THE CHILD WITH NO SPEECH HANDICAPS NEEDS TRAINING IF HE IS TO DEVELOP A SPEECH PATTERN WHICH IS AN ASSET RATHER THAN A LIABILITY. THE REGULAR CLASSROOM TEACHING MUST BE PREPARED TO PROVIDE INSTRUCTION IN CORRECT SPEAKING IN CONJUNCTION WITH OTHER CLASSROOM ACTIVITIES. THE CURRICULUM SHOULD PROVIDE FOR INSTRUCTION IN THE BASIC ATTITUDES AND…

SINCE SPEECH IS IMPORTANT TO THE PSYCHOLOGICAL DEVELOPMENT OF A HUMAN BEING, IT IS OFTEN FOUND THAT IMPAIRMENTS ARE FREQUENT CAUSES OF PERSONALITY DISORDERS AND EMOTIONAL PROBLEMS. ON THE OTHER HAND, A GOOD GUIDE TO BEGINNING HELP INVOLVES PSYCHOLOGICAL EXAMINATION TO ESTIMATE INTELLIGENCE. ALSO A TEST OF HEARING SHOULD BE GIVEN AS WELL AS A…

SURVEYS OF PROFESSIONAL LITERATURE INDICATED THAT INTENSIVE CYCLE SCHEDULING FOR SPEECH AND HEARING THERAPY MIGHT YIELD BETTER RESULTS THAN MORE TRADITIONAL METHODS. EXPERIMENTAL PROGRAMS USING THIS NEW METHOD WERE ESTABLISHED IN FIVE SCHOOL SYSTEMS AS A FIELD TEST OF EFFICIENCY. THE 4 YEARS OF RESEARCH IN INTENSIVE CYCLE SCHEDULING IN THESE FIVE…

Intended for regular elementary and secondary teachers, the South Dakota curriculum guide presents motivating activities to stimulate speech development of under-communicating, gifted, experientially different, or average students. Suggested situations are reported to be coordinated with South Dakota literature, the best of children's literature,…

The use of behavioral objectives is challenged on three bases: feasibility, utility, and advisability. Behavioral objectives, however, are useful in teaching speech communication. They allow the teacher to start to pinpoint the items the student needs to practice in order to improve. If students are trained to decide which behaviors they wish to…

Compared in a 2-year study were four establishment of fluency programs in a public school setting with 40 7- to 16-year-old children who stuttered. The programs included programmed traditional (PT), delayed auditory feedback (DAF), pause (P), and gradual increase in length and complexity of utterance (GILCU). During the first year, eight speech…

Described is an instructional procedure, based on distinctive features approach, for teaching the stop-fricative (a consonant characterized by frictional parrage of expired breath) contrast to children with articulation problems. (CL)

The withholding of social reinforcement for nonspeaking succeeded in reinstating speech in a 9-year-old secetively mute girl attending a remedial class. (DB)

Using comparative speech tasks and EMG recordings to assess the potential of EMG biofeedback-assisted relaxation to reduce stuttering, a preschool child was able to reduce larynegeal tension but not without some difficulty. The small effect of the training was in the direction of less stuttering. (Author/CM)

This article, directed to the classroom teacher, provides background information on stuttering and suggests ways that the teacher can alleviate the stuttering child's anxiety and restore his confidence in his ability to communicate effectively. (Author/SJL)

Twelve male subjects were divided into three groups (model-plus-reinforcement (MR), model-only, and control) to determine if the presence of a verbalizing model to 35mm slides would elicit increased speech. Verbalization increased over treatments, especially in the MR group. Generalization to the word occurred in only three subjects. (Author/SJL)

Responses to the Predictive Screening Test of Articulation (PSTA) were obtained from 460 first graders with articulation problems with respect to type, number, and consistency of sounds as measured by the Screening Deep Test of Articulation. PSTA item and total score preformance varied among misarticulated subgroups. (Author/CL)

A study investigated the long-term effects of a Botulinum Toxin Type A injection on the glottal competency of a man with adductor spasmodic dysphonia. Results suggest that change in degree of glottal adduction over time can be observed even when vocal instability is present within each recording session. (CR)

A case study is presented of a fourth-grade girl with a seemingly mild "r" articulation problem. During remediation, it was determined that the girl also presented characteristics consistent with developmental apraxia of speech. A motor-programing remedial model was initiated; following five semesters of remediation, acceptable…