Thesis (Ph. D.)--University of Wisconsin--Madison, 1962. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 136-137).

Thesis (M.S.)--University of Wisconsin--Madison, 1940. / Typescript. eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph.D.)--University of Iowa, 2009. / Thesis supervisors: Sam V. Cochran, Patricia M. Zebrowski. Includes bibliographical references (leaves 107-109).

Thesis (Ph. D.)--Columbia University, 1940. / Vita. Bibliography: p. 31-32.

Thesis (B.Sc)--University of Hong Kong, 1994. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, 29th April, 1994." Also available in print.

Thesis (M.S.L.T.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 82-93). Also available via the World Wide Web.

The purpose of this study was to observe intensively, by means of complete case-histories, the general and specific conditions, past and present, causing a lack of social adjustment in eight stammers. The subjects were stammerers from the Stockton High School who showed by examination that they were socially maladjusted. The study aimed to discover whether traits and abilities present in the stammerers, as represented by their interests and achievements, contributed to their lack of social adjustment; and whether, by a process of reeducation in the light of their history and present condition, their social adjustment could be made. Assuming oral stammering to be a symptom which indicated the individual unable to make adjustment to the group because of some emotional attitudes or conflicts, a further aim was to help the subjects of this study to improve their speech with the hope that they would thereby be able to make a more satisfactory social adjustment.

The purpose of this study was to determine what relationship (if any) exists between signalled expectancy to stutter and a significant increase in muscle action potential in adults as measured by electromyography (EMG).

The purpose of this clinical research project was to use an interaction analysis system to compare the behaviors of clinicians and their clients with two types of communicative disorders and to determine how the clinicians utilized their clinical time. More specifically, this study employed the Conover Analysis System (Conover, 1974) and compared the client-clinician behaviors in the Portland State University Urban Language Clinic and Stuttering Clinic. The data which were gathered provided a baseline of the client-clinician behaviors in the two clinical settings.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / STATEMENT OF THE PROBLEM: This study was designed to test the hypothesis that the expressed problems of adolescent stutterers are not significantly different from the expressed problems of adolescent non-stutterers. It was postulated also that published problem inventories developed for the general population may be inadequate for research with atypical groups. The individual with a stuttering handicap may have the usual kinds of problems tapped by various problem inventories. In addition, he may have unique kinds of problems associated with the stuttering handicap. RESEARCH PROCEDURES: A thorough research of the literature indicated that no problem inventory had been developed from research with stutterers. Hence, it was necessary to develop a problem inventory as part of this study. Thirty-six secondary-school stutterers and 164 secondary-school non-stutterers were asked to express their problems in ten areas: 1) My Personality; 2) My Speech; 3) My School Life; 4) My Personal Appearance; 5) My Home and Family; 6) My Abilities and Talents; 7) My Future; 8) My Friends; 9) Other People; and 10) Other Things I Want to Write About. Content analysis of the compositions in which they told of their problems resulted in the construction of a problem inventory containing 220 problem items [TRUNCATED] / 2031-01-01