'l l r WNWWWW ‘ NW NW 1 115 504 HTHS A. SURVEY OF THE HEARlNG AND S?E§ECH PROBLEMS OF 5232 BOYgé IN ’FHE. BOYS’ VOCATIONAL SCE'iOOL AT LANSENG, wa'w Timsis for Mac Degree of M. A. MlCHiGAN STATE COLLEGE Wfiliam Kennedy Lee 15347 ‘- THESIS This is to certifg that the thesis entitled ”Survey of the Hearing and Speech Problems of 232 Boys in the State Boys Vocational School at Lansing, Michigan" presented by William Lee has been accepted towards fulfillment of the requirements for Master ofArfe dmfimath_§geech, Dramatics and Radio y£§izi;§hg?fl”O/éaqak/ Major rolessor DatehAjigust 22' 1945? A SURVEY OF THE HEARING AND SPEECH PROBLEMS 03' 232 BOYS IN THE BOYS' VOCATIONAL SCHOOL AT LANSING, MICHIGAN by WILLIAM KENNEDY LEE M A THESIS Submitted to the Gractnate school of Michigan State College of Agriculture and Applied Science in partial fulfilment of the quuirements for the degree of MASTER 01‘ ms Department of Speech, Dramatice and Radio 1947 “""2" - THESIS I NTRODU CTI ON /70/87 TABLE OF CONTENTS INTRODUCTION Acknowledgements . . . . . . . . . . . . . . . . . . . . 11 List of Charts . . . . . . . . . . . . . . . . . . . . 111 List Of Tables 0 O O O O O O O O O O O O O O O O O O C 1v CHAPTER 1 StatementOfPrOblemBeeeeeeeeeeeeeeeeo v Method of Procedure . . . . . . . . . . . . . . . . . 1 CHAPTER 11 Results of the survey of hearing and speech problems and the comparison ofthoseprobleme ................. 6 CHAPTER 111 conclusion 0 O O O O O O O O O O O O O O O O O O O O O M Bibliographyeeeeeeeeeeeeeeeeeeeeee 37 8% Bi 0 g raphy O O O O 0 O O O O O O O O O O O O O O O O O ii ACKNOWLEDGEMENTS The author wishes to express his gratitude to Mrs. Lucia Morgan Nesom.for her invaluable aid and suggestions in.supervising this proJect, to Mr. waring Fitch of the Hichigan State College Hearing Clinic for his cooperation and aid during the hearing survey, and to Mr. Courtney Osborn of the Michigan Department of Health for the blanks'used in the hearing survey. Appreciation is extended to Mr. Paul D. Ragwell, acting head of the Department of Speech, Dramatice and Radio at Michigan State College for his aid in the final preparation. The author is also grateful to the administrators of the Boye' Vocational School for their permission to do this survey and their cooperation while it was in progress. He is especially grateful to the Principal. Mr. Edward Tabor, and his classroom teachers for their willing cooper- ation at all times. Without their fine cooperation, this project could not have been accomplished. 11 111 IV V & Va Vl V11 V111 LIST OF CHAEES Pure tone hearing test form. Speech record blank. Examiners example card. Alphabetical listing of all boys tested at the Boys' Vocational School showing Intelligence Quotients, Hearing Loss, and Speech.Defects. Listing of boys with hearing losses according to the degree of loss. Listing of boys showing hearing loss. factors affecting the test, and history affecting hearing. Percentage of cases in the Boys' Vocational School in each classification of speech defect. Comparison of percentage of speech defects of Ingham County, Madison, Wisconsin. and the Boys' Vocational School. iii 11 LIST OF TABLES Percentage of boys in the Boys' Vocational Scnool haying speech defects and the percentage in each classification of speech defect. Comparison of the percentage of speech defects of school children in Ingham County, Michigan, Madison, Wisconsin, and the Boys' Vocational 501100]. 0 iv CHAPTER 1 STATEMENT OF PROBLEMS 1. To make a survey of the hearing problems of the boys in the Boys' Vocational School in Lansing. Michigan. 2. To make a survey of the speech problems of the boys in the Boys' Vocational School in Lansing, Michigan. 