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| The Clinician and the Therapeutic Process | |
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| Chapter Objectives | |
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| The Effective Clinician | |
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| The Importance of the Clinician | |
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| Clinician Attitudes About Stuttering and People Who Stutter | |
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| Investigations of Clinical Preparation | |
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| How Clinicians Interpret the Disorder | |
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| Clinician Personality Attributes | |
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| Clinician Intervention Skills | |
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| Becoming Less Inhibited as a Clinician | |
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| Avoiding Dogmatic Decisions | |
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| Opening Your Treatment Focus | |
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| Calibrating to the Client | |
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| Observing Silence | |
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| Modeling Risk Taking | |
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| Challenging the Client | |
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| Developing Expertise: Implications for Clinicians | |
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| Decision Making with Rules and Principles | |
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| Specialty Recognition in Fluency Disorders | |
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| Humor and the Clinician | |
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| An Historical Perspective | |
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| Acknowledging Humor During Therapeutic Change | |
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| The Conceptual Shift | |
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| Distancing With Humor | |
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| Mastery and Humor | |
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| Conclusion | |
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| Topics for Discussion | |
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| Recommended Readings | |
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| The Nature of Fluent and Nonfluent Speech: The Onset of Stuttering | |
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| Chapter Objectives | |
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| The Characteristics of Normal Fluency | |
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| Fluency in Adult Speakers | |
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| Defining Stuttering and Related Terms | |
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| Definitions of Stuttering | |
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| Distinguishing Stuttering from Normal Fluency Breaks | |
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| The Speakers Loss of Control | |
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| The Fluency Breaks of Children | |
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| Characteristics at the Onset of Stuttering | |
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| Age and Gender | |
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| Rate and Uniformity of Onset | |
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| Stuttering-Like Disfluencies | |
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| Clustering of Disfluencies | |
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| Awareness and Reaction of the Child to Disfluency | |
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| Conditions Contributing to Onset | |
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| More Influential Factors | |
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| Age | |
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| Gender | |
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| Genetic Factors | |
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| Twinning | |
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| Cognitive Abilities | |
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| Motor Abilities | |
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| Speech and Language Development | |
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| Response to Emotional Events | |
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| Less Influential Factors | |
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| Physical Development and Illness | |
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| Culture, Nationality and Socioeconomic Status | |
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| Bilingualism | |
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| Imitation | |
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| Conclusion | |
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| Topics for Discussion | |
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| Recommended Readings | |
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| An Historical Perspective of Etiologies | |
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| Chapter Objectives | |
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| Stereotypes of People who Stutter | |
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| The Variety of the People We See | |
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| Theories of Etiology - An Historical Perspective | |
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| Stuttering as a Symptom of Repressed Internal Conflict | |
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| Evidence from Empirical Investigations | |
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| Stuttering as a Learned Anticipatory Struggle | |
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| The Diagnosogenic Theory | |
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| Evidence from Empirical Investigations | |
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| The Continuity Hypothesis | |
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| Modes of Stuttering as an Operant Behavior | |
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| Evidence from Empirical Investigations | |
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| Problems with the Speakers Anatomical and Physiological Systems | |
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| The Possibility of Cerebral Asymmetry | |
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| Evidence from Empirical Investigations | |
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| The Wada Test | |
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| Dichotic Listening Procedures | |
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| Electroencephalography (EEG) and Event +Related Potentials (ERPs) | |
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| Evidence of Cerebral Asymmetry from Neuroimaging Studies | |
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| Structural and Functional Neuroimaging | |
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| Indications of Structural Differences | |
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| Indications of Functional Differences | |
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| Changes in Asymmetry as the Result of Fluency-Inducing Activities and Treatment | |
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| Summary of Neuroimaging Evidence | |
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| Disruption of Cognitive-Linguistic and Motor Sequencing Processes | |
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| The Modified Vocalization Hypothesis | |
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| Evidence from Empirical Investigations | |
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| The Dual Premotor Systems Hypothesis | |
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| Evidence from Empirical Investigations | |
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| The Covert Repair Hypotheses | |
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| Evidence from Empirical Investigations | |
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| The Execution and Planning (EXPLAN) Model | |
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| Evidence from Empirical Investigations | |
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| Cybergenic and Feedback Models | |
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| Evidence from Empirical Investigations | |
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| Multifactorial Theories | |
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| The Demands and Capacities Model | |
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| The Dynamic-Multifactorial Model | |
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| The Neurophysiological Model | |
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| Evidence from the Human Genome | |
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| Conclusion | |
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| Topics for Discussion | |
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| Recommended Readings | |
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| The Assessment Process with Adolescents and Adults | |
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| Chapter Objectives | |
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| Fundamental Considerations | |