Clinical decision-making in fluency disorders Walter H. Manning
Publisher: Vancouver, Canada ; Singular/Thomson Learning, c2001.
ISBN: 0769301169
LCC: RC424
Edition: (alk. paper)
Notes:
Rev. ed. of: Clinical decision making in the diagnosis and treatment
of fluency disorders. Albany, N.Y.: Delmar Publishers, c1996.
"Resources and support groups in fluency disorders": p. 497-501.
Includes bibliographical references (p. 441-481) and index.
Clinician Characteristics --The Importance of the Clinician
--Clinician Attitudes About Stuttering and People Who Stutter
--Specialty Recognition in Fluency Disorders --Educational Activities
--Guided Practice --How Clinicians Interpret the Disorder --Clinician
Personality Attributes --Clinician Intervention Skills --Becoming
Less Inhibited as a Clinician --Avoiding Dogmatic Decisions --Opening
Your Treatment Focus --Calibrating to the Client --Using Silence
--Modeling Risk Taking --Challenging the Client --Humor and the
Clinician --A Historical Perspective --What's So Funny? --Humor in
Psychotherapy --Using Humor in Treatment --The Conceptual Shift
--Distancing With Humor --Mastery and Humor --Theories of Etiology
--Attempts to Define Stuttering and Related Terms --Some Definitions
of Stuttering --Theories of Etiology--A Historical Perspective
--Stuttering From a Physiological Perspective --Theories of Cerebral
Dominance --Evidence from Neuroimaging Techniques
--Temporal-Processing Abilities --Genetic Influences --Auditory
Feedback --The Covert Repair Hypothesis --Stuttering as an Emotional
or Psychological Problem --Stuttering as Learned Behavior
--Multifactorial Models --The Demands and Capacities Model --The
Multifactorial-Dynamic Model --A Neurophysiological Model
--Characteristics of Stuttering Onset and Development --Stereotypes
of Stuttering and People Who Stutter --Characteristics of Normal
Fluency --When Is It Stuttering? --The Features on the Surface.
Distinguishing Normal and Abnormal Surface Features --A Sequence of
Development? --Conditions Contributing to Onset --Less Influential
Factors --Physical Development --Illness --Imitation --Shock or
Fright --Emotional and Communicative Conflicts --Socioeconomic Status
of the Family --Nationality --More Influential Factors --Sex --Age
--Genetic Factors --Twinning --Brain Injury --Speech and Language
Development --Motor Coordination --Assessing Adolescents and Adults
--The Variability of Fluency --Surface and Intrinsic Features --Two
Basic Principles of Assessment --Assessing Older Speakers --Severity
Versus Handicap --The Nonrepresentative Sample of Clients --Assessing
Intrinsic Features --Identifying Loss of Control --Testing the Link
Between Control and Fluency --Assessing the Speaker's Decision-Making
--Mapping the Surface Features of Stuttering --Frequency --Duration
and Tension --Fragmentation --Subtle Surface Features --Avoidance
--Substitution --Postponement --The Client's Self-Assessment
--Determining the Client's Desire for Change --Formal Measures of
Severity --Stuttering Severity Instrument (SSI-3) --Modified Erickson
Scale of Communication Attitudes (S-24) --Perceptions of Stuttering
Inventory (PSI) --Locus of Control of Behavior (LCB) --Self-Efficacy
Scaling for Adult Stutterers --The SEA-Scale: Self-Efficacy Scaling
for Adolescents Who Stutter --Crowe's Protocols: A Comprehensive
Guide to Stuttering Assessment --Assessing Atypical Fluency Problems.
Acquired Stuttering --Neurogenic Stuttering --Psychogenic Stuttering
--Distinguishing Between Acquired Neurogenic and Psychogenic
Stuttering --Cluttering --Spasmodic Dysphonia as a Fluency Disorder?
--Assessing Fluency Disorders in Children --Preliminaries to
Assessment With Children --Determining Whether or Not the Child Is
Stuttering --Eliciting Fluency Breaks --The Nature of Fluency Breaks
--Indicators of Awareness --Determining a Child's Level of Anxiety
About Speaking --Parent Participation in Assessment --Examples of
Assessment Measures --The Component Model: One Comprehensive
Diagnostic Approach --Determining the Likelihood of Chronicity
--Fluency Breaks That Signal Chronicity --Making the Decision to
Intervene --(Stream I children who have all five recovery factors)
--(Stream I children who have four of five recovery factors)
--(Stream II and III children with a score of seven recovery factors)
--(Stream II and III children with a score of six or fewer recovery
factors) --(Stream IV children with a score of four or fewer recovery
factors) --Using At-Risk Registers --Facilitating the Change Process
--The Nature of Change --The Likelihood of Success --Matching
Treatment to Client Stages of Change --Precontemplation
--Contemplation --Preparation --Action --Maintenance --Processes of
Change --Difficulties in Initiating and Maintaining Change --Leading
From Behind --The Goals of Treatment --Levels of Fluency --Achieving
Spontaneous Fluency --The Importance of Modeling.
