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E “1:; Q 1: ‘1 ‘u L“ (if. ‘.\.‘ u x: x- O 6 (f 0-169 This is to certify that the thesis entitled A com tfistudy of the defective speech of children 6 rural area of Van Buren county and the urban area of the city of Muskegon. presented by Mary Jane McClintock Uilson has been accepted towards fulfillment of the requirements for _l'1_-_£-_degree infirm—ech— Date April 291 1052 r“ - l ’\ u ._ ”flan—.5 - L5 L ”q S .I :1 ‘I A COthhngVm STU)! OF THE DAFJCTIVE SELLCH OF CHILLRLN FOUR) IN The anuL nan; OE VLN quLN COUH“Y Ltd The DABAN Anal OF Tn; CITY OF MUSLEGCM UV . w Mary Jane ncCliLtock’nilson H submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of 1-1131: :5: OF an? 3 Department of Speech 1952 AC KNO".*~.'L}L1)C£‘-LEEJT S The author wishes to express her sincere gratitude to Dr. Charles Pedrey for his continual guidance in the planning of the research study: to Miss Lucia Morgan for her invaluable suggestions and direction and Dr. Max Nelson for his able assistance in the writing of the study. The writer also wishes to express her apprecia- tion to Mr. C. h. Bemer and hr. George Schutt, Superin- tendents of the public schools of the city of huskegon and Van Buren County respectively, for their constant ,COOperation while this study was in progress, to the principals and teachers in the schools in which this study was made, and to my parents whose patient under- standing and kind words of encouragement made this study possible. IL‘4\l n\.\__ __ ‘_.-_....‘. -‘h " ‘nnnnn nun (\W'f ""31 , a -. hi i e.‘ kiwi" TABLE OF CONTENTS CHAPTER I INTRODUCTION............................................ I. Background...................................... II. The Problem..................................... III. Definition of Terms Used........................ Defective Speech.............................. Urban Area.................................... Rural Area.................................... IV. Review of Previous Research..................... 'V. Organization of the‘Thesis...................... II PROCEDURE............................................... I. Selection of.Area............................... II. Selection of Subjects........................... III. Selection of Teeting Devices.................... IV. Administration of Tests......................... III RESULTS AND DISCUSSION.................................. I. Basic Data Derived From Study................... II. Summary......................................... IV CONCLUSIONS............................................. v RECOMEIJDATIONSOOOOO0.0.0....OOOOOOOOOOOOOOOOOO0.0...... BIBMOGWOOOOOOOOOOOOOOI.000......00.000.00.00...0.0.00.0... IAPP‘EIIDIXOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOIOOOOOO. BIOGMHYOOO...OOOOOOOOOOOOOOCOOO...0..OOOOOOOOOOOOOOOOOOOOOOOQ PAGE 1 1 11 13 15 15 30 35 37 38 40 42 CHART II III IV LIST OF CHARTS RATIO OF SPEECH DEFECTS TO TEE TOTAL EI‘TROIIP BENT IN FIFTH AND SIXTH GRADE............... COP-LPARISOI‘T OF EACH TYPE CF SPEHIH DEFECT...... COMPARISON OF VARYING DEGPEES OF SPEECH DEFECTSCCOOOOOOOOOIOOOOOOOOOOOOOOOOOO0.00... DBGRE OF DEFECT WITHIN EACH TYPE............. A COMPARISON OF AUTHOR AND TEACHER FINDINGS OF THE INCIDENCE OF SPEECH DEFECTS OF A GROUP OF PUPILS IN THE FIFTH AND SIXPH GRADES...” PAGE 15 18 21 23 25 LIST OF TABLES TABLE PAGE I DIAGNOSTIC SPEECH RATINGS OF A SAMPLE GROUP OF SEVENTY-SIX SUBJECTS MADE BY THE.AUTHOR AND MEBTLI-CRS I MID IICOOCOOOOOOOOOOOOOOOO0..0.00.... 28 II SPEECH DEFECTS IN FIFTH AND SIXTH GRADE CHILDREN... 34 CHAPTER I CHAPTER I INTRODUCTION I. BACKGROUND The White House Conference of 19501 reports that the recognition of the speech defective child by educational systems, and the develop- ment of public school facilities to aid them, is a recent departure from.educationa1 traditions. ‘"There are in America, 1,000,000 school children'between the ages of five and eighteen so defective in speech as to require remedial treatment...."2 One of the recommendations made by this committee3 was to extend the work of speech correction to in- clude every school system of the county. In 1927, the State of Nfichigan passed Public Act 3194 which provided for special classes of instruction for the deaf, blind and crippled. In 1941 this Act was amended as follows: The Board of Education of any school district may establish and maintain one or more day schools or classes for the instruction of five or more resident or non-resident children.between the ages of four and twenty years who by reason of having...defective Speech, cannot profitably or safely be educated by the usual methods of instruction in the public schools...5 I—iThEFBandicapped and the Gifted,"‘flhite House Conference on Child ‘Egalth and Protection3_Section III, Education and Training, SpeciaI Education (NeW'York: The.Appleton-Century Company, 1931), p. xix. 2 Ibid., p. 353. 3 Ibid., p. 378. 4 "Act 319," Public and Local Acts Nfichigan, Part II, Chapter XIX, (Lansing: Franklin-Defileine Company. 1927; pp. 728-730. 5 "Act 354," Public and Local Acts Nfichigan, Section I, (Lansing: w_— Franklin-DeKleine Company, 1941) p. 616. In the last decade Speech Correction Programs have been organized under this law and have become a part of many school systems in the State of Michigan. In the year 1950-51 there were 80 school systems in the state which had this type of program as shown by the records of the Michigan Department of Public Instruction, Division of Special Education. Of this total, eight were placed under county systems reaching the rural schools of that county and the remaining programs were organized under city systems which serviced not only their urban schools, but also some rural schools in near by districts. In October, 1950, a report was nude by the Michigan Youth Commission which recommended 1) "a study of the total needs of exceptional children in rural and urban areas"6 and 2) "a thorough survey of the total needs for exceptional children...in both rural and urban areas".7 II . THE PROBLEM Statement 2: the Problem. The purpose of this study was two-fold: a) to compare the defective speech of children in the rural area of Van Buren County with the defective speech of those in the urban area of the city of Muskegon in order to determine if differences and similarities exist and b) to determine if a need existed for programs of speech therapy within the areas studied. 