3. To compare the findings with those of a typical public school. METHOD OF PROCEDURE Interest was aroused in this project through the results of a sampling of speech problems done at the Boys' Vocational School in Lansing, Michigan, in 1941, by Mrs. Lucia Morgan Nesom. This sampling was done at the request of the School administrators who believed that their pupils showed a high percentage of speech defects. Permission to conduct a complete survey was, therefore, readily granted to the author. Since hearing is an integral part of speech, a hearing survey was also conducted. The following procedure, which would best suit the needs of the examiner and least disturb the routine of the school, was drawn up in a conference with the principal. An individual sweep test with a MAICO pure tone audiometer was made by classrooms. The sweep test consisted of an initial explanation to the whole room telling what was to be done, why it was being done, how it was to be done, what the boys could expect from the examiner, and What the examiner wanted from the boys. This explanation varied with grade differences or when it seemed advisable to establish rapport. As each boy was tested, he was seated so he could not see the manipulation of the audiometer dials. The decibel loss control on the audiometer was set at ten decibels, as any decibel loss below that is negligible, and each frequency cycle between 128 cycles (256, 512, 1024, 2048, 2896, 4096, 5782, 8192) and 11584 cycles was tested. The order of frequency progression was varied and the tone interrupter was used to make certain the boy was hearing what he indicated and had not Just ”caught on? to the method of testing. Each boy who indicated a loss in any of the frequency cycles was scheduled for a complete hearing test at a later date. When all the available boys had been given the sweep test, each of those whose record showed a ten decibel loss in any frequency cycle was given a complete hearing test with a MAICO pure tone audiometer. This test was given in an empty room with the elimination of all possible disturbing noises and activity. An office boy assigned to the examiner brought the boys into the room one at a time. An exact testing of each frequency cycle was made and recorded on an audiogram. The testing conditions and the cooperation of the boy was indicated during the testing procedure. As in the sweep test, the order of testing the frequency cycles was altered so as to eliminate errors of chance and attempted deceit. Each boy was also asked the following questions, and the answers were noted on the audiogram: 1. Do you now have an ache in either ear? How long has it lasted? Have you ever had an ache in either ear? When? How often do you have ear aches? 2. Do you now have any noises such as buzzing, ringing, or roaring in either ear? How long has it lasted? Have you ever had any noises in either ear? When? How often.do you.have noises in your ears? 3. Is either of your ears running now? How long has it run? Has either of your ears ever run? When? How often do your ears run? 4. Have you ever been to a doctor to have hin.look at your care? When? What did he say? 5. Have you ever had measles, mumps, scarlet fever, whooping cough, a severe attack of influenza, or pneumonia? When? Do you have frequent colds? 6. Does any member of your family have a hearing loss? What relation? See Chapter 11 for the results of this testing. The speech survey was done by grade and room. A table was set'up in the hall outside the classroom door with the boys seated opposite the examiner. When one boy returned to his room another immediately took his place. The boys were not told their speech was being tested. As they sat down at the table their name was checked off a list provided for this purpose by the principal's office. The majority of the boys were already familiar with the examiner and cooperated readily. An accurate check.of specific sounds and sound blends was assured by using an adaptation of the “Speech Improvement Cards“ by Bryngelson and Glaspey.1 This test consists of sixteen cards, 4% inches by 6 inches, with three pictures on a card. The correct response to each picture contains the sound being tested. To insure understanding of the procedure, three figures prepared by the examiner were first shown to each boy. Iith the first figure this statement was made. “If I were to show you this and ask you what it was, you would tell me it was a star.