The structuring of procedures utilized in an adult stuttering treatment program

Abstract

In recent years. operant conditioning techniques have been effectively used to modify ~ variety of behaviors. For the most part, . , the modification of stuttering behavior has relied solely on the use of punishment. The shaping of "fluencyll through differential rein. ' forcement has been reported as a behavioral approach for the treat ment of stuttering; however, the effectiveness of this technique in combination with other "teaching" tools, such as, modeling, instruc tion, and explanation has not been reported in the literature.The purpose of this study was to construct behavioral defini tions of terminology utilized in a stuttering treatment program at Portland State University to produce "self... monitored normal, fluent speech" and to structure the procedures of this program with regard to baseline, conditioning, and extinction in order to provide a base for further research leading to the standardization of procedures for this program.A 35 year old male was chosen as the subject for this study. AcknowLedgetnents and appreciation of their help and support is extended to: the judges who rated "severity of stuttering ll --Dr. Special gratitude is expres sed to Dr. Robert L. Casteel, my chairman, for suggesting this study; for the sharing of his ideas for, and approaches to, the correction of stuttering, without which this project would never have been initiated; for the giving of his time to question, discuss, criticize and praise my methods of approach to the treatment of stuttering; and for the guidanc~ and reassurance he gave me throughout this study.

An analysis of the relationship between the degree of maintained fluency improvement of former Portland State University stuttering clients and the overall language themes they used

“…score and/or greater overall fluency gain from baseline to follow-up. These data add some new information to the findings of numerous researchers (Shames, Egolf and Rhodes, 1969;Egolf, Shames and Blind, 1971;Prichard, 1971;and Culatta and Rubin, 1973) who suggest that the use of overall desirable language themes seems to play a major role in the establishment of fluency. Although this study seems to support a relationship between desirable language themes and maintained fluency improvements the degree of relationship is difficult to state conclu-sively at this point due to several uncontrolled variables which will be discussed later.…”

“…The present research adds to that of others (Johnson, 1955;Williams, 1957;Shames, Egolf and Rhodes, 1969;Egolf, Shames and Blind, 1971;Prichard, 1971;Culatta and Rubin, 1973;and Casteel, 1976) who have found that there seems to be a relationship between fluency and language or thematics. While other research has indicated a relationship between the establishment of fluency and the use of desirable language during an intervention program, this research suggests that desirable language may also be related to overall clinical gain and fluency improvement that is maintained over an extended period of time.…”

“…Knowledge of correct: "I am maintaining reduced tension in my laryngeal muscles" (Prichard, 1971;and Stone and Casteel, 1975).…”

“…The relationship between the stutterer's language responses to behavioral responsibility and fluency establishment has been speculated by several authors (Shames, Egolf and Rhodes, 1969;Sander, 1970;Egolf, Shames and Blind, 1971;Prichard, 1971;Culatta and Rubin, 1973;and Casteel, 1976 If language themes are somehow related to behavioral responsibility and fluency, as the above authors suggest, language themes should be considered when constructing a program to promote responsibility and to instate fluency. Via the language themes of responses, the individual's beliefs and attitudes become observable events that can be dealt with as target behaviors subject to modification.…”

“…A general lack of awareness of speech behavior, both incorrect and correct: Ignorance of incorrect: "I think I was too tense." Ignorance of correct: "I was so nervous I don't remember what I did to talk so fluently" (Prichard, 1971;and Stone and Casteel, 1975).…”