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AREA 65’ STUTTERENG

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MICHEGAN STATE UNIVERSITY

Richard A. Duncan
1967

 

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hBSTRACT
A SURVEY OF THE ACADEMIC AND CLINICAL TRAINING
OF PUBLIC SCHOOL SPEECH CLINICIANS
IN THE AREA OF STUTTERING

By

Ricnard A. Uuncan
The purposes of-this study were to survey a randomly
selected number or public school speech cliniCians in order
to determine their opinions relative to the adequacy of
their academic and clinical training in the area of stut4
tering and to obtain their recormendations for improV1ng

the training in this area.

Questionnaires were mailed to one thousand clinicians
throughout the United States. This study was based on the
five hundred and ten questionnaires which were returned.

The findings of this study reveal that the typical
reSpondent has a Bachelor's Degree plus graduate hours,
and has had two to three years experience in the schools.
His college preparation in the area of stuttering consisted
of from four to six semester hours of academic training and
twenty-six to fifty hours of clinical practicum with stut-
ters. Although he is employed in a public school setting,
ninty percent of his clinical practicum with stutterers

was with individuals of an age group different from that

Richard A. Duncan
with which he works in a school setting. he works with
stutterers in both elementary and secon'ary schools.

de seldom works in groups with parents of stuttering
children. he feels that training in counseling techniques
should be required for speech correction majors. he also
believes that clinical practicum should include supervised
experiences in counseling individuals with speech problems
and their parents. He believes his ability to discuss
stuttering therapy with teachers is adequate.

The typical respondent thinks that the M;ster's Degree
is not a necessary requirement to work with stutterers.
A course in stuttering was required during his training,
and he considers his academic training in this area ”fair."
Although he believes his clinical supervision was "good",
he rates his clinical practicum as having been "poor".
He feels there are courses outside the speech pathology
curriculum that have helped measurably in working with
stutterers. Most of these courses were in the area of
psychology.

He considers his ability to diagnose the severity of
a given stuttering problem as "good". On the other hand,
he rates his training to plan therapy for the various
phases of stuttering as "fair".

He believes the student majoring in Speech pathology

should begin observing stuttering therapy during his junior

Hichard A. Duncan
year and that each student should have at least one theory
course consisting of three to five semester hours before
this assignment. He also recommends that the student should,
during his junior year, accept some responsibility for
therapy such as accompanying the stutterer on outside
assignments. The student should be given major reSpon-
sibility for therapy during his senior year, but not before
he has had at least two courses consisting of six to nine

semester hours in stuttering theory.

A SURVEY OF THE AChthnlC .mD CLII‘JlCnL TRAINII‘JG

UF PUBLIC SCHOOL SPEECH CLlNlCinNS

IN THE aREA OF STUTTERING

By L'f

Richard A? Duncan

A THESIS

Submitted to
Michigan State University
in Partial Fulfillment of the Requirements
for the Degree of

MASTER OF ARTS
Department of Speech

1967

j 1" [pg/ff ' :2
)e/ / / /
I] l
[I /’2:’; f; ;
/ k." L- ,

Accepted by the faculty of the Department
of Speech, College of Communication Arts, Michigan
State University, in partial fulfillment of the

requirements for the Master of Arts degree.

Thesis Committee: , Chairman

 

 

 

ii

This study was supported by a grant from
The Speech Foundation of nmerica

iii

LIST OF

TABLE OF

{FAB L95 0 O O O O O O O O 0

LIST OF APPENDICES . . . . . . . .

Chapter

I.

III.

IV.

STATEMENT OF THE PROBLEM. .

Introduction . . . . .

CLEQTLEWES

Statement of burpose of Study.

Importance of Study. .
Definition of Terms. .

Organization of the Thesis .

Or THE LITERaTURE. .

Certification Requirements for

School Speech Clinicians .

Requirements for A. S. H.A Clinical

Certification. . . . .
Training the Clinician

AETHODS AND PROCEDURES. . .

