Experimental Programs in Stuttering Therapy

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

“…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.…”

“…It is believed by many that, in order to accomplish this feat of transfer and maintenance to the "real" world, awareness of and self-responsibility for speech behavior must be considered as critical components in the early stages of any fluency program (Johnson, 1955;Williams, 1957;Shames, Egolf and Rhodes, 1969;Sander, 1970;Rubin and Culatta, 1971;Perkins, 1973;and Casteel, 1976). When a client fails to accept the responsibility for his speech, he usually relies on the clinician for continued support.…”

“…relapse is 'so high. Thematic modification of the stuttering client's undesirable language (to a more desirable Ianguage) has been reported to promote the establishment of fluency in short term studies (Shames, Egolf and Rhodes, 1969;Egolf, Shames and Blind, 1971;and Culatta and Rubin, 1973). However, research has been meager so far.…”

“…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.…”

“…This language (thematics) is a medium through which the individual expresses his beliefs and attitudes about himself and his speech. According to Shames, Egolf and Rhodes (1969), what the stutterer says aloud about himself is often an extension of what he believes and feels about himself. These beliefs, in turn, are reflected in his social and speaking behavior.…”