Variables in Choosing a Treatment --The Timing and Duration of
Treatment --The Complexity of Treatment --The Cost of Treatment --The
Treatment Setting --Counseling Strategies and Techniques --Egan's
Three-Stage Skilled-Helper Model --How to "Do Counseling" --The
Necessity of Counseling --Counseling in Psychology --Counseling in
Communication Disorders --Emotions Encountered During Treatment
--Counseling Strategies --Behavioral Counseling --Humanistic
Counseling --Existential Counseling --Cognitive Counseling --Examples
of Counseling Techniques --Nonverbal Behaviors of the Clinician and
the Client --Verbal Behaviors --The Content Response --The
Counterquestion Response --The Affect Response --The Reframing
Response --The Sharing Response --The Affirmation Response
--Active-Listening Techniques --Expressing Empathy --Probing the
Client --Challenging the Client --Using Humor --Client
Responsibilities --Metalinguistic Indicators: Changing How the Client
Describes the Problem --Choosing a Future --Clinician Characteristics
--Treatment for Adolescents and Adults --The Special Case of
Adolescents --Choosing a Treatment Strategy --Some Specifics of
Fluency-Modification Strategies --Some Specifics of
Stuttering-Modification Strategies --Identification --Desensitization
--Variation --Modification --Stabilization --Cognitive Restructuring
--Experimental Treatment --Group Treatment --Determining Group
Membership --Advantages of Group Treatment.
Potential Problems With Group Activities --The Effective Group Leader
--Establishing Group Norms --Structuring Group Activities
--Relaxation-Imagery Exercises --Role-Playing --Public Speaking
--Demonstration of Client Skills and Progress --Treatment of Atypical
Fluency Cases --Acquired Neurogenic Stuttering --Acquired Psychogenic
Stuttering --Cluttering --Treatment for Preschool and School-Age
Children --Basic Considerations When Treating Young Children
--Indirect and Direct Strategies --The Role of the Parents --Stages
of Parent Involvement --Educational Counseling --Facilitating
Communicative Interaction --Parents as Observers and Participants
--Treatment Strategies and Techniques --Using the Demands and
Capacities Model --Enhancing the Child's Ability to Produce Fluent
Speech --Helping the Child to Respond to Stuttering --Cognitive and
Affective Considerations --Stuttering Coexisting with Other
Communication Disorders --Two Effects of Coexisting Problems
--Transfer and Termination Issues --The Possibility of Relapse With
Children --Suggestions for the Classroom Teacher --The Problem of
Teasing --Examples of Fluency Programs --The Successful Stuttering
Management Program (SSMP) --Personalized Fluency Control Therapy
(PFC) --Extended Length of Utterance (ELU) --CAFET for Kids --Speak
More Fluently, Stutter More Fluently --Easy Does It --The Fluency
Development System for Young Children (TFDS) --The Stuttering
Intervention Program (SIP) --The Fluency Rules Program (FRP).
Gradual Increase in Length and Complexity of Utterance (GILCU)
--Systematic Fluency Training for Young Children --Indicators of
Progress During Treatment --Defining Progress --The Variability of
Change --Chronic Perseverative Stuttering --Paper-and-Pencil Measures
--The Locus of Control of Behavior (LCB) --Self-Efficacy Scaling
--The Modified Erickson Scale of Communication Attitudes (S-24)
--Asking the Client --The Multidimensional Nature of Therapeutic
Change --Variables Influencing Progress --The Treatment Strategy
--The Nature of the Fluency Disorder --The Age of the Client --The
Intensity of Treatment --Indicators of Progress --Increasing the
Client's Self-Monitoring Ability --Increasing the Client's Ability to
Produce "Open Speech" --Decreasing the Frequency and Duration of
Motoric Fluency Breaks --Increasing the Frequency of Formulative
Fluency Breaks --Increasing the Naturalness of Fluent Speech
--Development of a Naturalness Rating Scale --The Effect of Feedback
--Acoustic Features of Speech Naturalness --The Effect of Speaking
Task --Audio and Video Samples --Metalinguistic Changes --Increasing
Open Decision-Making --Decreased Avoidance --Increased (Speech)
Assertiveness --Increased Risk-Taking --Improved Self-Concept,
Improved Self-Esteem, and Role Changes --Increased Distancing and
Objectivity Through Humor --Criteria for the Termination of Formal
Treatment --Determining Progress Following Treatment --Our Limited
View of Change --Maintenance and Transfer --The Nature of Relapse.
The Possibility of Relapse --Defining Relapse --Possible Causes of
Relapse --Neurophysiological Loading --Continued Effort Is Required
--Client Adjustment to a New Role --Listener Adjustment to a New
Speaker --Speaking in a Nonhabitual Manner --Failure to Follow
Maintenance Procedures --The Cyclical Nature of Fluency --Overt and
Covert Measures of Long-Term Change --Predicting Success Following
Treatment --The Importance of Support Groups --Reports of Long-Term
Success --Transfer and Maintenance Activities --Annotative Listing of
Assessment Procedures --Resources and Support Groups in Fluency
Disorders --Useful Booklets and Videotapes for Parents, Teachers, and
Spouses --Guidelines for Practice in Stuttering Treatment.
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