Method of Research . .

Organization of the Questionnaire

Subjects . . . . . . .
Method of Selection. .

Public

Method of Mailing and Follow-up.

RESULTS AND DISCUSSION. . .

Results and Discussion

iv

Page

viii

\7 (PUNWN—t

1h
1h
2h
25
25
27

27

Table of Contents-~continued.
Chapter
V. SUMMARY AhD CCACLUSIONS . . . . . . .
smmarYo O O O O O O O O O O O 0
Conclusions. . . . . . . . . . .
Recommendations and Implications
for Further Research . . . . . .

AP IPEI‘JDIX O O O O O O O O O O O I O O O O O O
BIBLIOGRAEPHY O O O O O O O O O O 0 O O O O I

Table
I.

II.

III.

IV.

VII.

V'III O

“

LIST OF TADLES

PER LJIAGDS 01 UNDERGRADUATE Ah; GRADUATE
DLCREE CLILIJIAAS' RESPONSES TO qUES-
TICM 8 REG.RD"NG TRAlNIHG IN COUR-
SELIluG P REAP CF oTLTLERluu CHILDREN .

FERCDJTHGES CF UNDERGRaDUATE AND GRADUATE
DEGREE CLINICI NJ 'ESFOASES TO QUES-
TION 11 RE GTRDING THEIR ABILITY TO
DISCUSS DTUTILRIDG THERHPY JITH GLASS-
ROOII {Iu‘iCI’IE RS . o o o o o o o o o o o

RAJK ORDLRIIuG OF CODRSIS OUTSIDE THE
SPEECH ‘ ATHOLCGI CLRRICULD“ RESPON-
DENTS LISTED AS BEING TEE MOST
IIELP‘f‘UL O O O O O O O O O O O O O O I

PERCENTAGES OF UNDERGRxDbATE ahD GRADUATE
DEGREE CLINICIANS' Rhoiowoho IO QUES-
TION 15 REGARDING THEIR 1C DE ‘ IC
TRAINILG IN STUTTERING THERAFI FOR
ADULTS . . . . . . . . . . . . . . . .

PLRCERTAGES OF UNDERGRADUATE AAD GRADUATE
DEGREE CLINICIAES' RESPONSES TO ODES—
TION 16 REGARDING THEIR ACADEMIC
TRthING IN STUTTERIHG THERaPY FOR
CHILDRWE-‘IE‘J I O O O O O O O O O O O O O O

PERCEATAGES OF UI‘Q'DERGRDJUATE AND GRADUATE
JLG.EL CLINICIANS' RESPONSES TO SUBS-
TION 17 REGARDING THEIR CLINICAL
PRACTICUM IN STUTTERING THERaFI FOR
aDULTS . . . . . . . . . . . . . . . .

IQRCEIIT. 1Gu5 UI‘ UIV'IJEPLUI 1DUL'1TL GRAD GRADURTE
DEGREE CLINICIANS' RESPONSES TO QUES—
TION 18 REGARDING THEIR CLINICAL
FRACTICLM IN STUTTERING ThERAPY FOR
CHILDREN . . . . o . . . . . . . . o .

PERCENTAGES OF UNDERGRADUATE AND GRADUATE
DEGREE CLINICIANS' RESPONSES TO DUES-
TION 19 REGARDING THEIR CLINICAL SUP-
ERVISION . . . . . . . . . . . . . . .

vi

35

37

40

m

#3

Ah

List of Tables--continued.
Table Page

IA. PERCERTAGES OF UNDERGRADUATE AND GRADUATE
DEGREE CLINICIANS' RESPONSES TO QUES-
TION 2O REGARDING THEIR TRAINING TO
DIAGNOSE THE SEVERITY OF A STUTTERING
PROBLEM . . . . . . . . . . . . . . . . . #8