6 Summary Recommendations Submitted to Mid Century White House Conference on Children and—Youth by the Michigan Youth Commission, (Dotober, 1950) p. 140 7 Ibideg p0 E-go III. DEFINITION OF TERFS USED Defective Speech. "Speech that deviates so far from.the speech of other people that it calls attention to itself, interferes with commmication, or causes its possessor to be maladjusted."8 Ainsworth suggested that the divisions of defective speech be placed into the following four categories: I . Articulatory Dis orders An individual is said to have an articulatory defect when he substitutes one sound for another, omits sounds, adds sounds that do not belong to the words, or slurs the sounds--does not make them distinctly... II. Stuttering The basic elements which make a stutterer's speech different may'be classified under two types of deviations: repetition of sounds, syllables, and words; and blocking of speech-- inability to get started in speech... III. Voice Defects Voice problems may be... [abnormal deviations of the follow» ing] characteristics: loudness, rate, pitch, and quality. IV. Special Deviations Oral Inactivity or Inaccuracy. The habit of speaking in- accurately or indistinctly.... "Foreign Dialect....This defect is a combination of sound sub- stitutions (articulatory defect) and voice problems, such as incorrect inflection (pitch) patterns and rhythm.patterns. Cleft Palate Speech. ...This often involves both articulatory and voice problems. There are usually substitutions and omis- sions, and the typical nasal emission.... Speech of the Cerebral Palsied. ...This speech is often char- acterized by frequent omissions and severe distortions of sounds. Also there are apt to be voice quality and pitch variations. Delayed Speech. [A child with; ...Speech that is characteris- tic of a much younger child: baby talk" that is so extreme that he cannot be understood. Also, ...children who talk so little that their communication is seriously handicapped.... 8 ChaPIes Vin Riper, Speech Correction Pringiples and Methods (New York: Prentice-Hall, Inc., 1939), p. 15. Speech of the Hard of Hearing. A hearing loss may result in omissions, substitutions, and slurring. In more severe cases, the voice lacks variety and accuracy of inflections and has poor quality.9 In this study speech of the hard.3£ hearing, delayed_speech, and oral inactivity were considered under articulato§[_disorders as the outward concomitants of these types of speech defects would fall under the definition given for articulatoqy disorders. Foreign dialect has been eliminated from the study since this type of speech does not receive certification in the State of Michigan. Urban area. An urban area is defined in Population Characteristics of the Population Michigan10 as an incorporated center with a population of 2500 persons or more. Urban area, as used in this study, refers to a city school system.composed of an.urban school population of that city. Rural area. .A rural area is defined in Population Characteristics of the Pepulation Hhchiganll as a center with a population of less than 2500 persons. Rural area as used in this study, refers to a county school system.which is composed of the total rural school population of that county. IV. REVIEW’OF PREVIOUS RESEARCH An investigation of material on the comparison of speech defects of children in rural and urban areas revealed no published studies de- voted specifically to this subject. 9 Stanley Ainsworth,_§peech Correction Methods (New York: Prentice- Hall, Inc., 1949), pp. 140-143. 10 Population Characteristics of the Population Michigan (washington, D. C.: United States Government Printing Office, 19427: p. 2. 11 Iblde, p. 20 However, a study made by Louttit and Hallslz of the speech defects of children in Indiana contained a section on the comparison of rural and urban speech defects. The authors recorded a gross incidence of all types of speech defects in the county systems as 4.3 per cent while in the urban area the incidence was 3.3 per cent. They stated "Owing to the large population involved this difference of only one per cent is statistically significant, being considerably greater than three times its own probable error...articu1atory defects constitute a slight- ly greater proportion of all defects among rural children than.they do among city children."13 In the State of Michigan there have been no published studies do- voted specifically to the comparison of children.with speech defects in rural and urban areas. However, Christopher Lane14 in a survey of speech defects in Ingham County, Nfichigan presented a picture of the speech defects in the rural area of that county. 'With further inter- pretation of the data recorded in his study, the speech problems of children in that rural area and those in an urban area of Michigan could form a basis for a future study. 12 CTMJILJuttit and Emily Clegg Halls, "Survey of Speech Defects Among Public School Children of Indiana,“ Journal of Sppech Disorders, 1:80, September, 1936. 