hypothesis.EDRS not available .,

British Journal Of Disorders Of Com-.munication; V5 NI P30.39 Apr 1970

Descriptors: exceptional child research;speech handicapped; stuttering; speechskills: child language; language develop -ment; language fluency;.specch Habits:theories .

The relationship between the . speechinterruptions of children who are ordi-narily mimed to as stutterers and thoseof children who are regarded as normal

speakers is discussed. The terms stutter-ing and nonflucncy were replaced bymore, descriptive terms: part -word renc-lition, word repetition, sound prolonga-tion,' and forcing: Research ..findingswere then reviewedon these reactions asthey have been observed in young child-ren regarded as stutterers and those notregarded as stutterers. It was found' that.sach of the aboVe features Of. disflucntspeech: is found more frequently in

young -stutterers than in young nonstutterers, and each occurs in -re.taily dis-cernible amounts in both groupS..-1.ittleresearch has been done on the distribu-tion ..of these' featureS in the 'speech

....sequence or their frequency. The: hy-pothesis is suggested 'hat thine is a basic

,continnity hetwecn forms of early stilt-tering and sonic features-Of early normalnonfluency. 1(3D)

ABSTRACT 2-3406EC 02 3406 ifp N.A.Publ. Date May 70 . 5p.

;Greenberg. Janet Berson.'"" The, Effect of it Metr on 'the'

Speech of Yining Stutterers.EDRS not available .

,Behavior Therapy; VI N2 P240-44 May.. '1970 . . .

Descriptors: exceptional child research:speech handicapped; stuttering; speechtherapy; language fluency: _pacing:-Speech skills

The influence of a metronome on thesPecch of stutterers aged 9-11 years is.Studied. The effect of telling-the subjectto puce his speech with the metronome --.

is compared with having the metronome .in the auditory background Withotifin-,:-,structions to pace. The Sitbjects were 40Negro boys (20 who receixed -stutteringtherapy, and 20 non-stutterers, whoformed the, control group. The subjectswere asked to describe togs while speak=ing into a tape recorder with and .with-obt the metronome and pacing insruc-.lions.' Tables shove-statistical compari-sons for differertial rates of speech.Boys identified as stutterers showed -asignificant decrease in rate of dysflucncy

:- when the metronome was used. 'The.l differences between . the . experimental

subjects instructed to pace their speechand those given no instructions was not

. significant. Possibilities for speech thera-py are discussed. It is suggested that a' .

Metronome could be effectively usedwithout telling the child why, and thuswithout calling the child's attention to .

his impediment..(GD)

ABSTRACT 23442EC 02 3442 ED 041 412Publ. Date Jan 70 88p.Girardeau, Frederic L.., Ed.; Spradlin,Joseph B., Ed. .

A Functional Analysis Approach to'Speed, and Language. ASHA Mono-graphs, Number 14.

American Spccch And Hearing Associa-tion, Washington, D. C.EDRS mf,hcASHA Monographs; American' SpeechAnd. Hearing Associntion.,1 9030 OldGeorgetown Road, Washington, D. C.20014 ($4.00).

Descriptors: exceptional child research;speech handicapped; speech therapy; op-.crant Onditioning; aurally handi-capped; reinforcement; television; artic-,.ulation (speech); minimally brain in-jurcd; behavior change;. speech patholo-

.

'ant behavior are applied to clinicalPractice in speech pathology. Intrdctory material so mmarjtes the principlesof operant conditioning as related tospeech therapy. Clinical application. ispresented in the following arcas:, rein..forcing properties of a television pre -sented listener: reduction of reading and.speaking rates: stimulus control of phi,mime articulation: increase of functional

' speech by a. brain.-injUred child: estab-lishing and maintaining echoic. speechby a nonverbal child: and decelerationof inappoipriate- behavior by ahard of hearing child. A concludingchapter deals with implications" of afunctional approach to speech pathology .

and audiology:.

,ABSTRACT 23493.

liC 02 3493. N.A.Publ..Date May-70 I 2p.

.

bitty. David A.; Frick. James V. .The EffeetSi- of 'Punishing tit-tittering-Expectatiims and Stuttering Utter;

vices: A Omparative Study,EDRS not :Nail:tide .

Behavior Therapy; VI N2 P228-39 May1970 -

Descriptors: exceP!;orialchild research:.. speech handicapped;- stuttering: negativereinforcement; speech therapy; adults

The effects or contingent shock on sig..naled' stuttering'. expectancies andlr.stuttering utterances were..studied in 36.adult male stutterers. Each subject par-ticipated in only one of three differentpunishment conditions. Each condition 'consisted of three segments: Base Rate.Training, and, Punishmentwas administere Only during the Train-

; ins segments. Electroshock was deliv;cred contingent upon signaled expectan-cics to stutte; in one condition; in at

second condition, shock was adminis--tered for emitted stuttering utterances;and in the third cdnditiort, the effect ofPunishment for both signaled expectan-cies and stuttered utterances was stud-ied: The general findings were: punish-men( of sigualcd.',exPectancies effectedonly a modu'atc reduction in stutteringexpectancies: ,stuttering. utterance con-

, tingent shock 'effected a significant de-.crease in stuttering; and the combinedpunishment proCedure effected signifi-cant reductions in both signaled expect -.ancics and stuttering utterances, thoughthe combined punishment procedure did'not. effect n. more immediate or u moresignificant reduction in stuttering. thanthe stuttering utterance contingent pun-ishment procedure. (Author)

.. ,

ABSTRACT 23575,." liC' 02 3575 042 308

Publ. Date. May 70 97p..Bell, Dorothy Mays; Sanders,. EdwinaAn Investigation of an Indivithealized,..Approach'.to Evaluating, Grouping,:

Theory and laboratory research in open

and Planning' Therapy for Childrenwith FunCtiiiital Prob.(ems in the Firto.-and Second Grades:in a Publie! School SYslem. FinalReport..Texas Christian University, Fort Worth;

4 Exceptional Child Bibliagraphy Series

Fort North. Independent School Dis-'trict Texas

Office co Education Aputiwt. Washingtin. D. C.. Bureau Of ResearchEDRSOEG:7-9-530035-0093(010)11R-9-G-035

Descriptors: exceptional Child research;speech . handicapped: articulation(speech): speed' therapy: grouping lin-Structional purposes): auditory percep-tion; elementary school students

A study was conducted to investigatemethods of grouping children in gradesI and 2in a speeCh and hearing therapyprogram, and 'to determine -the preval-ence of certain auditory skillS and de-.viant swallowing ..behavior associatedwith articulation problems: 'A screening

jest of articulation identified 25,5 control'and 255 experimental' subjects. A testbattery was administered, on the basis ofwhich. six therapy groups were formed.Statistical analysis tif. data collectedfroni a Miter administration of testsshowed the grouping Of children witharticulation problems, and the use of. .

prc.professionals (graduate students inspeech and hearing pathology). to heeffective. procedures. Five of the. grodpsachieved mean gain of articulationscores greater than that or the controlgroups: Of the 12 variables studied. nineachieved significant gain ty the .experi-.mental samples in any group. Associa-lion of auditory deviations with articula."lion problems was confirmed, but de.viant swallowing behavior was not afactor. (KW)

. .

ABSTRACT 23613EC 02 3613 . ED N.A.Publ. Date Aug 70'. 5p.Marshall, Robert C.