X. PERCENTAGES OF UNDERGRADUATE AAD GRADUATE
DEGREE CLINICIAAS' RESPOESES TO QUES-
TIOA 21 REGARDING THEIR TRAIEING TO
PLAN THERAPY FOR THE PHASE ONE STUT-
TERER . . . . . . . . . . . . . . . . . . #9

XI. PERCEATAGLS OF UNDERGRADUATE AND GRADUATE
DEGREE CLINICIANS' RESPONSES TO QUES-
TION 22 REGARDING THEIR TRAINING TO
PLAN THERAPY FOR THE PHASE TAO STUT-

TDIIER O O O O O O O O O O O O O I O O O O 51

XII. PERCENTAGES OF UNDERGRADUATE AND GRADUATE
DEGREE CLINICIANS' RESPONSES TO QUES-
TIOA 23 REGARDING THLIR TRAINING TO
PLAK'TfiERAFY FOR THE PHASE THREE STUT-
TERER 53

XIII. PERCEATAGES OF UNDERGRADUATE AND GRADUATE
DEGREE CLINICIANS' RESPONSES TO QUES-
TION 24 REGARDING THEIR TRAINING TO
PLAN THERAPY FOR THE PHASE FOUR STUT-
TEER O O O O C C O O O O O O O O O O O 0 51+
XIV. RAEH ORDERING OF PUBLICATIONS IN THE AREA
OF STUTTERING THE RESPONDENTS FELT
WOULD BE THE MOST HELPFUL TO THE
STUDENT SPEECH CLINICIAN . . . . . . . . . 60

vii

LIST OF APPLNJICLJ

Appendix Page
A. QUE—‘TIONNA‘LIRE o o o o o o o o o o o o o o o o o o 69

B. TOTAL NURERICAL RESPONSE TO EACH QUESTION. . . .

viii

CHAPTER I

ST-.TE:Q:UT 01" '11:; IRES SIN

Introduction
It has been estimated that there are approximately
500,000 school age children in the United States who stut-

1 It might reasonably be assumed that only a small

ter.
fraction of these children can be treated in college and
comnunity Speech clinics. 0n the other hand, many public
schooksnov emgloy sgeech correctionists. as a result

Speech correctionists now have the opportunity to treat
stuttering children who otherwise might have been without
specialized professional help.

It is generally accepted that many public school speech
correctionists feel inadequate and even somewhat hesitant
toxvork with stuttering children. There are probably a
number of reasons for this feeling. One reason may be that
their academic traifliflb has not prepared them well for this
type of reSponsibility.

James E. Curtis, in his 1962 presidential address to

the American Speecn and hearing ASSOCiatiOH, stated: "Ours

 

1Charles Van Riper (ed.), Treatment of the Yound stut-
ter in the School, (nemphis, Tennessee: Speech Foundation
0? America, 19037, p. 15.

 

 

z

is a relatively young field, without established traditions,
with no uniformity of curricula or courses, and with little
in the way of standards of any kind, save for those we have
invented as we went along."1

It appears there is a need to explore the course of
study required of one to qualify as a speech and hearing
clinician in the public schools. Perhaps the public school
Speech clinicians themselves are in the best position to do
this. By objectively analyzing their academic training in
light of what has been expected of them, they should be
able to make valid evaluations and recommendations for
improving future training. In the present investigation
public school speech clinicians were asked to examine their
training and competencies in the area of stuttering. This
was done by surveying a random sample of clinicians employed
in a public school setting.

Statement of Purposes of Study

The purposes of this study were to explore public
school speech clinicians' evaluations of their academic and
clinical training in the area or stuttering and to obtain

their recommendations for improving that training. The

 

1James F. Curtis "Size, Diversification and Unity,"
ASHA, V, (January, 19 3), pp. h71-h73.

3
investigation was undertaken in an attempt to obtain answers
to the following questions:

1. now much training has the typical public school
clinician had in stuttering theory and therapy?

2. how does the public school clinician view his
ability to counsel parents and teachers of stuttering
children?

