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Titolo:
RESEARCH DESIGN FOR EXAMINING TREATMENT EFFICACY IN FLUENCY DISORDERS
Autore:
FOSNOT SM;
Indirizzi:
CHILDRENS HOSP,4650 SUNSET BLVD,BOX 36 LOS ANGELES CA 90027
Titolo Testata:
Journal of fluency disorders
fascicolo: 2-3, volume: 18, anno: 1993,
pagine: 221 - 251
SICI:
0094-730X(1993)18:2-3<221:RDFETE>2.0.ZU;2-L
Fonte:
ISI
Lingua:
ENG
Soggetto:
OBSERVING RECIPROCAL RELATIONSHIPS; PRESCHOOL STUTTERERS; CONVERSATIONAL PARTNERS; DISFLUENCY; CHILDREN; MOTHER; SPEECH;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social Sciences Citation Index
Social Sciences Citation Index
Citazioni:
48
Recensione:
Indirizzi per estratti:
Citazione:
S.M. Fosnot, "RESEARCH DESIGN FOR EXAMINING TREATMENT EFFICACY IN FLUENCY DISORDERS", Journal of fluency disorders, 18(2-3), 1993, pp. 221-251

Abstract

Over one million Americans have a debilitating fluency disorder that usually begins in the preschool years (Meyers, 1989, 1991). If untreated, stuttering often results in a lifelong disorder that effects the individual's ability to (a) communicate, (b) express feelings openly, and (c) reach educational/employment goals. If fluency disorders are undiagnosed or untreated, stuttering leads to a lifetime of self-consciousness, self-doubt, and unrealized potential. For the millions of people who stutter, assessment and treatment models must be developed. Fluency disorders develop in the preschool years and should be identifiedand corrected during that time, before the disfluency develops into awell-established, permanent speech impediment (Meyers, 1986, 1989; Meyers and Woodford, 1992). This article presents theoretical backgroundinformation, an experimental theory on how bidirectional data can be collected, and some data regarding the evaluation and treatment process of young children who stutter. A control group was not used in this study: however, a single-subject design was implemented to demonstratehow repeated measures could be collected on the young child who stutters. Thirty-one boys and 15 girls, preschool children who are between the ages of 26 to 73 months, were selected to participate in this study. They had been videotaped every 6 months for a 5-year period since the initial evaluation. Thirty-three children qualified for intervention. Fluency precision (direct practice of slow, smooth, and effortless speech production) was taught through various Piagetian cognitive experiences (understanding the world surrounding the child, which changes the researcher to form accurate mental representations pertaining to fluency). Results from a longitudinal diagnostic and intervention modelwill be presented along with repeated measures of a single-subject design model that discusses the process in more detail. Research scientists must assist the speech-language pathologist in collecting efficacydata in terms of preschool prevention, evaluation, and intervention of fluency disorders if advances in the remission of stuttering are to take place. Future treatment efficacy studies with preschool children are discussed.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 21/09/20 alle ore 14:07:49