13 Ibido, Po 750 14 Christopher Lane, “A Survey of Speech Defectives in.the Public Schools of Ingham County, Michigan," (unpublished Master's thesis, Michigan State College, East Lansing, Michigan, 1943). V. ORGAflIZATION OF THE THESIS Tables and Charts. The results gained in this study were recorded in tables and charts. .A complete analysis of this data was presented in separate charts which dealt specifically with: 1. Total per cent of speech defects 2. Total per cent of each type of defect 3. Total per cent of each degree of defect 4. Total per cent of degree of each type of defect A.fifth chart indicated a comparison of the incidence of speech defects of the teacher referrals with the incident of speech defects of the author sampling of two groups in each area. Table I recorded the diagnostic speech ratings of a sampling of subjects made by the author and two examiners. Table II was a master table which showed the gross incidence of the types and degrees of the speech defects of children in Van Buren County and the city of Nhskegon. Incorporated within this table was all of the information centained in Charts I, II, III, and IV. This table was placed with the summary. .Accompanying the presentation of each chart and table there was a discussion of the recorded data. CHAPTER II CHAPTER II PROCEDURE I. SELECTION OF AREA The author selected the geographical regions of Van Buren County as the rural area and the city of Nhskegon as the urban area for this study for'the following reasons: 1. The overall population in each area met the definitions of the study. 2. The school populations in both areas were similar in number. 3. Both areas were without a speech correction program. 1. The overall pgpulation in each area met the definitions of the study. The definition for the urban area states that it is an in- corporated center of over 2500 persons and represents a city school system. The city of Nhskegon is an incorporated center with a popula- tion of 48,04715 and has a city school system.composed of an urban school population of that city. The definition for the rural area states that it is a center of less than 2500 persons and represents a county school system.which is composed of the total rural school popu- lation of that county. The population of Van Buren County, excluding 16 the urban area of South Haven is 33,443. The county consists of a number of communities and villages each with a population of less than 15 "Series PC-Z, Number 36," 1950 Census of ngulation, Preliminanz Counts (washington, D. C.: United States Government Printing Office, September 7, 1951) p. 5. 16 Ibide, p. 60 2500 and the county school system is composed of the rural school popu- lation of those commities and villages. 2. The school populations in both areas were similar in number. The total school population for the urban area was 8550 and for the rural area 7322. In the urban area there were 11 public schools with fifth and sixth grade enrollment and in the rural area there were 71 public schools with fifth and sixth grade enrollment. The population for the fifth and sixth grades, from which the subjects for the study were drawn, was 12 79 in the urban area and 1067 in the rural area. 3. Both areas were without a speech correction program. Speech correction programs had not been organized in either area, although the school superintendents of both areas had expressed an interest in the program, a desire to learn the speech needs of their respective areas, and a Willingness to cooperate with an initial survey to learn of those speech needs. II. SELECTION OF SUBJECTS The criteria followed for the selection of the subjects are listed below. 1. The subjects were students enrolled in the fifth and sixth grades. 2. The subjects were selected by one of two methods: a) they were referred by the classroom teacher as having a speech defect b) they were chosen by the author through a sampling of two classes in each area. 3. All the subjects were rechecked by the author and those found to have defective speech were retained for the study. 4. The subjects having an intelligence quotient (I. Q.) of 70 or above were included in the study. l. The subjects were students enrolled in the fifth and sixth grades. Theoretically, children enrolled in the fifth and sixth grade should be past their ninth year and should have acquired sufficient skill of muscle movement for the acquisition of normal speech. Accord- ing to the Poole Chart17 all sounds should be acquired by the age of seven and one-half years. This chart lists the following sounds and the ages at which they are acquired. g3 £02222 3% [h] [b] FT] [T] [h] 4% [d3 5;] [n] [g] [1:] Eng] [a] [y] se- B] e— [v] [0] [31 [S] [13 7%,; Ex] ['2] [r1 [‘3] 5an Berry and Eisensen18 agree with the Poole Chart stating "normal articula- tipn efficiency...is arrived at by most children at seven and one-half years of age". West, Kennedy, and Carr state that "normally all sounds of speech are developed by the time a child is seven.years old,"19 and Van Riper20 reports that during the early part of the seventh year all speech sounds are acquired. 17 Mildred Berry and Jon Eisenson, The Defective in_§peech (New York: F. S. Crofts and Company, 1942), p. 20. 18 Ibide, p. 60. 19 Robert West, Ieu Kennedy, and Anna Carr, The Rehabilitation of Speech (New York: Harper Brothers, Publishers, 1947), p. 60. 20 Charles Van Riper, 22. 333., p. 96. lO 2. The subjects were selected by one of two methods: a) they were referred by the clsssroom teacher as having a Speech defect. The aid of the classroom teacher was enlisted in screening the children with Speech 1 defects. All children considered to have a speech defect were referred I'lw by this teacher. The method of "teacher-referral" has been employed in studies whose purposes were to gain preliminary information about the incident of speech defects. Staple used this method in his study of o 1 o a e w e ‘ 22 speech disorders in the classroom in eighteen public schools and Lane also had the teachers refer students with speech defects; b) they were . . . * chosen by the autnor through a sampling of two classes in each area. i) _—_ A group of 119 children enrolled in two classes in the rural area and two classes in the urban area were screened through an author-survey. Those children found to have speech defects through this screening were retained in the study. The author-survey method of screening children with defective speech was employed to determine the validity of the teacher-referral method of screening children with defective speech. 