Thesis (Ph. D.)--University of Wisconsin--Madison, 1937. / Typescript. Includes abstract and vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [125]-138).

No description available.

This study compared the attitudes and reactions of thirty preschool and thirty school-age children toward a child speaker with stuttering patterns. An introduction reviewed previous literature on defining stuttering, adults' and children's attitudes toward stuttering, and the stutterer's personality traits. The children of the study rated either a normal child speaker or a child speaker with stuttering patterns on a sociometric scale. In a giving task, the children were asked to choose one of the speakers. Statistical testing revealed that the school-age children had a more negative attitude toward and less social acceptance of the child speaker with stuttering patterns than the normal-speaking child. Implications for the speech-language pathologist in treating the child stutterer are discussed.

Thesis (M.S.)--University of Wisconsin--Madison, 1985. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 64-68).

Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, April 30, 1992. Also available in print.

Thesis (Ph.D.)--Boston University / The Problem. Theories concerning the origin and treatment of stuttering have varied widely. Older theories have been highly speculative, while a more systematic clinical and experimental approach has been prevalent lately. A major weakness of research studies has been the lack of adequate conceptual schemes for systematizing the data and the absence of specific hypotheses to be tested. In this study recent findings in genetic psychology, in the psychology of language, and in the psychoanalytic study of ego development have been utilized for the formulation of a "developmental crisis" theory of stuttering. The onset of stuttering has been interpreted as the result of a crisis in language learning coincident with a crisis in the relationship between mother and child. [TRUNCATED]

Development of fluency has always been an important focus of stuttering research. However, to date there are no standardized norms on the development of fluency. Reliable and valid information regarding the normal development of fluency is necessary in order to deferentially diagnose normal disfluency from incipient stuttering. Establishment of norms for part-word repetitions is especially important since this type of disfluency has traditionally been considered an indicator of early stuttering. The present study sought to contribute to the investigation of the development of fluency by examining the frequency of occurrence of repetitions in 30- to 36-month-old males.

Young children between the ages of two and six years often exhibit partword, whole word. and phrases repetitions as their language develops. This is also the age range when stutterertng most frequently appears. Consequently. speech-language pathologists need diagnostic criteria and evaluation tools to distinguish between the incipient stutterer and the normally disfluent child. Today a widely used evaluation tool is the Stuttering Severity Instrument (SSI) (Riley, 1972, 1980). The SSI is designed to provide a severity level based upon the parameters of frequency. duration. and physical concomitants. Riley (1972) first designed the SSI to not include monosyllabic word repetitions in the frequency count: however. he revised the SSI in 1980 to include monosyllabic word repetitions without providing new normative data nor standardization. It was questionable as to whether the SSI was a sufficiently sensitive means to determine stuttering severity for young children and to whether or not it was strengthened or weakened by the addition of whole monosyllabic words.

Thesis (M.S.L.T.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 72-84). Also available via the World Wide Web.

This study investigated the advisability of utilizing parents to provide treatment for their dysfluent preschoolers. It involved the development, implementation and evaluation of a specific treatment program involving indirect language stimulation techniques. The primary question asked was whether or not parents can be successful in significantly reducing or eliminating dysfluent speech in their children. The secondary question was whether or not parents can be trained successfully to provide treatment.