_The Effects of Responie ContingentPunishment upon a. Defective Articu-.lation Response. .

EDRS not availableJournal Of Speech And Hearing Disor-tiers; V35 N3 P236.40 Aug 1970 .

Destriptorst exceptional child' research;speech handicapped; . articulation(speech); speech therapy ;, conditiOnedstimulus; negative reinforcement

The effective- use of a response contin-.gent punishing stimulus(electric shock)in the amelioration Of an incorrect attic-illation .response is described. .The pa-

. tient was a 20-year-old white male whocomplained that his NI and 14 interden-tal lisp problem kept him from attending',.a special. school Following several car

. training sessions, finger electrades froma Grasor-Stadler PsYchogalronometerwere.. attached. to the third- and fourthfingers of the patient's left hand.' The

,shock..was. introduced during the second_period ..of each sessiori..The first andthird parts of the session the clinician'merly counted the errorsAfter eightsessions the error rate was so low thera-py was discontinued.: Follow..up. visitsshowed the patient maintained a lowerror rate. :The..clinician used shock-because'.rapid correction of the. lisp wasimportant to the patient for vocational

.

Speech Handicapped7kescarch

advancement. the speech disturbance'was simple. and the patient understoodthe reasons for the shock. For cc: lainclients: with certain conditions. responsecontingent punishment can be useful.

1013)

ABSTRACT 30104EC-030104 ED 043 -178Publ. DateSep 69 .132p.

Gregory. 1-logo H. ..

An Assessment of the ReMIts of Stut-wring Therapy.. --Northwestern University. Evanston, Illi-noisSocial And ' Rehabilitation Service.(PHEW). Washington. D. C.. ResearchAnd Demonstration GrantsEDRS mf,hc

DesCriptors:, exceptional child research;stuttering; speech therapy; speech handi-capped; adults:: speech evaluation; anxi-ety; progressive relaxation; psychologi-calcal patterns

-Po investigate the effects of stutteringtherapy involving the avoidance reduc-tion- anxiety reduction approach, astudy was conducted with 16 adult stut-terers who received group and individu-al therapy for two evenings a week firnine months. Evaluations were madenine months , prior to therapy; at thebeginning and end of therapy, and' ninemonths after the close. ottlie treatment.Results. indicated that the more severestutterers showed improvement duringtherapy but regressed slightly during thefollowup.' period, while those subjectswith a less severe handicap maintainedtheir irhprovement during the followupperiOd. Since the progress of the subjects,.was not statistically significant, it wasconcluded that modifications of the ther-apy program were necessary for moreeffective and lasting results. The varioustesting devices revealed certain changesin areas of perponality.and attitudes, butshowed no change in speech associatedanxiety. (RD). .

ABSTRACT 30300EC 03.0300 ED N.A.Publ. Date Oct 70 4p.Nolan, J. Dennis; Pence, ConnieOperant Conditioning Principles inthe Treatment of a Selectively MuteChild.EDRS not availableJournal Of Consulting. And. Clinical Psy-chology: V35 N2 P265-8 Oct 1970

Descriptors: exceptional child research;speech handicapped; speech therapy;speech improvement; case studies

The treatment of a 10-year-old selective -ly mute girl is reported. Over the courseof eight months of almost continuouscontact, relatively normal speaking pat-terns were generated. At a one-yearfollow-up, her speech was indistinguish-able from that of her classmates. Shehad improved even further in the natu-ral environment and no new problemshad developed. (Author)

ABSTRACT 30404EC 03 0404 ED N.A.Publ. Date Sep 70 - 17p.Williams. FrederickPsychological Correlates of SpeechCharactcristiest On Soniidirsg Disad-vantaged."EDRS not available . .

Journal Of Speech And Hearing Re-. search: VI3 N3.1)47248 Sep 197(1 s

Descriptors: exceptional child research;speech handicapped: teacher attitudes:disidvantaged youth: Negro dialects; ra-cial discrimination: language patterns:evaluation criteria: social status...

Grade school teachers tended, to differ-entiate the speech samples-of. children:thing two gross and relatively independent dimensions tentatively labeled con-lidenceeagerness and ethnicity- '''''' stan-dardness Specific ratings Of a child'ssocial status could be interpreted rela-tive to this two-dimensional judgmentalmodelMoreover, based on measuredcharacteristics of the speech samples, itwas pOssible to. develop interpretableprediction' equations- for variations inthe social status ratings. Judgments ofsocial status coincided with an earlierassigned socioeconomic index far moreSo for Negro than for white children.'This prevailed generally with white andNegro teachers. sex of child, and thechild's speech 'topic. Although judgmen-tal dimensions and prediction equationswere roughly similar for Negri) ',andwhite teachers,. differences pointed tomore. dependence between ratings ofrace 'and status on the part or whileteachers. When r:iting 'a' child as highstatus, the white teachers had a greatertendency to identify him as being white,even' if the child himself were Negro: ./(Author)

ABSTRACT 30414EC 03 0414 ED N.A.

-- Publ. Date .Sep 70 . 17p.Sarno, Martha Taylor And OthersSpeech Therapy and Language Recov-ery in'Severe Aphasia,EDRS not available .

Journal 01 Speech And Hearing, Re-search; VI3 N3 P607-23 Sep 1970

Descriptors:. exceptional child research t1:fe.ech handicapped; aphasia; speech-

. therapy;.adultS; programed instruction;-.language tests; language skills; audiovi-sual materials

This study 'vas designed to investigatewhether speech therapy enhances lan-guage recoveridaTievere aphasia andwhether. or not the method Of 'speechtherapy used affects recovery if it oc-

.curs. -Thirty-one post CVA, -severe ex-prcs.sive-receptive aphasics' were as-signed to one of three groups: pro-gramed. instruction, nonprogra med.struction, and no treatment. All groupswere 'comparable with respect to age,ditrati6n of symptoms, sex distribUtion,and education. Patients were initiallytested to establish their level of function-al langdage skills and ability to performthe terminal behaviors to be taught..Patients in the treatment, groups re-,

ceived up to 40 hours of therapy. Post-tests were administered individually aft-er each terminal behavior was taught.All posttests were readministcred at thetermination of treatment andngain onemonth after termination to determinethe degree to which a behavior had beenretained. Thcrc were no significant dif-ferences in outcome under the threetreatment conditions. Results stronglysuggest that current speech therapy doesnot modify verbal behavior in this popu-lation. A more realistic approach to theoverall rehabilitation management. ofthe severe aphasic. and more carefulselection of patients who will receivespeech therapy is suggested. (Author)

ABSTRACT 30585EC 03 0585 El) 042 366Publ. Date Jun 70 95p.Boone. Daniel R.; Stich. ErnestThe Development of Clinical Skills inSpeech Pathology by Andiotape midVideotape Self-Confrontatiim. FinalReport.Denver University. Colorado. Speech_And Hearing Center

Office Of Education (DH EW). Washing-ton. I). C., Bureau Of Education:ForThe HandicappedEDRS mf,hc0E079-071318-2814IIR-1381

Descriptors: exceptional child research;speech handicapped: aurally handi-capped; speech therapists: professionaleducation; audiovisual instruction: vid-eo tape recordings; phonotape record-ings; speech therapy .