3. how does the public school clinician View the ade-
quacy of his academic and clinical training in the area of
stuttering?

u. how well does the public school clinician feel his
training has prepared him to work with stutterers in the
various stages of the disorder?

5. At what stages of the training program should var-
ious degrees of clinical responsibility be assumed?

6. what textbooks and pamphlets on stuttering has the
clinician found to be the most helpful in his training?

Importance of Study

There is an increasing realization of the urgent need

to upgrade the professional standards within the fields of

speech pathology and audiology. Investigations carried out

1+

by Mackie and Johnson1, Steerz, and the American Speech and
Hearing Association3 were attempts to illustrate the need
to improve the training and competencies of speech and
hearing clinicians. The discussions reported upon in the
A.S.H.A. study indicated that "there was general agreement
that present methods of educating and training clinically
oriented personnel require improvement but that there was
no great agreement about the proper means of accomplishing
the desired improvement.“P

These reports reveal the need for a closer examination
and evaluation of academic training programs. There would
seem to be a need to establish general guidelines for'the

training of the speech clinician. This can becione, in part,

 

1R. P. Mackie and W. Johnson, Speech Correctionists:
The Competencies They Need for the Work TheyDo, 0ffice of
Education Bulletin, XIX, (1954).

2M. D. Steer, Project Director, "Public School Speech
and Hearing Services," Journal of Speech and HearingiDisorders,
Monograph Supplement Number VIII, (1961).

3American Speech and Hearing Association, Graduate Edu-
cation in S eech Patholov and Audiolo , A Report of a Hat—
ional Conference in Highland Park, Illinois Prepared by the
Conference Editorial Committee (Washington, D. C.: American
Speech and Hearing Association, 1963).

1’Ibid., p. 58.

5
by outlining the mininum academic preparation necessary to
assure proficiency in each ofthe four major categories of

1

speech disorders. This study is an attempt to help estab-

lish the basic guidelines in the area of stuttering.

Definition of Terms

For the purpose of this study, the terms used are
defined in the following manner:

Public school clinicians. -- Persons certified by the
various state departments of public instruction to render
speech correction services in an elementary or secondary
school setting.

Academic training. -- Course work in the area of stut-
tering theories and therapies.

Clinical training. -- The supervised practicum with
stutterers. This includes experience in a college clinic
and student teaching.

The booklet StutteringWords2 was used as a guide for

defining all other terms pertaining to stuttering.

 

1Charles Van Riper, Speech Correction: Principles and
Methods, (En lewood Cliffs, New Jersey: Prentice-Hall, Inc.,
1963); pp. 1 -19.

2Stuttering'words, (Memphis, Tennessee: Speech Foun-
dation of America, 1§53).

6
Organization of the Thesis
Chapter I has contained a statement of the purposes
of this study, a discussion of its importance, and definitions
of important terms which will be used. Chapter II contains
a review of relevant literature. Methods and procedures used
are described in Chapter III. Chapter IV consists of a re-
port and discussion of the results, and Chapter V contains

a summary and the conclusions of the study.

(HiaP'Tfil ll
REVILJ or Tnh LITLRATURL

Certification Requirements for Public
School Speech Clinicians

State requirements for public school speech clinicians
vary widely. 0f the 30 states requiring certification in
195h, 17 required the Bachelors Degree. The number of hours
required in speech and related areas varied from 4 to 46.1
Haines reported in 1965 that the number of states requiring
certification had increased from 30 to 45. Thirty-one of
these 45 states were judged to have requirements equivalent
to the 1964 American Speech and hearing Association standards

for basic clinical certification.2

Requirements for Clinical Certification
On January 1, 1965, the American Speech and Hearing
Association changed its clinical certification requirements
from dual basic and advanced levels to a one level degree of
clinical competence. The requirements for a basic certif-

icate in speech prior to 1965 were a Bachelor's Degree,

 

1R. P. Mackie and L. M. Dunn, "Certification Require-
ments for Teachers of Exceptional Children," Office of
Education Bulletin, I (195h), p. 2?.