3. The subjects were rechecked by the author and those found to have defective Speech were retained for the study. A dia nostic seeech test I L, s 1 was administered to all subjects screened through teacher-referral and author-survey and those found to have normal Speech were eliminated from the study. 21 Katherine n. Stapp, "A Study of Speech Disorders in the Danville (Illinois) SChools," (unpublished Master's thesis, The University of Illinois, Urbana, l9h2). 22 Christopher Lane, op. cit. “ Rural area -- Paw Paw School, Hartford School; Urban area -- Nelson School. ll 4. The subjects having an intelligence quotient (I. Q.) of 70 o: above were included in the study, Those subjects having an intelligence quotient below 70 were eliminated from the study. No definite level has been set for the limit of educability of a mentally defective child with a speech defect. Robbins and Robbinszs have suggested that "... children with intelligence much under 75..." be omitted from.the speech class. "Mental deficiency is often defined in terms of intelligence quotient lsvel...and'the intelligence quotient level of 70 has been 'widely accepted as the arbitrary dividing line between normal (or at least only borderline) ability and definite deficiency or feeblemindednoss."24 In this study an arbitrany level of 70 intelligence quotient was set as the limit of educability and those subjects having intelligence quotients below this level were eliminated from the study. III. SELECTION OF TESTIEG DEVICES The selection of the testing devices for this study were: 1. Bryngleson and Glaspey Speech Improvement Cards25 2. Diagnostic Blanks devised by the author 3. Otis Quick-Scoring mental Ability Test, FormBetae6 23 Samuel D. Robbins and Rosa 8. Robbins, "Correction of Speech Defects of Early Childhood (Boston: Expression Company, 1937):_p. 5. 24 Thelma Hunt, Measurement in Psychology (New York: Prentice-Hall, Inc., 1936), P0 70. 25 Bryng Bryngleson and Esther Glaspey, §peech Improvement Cards (Chicago: Scott, Foresman and Company, 1941). 26 Arthur Otis, Otis Quick-Scoringgyental Ability Tests (New York: Wbrld Book Company, 193§7. 12 l. Bryngleson and Glaspey Speech Improvement Cards. These cards were used as the diagnostic speech test. The set consisted of sixteen cards with three pictures on each card. Each picture was designed to test one sound or a blend in a specific position: Initial, Medical, and/or Final. This test was composed by two authorities in the field of speech correction and has been used successfully as a diagnostic speech test in other theses. (For example of cards see Page 4J) 2. Diagnostic Blanks devised by the author. The diagnostic blanks devised by the author were used as instruments to indicate and record the type and the degree of the defect. Space was provided for the name of the subject, age, grade, school, area, the type of defect and the degree of the defect. The terms Severe-I, Moderate-II and Slight-III were used to denote the degree of the defect and the terms, articulatory disorder, stuttering, voice defect and special deviation were used to denote the type of defect. (For example of blanks see Page 40) 3. Otis Quick-Scoring_Mental Ability Test, Form Beta. This intelli- gence test purports to measure "the mental ability, thinking power, or the degree of maturity of the mind"27 of children enrolled in grades four to nine. It is a 30 minute paper and pencil test designed for group administration. This intelligence test was selected because it was suitable for the grade level of the subjects studied, it could be used as an instrument to further define the subjects, and it could be administered to groups. 27 Arthur Otis, manual of Directions for Beta Test of the Otis Quick- Scoring Mental Ability Test, (New'Yorkz 'World Book Company, 1937}, P0 10 15 IV. ADMINISTRATION OF TESTS An interview was arranged with the superintendent in each area at which time a testing schedule was set up. Through each superintendent, the fifth and sixth grade classroom teachers were requested to refer all students in their classrooms whom.they felt were defective in speech. All children in twp fifth and sixth grade classrooms in both areas were surveyed by the author. An individual interview was then held with each of the referred subjects and with those screened through author-survey. The Bnyngleson and Glaspey speech Improvement Cards were administered and conversational speech28 was checked. The diagnostic information gained from.the inter- view was recorded on the diagnostic blanks. Those children found to have defective speech were retained for the study. The Otis Intelligence Test was administered to all retained sub- jects. The test was given to groups of ten to fifteen children. The intelligence quotient of each subject was computed from the scores of the test with the aid of a clinical psychologist. A re-test was made of a sampling of the subjects by two examiners who were certified speech correctionists (ones who had met the 28.A spontaneous, unplanned speech situation in which the~author asked leading questions to the subject to bring out answers which would include 'words having sounds not included in.the diagnostic test. For example, the author questioned a child about the purse she was carrying: "what color is it, where did you get it, what is in it, count the pennies, etc..." Fluency was also checked at this time. 1h qualifications for the teaching of speech correction in the State of Michigan). The examiners checked each child individually and recorded their subjective ratings on separate diagnostic blanks. The results of the findings of the two examiners and those of the author were then compared to determine the validity of the subjective ratings of the L) author. (See Table I, pages 28 and 29), CHAPTER III CHAPTER III RESULTS ATTD DISCUSSION I. BASIC DATA DERIVED FROM STUDY CHART I Chart I shows the percentage of children with speech defects in the fifth and sixth grades of Van Buren County (rural) and the city of Muskegon (urban) in proportion to the total enrollment of the fifth and sixth grades of those two geographical areas. The gross incidence of children with speech defects in the rural area was 3.37 per cent while in the urban area it was 5.58 per cent. In the urban area there were .21 per cent more children with speech defects than in the rural area. (For complete breakdown of this data, see Table II, Page 34). RURAL URBAN 96.63 °/o 96.42 V. [:3 NORMAL SPEECH E:l DEFECT IVE SPEECH CHART I RATIO OF SPEECH DEFECTS TO TOTAL EIROLLTENT IN FIFTH AND SIXTH GRADE 16 The results of the total percentage of children with speech defects in each area as recorded on this chart can be compared to the results of other studies whose initial purposes have been to determine the per- centage of children with speech defects in given areas. 