Twenty student speech and hearing cli-nicians were studied on the relativeeffectiveness of .using audiotapc and vi-deotape confrontation group, and ten tothe videotape group. Each listened tosegments of their taped therapy sessions.scoring them as they listened. Changeswere found among all subjects in theirknowledge of and attitude toward be-havioral concepts which were testedbefore and after the experiment. Nosignificant changes in amount of positivereinforcement given over the 8 weekswere noticed, but more negative reinfcr-cers (punishment) were used. Resultsshowed both modes of self-confrontationwcrc effective in changing the verbalbehaviors of student clinicians, and bOthlent themselves well to training,clini-cians. (Author/KW)

ABSTRACT 30656EC 03 0656 ED N.A.Publ. Date 6T I 52p.Ewing. Alex W. G.Aphasia in Children.EDRS not availableHafner Publishing Company, 31 East10th Street, New York, New York10003 (S7.00).

Descriptors: exceptional child research;aphasia; audiometric tests; lavguagc de-velopment; speech handicaps; aurallyhandicapped; deaf; language handi-

capped; evaluation methods; literaturereviews

Research on aphasia is reported. Metho-dology of testing the hearing of childrenwho do not .speak and who do notunderstand speech is described.. Evalua-tion of hearing tests with 100 persons isprovided, including reference to physicalanalysis of spes.h sounds and the effectof high .frequency deafness on speechand language development. Groups ofsubjects discussed include six apparently,.aphasic children who wcrc found to hedeaf to high frequency sounds and fourwho were found to be not deaf, noraphasic, bin linguistically retarded. Lit-erature on adult aphaSia (from corticallesions) and aphasia in children is. re-viewed. Analysis is made of speech andlanguage behavior of high - frequencydeaf children, aphasic children, andaphasic adults. Several conclusions are

''set fiiph. (MS)

ABSTRACT 30857EC 03 0857 ED N.A.Publ. Date Dec 70 2p.Martin, Richard; Berndt, Lois A.The Effects of 'ruse-Out on Stutteringin a 12 Year 0Id Boy.EDRS not availableExceptional Children: V37 N4 1'303-4Dec 1970

Descriptors: exception'al child research:speech handicapped; behavior change;stuttering;.negative reinforcement; rein-forcement

After a baserate session duiing which anexperimenter tallied stuttering frequen-cies, a chime and red light wcrc usedeach time the subject stuttered. He wasinstructts to stop4eading until the lightwent off. The introduction of the time-out reduced itiotering freqUency fromaround 28/ per 2 minutes to virtuallyzero. A slight increase was noted aftercessation of the time-out. Additionalresearch in this area is recommended.(RJ)

ABSTRACT 31190' EC 03 1190 El) N.A.

Publ., Date Dec 70 13p.Wingate. M. E..Effect.: on Stuttering of Changes inAudition. ,.EDRS not availableJournal Of Speech And Ilearing_Ke-search; V13 P86I -73 Dec 1970.

Descriptors: exceptional child research:.speech handicapped; stuttering; auditoryperception; audition (phySiology)

The article presents an analysis of theameliorative effect on stuttering knownto be associated with different condi-tions affecting auditory reception. ,Anintegral. explanation for the salutaryeffect of all of these conditions is kle-rived, focusing on the indirect modifica-lion of vocal function. Conclusions-areconsistent with the analysis presented ina previous paper which dealt with theflueneyenhancing effects of a number ofother conditions. (Author)

ABSTRACT 31191EC 03 1191 H) N.A.Publ. Date Dec 70 . 9p.Silverman, Franklin II.Distrihuti 0000 of ,Instattres of DistInen-.ey in Consecutive Headings of Differ-ant Passages by Nonslotterers.I: DRS not availableJournal Of Speech And Hearing- Re-.search; V13 N4 P874.82 Dee 1970

Descriptors: exceptional child research:speech handicapped; stuttering; oralreading; behavior theories

I:thirteen adult male nonstutterers readlive passages. The order in which thepassages were read was randomly deter-mined for each subject. The mean num-ber of . instances of distluency duringeach of the live readings was computed.As a group, the subjects did not exhibitthe adaptation effect. Their mean . fre-quency of disflueney increased from thefirst to the third reading, after.which itdecreased. This suggests that the natureof the material read exert: a similar

, influence upon the course of nonstutter-ers' adaptation as it has been shoWn toexert upon the course of stutterers adap-tation. Several inipklit ions are dis-cussed. (Author)

ABSTRACT 31198EC 03 1198 El) N.A.Publ. Date' Niiv 70 25p.Compton.-Arthur J.Generative Studies of Children'sPhoindogienI Iiisorders.I1.-DRS not availableJournal Of Speech And Hearing Disor-ders: V35 N4 1'315-39 Nov 1970Presented In Part At The National Con-

. vention Of The American Speech AndHearing Association (44th. Denver.November, 1968).

Descriptors: exceptional child research:speech handicapped; articulation(specch) ;' ..phonemes: 'speech therapy;phonology; phonetics; speech evalua-tion; speech habits

The purpose of the study was to illus-trate that the defective sounds of speechcharacterizing an articulatory disorderare part of 'a coherent and productivesystem organized by Means of phonolog-ical principles, and failure to recognizethese organizing principles leads to. hitand 'miss therapy which. may be ineffec-tual and may even.cause new misarticu-lations. Phonological analyses of twochildren, ages 6 and 4 112 years, with70-805. unintelligible speech are pre-sented, which demonstrate their errorsto be systematic against their own gram-mars, and which show that their misarti-culatioq stem from a .relatively: smallnumber : of . underlying phonologicalprinciples .prOducing a larger number ofactual deviant phonetic forms. Theseprinciples, defined in the study, arehypothesized to mak up most of child-ren's articulatory disirders. Therapymethods are discussed, and an experi--.mental test . confirming the validity andapplicability of such grammatical for -mulations is reported. (AuthorIGD)

,Exceptional Child Bibliography Series

ABSTRACT 31202EC 03 1202 ED N.A.

Date'Nov 70 3p.Silverman, Franklin H.Concern or Elementary-Sel I Slut-

. terers about 'Moir Stuttering.' EDRS not available

Journal Of Speech And Hearing Disor-ders; V35 N4 l'361 -3 Nov 1970

Descriptors: exceptional child. research;speech handicapped; stuttering; speech

`,skills; self evaluation: self concept

c The purpose of the study was to providesome data on the level of concern ofelementary school stutterers about theirstuttering. Participants were 62 secondthrough fifth -grade children who werebeing seen by speech clinicians for stut-tering therapy. Stuttering' severityranged from mild to severe. A speechsample was recorded from each child

--egnsisting of oral reading and sponta-neous speech. The experimenter thenasked each child tn tell him three. wish-el. Of the 62 children, only four (all

_males) made wishes mentioning stutter-ing. he data suggests that elementaryschool stutterers asIgroup, especiallythose below the fours grade level, arenot highly concerned about their stutter-ing. The approach used in this studymay be. useful clinically for establishinga child's level of concern about hisstuttering. (GD)

ABSTRACT 31204. EC 03 1204 ED NA:-

Publ. Date Nov 70 8p.Webster, L. Michael.A Clinical Report on the MeasuredEffectiveness of Certain. Desensitizie.lion Techniques-with Stuttcrem.

r. EDRS not availableJournal_ Of And Hearing Disor-

'----difsTV35 N4 l'369 -76 Nov 1970

Descriptors: exceptional child research;speech handicapped; stuttering; speech,therapy; stimulus behavior; case studies;desenSitiz.ation