“ The boy was then asked what the next two figures were. A11 misunderstanding was eliminated before the test began. Each boy was then asked to tell what was on the cards which were placed before him. The speech record blank? which accompanies these test cards was also adapted for this survey. All sound deviations were noted on this form opposite the printed response word as they occured. Fluency was tested while establishing rapport when the examiner asked l. Bryngelson and Glaspey, Speech Improvement Cards, Form A, Scott, Foresman and Company, 1941. 2. Ibid. questions regarding hobbies, sports, school, movies, and work details, or listened while information was vohunteered. Specific sound deviations were also checked at this time. Structural deviations were noted by an examination of the oral cavity. These included tooth gap, missing teeth, malformed teeth, malocclusion of the Jaw, high palatal arch, cleft palate, cleft lip, enlarged tongue, short frenum, and enlarged or infected tonsils. Ability to manipulate the jaw, protrude and retract the lips, and agility of the tongue were also checked and noted on the chart. The following grouping was used to classify deviations. ARTICULATION : Incorrect formation of consonants. Lateral s Kissing s f fox-9 - tif/tiQ added to - lamp/lump leaving out a sound - soudf /sould33 SOUND sussrmurxoss, ADDITIONS, AND OMISSIONS O. O.” VOICE - FUNCTIONAL Pitch incongruous with age and sex; unpleasant voice qualities including thin and weak, tense, breathy, husky, denasal and nasal. DIALECT : Foreign accents; deviations from staniard general American speech. ORAL INACTIVITY : ImprOper manipulation of the articulatory mechanisms. STUTTERING (FIUENCY) Noticable hesitations and blocking in vocalization resulting in inability to express ones self in the accepted fluency pattern of speech. VOCAL - STRUCTURAL Those qualities described above in vocal—functional but known to be caused by malformation of any or a combination of articulatory mechanisms, or an uncontrollable blocking of a resonating chamber. HARD-OF-IEARING- SPEECH Monotonous pattern of speech with inability to sustain pitch and volume changes. All materials, including the picture cards and topics to test fluency, were discussed with a psychologist from the Boys' Vocational School to insure appropriateness. The results of this survey are shown in following charts and graphs. CHAPTER 11 tt-s: '6' ,__..,-.-.—. —'-.~— - 'V‘ ‘ ‘ ’-’W'-~'*. p I , I CHART I "III 1’0" HUIIIO rm .ICIICII Immuv 0' I‘ll?“ Bureau of Maternal and Child Health Hearing Testing Service Age Sex School Cit-y Tcnrher HI . .. l T“! \u, l'trqurnt) in L')(‘IQN per summit M [28 230 St: ML" 20“! ' Normal 0 ,7 2 fl, flight liar -:\ Air '1!“ Her .0 Bone — ”TOIAXHCAL EXA MINATION Dale: / glut] '9 (Grade . ~70 1"3" - 00 I00 CHART ll Adi; ted :‘rut I~.r,.=1-sla-n C. .. ‘1“.OOIOIOOIOVDU‘.‘..?"‘,fl.’.‘.‘ 3.x OOOOOOO "'IIIDI lllll race-OOO‘0‘5I. O‘A‘TOC"OOIeIGmé-.OIOO eeeeeeee SleOIOOIOOOOOOIOOOO0......sOOIOOOOIIOI‘TeSCE-ér ssssssssss oe-Q ooooooo ...T_l‘)h eeeee o ..... 's.9....... Retest “tau-sgssseeeeeseesu Hey: ".ark substitutions with soln‘. s -‘nstituter‘.; aria-dons h); indistinct (1:11.) H‘s-n...” Il--.--~-—_r' Cost I l fir-retest cm meek l:01._ __ LL-‘Z-JL-____‘__- "----.i;:."‘t3i3“-me.——_ ' l l . Sun,_lLi§ycls, bus __; ________ l t r..-——--.. --—-_'—..—no———-~--.———.-o—s V..- “C 2. Sled, stairs. squirm}- __ l,_ _--- 3. Iipper, slissors. nose 5 -P~ -——-. L- —o-————.—-—.— - —-— —-— —.- It. Tbs-’1’, tootr‘fush, vent; l 1 .- l I I 5- DNML_feAthM-, ggt=g “on F- ~—-.—v.——- _- -< 9 i .T. -1 ‘,- -- 6. 3.4, Egg. car Yellow, house, shits u—..—_ “”0 q-—.- ‘ 3". new — us- -— - — --..-—_—---———— h—.__-—-.-c——-- < I ,1. 7. Tree, ice creations; 331: T s. Lamp, ballon, m1 — L- -— -——.ll—--— ._.