'For example, The‘White House Conference of 193029 found that five per cent of all children enrolled in the 48 cities studied had speech defects. laneso determined through questionnaire to the teacher that 6.1 per cent of the total school population of Ingham.County, Michigan possessed a speech defect; Stapp31 noted that 4.49 per cent of the children in the elementary schools of Danville, Illinois had speech defects. The difference of .21 per cent more speech defects found in.the urban area than in the rural area as determined by this study can be compared to the difference between these two areas as recorded by Louttit and Halls.32 They noted that the greater incidence of speech defects was one per cent more in the rural area than in.the urban area. 29 White House Conference, 223.223., p. 356. 30 Christopher lane, 9p. 91.3., p. 23. 31 Katherine Stapp, op. cit. 52 L. M. Louttit and E. Co Halls, 22.0 Cite, P0 750 17 CHART II Chart II indicates the percentage of each type of speech defect found in Van Buren County (rural) and the city of Mhskegon (urban). The percentage of defect for each type of defect were as follows: Type of Defect Rural.Area Urban.Area Differential 1. Articulatony disorder 63.9 76.0 12.1 2. Stuttering 22.2 19.6 2.6 3. Voice defect 13.9 2.2 .11.7 4. Special deviation 0.0 2.2 2.2 l. Articulatogy disorder. In the rural area articulatory disorders constituted 63.9 per cent of the total number of speech defects and in the urban area 76 per cent of that total, making a difference of 12.1 per cent more articulatony disorders in the urban area. 2. Stuttering. In this category there were 22.2 per cent of the total number of speech defects in the rural area and 19.6 per cent in the urban area. The rural area had 2.6 per cent more stuttering defects than the urban area. 3. Voice defects. The gross incidence of voice defects was 13.9 per cent in.the rural area and 2.2 per cent in the urban area. There were 11.7 per cent more voice defects in the rural area than in the urban area. 4. Special deviations. 0f the total number of speech defects in the rural area zero per cent had special deviations and 2.2 per cent 18 in the urban area had special deviations, making a difference of 2.2 per cent more special deviations in the urban area than in the rural area. PERCENT IOO T 90- RAL 80—. [:1 RU 70* 60— 50— 53.9 75.0 404 30‘ 20" 22.2 nae '0‘ :3.9 2.2 o 2.2 O ' J ‘ CHART II COMPARISON OF EACH TYPE OF SPEECH DEFECT In the overall picture the rural area had 2.6 per cent more stuttering defects and 11.7 per cent more voice defegts and the urban area had 12.1 per cent more articulatory defects and 2.2 per cent more special deviations. 19 AS quoted by Charles Van Riper33 the White House Conference pro- vides the incidences for the type of Speech defects as follows: Type of Defect Percentage Articulatory 72 Rhythm Disorders 22 Voice Disorders 4 Louttit and Ha11334 compared the percentage of types of defects found in rural and urban areas of Indiana and noted in a general conclusions that there were more articulatory defects proportionately in the rural area and more stuttering defects in the urban area. 33 Van Riper, 22. cit., p. 26. 34 C. DE. Louttit and E. Co H8118, 220 Cite, p. 75. CHART III 20 Chart III shows the percentage of the varying degrees of the total number of speech defects in Van Buren County (rural) and the city of Muskegon (urban). The percentage for each degree of defect was as follows: Degree Rural 1. Severe-I 44.5 20 Moderate-II 3303 3. Slight-III 22.2 1. Severe-I. 0f the total number of area 44.5 per cent were Severe-I while in were in this degree. There were 10.2 per the urban area than in the rural area. 2. Moderate-II. 0f the total number area 33.3 per cent were Moderate-II while cent were in this degree. There was five fects in the rural area. Urban Differential 54.3 10.2 28 .3 5.0 17.4 4.8 speech defects in the rural the urban area 54.3 per cent cent more Severe-I defects in of speech defects in the rural in the urban area 28.3 per per cent more Moderate-II de- 3. Slight-III. 0f the total number of speech defects in the rural area 22.2 per cent were Slight-III while in the urban area 17.4 per cent were in this degree. The rural defects had 4.8 per cent more defects that were Slight-III than the urban area. 21 PERCENT IOO fi 90—- BO-d 70— 60— 50‘ 40" 30" 44.5 54.3 20“ 33.3 _ 25.3 22.2 I0 «7.4 SEVERE MODERATE E SLI GHT CHART I I I COT: ARISON OF VARYING DEGREES OF SPEECH DEFECTS The total picture of the varying degrees show that the rural area had five per cent more defects that were Moderate-II and 4.8 per cent more defects that were Slight-III than the urban area and the urban area had 10.2 per cent more defects that were Severe-I than the rural area. 22 CHART IV Chart IV shows the percentage of specific incidence of the vary- ing degrees (Severe-I, Moderate-II and Slight-III) for each type of speech defect. In each category listed below Column I is rural, Column II is urban and Column III is differential. Type of Defect Severe-I moderate-II Slight-III I II III I II III I II III 1. Articulatory 43.5 54.3 10.8 34.8 25.7 9.1 21.7 20.0 1.7 2. Stuttering 62.5 44.5 18.0 25.0 44.4 19.4 12.5 11.1 1.4 3. Voice 20.0 100.0 80.0 40.0 0.0 40.0 40.0 0.0 40.0 4. Special Deviations 0.0 100.0 100.0 0.0 0.0 0.0 0.0 0.0 1. Articulatory disorder. 