Four case histories are 'presented toillustrate the use of desensitization pro-cedures and the measurement: of theireffectiveness by means of the adaptationandspontancous recovery phenomenon.Thtse reports represent the therapy pro-cedures and results with patients seenconsecutively. With the first two cases,both males, ages 18 and 27 years, theclinidian used the patient's written nar-rative as a guide for constructing icalis-

. tic scenes, and thrdesensitizdtion prom.. dures. described by Brutten .and. Shoe-

maker were employed.. With both casesthe :desensitization technique was effec-tive. With Case 3, a 3I-year-old male; anew desensitization technique was intro-'duced. He was trained to present thestimulus scenes to himself while repeat-cdli reading his written narrative of theemotion- evoking situation. Advantages

...Olthis technique are discussed. Case 4, a25;.year-old male, indicated that there isa' 'correlation betWeen spontaneous re-covery and actual Improvement. Both :-the Bruttcn .and Shoemaker and new

Speech IlandicappedResearch

techniques described appear to .be clini-cally significant procedures. Further re-search is suggested. (CID)

ABSTRACT 31205EC 03 1205 ED N.A.Publ. Date Nov 70 14p.Holland, Audrey I..

Case Studies in Aphasia Rehabilitzelion Using Programed Instruction.EDRS not availableJournal Of Speech And Hearing Disor-ders; V35 N4 P377-90 Nov 1970

Descriptors: exceptional child. research:speech handicapped; aphasia; pro-gramed instruction; case studies:. speechtherapy; group therapy; programed ma-terials

The advantages and limitations of apply-ing programed procedures in a clinic tohelp aphasic clients are discussed. Thebackground for this work. is summa-rized, a. series of seven selected caserecords. and one sentiprogramed groupexperience are reviewed, and some gen-eral considerations'regarding programedinstruction for aphasics are discussed.The cause of .the aphasia and the pro-

,.gram used lot: each case is described.The summary of programed apprtiachesifor individual patients is presented in 3

-table form including the activity. stimu-lus mode..and response form. Problemsassociated with programed instructionare diicussed including the nature of theteaching material and how to., use thematerials for aphasics. It is emphasized'that it is probably more practical for theclinician- to devote' his time to experi-_mental development of his own pro-gramed materials. than to use materialsdeveloped by 'another clinician. (GD)

ABSTRACT 31967...EC 03 1967 ED N.A.`-Publ. Date Api.71 5p.

Holloway, Gordon F.Auditory-Visual Integration in Lan-.guage-Delayed Children.EDRS not availableIPtirnal of Learning Disabilities; V4 N4704-8 Or .197) -Descriptors: exceptionfil child research;learning', disabilities; retarded speechdevelopment; visual perception; auditoryperception; perceptual motor coordina-tion; perception; psycholinguistics

Twelve language-delayed children withnon - specific etiologies were matchedwith children having normal languagedevelopment for age, sex, and IQ.Measurement of auditory-visual integra-tive ability, visual-motor integrative abili-ty, and perception of distorted speechrevealed the two groups to be significant-ly different in the auditory-visual compo-nent and perception of distorted speech,but not in visual-motor integrative abili-ty. (Author)

ABSTRACT 32169.EC 03 2169 ED 049 S88Publ. Date Oct 70 60p.Mann, James W.: May, JaneThe Status of Speech Pathology and

Aud'ology Programs in Elementaryand Secondary Schools.Mississippi University. University.SC-hool of EducationEDRS mf .hc

Descriptors: aurally handicapped: speechhandicapped: professional personnel:questionnaires; exceptional child re-search: speech therapists; public schools;audiolingual methods: speech therapy;hearing therapy: elementary education:secondary education; Mississippi

Addressed primarily to the prospectiveas well as the working, speech and hear-ing clinician. the study investigated thecurrent practicts and status of publicschool speech and hearing programs inMississippi. A questionnaire was for-warded to 49 speech and hearing clini-cians to determine professional title andrelationships. screening and diagnosis.classification and distribution of disor-ders, remedial procedures, supervision*and speech improvement. The resultswere felt to point up such needs as stan-dardization of professional titles at thestate level; more consistent and precisemethods of examination of speech disor-ders; some standard program manage-ment practices: mere joint responsibilityshared with the superintendents. parents,principals. teachers, and therapist: moreteacher guidance from the speech clini-cian. A copy of the questionnaire com-pleted by the speech and hearing person-nel is included in the appendix. (CD)

ABSTRACT 32281EC 03 2281 ED N.A.Publ. Date May 71 Ilp.McReynolds. Lcija V.: Huston. KayA Distinctive Feature Analysis of Chil-dren's Misarticulations.EDRS not availableJournal of Speech and Hearing Disor-ders; V36 N2 PI55.66 May 1971 \

Descriptors: exceptional child research;childspeech handicapped: articulation(speech): speech evaluation; linguistics:phonetics

The articulation of 10 children with .se-vere misarticulations was subjected to afeature analysis. The 13 distinctive fea-1tures of English phonology as proposed \by Jakobson. Fans, and Halle (1952) and ,Chomsky and Halle (1968) were used forthe study. Phonetic transcriptions of res-ponses on the McDonald Deep Test ofArticulation formed the basis for theanalysis. Two sets of data were com-

, piled: the children's feature systems incomparison toy he English system and atraditional articdlation evaluation of pho-neme articulationAtesults indicated thatchildren's feature errors were consistentacross phonemes which contained thefeature. It was further determined thatmisarticulations can be \ only partially,described as a function of, absence offeatures. Many of the errors occurred inthe way features were used in particularcombinations or contexts by the chil-dren. Errors resulted when children ap-plied rules for feature usage which weredifferent from the phonological rules in

English. It is suggested that a distinctivefeature analysis may oiler a more effi-cient approach to articulation training.(Author)

ABSTRACT 32291EC 03 2291 ED N.A.Publ. Date May 71 17p.,Ryan, Bruce P.Operant Procedures Applied to Stut-tering Therapy for Children. /EDRS not availableJournal of Spccch and Hearing Disor-ders: V36 N2 P264.80 May 1971

Descriptors: exceptional child research:speech handicapped: stuttering: speechtherapy:, operant conditioning: behaviorchange

Described are operant stuttering t: crapyprograms for five children ranging in agefrom 6 to 9 years. The programs includ-ed programed desensitization. delayedauditory feedback. and gradual increasein the length and complexity of thespeech utterance. Reinforcing eventsranged from social reward to pointswhich could be exchanged for toys. Theprograms varied in length from 15 to 73.3 .hours. They were all successful in help-.ing the children to establish fluentspeech. Special transfer and maintenanceprograms were necessary for some of thechildren.- Followup measures indicatedthat the children had maintained their'fluency. The value of viewing stutteringas operant behavior was demonstrated.(Author)

ABSTRACT 32345EC 03.2345 ED N.A.Publ. Date Apr 71 9p.Lewis. RuthSurvey of the Intelligence of Cleft-Lipand Cleft-Palate Children in Ontario.EDRS not availableBritish Journal of Disorders of Commu-nication: V6 NI PI7-25 Apr 1971

Descriptors: exceptional child research:physically handicapped: cleft lip: cleftpalate: anomalies: intelligence tests: en-vironmental influences: folloup studies;surveys; Canada