——.—.— —-———- --——- ._..- -— 4r— —-——. 3. Airplane. clock, {133351. ““1, .__-_..__.--- _ ‘_ 10. Jacks, soldier. orange _}-__________F_~_. , ___- ____ f __ I ll. Chair, pitcher, watch “ ____‘ __ _ ____J, “— *2 Shoe, washinggchine, fish l—----‘~‘ v—i ..... —..._- -w...‘ “-9—“--.— 13. Cat, chicken, milk _,_________ l- _._-...._......-...---._.-._ -_ I“. m n. 1 I _____ L- ~-—_-- ——- ————.—._——_—....—---~ “— 15. Pork, telephone, knife ‘ _____ _- i _ ___ ..- it fist-rd , ll't'fff 11.nt- . i ' i 13. Valentine, davcnysort, Stow! t_---_-_,.---_- y - ._ i i _ ”2-....." ......- 4 - .——_-¢-——__~--..-___.F..-.- _ t t z -_ ”~- —-..~ ~——-—-—- 8- - ——-————~—————-.——-.—- -.——- .-—.-——-———— r..———— t " .._-.. ...—. J..-____,._J‘._.————o._.-- __ ____,_--,,_ l---“ ,____ _ J —-—-+r--.————-— -- -—- - -— -—-v——Y— 1»- —-—- / W —. __ - - _ --*-__- "”"t .-._._._- .. tkflm - ._ -. .- CHART 1? An alphabetized listing of all boys tested at the Boys' Vocational School in Lansing, Michigan, showing the Intelligence Quotient, the name of the test from which it was computed, and the percentage of hear- ing loss in both the right and left ear. The chart also indicates whether the boy had a speech defect in any of the following classifications: Articulation, Sound Deviation. Vocal-Functional; Dialect, Oral Inactivity, Stuttering, Vocal-Structural. or Hard-of-hearinghspeech. ‘Under the classification of Sound Deviations. the substitution, addition and emission are noted as they occured during the examination. Blanks in the Intelligence Quotient column occur because case history files on those boys were either incomplete or non-existent. SPA SBA GA EXPLANATION OF SYMBOLS Stanford-Binet Wechsler—Bellevue Artkmr Point Performance Scale Standard Progressive Achievement Test Science Research Associates Grace-Arthur Performance Scale Ottis The numerical figure appeared on the psychological sunnnary sheet but the test name was not indicated. “Average Intelligence“ - so stated in the psychological reports without stating the numerical equivalent. “High Average Mental Ability“ - so stated in the psychological reports without stating the numerical equivalent. "Normal Intelligence“ - 30 stated in the psychological reports without stating the numerical equivalent. 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N 33183:? x H “30E .3; u m.mn m.mm phenom .oHnnH: x a 3. man Now WEE 53:: u . ms moH ”Hanan .maaHHHHs Hm u m om undo JamHHHE n m: m2 Maw; 583333 x H x m om hqummefixHHs u m mm omuooa .nnmeH: H m mm .3300 ‘33: .53: 43.3. >.... 43.0. no -0...th 92.5 2.342. whom .523. mzo.»<.>uo 20:24 ram; .3. 23:. o\o O _ 01¢: ... $.55 .Zzo ...<.o ._ ozaom .3222 mmo.. $.53: >_ #1410 CHARTS V and 7&3 Charts V and V—a BhOI the percentage of hearing loss. in the right and left ear respectively. of 97 boys who were given a complete hearing test on a MAICO pure tone audiometer. On both charts the listings range from the lowest to the highest percentage of loss. Data regarding speech.defects of these boys may be found in Chart IV on page 11. 18 CHARTV NAME Adams. John Symons, James Eaton, Charles Banning, Robert Chamberlain, Donald Thaup. Paul Gardner. Arnold Bell, Howard Killips, Ronald Seitz, William Hoornetra. James Durham, William Walker. George Garcia, Emil Evans, Lyle Thompson, Joseph Lenart. Edward Strauchman, Donald Schuh, Harold Douglas, Gordon Harper, Leuriggle Hytinen, Ronald Lorig. Arthur Suarez, Frank Wilson, Roman Same, Leander Malone, James Hardy, Francis Martin, Peter Walton, Floyd nmat, David Masters, Sidney Dyke, Burnett Coolsen, Raymond Alston, Thomas Hoornstra. David Nablo, Raymond Betras. James Russell, Max McLeod, Francis Cooney, Frank Severin, Edward Riederer, Frank DeShong, Earl Rheanme, Ronald Perry. James Sterling, Edward Coutte, David Kennedy, Daniel LOSS RIGHT EAR bebaaaaagaammMHHt-IH phommmmmazmmmfiemmmm OIIFQIFIF e e e e e (00¢:va essaseammmme QQO’GNNNQGQQI‘ 19 NAME LOSS RIGHT EAR Brown, Mark 8.0 Harper, Irwin 8.0 