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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 | |