To assess the IQ's of children with cleftlip and cleft palate and determine therelationship of these IQ's with other var-iables such as associated congenitalanomalies and hearing loss. 548 cleft lipand cleft palate Children (4 to 16 years)from Ontario. Canada were examined. Itwas noted that the mean IQ for the chil-dren was six points lower than the theo-retical mean of 100. The difference in themean IQ for cases with associated con-

- genital anomalies as compared to caseswithout anomalies was considered statist-ically significant (at the one percent lev-el). A control study was felt to show thatthe anomaly itself had a more significantbearing on the difference in the meanIQ's than did the type of family. A fol-lowup' study of 50 cases selected on thebasis of successful therapy was felt toshow an upgrading in IQ (significant atthe one percent level). It was concludedthat multiple causes may account for thedifference in intelligence of the cleft pal-

;

ate population and tht general popula-tion: and that environmental factors maychange IQ ratings. (CD)

ABSTRACT 32492EC 03 2492 ED N.A.Publ. Date Jun 71, Sp.Weiner. Paul S.Stability and Validity of Two Measuresof Intelligence Used with ChildrenWhose Language Development Is De-layed.EDRS not availableJournal of Spccch and Hearing Research:VI4 N2 P254.61 Jun 1971

Descriptors: exceptional child research:retarded speech development: intellig-ence tests: test evaluation: preschoolevaluation: test validity: test reliability:Arthur Adaptation of the Lcitcr Interna-tional Performance Scale: Peabody Pic-ture Vocabulary Test

An assessment was made of reliabilityand validity of the Arthur Adaptation ofthe Leiter International PerformanceScale (AALIPS) and the Peabody PictureVocabulary. Test IPPVT) when used withpreschool. language delayed children.The tests were used to examine a groupof such children on three 'occasions. Sixmonths elapsed between the first twoadministrations and approximately 2years. on the average. between the firstand third. On the last occasion. theWechsler Intelligence Scale for Children(WISC) 'was also administered. TheAALIPS proved to be quite useful as a .

gauge of intelligence level for this popu-lation. Measurements on it were stablethrough time and also predictive of laterfunctioning on the WISC, particularly onthe nonverbal section of that test. Usefulin the group study. the AALIPS was alsohelpful in individual cases if interpreta-tions were limited to judgments of nor-mal' and subnormal functioning. ThewvT was equally stable as a measure ofgroup functioning. However. it wasmuch less successful in predicting laterfunctioning on the verbal section of the.WISC. It seems to be much more limitedthan the AALIPS as a measure of intel-lectual functioning of preschool. lan-guage delayed children. Its scope is seenas a restricted though possibly . helpfulone. (Author)

ABSTRACT 32495EC 03 2495 ED N.A.Publ. Date Jun 71 7p.Leonard. Laurence. B.; Webb. ClarenceE.

An Automated Therapy Program forArticulatory Correction.EDRS not availableJournal of Speech and Hearing Reseirch:VI4 N2 P338.44 Jun 1971

Descriptors: exceptional child research:speech handicapped; articulation

. (speech): speech therapy: teaching ma-chines; positive reinforcement; feedback

An automated therapy program. whichconsisted of 10 half-hour sessions. wasdesigned to establish appropriate produc-tion of seven speech sounds in isolationand in words. The apparatus employed

utilind tape-recorded material for'stimuliand immediate playback to the child ofhis own correct response, made possibleby integrating a delayed feedback t4 sec)device into the system, for reinforce-ment. A highly significant improvementoccurred between the initial and finaltesting of the eight children who partici-pated in the study. It was also found thatthere was significant carry -over of cor-rect productions of the sounds taughtinto words not practiced. although per-formance on the actual practice wordswas significantly higher still. t Author) .

4 ABSTRACT 32660EC 03 2660 ED N.A.Publ. Date Jul 71 7p..Sibinp. Maarten S.; Friedman. C. JackRestraint and Speech.EDRS not availablePediatrics; V48 NI P116 -22 Jul 1971

Descriptors:. exceptional research;retarded speech developmer.; speechhandicapped: language development:sensory deprivation: hospitalized chil-dren; infancy; articulation (speech); etiol-ogy

Thc incidence of delay in language devel-opment and difficulties in speech articu-lation was determined in 71 children se-lected because of a history of prior phys-ical immobilization. Tcn children werereferred for psychological evaluation aft-er contact with a speech department. 44presented with a variety of learning andbehavioral difficulties, and 17 childrenwere known through social contacts.Nine children were clearly brain dam-aged while 13 showed questionable evid-ence of brain damage. Language delayand speech articulation problems oc-curred in at least 55% of the children inthe various groups. Young age (4.7months) at the time of the initial restraintexperience, but not the' Mallon of theinitial restraint experience. was positive-ly related to the presence of languagedelay and articulation . problems. It wasconcluded that interference with sensori-motor function not directly involved inreceptive or expressive speech functionsmight well be implicated in language andspeech disturbances. (Author)

ABSTRACT 32709EC 03 2709 \ ED NJ..Publ. Date Sum 71 3p.Burr. Helen G.; Ervin, Jean C.Clearinghouse: Programed and Tradi-tional Procedures in the Auditory Dis-crimination Phase of ArticulatoryRehabiltation.EDRS not availableExceptional Children; V37 N 10 P752-4Sum 1971 'Descriptors: exceptional child research;speech handicapped; articulation(speech); auditory perception; programedinstruction; speech thcrapy

Automated programing and traditionalspeech therapy procedures for teachingauditory discrimination of the Is/ pho-neme were compared. The EFI AudioNotebook was used, with a 20-lessonprogram recorded on EF1 multichannel

Exceptional Child Bibliography Series

magnetic tapes. Each lesson provided156 half-minute randomized items, of

__j:lich--lic were stimulus and 78 were re-----=-' peat items. and lessons provided ascend-

ing levels of speech sound discriminationdifficulty. Matched control and experi- .

mental groups. selected from 40 secondthrough fourth grade students were ad-ministered three articulation and auditorydiscrimination tests before, after, and Imonth afte training. The groups wereevaluated on achievement in auditorydiscrimination of the /s/ phoneme, gener-al auditory discrimination. articulation ofthe /s/ phoneme, and articulation of oth-er phonemes. Findings showed bothgroups progressed in similar manner andmade similar gains, improvint not just indiscrimination of the /s/ phis eme but in,all four behaviors tested. R tention ofachievement was also similar, for bothgroups. indicating that automated andtraditional procedures are equally effecllive in teaching discrimination of the /s/phoneme. (KW)

ABSTRACT 32767 .

EC 03 2767 ED N.A.Publ. Date Jun 7 i , . 3p.Carr, Velma; Stover, JoanCan the Child Who Will Need SpeechTherapy at Age Nine Be Identified atAge Six? .