Phillips, Robert 8.0 Hall, Ronald 8.0 Jenkins, Eugene 8.0 Theme, Russell 8.0 Putman, Alva 8.4 Walford, Rodger 8.4 Clark, Willie 8.4 Roberts, Maurice 8.4 Bridges, Vodra 8.4 Johnson, Walter 9.2 War. James 9.2 King, Jessie 10.0 Lekenta, Eugene 10.0 Bencheck. Robert 10.0 Prieur, August 10.0 Cassady, James 10.0 Lasoo, Milton 10.0 Szcgygiel, George 10.4 Hitchcock, Keith 10,4 Davis. James 10.4 Fritz, Elmer 10.4 Cooper, Thomas 10.8 Barge, Maynard 10.8 Gordon. LeRoy 10.8 Sinclair. Richard 10.8 Reeve, Joseph 11.2 Anderson, Clarence 11.6 Gibson, Charles 12.0 Simon, Ellis 12.4 Mel-aren, Bmce 14.8 Theodorou, Robert 14.8 Pritchard, Claude 15.2 Hyman, Harold 15.6 Oakly, Tracy 16.8 Lutrov, ano 1700 Jenkins, Clyde 20.4 Jacobus, Louis 22.4 Vinnie, Robert 22.8 Horvath, Thomas 23.6 LaGrange, Robert 25.6 Howell, Ronald 32.4 Lesson, Arvil 32.8 Reed, Robert 35.6 Karin, Ronald 4200 Vickery, Richard 70.0 CHART V-oa NAME Hitchcock, Keith Walker, George Symons, James Eaton, Charles Gardner, Arnold Harper, Lenriggle Johnson, Walter Cooney, Frank Durham, William Stranchman, Donald Douglas, Gordon Lorig, Arthur Malone, James Walton, Floyd Walford, Rodger Schnh, Harold Same, Leander Davis, James Theodoron, Robert Gibson, Charles Killips, Ronald Perry, James Snares, Frank Hunt, David Sterling, Edward Thomas, Russell Hytinen, Ronald Chamberlain, Donald Garcia, hi1 Aiston, Thomas Rheanme, Ronald Putman, Alva War, James Anderson, Clarence Adams, John Wilson, Norman Cassady. James Bell, Howard Thompson, Joseph Hardy, Francis Coutts, David Introv, Bruno Riederer, Frank Lekenta, Eagene Prieur, August Masters, Sidney Clark, Willie Coolesn, Raymond LOSS LEFT EAR 1.2 1.6 2.4 3.6 3.6 3.6 3.6 3.6 4.0 4.0 4.4 4.4 4.4 4.4 4.4 4.8 4.8 4.8 5.2 5.2 5.6 5.6 6.0 6.0 6.0 6.0 6.2 4.4 6.4 6.4 6.4 6.4 03 es 05$ mmmqqqqydddmmaxas e #OOOO’OGMNIONMQQQ 21 NAME LOSS LEFT EAR Betras, James Benchedk, Robert Banning, Robert Severin, Edward Brown, Mark Bridges, Vodra Lasco, Milton Thaup. Paul Martin, Peter Hoornstra. David Nablo, Raymond Man, Harold Gordon, LeRoy Pritchard, Claude Fritz, Elmer Szczygiel, George McLeod, Francis Hoornstra, James Kennedy, Daniel Roberts, Maurice Evans, Lyle Russell, Max Hoeve, Joseph Dyke, Blrnett Phillips, Robert Lenart, Edward Jenkins, Eugene DeShong, Earl Sinclair, Richard McLaren, Bruce Oakly, Traq Simon, Ellis Hall, Ronald Edman, Donald King, Jessie Seitz, William Hargo. Maynard Cooper, Thomas LaGrange, Robert Harper. Irwin Jenkins. Clyde Lassen, Arvil Karin, Ronald Winnie, Robert Jacobus, Louis Howell, Ronald Horvath, Thomas Reed, Robert Vickery, Richard 0 s s e 00 sHHH ooowcoytowcococooooooooooo H 0 as tho 10.7 10.8 10.8 10.8 11.2 11.2 11.2 11.6 11.6 12.0 12.0 12.0 12.4 12.8 13.2 13.2 13.6 14.0 14.0 14.4 17.6 20.0 22.0 25.2 28.4 32.8 38.0 50.0 56.0 58.2 63.6 CHART V1 Chart V1 has a listing of boys with the percentage of hearing loss in both the right and left ears, the conditions under which the test was given, the cooperation of the boy, diseases which are known to affect hearing, whether his ears now ache or have ached, and whether he now has or has had noises in either ear. Both the headings "Test conditions'I and “Boys' cooperation" are marked 3 for good, i for fair, and 2 for poor. "Diseases' include measles. mumps, whooping cough, scarlet fever, severe influenza, pneumonia, and frequent colds. “Noise“ includes humming, buzzing, ringing and rearing. 23 NAME ohn Aiston Thomas Anderson arence w eck Robert Be Robert 8 Bri es Vodra wn Mark James Chamberlain Do , e Coolsen 000 r Coutts David Davis ames DeSho as on Durham Wil iam tt Eaton Charles ans e Elmer i Gardner Arnold Gibson Char 3 Hall Ronald Francis Har r n Hitchcock Kei Hoeve Jose Hoornstra David ornst ames th Thomas Howell Ronald Hunt David inen Ro aco s enkins C e Jenkins ene ohnson W er Kari Ro K , Dani RT I °/oRIGHT °loLEFT COND COOP 6.4 6.4 f g 8.4 9.2 6. 