0f the total number of articulatory» disorders in the rural area 43.5 per cent were Severe-I, 34.8 per cent 'were moderate-II, and 21.7 per cent were Slight-III. In the urban area 54.3 per cent were Severe-I, 25.7 per cent were moderate-II and 20.0 per cent were Slight-III. The urban area had 10.8 per cent more articulatory disorders that Severe-I and the rural area had 9.1 per cent more articula- togy disorders that were moderate-II and 1.7 per cent more that were Slight-III. 2. Stuttering. In the rural area 62.5 per cent of the stuttering defects were Severe-I, 25.0 per cent were Moderate-II and 12.5 per cent 'were Slight-III. In.the urban area 44.5 per cent were Severe-I, 44.4 per cent were Moderate-II and 11.1 per cent were Slight-III. The rural area had 18 per cent more stuttering defects that were Severe-I and 1.4 0.0 25 per cent more Slight-III mile the urban area had 19.4 per cent more stuttering defects that were Moderate-II. 3. Voice defects. 0f the total number of voice defects in the rural area 20 per cent were Severe-I, 40 per cent were Moderate-II and 40 per cmt were Slight-III. In the urban area 100 per cent of the voice defects were Severe-I. There were 80 per cent more Severe-I voice defects in the urban area and 40 per cent more Moderate-II and 40 per cent more Slight-III in the rural area. 4. §pecia1 deviations. 0f the total number of speech defects in the rural area zero per out were Severe—I, Moderate-II, or Slight-III. In the urban area 100 per cmt were Severe-I making a difference of 100 per cent more special deviations that were Severe-I in the urban area. PERCENT IOO 12.5 “Lt i 90— 2L7 "V V 20.0. ' .. ' Key: 80 — 40 25.0 ' SEVERE 7O - ~ 25.7 44., [:l mDERAIs 34.15 x 1.... 50 fl SLIGHT ‘ o ' - :00: I00 50 -— ‘ NO DEFECT 4o -— 40 62.5 30 -- I ' , 54.3 43.5 . 44.5 20— IO— 20 O RURAL URBAN CHART IV DEGREE OF DEFECT WITHIN EACH TYPE 24 The overall picture shows that the rural area had a) 18 per cent more stuttering Severe-I, b) 9.1 per cent more articulatoq disorders and 40 per cent more voice defects that were Moderate-II and c) 1.7 per cent more articulatory disorders, 1.4 per cent more stuttering, and 40 per cent more voice defects that were Slight-I. The urban area had a) 10.8 per cent more articulatory disorders, 80 per cent more voice de- fects, and 100 per cent more gpecial deviations that were Severe—I and b) 19.4 per cent more stuttering that were Moderate-II. 25 CHART V Chart V shows the percentage of subjects screened through author- survey and the percentage of subjects screened through teacher-referral. A group of 56 children enrolled in two classes in the fifth and sixth grades of Van Buren County (rural) and 63 children enrolled in two classes in the fifth and sixth grades of the city of Muskegon (urban) were screened by the author. PERCENT IOO T OTAL WROILMENT Canada [::] ' [:l T EACHER 90.. 80-— TO-e IOO 50 ...a IOO 30-w 20-— '0'“ lee RENE: InmAN mans v - A COMPARISON OF AUTHOR AND TEACHER FINDINGS OF THE INCIDENCE 0F SPEECH DEFECTS OF A GROUP OF PUPILS IN FIFTH AND SIXTH GRADES 26 Of the group in the rural area 15.8 per cent of the children screened by the author-survey had defective speech, and 11.1 per cent of the same group screened by the teacher-referral had defective speech. There were 4.7 per cent of the children with speech defects that were not screened through the teacher-referral method in the rural area. 0f the group in the urban. area 8.9 per cent of the children screen- ed by the teacher-referral had defective speech. There were 2.9 per cent of the children with defective speech that were not screened through teacher-referral in the urban area. 27 TABLE I Table I shows the ratings recorded by the author and two examiners of the speech of 74 subjects selected from.the total group of subjects that were referred by the teacher and through author survey. Type of Defect. The author and.the two examiners agreed on the type of defect of all of the 74 subjects, or 100 per cent of this total group. Degree of Pefegt. The author agreed with one or the other of the two examiners on the degree of defect of the speech of 100 per cent of the group. The two examiners agreed on the degree of defect of the Speech of 57 of the subjects or 77.02 per cent of the total number. They disagreed on the degree of defect of the speech of 17 of the sub- jects or 22.78 per cent of the total. TABLE I DIAGNOSTIC SPEECH RATINGS OF A SAITPLE GROUP OF SEVEIITY-SIX SUBJECTS MADE BY THE AUTHOR AND EXAMINERS I AND II SUBJECT TYPE OF DEFECT A__DEGREE OP DEFECT _ _ SIAMNSR I RIQCAINIR II AUTHOR awmrER I 3r gm II AUTHOR 1 N N N 4 4 4 2 S s S 1 1 1 3 S S s 4 2 2 4 s S s 4 2 2 5 A A A 2 2 2 6 N N N 4 4 4 7 A A A 1 l 2 s N N N 4 4 4 9 N N N 4 4 4 10 N N N 4 4 4 11 N N N 4 4 4 12 s s s 1 1 1 13 A A A 1 1 1 14 A A A 3 2 2 15 A A A 1 1 1 16 A A A 1 1 1 17 A A A 3 2 2 18 s S s 1 1 1 19 A A A 1 1 1 20 A A A 1 1 1 21 A A A 2 2 1 22 S S s 4 2 2 23 A A A 1 1 1 24 A A A 1 1 1 25 N N N 4 4 4 26 A A A 1 1 1 27 A A A 2 3 3 28 A A A 3 3 3 29 A A A 3 3 3 30 s S s 1 1 2 31 A A A 1 1 1 32 . N N N 4 4 4 33 N N N 4 4 4 34 A A A 2 2 2 35 N N N 4 4 4 36 A A A 3 3 3 37 A A A 1 1 2 38 A A A 1 1 2 } Continued next page 29 TABLE I - Concluded SUBJECT TYPE OF DEFECT DEGREE 0F DEFECT EXAMII‘IER I EXAMINER II AUTHOR EXAI'JINER _I EXAMINER II AUTHOR 39 A A A l 1 1 40 A A A 1 1 1 41 A A A 1 1 2 42 N N N 4 4 4 43 N N N 4 4 4 44 A A A 1 1 l 45 A A A 2 2 2 46 V V V 1 1 1 47 A A A 1 1 2 48 N N N 4 4 4 49 N N N 4 4 4 50 N N N 4 4 4 51 N N N 4 4 4 52 S S S 2 2 2 53 N N N 4 4 2 54 N N N 4 4 4 55 A A A 3 3 4 56 A A A 2 2 2 57 A A A 3 3 3 58 SD SD SD 1 1 1 59 S S S 3 3 3 60 N N N 4 4 4 61 A A A 3 3 2 62 N N N 4 4 4 63 A A A 1 1 1 64 A A A 1 1 1 65 N N N 4 4 4 66 A A A 1 1 1 67 N N N 4 4 4 68 N N N 4 4 4 69 N N N 4 4 4 70 N N N 4 4 