EDRS not availableResearch Notes; P2-4 Jun 1971

...Descriptors: exceptional child research;speech handicapped; screening tests;primary grades; articulation (speech);predictive measurement; identification

A study was conducted using the Predic-tive Screening Test of Articulation(PSTA) to identify at first grade levelchildren who will still need speech thera-py at third grade level if none is provid-ed earlier. For each of the 47 test items,correct response's receive a score of oneand incorrect responses receive zero.Purpose of the study was to replicate thework of VanRiper and Erickson whichestablished a score of 34 as optimal fordetermining which children should re-ceive therapy at grade I. In the fall of1968. three teams of two speech thera-pists each screened 1,267 first graders.Children exhibiting speech . errors (Nequals 550) were given the PSTA. InSeptember. 1970. 376 of these 550 wereretested by the two therapist team, oneusing the PSTA and one using the inter-view technique. Results showed that61.5% of the boys and 72.5% of the girlshad developed error-free speech bygrade 3. PSTA cut-off scores closelyparalleled those of the VanRiper-Erick-son study. Eighty-six percent who scored34 or above in grade I no longer neededtherapy. However. a cut-off score of 32was recommended as more efficient. ThePSTA was approximately 50% more effi-cient than the therapist alone in identify-ing first grade children for therapy. (KW)

. ABSTRACT 32894EC 03 2894 ED N.A.Publ. Date Aug 71 9p.Fiedler. Miriam F. and Others

Speech IlandicappedResearch

A Speech Screening Procedure withThree-Year-Old Children.EDRS not availablePediatrics; V48 N2 P268.76 Aug 1971

Descriptors: exceptional child research:retarded speech deVelopment; screeningtests; language tests; language handi-capped; early childhood: infancy: lan-guage deyelopment.learning disabilities:perinatal influences

A screening examination for use by non-professional interviewers in the homesituation for evaluation of speech andlanguage development of 3-year-oldchildren was developed. The perinatalhistories and developmental data for thefirst year of life were examined for .46children who failed this,screening eXami-nation,. and . for 92 control subjects.matched for age. sex. and time of exami-nation. who passed the screening exami-nations. Significant differences werefound between the groups in incidence ofcomplications of pregnancy and labor.prematurity and in various aspects ofdevelopment during the first year of life.Follow-up psychological examinations at4 years of age and psychological andneurological examinations at 7- .years ofage found-marked differences betweenthe groups still, present. with the speechfailure group presenting a significantlyhigher incidence of a variety of psychol-ogical and neurological deviations fromthe normal. (Author).

ABSTRACT 32895EC 03 2895 EPPubl. Date Aug 71 20p.Bloch. Ellin L.; Goodstein. Leonard D.Functional Speech Disorders and Per-'sonalit$:: A Decade of Research.EDRS not availableJournal of Speech and Hearing Disor-ders; V36 N3 P295-314 Aug 1971

Descriptors: exceptional child research:speech handicapped: personality; re-search , reviews (publications); personaladjustment; parent influence; researchmethodology

The paper summarizes and evaluates theresearch literature published between1958 and 1968: relating measured person-ality and adjustment to the functional(non organic) speech. problems of articula-tion. delayed speech. voice, and stutter-ing. For each of these disorders. a re-view and 'evaluation of the research ispresented on the personality and adjust-ment of children suffering from that dis-order. their parents. and. ,where appro-priate, adults with that disorder.Methodological and conceptual problemsare discussed in the context of the stud-ies. It is concluded that the literaturereviewed has yielded few conclusivefindings and few nets' perspectives re-garding the role of ersonality variablesin the fOur major f notional speech dis-orders. The meth ological and concep-tual inadequacies , f most studies havebeen striking, and steady research effortshave yielded no firm evidence that differ-entiates speech-defective persons andtheir parents from normal speakers andtheir parents in terms of general adjust-

ment or broadly identifiable personalitypatterns. Recommended as profitable isconcentration of future research on specitic within-group variables.. such as im-provement in therapy. -rather than tocontinue the present focus..(Authiii)

ABSTRACT 32903EC 03 2903 ED N.A.Publ. Date Aug 71 ,PRyan. Bruce P.A Study of the Effectiveness of the S-Pack Program In the Elimination ofFrontal Lisping Behavior In Third-Grade Children.EDRS not available ....

Journal of. Speech and Hearing Disor-ders; V36 N3 P390.6 Aug 1971 -

Descriptors: exceptional child research;.,speech handicapped; speech therapyprogramed instruction: articulation(speech); parent role; operant condition-ing; S-Pack Program

The clinical study evaluated the effec-tiveness-61 the S-Pack Program in clinii-naling frontal lisping behavior. The sub-jects were 10 male and 8 female third-grade children with frontal lisps. Six cli-nicians put them through the three-partestablishment program: This was fol-lowed by a I5-day transfer proiram car-ried out by their parents. An articulationscreening test (UOST)-. the PredictiveScreening Test of Articulation (PSTA).and the Arizona Articulation ProficiencyScale (AAPS) administered before andafter the program indicated' significantimprovement in Is/ Production. An analy-sis of a sample of conversational speech.

. taken at the end of the program revealedthat 5,0% of the children demonstrated90%/or better /s/ productions. It wasconcluded that the S-Pack is an effective.efferent procedure for correcting frontallists. (Author)

ABSTRACT 32936EC (13 2936 , ED N .A .Publ. Date 71 \ 163p.Bleiberg. Aaron H.: Luebling. Harry E.Parents Guide to Cleft Palate Habilita-tion: The Team Approach.EDRS not availableExposition Press. Inc.. 50 Jericho Turn-pike. Jericho. New York 11753 (57.50).

Descriptors: exceptional child research:speech handicapped; cleft palate: clefthp; parent role; parent child relationship;interdisciplinary approach

Written primarily to help parents ofchildren with clefts fulfill their importantrole in the process. the bookintegrates, in nontechnical language. thefindings of a research study conductedby thr authors concerning the role andresponsibilities of parents in the teamapproach-16 cleft palate habilitation.Typical problems of the child with a cleftare first discussed. Then the modern-dayteam approach to cleft palate habilitationis discussed, with emphasis on the rolesof numerous specialists. Procedures incleft palate habilitation are explained, aswell as the causes of cleft lip and cleftpalate. The authors then relate thechild's emotional and speech develop-

ment to one another. The parent's roleand responsibilities in cleft palate habili-tation are explained. followed by discus-,sion of a nationwide survey of cle pal-ate centers and the problems most oftenencountered by parents. A short bibliog-raphy of recommended reading for par-ents is appended. in addition to an exten-sive glossary of terms commonly used incleft palate habilitation. and a list of cleftpalate terms acceptedby the AinericanCleft Palate Aisociation. (CB)

ABSTRACT 32992EC 03 2992 EDPubl. Date 71 9p.Seybold. Charles D.The Value,and Use of Music Activitiesin the Tv'eatment of Speech DelayedChildren:EDRS not availableJournal of Music Therapy; V8 N3 P102-10 Fall 1971

Descriptors: exceptional child research;retarded speech development; learningdisabilities; preschool children; languagehandicapped; speech therapy; music:motivation techniques: expressive lan-guage

Designed to assess both value and use ofmusical activities in treatment of speechdelayed children. a speech therapy pro-.gram with musical activities was con._ducted with four, speech delayed. pres-chool male children for two weekly. 50-minute Sessions over 8 weeks. Fourmatched controls received ,u. regular pro-gram..ofspeeCil therapy for speech de-lited children. Experimental activitieswere devised to motivate spontaneousspeech response by starting 'each activitywith music. usually singing. and by fol-lowing musical responses with relatednonmusical activity. Test. results of ex-perimental and control groups werecompared. finding that the experimentalgroup results were significant at the .k0level. ICB)