03 e m NHHHHHHH HfiHHHH NHHHHHH'HNHHHNNHHHHNNHHHHH AOHE NOISE I I I I I I 24 25 CHART VI HEARING LOSS TEST BOYS NAME °/.RIGHT % LEFT COND COOP DISEAS ACHE NOISE Killips, Ronald 3.2 5.6 p f x KingLJeesie 10.0 1306 P p x I LaGrange, Robert 25.6 17.6 f f x x x Lekenta. Eugene 10.0 7.6 f f x x Lasco, Milton 10.0 9.2 p g x x x Lassen, Arvil 32.8 25.2 f p x x Lenart, Edward 4.4 11.6 f f x Lorig, Arthur 5.2 4.4 p 5 x Lutrov, Bruno 17.0 7.2 p 45 McLaren, Bruce 14.8 12.0 p g x x McLeod, Francis 6.8 10.0 p f x x x Malone, James 5.6 4.4 f g x x Martianeter 5.6 9.6 p g x Masters, Sidney 6.0 8.0 f f x x Nablo, Raymnd 604 9.6 f E x x Oakly, Tracy 16e8 1204 f 5 X x PerryJ James 7.6 5.6 f p x ‘ Phillips, Robert 8.0 11.2 f g Prieur, ggust 10.0 7.6 p f x x Pritchard, Claude 15.2 10.0 p f x x x Putman, Alva 8.4 6.4 f f x 4‘; Read, Robert 35.6 58.2 f f x x x Rheanme, Ronald 7.2 6.4 p f x L Riederer, Frank 7.2 7.6 p g x Roberts, Maurice 8.4 10.8 f f x Russe11,7Max 6.8 10.8 f x x fims. Lignder 5.6 4.8 f f x Schuh, Harold 4.4 4.8 f x x x Seitz, William 3.6 14.0 f x .x SeverinL Edward 6.8 8.8 f L x x jimon, Ellis 12.4 12.8 f f Sinclair, Richard 10.8 12.0 f f x x _§terling, Edward 7.6 6.0 p 4547 x x StrauchmanJ Donald 4.4 4.0 p f x 1: Shares, Frank 5.2 6.0 f Symons, James 1.2 2.4 p f x Szczygiel, George 10.4 10.0 p f Theodorou, Robert 14.8 5.2 f f x x 1 Thomas, Russell 8.0 6.0 p g x 41—. Thompson, Joseph 4.0 7.2 p g x VickeqLRichard 70.0 63.6 J g x x Walford, Rodger 8.4 4.4 f g 1: Walker, Gage 3.6 1.6 f f Walton, Floyd 6.0 4.4 f g x fir, James 9.2 6.4 p f x Wilson, Norman 5.6 6.8 f f x Winnie, Robert 22.8 32.8 p g x x x W an, Harold 15.6 9.6 p g x x x TABLE 1 Table 1 shows the number of boys tested and.the number of speech defectives found. From these figures the percentage of boys at the School who have speech defects and the percentage without noticeable speech defects are computed. The percentage of boys who are classified under specific speech defects is also computed. The total of the defective percentage greatly exceeds 100% due to the fact that many boys had more than one type of speech defect. 26 TABLE 1 Total number of boys tested 196 100.00% Total number of boys with speech defects 153 78.06 Number of boys without speech defects 43 22.44 The following figures show the classifications of speech defects and the percentage of_cases in each: uncommon 80.39% SOUND DEVIATIONS 39.80 vocmmucmonu 26.14 armor 10.45 ORAL INACTIVITY 7.84 STUTTERING 1.96 voansrmcmm 1.96 HARDdOE—HEARING—SPEECH 1.30 27 CHART V11 The following classifications and percentage figures are 'used to compare the frequency of occurence of speech defects found among the boys at the Boys‘ Vocational School. ARTICULATION 80.39% SOUND DEVIATIONS 39.80 VOCAL-BUNCH ONAL 26.14 DI macs 10.45 ORAL INACTIVI‘I'Y 7.84 smmamuo 1.96 VOCAL—STRUCTURAL 1.96 HARD-OE—HEARING~SPEECH 1.30 On; oququuOuomZ: 00.. n mm; wimp—:55“ em.» >._._>_._.ouo ozaom mmdm 20.533252 l IF—QF—J ex. 00. mmm .5310 TABLE 11 Table 11 shows the comparison, by percentage figures, of the defective cases of speech under the classifications of Articulation, Sound Deviations, Vocal-Functional, Dialect, Oral Inactivity, Stuttering, Vocal-Structural, and Hard-of-Hearing- Speech as they appear in (1) 'A.Survey of Speech Defectives in the Public Schools of Ingham County, Michigan".3 which,giveg a local comparison, (2) a survey of Madison, Wisconsin, as reported in “The White House Conference Report“,4 which is recognized as a typical school. and (3) this survey of the Boys' Vocational School in Lansing. Michigan. The classifications without comparison indicate an unknown percentage of defectives. ~~ n; w " ‘74—— 3. Lane, Christopher C., Thesigggpr the Degree of M. Ah. Michigan State College, 1943. 