4 71 N N N 4 4 4 72 A A A 1 l 1 73 A A A 2 2 3 74 A A. A 2 2 2 KEY: Type of Defect Degree of Defect A - Articulatory Defect I - Severe-I B - Stuttering 2 - Moderate-II V - Voice Defect 3 - Slight-III SD - Special Deviations 4 - No speech defect and not N - Normal Speech included in this study 30 TABLE II II. SUMMARY Rural area. In the rural area 3.37 per cent of the enrollment in the fifth and sixth grades had speech defects. The percentage for each type of defect was as follows: Type of Defect Percentage of Total 1. Articulatory defect 63.9 2. Stuttering 22.2 3. Voice defect 13.9 4. Special deviations 0.0 The percentage for each degree of defect was as follows: Degree of Defect Percentage of Total 1. Severe-I 44.5 2. moderate-II 33.3 3. Slight-III 22.2 The gross incidence of the varying degrees as percentage of each type of defect was as follows: Type of Defect Severe-I moderate-II Slight-III l. Articulatory disorder 43.5 34.8 21.7 2. Stuttering 62.5 25.0 12.5 3. Voice defect 20.0 40.0 40.0 40 SP9018.1 deViation 000 000 000 31 Urban area. In the urban area 3.58 per cent of the total enroll- ment of the fifth and sixth grades had speech defects. The percentage of defect for each type of defect was as follows: Type of Defect Percentage of Total 1. Articulatory defect 76.0 2. Stuttering 19.6 3. Voice defect '2.2 4. Special deviation . 2.2 The percentage for each degree of defect was as follows: Degree of Defect Percentage of Total 1. Severe-I 54.3 2. Moderate-II 28.3 3. Slight-III 17.4 The gross incidence of the varying degrees as a percentage of each type of degree were as follows: Type of Def ect Sever e-I Mod erat e-I I Slight-I I I 1. Articulatory disorder 54.3 25.7 20.0 2. Stuttering 44.5 44.4 11.1 3. Voice defect 100.0 0.0 0.0 4. Special deviation 100.0 . 0.0 0.0 There was a difference of .21 per cent more speech defects found in the urban area. 32 The greater incidence for each type of Speech defect as found in each of the areas and recorded in percentage was as follows: 1. Articulatory disorders 2 . Stutt ering 3. Voice defects 4. Special deviations 12.1 more in.the urban area 2.6 more in the rural area 11.7 more in the rural area 2.2 more in the urban area The greater incidence for each degree of speech defect as found of the areas and recorded in percentage was as follows: Degree of Defect 1. Degree I-Severe 2. Degree II-Moderate 3. Degree III- Slight 9.8 more in.the urban area 5.0 more in the rural area 4.8 more in The greater incidence for the varying degrees as type of defect as found in each of the areas was I. Articulatory Disorder Degree I-Severe Degree II-Mbderate Degree III-Slight II. Stuttering Degree I-Severe Degree II-Mbderate Degree III-Slight III. Voice Defects Degree I-Severe Degree II-Mbderate 10.8 9.1 1.7 18.0 19.4 1.4 80.0 40.0 more in the rural area in each percentage of each as follows: the more in the more more more more in in in in the the the more in the more in the urban rural rural rural urban rural urban rural area area area area area area area area 33 Degree III-Slight 40.0 more in the rural area IV. Special Deviations Degree I-Severe 100 more in the urban area The correlation of the ratings of 76 subjects made by two examiners and the author was 100 per cent for the type of defect. The agreement between the author and one or the other examiner was 100 per cent for the degree of defect, but the agreement between the two examiners for the degree of the defect was 76 per cent. Of a group of 56 children mrolled in two classes in the mral area 15.8 per cent screened by the author-survey had defective speech and 11.1 per cent of the children screened by the teacher had speech defects, making a difference of 4.7 per cent of children with defective speech who were not screened by the teacher‘in the rural area. Of a group of 63 children enrolled in two classes in the urban area 8.9 per cent screened by the author-survey had defective speech and 16 per cent of the children screened by the teacher had speech defects, making a difference of 2.9 per cent of children with defective speech who were not screened by the teacher in the urban area. 3h .co.mmm53 mo hpflo map Scam swamp mmz oHQEdm mange esp new wocdoo.Qmadu sw> Scam screw wee oaaadm Henna mag I! ll .1 0.00H mw eHflQ . Tnflmmm 5.09 0.0Qfi memflflflw mouumm Hd9©fi macapmfl>cc .m.m Hmaomam N.N moao> o.m4 meflampASPm O.mm haowmajofipad Goapmflbmfl 0.3 dehumam m.mH mOHo> m.mm ac-mampp5 pm m.®w .NLOPdeoHpaa. ...v :3) 3 BO angdem H_+au.- part. _.I HHlmpmaejoa HImAm>en ffieafimhfld HhflMQQ flmfifi HQfifi4H 3.1.. H uHO Hemp“ ..HJ . 4 9H. .amme Huzuqm and}... r10 WWHQA 4:49n b0 noiaxflmfiem HfiBOB .11 .1 4.14).), 4.. 4.4 .04....” Hr: ... ....HH 1H.H_O.H. r—c *9 24 z4nao msa gauze 43§4annneevua4 ... with; c HH Edna CHAPTER IV CHAPTbR IV C ONO LU SI 0h 8 The conclusions drawn from the results of this stud" may be con- sidered in two parts: 1. There are differences and similarities of Speech defects of children existent in the rural area of Van Buren County and the urban area of the city of Muskegon. 2. There is a definite need for a program of speech therapy in the two areas studied. 1. There are differences and similarities of speech defects of children existent in the rural area of Van Buren County and the urban area of the city of huskegon. a. Although the total number of children with speech defects is approximately the same in both rural and urban areas Specific differ- ences were revealed as follows: 1) In the urban area there is a greater incidence of articulatory disorders than in the rural area, 2) In the urban area articulatory disorders are more severe than in the rural area, 3) In the rural area there is a greater incidence of voice defects than in the urban area. h) In the urban area voice defects are more severe than in the rural area, S) The rural and urban areas have approximately the sane incidence of stuttering. 