ABSTRACT 33108EC 03 3108 ED N.A.Publ. Date Sep 71 9p.'-Hull. Forrest M. and OthersThe National Speech and Hearing Sur-vey: Preliminary Results.EDRS not availableASHA: VI3 N9 P501.9 Sep 1971

Descriptors: exceptional child research:aurally handicapped; speech handi-capped; national surveys..; incidence; sta-tistical data

The preliminary results-of tha.NationalSpeech- and Nearing Survey are reportedin an article which first describes themethod used to collect data on drandomsample of .38.884 public school subjects.Discussions concern the testing environ-ment. equipment, personnel (team mem-bers. training, and evaluator reliability).data collection procedures. and speech'and hearing measures. Results were asfollow: articulation performance; im-proved -as a function of increasing gradelevel, while almost without exceptionfemales were rated higher than males ineach of the 12 grades; 66.4% of 38.802subjects were judged to have acceptablearticulation while only 2.0% were foundto deviate extremely; there was a trendtoward better hearing with increasinggrade level, particularly in the first fourto six grades; and very little differencewas noted between ears as a function ofeither grade or sex except for males at3000 and 4000 Hz where leftear abnor-malities were predominant. (RJ)

Exceptional Child ,Bibliography Series.

f

Bell. Dorothy Mays 23575.Berndt. Lois A 30857.!Heiberg. Aaron II 32936.Bloch. Ellin I. 32895.liluodstein. Oliver 23399.Bloomer. II Harlan 10978.Boone. Daniel R.30585.Burr. Helen G 32709.Canter, Gerald J 11055.Carr. Velma 32767,ColenTan. Thomas 22887.Compton. Arthur J 31198.Cur lee. Richard I' 20140.Daly. David A 23493.Erickson. Robert 10808.Ervin. Jean C 32709:Ewing. Alex W G 30656.Fiedler. Miriam I' and Others 32894.Frick. James V 23493.Friedman. C Jack 32600.Garrett. Edgar Ray 10637.Gcith. Annette 20017.Girardeau, Frederic. I.. Ed 23442.Goldman. Ronald 11253.Goodstein, Leonard I) 32895.Greenberg. Janet Berson 23406.Gregory. Hugo II 30104.Ilarrison. Robert J 21768.Holland. Audrey I. 312(15.Holloway. Gordon 1: 31967.

Academic Achievement 22293.Adaptation Level Theory 2(1506.Adults 23368. 23493. 30104. 30414.Age Dilferences 11711.Anomalies 32345.Anxiety 20506. 30104.Aphasia 10637. 11055. 30414. 311656.

31205.Arthur Adaptation of Leiter Interna-

tional Performance Scale 32492.: Articulation . (Speech) 10253.. 10318.

10321. 10637. MIX. 11055. 11253.11711. 11816. 12071. 20017. 20964.21013. 21768, 22293. 22887.: 23077.23442. 23575. 23613. 31198. 32281,32495. 32660. 32709. 32767. 32903.

Audiolingual Methods 10638. 32169.'Audiovisual Aids 30414.Audiovisual Instruction 30585.Audition (Pysiology) 31190.Auditory Discrimination 10637-10638,

11253. 11711. 20017. 22293.Auditory Perception 23575. 31190. 31967.

32709. .Auditory Tests 10318. 11253. '11711.

20017, 30656.Auditory Training 10638, 11253.Aural Stimuli 10637-10638.Au rialy Handicapped 10318. 23442.

30585. 30656. 32169. 33108...Automated Stimulus Control System

10637. . . .

Behavior Change 11913. 20100. 21065..23442. 30857.. 32291.

Behavior. Patterns 20506, 23368,Behavior Theories 31191.

lBehavioral Sciences 20500.Canada 32345.

Speech Handicapped - Research

AUTHOR INDEX

Hull. Forresi M and Others 331118.Iluston. Kay 32281.Jensen. Pied J 10469.Langberg. s i:orge 22887.Lawrsitce. Joyce R 23077.Leonard. Laurence II 32495.Letvik..Ruth 32345.I umbling. Harry F 32936.Mann. Janie% W 32109.Marge. timothy Kunsevilch 21794.Marshall. Robert C 23613.Martin. Richard R 11913. 30857.May..Jane 32169. .

McFarland. Robert I: 10246.'McReynolds. Leija V 32281.McWilliams. Betty Jane 10982.Nlorency, Anne S 22293.Nolan. J Dennis 30300.Pence. Connie 30300.Pendergast. Kathleen and Others 20964.Perkins. William fl 20140.Pierce. Bruce R 23368.Potter. Rohert F23077.Prins. David 10978. 23332.Quarrington. Brucelpd Others 11399.Quist. Raymond W 11913.Rees. Mary Jane 10318.Ryan. Bruce P 32291. 32903.Sanders. Edwina 23575.Sarno. Martha Taylor and Others 30414,

SUBJECT INDEX

Set hold. Charles I) 32992.Shames. George II and Others 20100.Sherman. Dorothy 20017.Sihinga. Maarten S 32660.Saturnian. Franklin II 11377. 31191.

31202.Smith. Robert M 10982.Sommers. Ronald K and Others 11816.

21013.Spradlin. Joseph E. Ed 23442.Stark. Rachel F 23368.Stech. Eniest I. 30585.Stover. Joan 32767.Templin. Mildred CTrost. Judith F 11055.Van Riper. Charles 10808. 12071.Weaver. John B 10253.Webb. Clarence F 32495.Webster. I. Michael 31204.Webster. Ronald I. 10638.Webster. Ronald I. and Others 21718.Weisner. Adeline E 21065.Weiner. Paul S 11711. 32492.Wepman. Joseph M 10246. 22293.Williams. Dean E 11377.Williams. Dean F and Others 11378.Williams. Frederick 30404.Wingate. M E 20506. 31190.*ollersheim. Janet P 10253.

Case Studies 30300. 31204-31205. 11816. 11913. 12071. 20017. 20100.Case Studies (Education) 21768. 211140. 20506. '.20964. 21013. 21718.Cerebral Palsy 11055. 21768. 21794.. 22293. 22887. 231177.Certification 10318. 23332. 23368. 23399. 23406, 23442.Childh 132894. 23493. 23575. 23613. 30104. 303(10.Cleft Lip 32345, 32936. 30404. 3(1414. 30585. 30650. 30857.Cleft Palate 10978. 10982. 11055. 21768. 31190-31191. 31198. 312(12. 312(4-

.32345. 32936.- 31205. 31967. . 32109.. 32281. 32291.Cognitive Measurement 10982. 32345. 32492.. 32495. 32660. 32709.Communication Problems 23332. 32767. 3289.4-32895. 32903. 3236.Communieation (Thought Transfer) 32992. 33108.

10982.Conditioned Stinuilus 23613.Consonants"10978.Deaf 30656.Delayed Auditory Feedback WM

21718..Demonstration Projects 10253.-201009Desensitization 31204.Diagnostic Tests 10321. .

DisadVantaged Youth 30404.Early Childhood Education 21768.Educational Methods 22887.:Electroniechanirial Aids 10246.Ele:tronii Equipment 23368.Elnmentary Education 32169:,Elementary, School Students 1014014.

12071. 2357.1.Environmenta1Influences 32345.Etiology 11055.32660.Evaluation Criteiia 30404.Evaluation Mcthodi 10978. 30656.Exceptional Child Education 21065.

.22887.Exceptional Child Research 10246.