4. ‘Ehite House Conference on Child Health and Protection, Section 111, “Education and Training“, The Century 00., Ne Ye, 19310 TABLE PERCENT OF CASES IN CLASSIFICATION men.» mousou vogfgan COUNTY mscousm SCHOOL mxwmxon 35.68 11.70 80.39 SOUND DEVIATION 17.90 10.14 39.80 VOICE-FUNCTIONAL 29.61 10.14 28.14 DIALECTS .69 4.70 18.45 ORAL INACTIVITY 48.52 7.84 STUTTERING 9.61 10.29 1.96 vocmsrmcmm 4.41 1.96 HARD-OFooHEARING .14 1.80 31 32 CHART V111 Chart Vlll shows the comparison, in percentages, of the defective cases of speech under the classifications of Articulation, Sound Deviations, Vocal-Functional, Dialect, Oral Inactivity, Stuttering, Vocal-Structural, and Hard-of—Hearing- Speech as they appear in (1) ”A Survey of Speech Defectives in the Public Schools of Ingham.County, Michigan“,5 which gives a local comparison. (2) a survey of Madison, Wisconsin, as reported in IThe White House Conference Report",6 which 1. recognized as a typical school, and (3) this survey of the Boys' Vocational School in Lansing, Michigan. The classifications without comparison indicate an unknown percentage of defectives. 5. Lane, Christopher C., Thesis for thepDegree of M. Ag; Michigan State College, 1943. 6. White House Conference og:Child Health and Protectigp. Section 111, “Education and Training', The century 00., Ne YO. 1931. CHART VIII erzfofierslosfylo 6'0 INGHAM COUNTY MADISON , V._. 'i W WISCONSIN “41L VOCAL - STRUCTURAL HARD- OF-HEARINO eovs’ . VOCATIONAL I ARTICULATION SCHOOL E souuo DEVIATION fl VOCAL—FUNCTIONAL DIALECT ORAL INACTIVITY CI swnssms D E] CHAPTER 111 CONCLUSION The results of this survey show an extremely high and unexplainable percentage of defects both in hearing and speech. In the White House Conference Report7 it was estimated con» servatively that 14% of the school children have a hearing loss. In the Boys' Vocational School the percentage of boys who had a,hearing loss was 41.85%. The total percentage of speech defective boys at the Boys' Vocational School was 78.06%. This is a startling figure when compared to 21.4% in Fresno, California, which was the highest percentage found in a survey of 48 cities throughout the United States which had a population of 10,000 or more, and even more startling when compared to Philadelphia, Pennsylvania, which reported 1.0% on the same survey.8 The above comparison was made with the two extremes, but the median percentage of the same survey was only 6.9%. Of the total cases of defective speech found at the Boys' Vocational School, 80.39% were classified as articulatory. This figure contrasts to 11.70% found in a typical school9 and to 35.68% found in I ngham County , Mi chi gen. 10 When the classification of articulation was broken down it was found that 92.24% of the cases so classified were found to have a 7. White Hougg:00nference on Child Healthfand Protection, Section 111, ”Education and Training”, The Century 00., N. Y., 1931. 8. Ibid 9. Ibid 10. Lane, Christopher C., Thesis for the Degree of M. A., Michigan State College, 1943. 35 defective “s“. This might indicate the presence of infantile perseveration or other forms of emotional instability. According to many authorities there is a direct relationship between speech and personality. West, Kennedy, and Carr say, .'A speech disorder itself may become a reflexive factor in the personality development, serving as both cause and effect of a feeling of inferiority . . .' 11 Van Riper points out, “We must realize that a speech defect is such an outstanding difference that it can beget its own personality problems and emotional conflicts. It is often difficult to determine whether the emotional conflict is the cause or the consequence of the speech defect.“12 Berry and Eisenson state, “There seems to be a tendency for speechedefective individuals to present a personality picture which includes traits considered to be socially undesirable. We are not ready to say whether the relationship between the two factors is casual or merely concomitant.'13 And Eisenson again points out, "Mild disorders, trivial and transitory defects, should all be considered . . . They are so much with us that we accept them as a normal part of our lives. We become so immune to such mild disorders that we tend to overlook their importance. A disorder in the use of speech of any type or degree, reveals a disorder 14 in personality.