6) Stuttering is more severe in the rural area, 7) An inadequate number of subjects with Special deviations makes it impossible to draw a valid conclusion of a greater incidence urban areas}5 8) In the urban area than in the rural 9) In the rural area degrees of speech 2, There is a definite eed for a orcgram of Speech theranv in the two areas studied. Of a total of special deviations in the rural or there are more severe speech defects area, re are more moderate and slight ects than in the urban area. An enrollment in the fifth and sixth grades of the rural area of Van buren County and the urban area of the city of Muskegon a little more than three per cent had speech defects. From this information, it may be deduced that one out of 30 children have Speech defects in both areas or, in terms of total elementary enrollment approximately 250 of 7300 in the rural area and approximately 300 of 8500 enrollment in the urban area have defective speech. The hichigan Depart- ment of Public Instruction, Division of Special education reCOgnizes the need for programs of speech therapy in school systems when approximately three per cent of a total enrollment of 3UOO of a system have defective speech, 35 ROI-3r to chart II, page 1:. CHAPI" 1 RV ”if" “DU-"17) ' 0n“: J..LuL V j=~ a v “4"=-_-"'r Trim-w 1 LlLC/l‘J'llthilJé Lrlkjn Q As a re ult of the data present; d in this stuQ , the following recommendations are {WP-StgntEQ: I. II. III. IV. . V. A complete survey be H‘.ace in each state to learn what rural and urban areas are without programs of speech therapy. nual consideration should be given to the sgleech mods of children in rural and urban areas in th: State of Michi£3n- Of the CU pro- ‘ bra1s of SpeeCh therap;r existent in hic hi'an only eight are in the , ( k.) ural areas or county systems which inflicates that the concentra- 1 tion of these Irelrams h: vs oeen in the ur 0‘ LIL) 5 areas. An investieation should be made to determine the underlvinCr cause Q a O for the paucity of Si) ch cor: ection programs in the rural areas in the State of hichi an. The ‘tata De Mirrt ent of Special hduca- tion offers speech therapy programs to every school system in the tate. however there are a aroat many rurala re: s that have not 3 o J U) ahen devanti.e of this service. If the reason for this lack oi d- prQ rams in time ural areas were discovered it might be a contribut- ing factor in the fur Ler deveIOpment of programs of Speech therapy in rural or county school 53 steus Every ar3a in the State of Michigan should inco_porate proriavs of speech therapy within their school systems. Further study should be devoted to the types and ca ses of speech defects in the rural and uroan areas. B I B LI 0 GPAPHY 58 BIBLIOGRAPHY "Act 319," Public and Local Acts Michigan, Part II, Chapter XIX. Lansing: Franklin-DsKleine Company, 1927. "Act 354," Public and Local Acts Michigan, Section I. Iansing: Franklin-DsKleine Company, 1941. Ainsworth, Stanley, Speech Correction methods. New Yonk: Prentice- Hall, Inc., 1949. Berry, Mildred F. and Jon Eisenson, The Defective in Speech. New York: F. S. Crofts & Company, 1942. Bryngleson, Bryng and Esther Glaquy, Speech Improvement Cards. Chicago: Scott, Foresman & Company, 1941. Hunt, Thelma, measurement in Psychology. New Yor‘: Prentice-Hall, Inc., 19560 Lane, Christopher, "A Survey of Speech Defectives in the Public Schools of Ingham County, Michigan." Unpublished Master's thesis, Michigan State College, East Lansing, 1943. Louttit, C. Nb and Emily Clegg Halls, "Survey of Speech Defects Among Public School Children of Indiana," Journal of Speech Disorders. 1:73-80, September, 1936. Otis,.Arthur, manual of Directions for Beta Test of the Otis Quick- Scoring Mental Ability Test. New York: world Book Company, 1937. Otis, Arthur, Otis Quick-Scoring mental Ability Tests. New York: world Book Company, 1939. "Population Characteristics of Population Michigan, 16th Census of United States. thhington, D. C.: United States Government Printing Office, 1942. Robbins, Samuel D. and Rosa Seymour Robbins, ggrrection of Speech Defects of Earlprhildhood. Boston, mass.: Expression Company, 1937. I" "Series PC-Z, Number 36," 1950 Census of Population, Preliminagy Counts. washington, D. 0.: United States Government Printing Office, September 7, 1951. Stapp: Katherine E. "A Study of Speech Disorders in the Danville_ (Illinois) Schools." Unpublished Hhster's thesis, The University of Illinois, Urbana, 1942. 39 Summary Recommendations Submitted to Nfid Century White House Conference on Children and Youth by the Michigan Youth Commissigp. Unpub- lished, October, 1950. "The Handicapped and the Gifted,"‘White House Conference on Child and ‘Protection Section III, Education and Training, Special Education. New York: Appleton-Century Company, 1931. Van Riper, Charles, Speech Correction Principles and methods. New York: Prentice-Hall, Inc., 1939. West, Robert, Lou Kennedy, and Anna Carr, The Rehabilitation of Speech. New'Yonk: Harper and Brothers, Publishers, 1947. APPENDIX DIRGNOSTIC ELEM; Q *1 9.3 CI. (D ,ic 11.1 at ic n <3 O H' O ('3 ‘1. 31:1. “—0-”... —- .- n: . .L.‘ .7 -- ..) CL} L, £51.”le rum: “ :.--. wife 313.1. ,JSVIC; [.10 RS ~~-. 'w:,-~- '1 7‘. - bin-Luna 01‘ 11:31:31] 1529 14.11:} nit 13.311} BRYNG BRYNGLESOH mm BCTHBR GLASPEY (CHICAGO: SCOTT, roman}: A130 cmTALEY, 1941). opvnn , U J_J\' V T‘m“’\ "I‘h‘ rt‘ 6. 1% _'. _~ '7 11."), LJJLHTT GAS...) ) 41 LICflnTEnY '1 act dilson was born in.tarmington,'nichigsn on ("4. raguated from Lichigan ovate COllpgé in 194% 4'“ "I"; ) 0 ~.‘ 1. 9 l ' ”'1". M" F'Lfi InimurUJE; “£411,304. 0.1. lkl'vu. -.‘n JUL~ C“) ~ +~ C“llc"* w‘~ w ~-~ o L)": )0 3L7)": milk/rs; Quiz, 0 rrecticn work under the direction of Dr. Charles Pedrey. In 19;? she was employed as 5 public schools of Mt. Clemens, Lichigan. Early in the year 1951 she resigned her position in Ht. Clemens, to return to the 5 aduate school to complete reduirements for a degree of Master of Arts in SPGbCh. 1 ,\'JI She completed these rigUIFBMEDIS 1n may, 1792. Pf} ‘1 t->il" MICHIIGAN STATE UNIVERSITY LIBRARIE ES mil llllllHlllHHIIil