10253. 10318. 10321. 10469. 10637-10638. 10808. 10978. 10982. 11055.'11253. 11377-11378. '11399. 11711.

Expressive Language 111982. 32992.Fairbanks Rhyme Test 10978.Feedback 10638. 2(114(1. 21718.. 23368.

32495.Followup Studies 23332. 32345.Grade I I MUM I 1816..1207 . 22293.Grade 2 10808. 1Grade 3 10808.Group Therapy 21(113. 31205.Grouping (Instructional Purposes) 23575.Hearing Therapy 32169:Hospitalized Children 32660.Identification 10321. 10808. 10978. 12071.

32767.Illinois Test of Psycholinguistic Abilities

10982..

Illinois Typological Rating Scale 1(1253.Incidence 33108.Infancy-32600. 32894.Initial Teaching Alphabet 11253:Instructional Materials 10246, 11253.Intelligence Tists 20017. 32345. 32492.Interdisciplinary 'Approach 32936.Interpersonal Relationship 21794.Kindergarten 10321:.Kindergarten : Children 1(1321. 11816.

20017. 20964;

Language Ability 111155. 10414.1.anguage Development 21768. 23399.

3006. 32660. 3'894.Language Fluency 111246. 10638. 23399.

23406.1 .anguage Ilauulicapped 10637, 10982,

10656. 32894. 32992...1.a nguage Pa (terns 23332. 30404...Language Research 22293.1.anguage Rhythm 11377.11378.,I angnage Tests 30414. 32894.Learning Disabilities 10637. 23077.

31967. 32894. 32992.1.earning Theories 20506.I inguist ie. 32281.Literature Reviews 21065. 30656.Measurement Techniques 11055.Medical Treatmem .11055.Mentally Handicapped 10637. 11055.Minimally Brain Injured 23442.Mississippi 32169.Motivation Techniques 32992.Motor Development 23077.Multisettsory Learning 11253.Music 32992.National Surveys 33108.Negative Reinforcement 10469. 11913.

20100. 23493, 23613. 30857. `.Negroes 30404.Nottstandftrd Dialects 30404.Operant Conditioning 20100. 20140.

20506. 21065. 23442. 32291. 32903.Oral Reading 31191.Pacing 23406.Parent Attitudes 11399. 21794:Parent Child Relationship 32936. -Parent Influence 32895.Parent Role 11253. 21768. 32903. 32936.Parental Aspiration 11399.Peabody Picture Vocabulary Test 32492.Peer Acceptance 21794.Perception' 31967.Perceptual Development 23077.Perceptual Motor Coordination 31967.Perceptual Motor 1.earning 23077.Performance Factors 20964. ,

I'erinatal Inflknces 32894.Personal Adjustment 32895,Perstmalily 32895.Phonemes 1080$. 3119$.Phonemics 11253.Phonetics 11253. 3119$. 32281.Phonology 31198.1'1101161am! Recordings 30585.Physically HandiCapped 32345,Playground Activities 21794. .

Positive Reinforcement 10469; 20900.-32495.

Prediction 10321. 20964.

Predictive Measurement 111321. 12071.12767.

Predictive Screening Test of Articulati10808.

Preschool Children 11253, 32992.Preschool Evaluation 32492.Primary (grades 20964. 32767.Professional Education 1031$, 30585,Professional Personnel 32169..Program DescriptiOns 10318. .Program Effectiveness 10253.Program Evaluation 10253. 21768, 22887.Programed Instruction 10637, 22887,

30414. 31205. 32709. 32903.Programed MaterialS 31205.Progressive Relaxation 30104.Psycholinguistics 10982. 31967.Psychological Characteristics 30104.Public Schools 10318. 22887. 32169.Questionnaires 32169.Racial Attitudes 30404.Rating Scales 12071.Reactive Behavior 20506.Reading Ability 22293.Receptive 1.anguage 10982.Reinforcement 10469. 10637. 20100,

20140. 20506, 21065. 23442. 30857.Research and Development Centers

1031$.Research Methodology 32895.Research Needs 1031$.Research Projects 10637..20506. 21065.Research Reviews (Publications) 11055.

11253. 11711. 20506. 32895.Response Mode 23368.Retarded Speech Development., 11055.

31967.- 32492. 32660..32894; 32992.S-Pack Program 32903.Scheduling 10253.School Services 10253.Screening Tests 10321. 1080$. 32767.

32894.Secondary Education `32169.Self Concept 31202..Self Evaluation 31202...Sensory Deprivation 32660.Social Relations 21794.Socioeconomic Status 21794. 30404.Speech Evaluation 10178. 12071. 20964.

21768. 30104. 3119$. 32281. -

Speech habits 10246. 11377. 23399.3119$.

Speech Handicapped 10246. 10253:1031$. 10321, 10469. 1063$. 10808.10978. 10982. 11055. '11253. 1 1377-11378. 11399. 11711. .11816: 11913.12071. 20017. 20100. 20140. 20506.20964. 21013. 21065. 21718. 21768.21794. 22293. 22887.. 23077. 23332.

2331,8. 23399; 23406. 23442. 23443.2357. '3611. 10104. 3031$). 30404,30414. 30585. 30857. 31190.311111.11198. 312112. 31204-31205. 32 0641.

12281. 32'91. 32495. 32660. 32709,32767. 32895. 32903, 32936..33108.

Speech Handicaps 10318. 10321. 10469.101138. 30656.

Speech Improx mein 11)246. 01253;10638. 11253. 11816. 11913. 12071.20140. 20964. 211)13. 21718. 217115.

22293. 23332. 303011.Speech Pathology 111975. 23442.Speech 'Skills 10638, 11377-11378. 20964;

21794. 22293. 23399. 23406. 3121)2.Speech Tests 10318.:10808. 10978, 11055.

121)71. 21)1)17. 20964. 22293.Speech Therapists 11)253. 11)318. 21768,

30585. 32169.Speech Therapy 10246. 10253. 10318.

11)321.. 1007-10638. 11)81)8. 10982.111)55. 11253. 11816. 21)100. 21040.21)')64. 21013. 211)65. 21768. .22293.22887. 23332. 23406. 23442. 23493.23575. 23613. 30104. 30300. 30414.30585. 3119$. 31204-31205. 32169.32291. 32495. 327419. 3291)3. 32992.

Statistical Data 3311'8.Stimulus Behavior 10637. 11913. 31204.Stuttering 11)246. 11)318. 10469. 10638,

111)55. 1137711378. 11399. 11913.20100.. 21)140. 21)51)6. 21065, 2171$.

.23332. 23368. 23399. 13406. 234')3.30104. 31)857. 31190-31191. 3121)2;31204:.32291.

Surveys 111341'57 23332.3

"reacher Attitudes 30404.Teaching Machines 11)637. 32495.Teaching Nletbods.10253.Television 23442.Templin I)arlcy Artieulat Test 10253.

10637:.Test Construction 121)71.Test Reliability 32492.Test Validity 11)81)8. 11711: 12071. 32492.Testing 10321. 1081)8. 10978. 11/11.

20017..Theories 10638. 21065. 23399.Time Blocks,10253.

niVerbal Om:t:it Conditioning ;11913.Verbal Stimuli 10469. 11913. 2. 'Video Tape Recordings 31)585.Vision Tests 11711.Visual Perception 11253. 31967.

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