‘I 11. w...,‘n., Kennedy, L., and Carr, 1., The Rehabilitation of Speech, Harper Brothers, New York, 1937, p. 44. 12. Van Riper, C., §peech Correction.Principles and Mgthggs, Prentice-Hall, Inc., 1945, p. 64. 13. Berry, M. F., and Eisenson, J., The:defective ipESpeech, F. S. Crofts & Co., New York, 1945. p. 69. l4. Eisenson, Jon, The Psychology of Spgech, F. S. Crofts & Co., New York, 1938, pp 156-157. 36 RECOMMENDATIONS There has been no effort on the part of the author to use this survey to put forth the idea that speech and hearing defects are contributing factors to the pattern which makes up the constellation of behavior referred to as juvenile delinquency. However, the evidence contained herein shows that 78.06% of the boys in the Boys' Vocational School had a speech defect as contrasted to 6.9% which is the median percentage in a typical school.15 The hearing survey showed that 41.85% of the boys in the Boys' Vocational School indicated a.hearing defect as contrasted to an average of 14% of Sohool children throughout the United States.16 These figures indicate that it behooves both administrators and classroom teachers of the public schools to help the defective and handicapped children during their earlier formative years to make an adequate adjustment to their environment which will be in the accepted pattern of social behavior. It is recommended that the public school teacher be encouraged to enroll in subjects dealing with.the psychology of the defective and handicapped child, and various branches of special education during their preparatory training or/ and to elect to enroll in such subjects while working off refresher credits as required 1y the Department of Public Instruction in Midhigan. 15. White House Conference on Child Health and Protection, Section 111, ”Education.and Training", The Century COe. Ne Ye, 19310 16. Ibid 37 BI BLI OGRAPHY Baker, Harry J., Introduction to Exceptional Children, The MacMillan Company, New York, 1945. Berry, Mildred F., and Eisenson, Jon, The Defective in Speech, F. S. Crofts 8: Co., New York, 1945. Eisenson, Jon, The Psychology of Speech, F. S. Crofts 8: Co., New York, 1938. Fenton, Norman, Mental Hyggpene in SchooLPractice, Stanford University Press, Stanford University, California, 1943. Gray, G. W., and Wise, C. M., The Bases of Speech, Harper 8: Brothers, New York, 1934. History of the HeariniProgram at Borden General Hospital, Mimeographed by Arm Medical Corps, Chickask'a, Oklahoma, July, 1946. Maslow, A. H., and Mittelmann, Bela, Principles of Abnormal Psycholoa, Harper 8: Brothers, New York, 1941. Pintner, R., Eisenson, J., and Stanton, H., The Psycholog of the Pgsically Handicapped, F. S. Crofts 8: Co., New York, 1941. Van Riper, C., §peech Correction Principles and Methods, Prentice-Hall, Inc., 1945. West, R., Kennedy, 1., and Carr, A., The Rehabilitation of Speech, Harper 8: Brothers, New York, 1937. White House Conference on Child Health and Protection, Section 111, “Education and Training", The Century 00., New York, 1931. Wise, 0. M., and Nesom, L. M., AProgressive Phonetic; Workbook, Louisiana State University, 1936. 38 BIOGRAPHY William Kennedy Lee was born at St. Joseph, Michigan on July 17, 1918. He was graduated from Midnigan State College in 1940, where he did his speech correction work under Dr. Clarence Raymond Van Dussen. During 1940 he assisted in the Ingham County speech clinic which was conducted from Michigan.State College. Early in 1941, he entered the army where he served in the Medical Department for five years, both in the United States and in the European Theater of Operations. Upon.his release from the army, he again entered Michigan State College where he did his graduate work under the direction of Mrs. Lucia Morgan Neeom. Mr. Lee was employed in 1946 as speech correctionist in the public schools of Bey City, Mich gan ROOM USE 0w ‘ 27 “‘ WET} V I: kit“ w M n 1*" .~".,,— ‘ \