This five-chapter book describes how clinicians (speech teachers, therapists, pathologists) can work effectively with young stutterers. The information contained in this booklet was obtained through an extensive program of study, testing, and research carried on for several years. The chapter on the "borderline stutterer" includes information on…

A three-factor model for the management of early childhood stuttering is proposed that takes into account stuttering's psychosocial, psycholinguistic, and physiological aspects. The primary focus of the present article is the psycholinguistic factor. To this end, a rationale for the use of language-based therapy is presented, together with…

A question-and-answer format is used in this booklet to provide concise, practical information for adults concerned about a preschool child who frequently hesitates and repeats when speaking. The nature of the preschooler's repetitions and hesitations, as well as the role listeners can play in dealing with these stuttering-like behaviors, are…

In recent years, most disagreement about stuttering therapy has boiled down to a preference for one of two major approaches. Some clinicians have preferred to help stutterers learn not to avoid stuttering, but to approach it and to learn to stutter in simpler and easier ways; this approach is known as stuttering modification therapy. Proponents of…

The importance of including parents and teachers in the process of therapy for children who stutter is addressed, and viewing intervention along a therapy continuum incorporating both fluency-shaping and stuttering modification philosophies is recommended. Other topics presented include student attitudes and feelings, grouping and scheduling,…

Ten factors that school clinicians should consider in determining treatment of children who stutter include, among others, increasing clinicians' confidence in treating stuttering, setting long-term and short-term goals, involving parents and teachers in treatment, and determining when the child is ready to be dismissed from treatment. (SW)

This article discusses diagnostic considerations in identifying coexisting communication disorders and in differentiating between stuttering and secondary fluency disorders related to language formulation. Options for structuring therapy for coexisting problems are evaluated, including blended, lagged, and cycled approaches. Concerns implicit in…

An approach to enlisting the involvement of school personnel in fluency assessment and treatment programs is described. The approach involves observations of students in a variety of academic and social situations and information exchange meetings between clinician and school personnel. A classroom-based fluency program using collaborative service…

The purpose of this program is to simplify and objectify the process of data-gathering and behavior modification involved in diagnosing and treating stuttering and related dysfluency problems. Following an introduction, the assessment process is described; this involves a complete evaluation of the child's speech and language and an assessment of…

Offers a brief overview of children's speech development, discussing positive attitudes toward stuttering and outlining strategies for appropriate interventions by teachers and other adults. A checklist of factors to consider in making a referral for stuttering is provided. (KS)

A fluency therapy process for adolescents who stutter is described and illustrated by a case history that applies a four-stage process for structuring, targeting, adjusting, and regulating behaviors. The affective, behavioral, and cognitive components of fluency are considered, along with behavior techniques for eliciting a feeling of fluency…

Disfluencies in the verbal and signed language of a 10-year-old moderately mentally retarded boy were analyzed. Discussion addresses implications for the accurate characterization of stuttering in manual communication and appropriate approaches to management in such cases. (DB)

This volume contains five papers presented at a conference on developmental and environmental factors related to the onset of stuttering, evaluation and treatment procedures, and the measurement of therapy outcomes. In "The Development of Fluency in Normal Children," C. W. Starkweather considers evaluation of the fluency of young…

The manual offers criteria as guidelines in determining pupil eligibility for speech and language services in New Jersey. Criteria were originally developed by a task force of speech-language specialists and special education administrators, were then reviewed by public school speech-language specialists, and were subsequently revised. Criteria…

Three approaches to speech therapy for children who stutter are proposed, reflecting differences in the type and degree of parent involvement required for different age groups. The first approach considers parent-child interaction skills as a basis for facilitating development of fluency skills in young children. Intensive group therapy programs…