2Harold H. Haines, "Trends in Public School Speech
Therapy," ASHA, VII, (June, 1965), pp. 187-190.

8

twelve semester hours in speech pathology, three semester
hours in audiology, nine semester hours in related areas,
and 200 clock hours of clinical practice. In fulfillment
of the 12 semester hours in speech pathology "at least two
courses in Speech correction and/or Speech pathology" were
required.1 A course in stuttering was listed as an elective.

The requirements for the present Certificate of Clinical
Competence are "the Master's Degree, or Equivalent"2 and 42
semester hours in courses that provide information about and
training in the management of speech, hearing, and language
disorders, and that provide information supplementary to
these fields. Two hundred seventy-five clock hours of clin-

3

ical practice are required. A course in stuttering is not
required.
Training of the Clinician
In the Presidential address delivered to the American
Speech and Hearing Association convention in 1955, Bloomer
stated, "we need above all, I believe, to re-evaluate and

re-define standards of professional training, in order that

we may better serve students and clients. The college and

 

1Kenneth D. Johnson, (ed.), Directory,jkmerican Speech
and Hearing association, ( Washington, D. C.: Kmerican
Speech and Hearing Association, 1963), p. xxiv.

2Ibid.

3American Speech and Hearing Association. "Requirements
for the Certificate of Clinical Competence", ASHA, VI (hay
196a), pp. 162-164. ""'

9

university student entering the profession has a right to
expect training which will develop his clinical competency."1
He went on to say that although there is constant surveil-
lance of professional problems, few would say that programs
of professional education have reached the point that we
can be satisfied with them.

The literature shows numerous evidences to substantiate
loomer's remarks. Most of these studies speak in vague and
general terms when referring to the minimum course require-
ments in specialized areas.

Bloodstein states that "the best indication that a per-
son is qualified as a Speech therapist is the fact that he I
holds clinical certification in the American Speech and
Hearing Association."2 It has been pointed out that an
individual may obtain this certification without completing
a course in the theories and therapies of stuttering.

Mackie and Johnson list six kinds of knowledge and
related skills all speech clinicians should possess.

Listed as area number one inl(nowledge was: knowledge

 

1H. Harlan Bloomer, "Professional Training in Speech
Correction and Clinical Audiology" Journal of Speech and
Hearing Disorders, XXI (March 1956), pp. 5-11.

2Oliver Bloodstein, Stuttering for Professional workers
(Chicago, National Society for Crippled Children and Adults,
InC., 1959), p. 810

10

"of the different types, causes, and accepted remedial pro-
cedures for the correction or maximal alleviation of Speech
handicaps, such as functional articulatory disorders, stut-
tering, voice problems,<ielayed speech, and Speech disorders
associated with organic impairments, such as cleft palate
and cerbral palsy, and with impaired hearing."1

Listed as number one in Skills was the following:
skill "in giving and evaluating individual diagnostic Speech
and hearing tests; in appraising the need for referral to
medical, educational, recreational, and other Specialists;
in adapting speech reading, auditory training, and speech
correction methods toihe needs of individual children; and
in interpreting the diagnostic speech and hearing evaluations
to parents and teachers in order to bring about appropriate
activities in the home and the classroom and the necessary
follow-up referrals."2

Clinicians queried by Steer and his associates indicated
there was a need for additional instruction in clinical
practice in the areas of voice disorders, organic disorders,
and stuttering. Among 168 training institutions surveyed,

24% of them did not offer a course in voice disorders, 1 %

 

1Mackie and Johnson, op. cit., p. 26.
21bid.

11

had no courses in organic disorders, and 18% had none in
stuttering.1

There was recognition of the importance of clinical
training in the American Speech and hearing Association
study. "The clinical function should be acknowledged as
the basic reason for our field, and professional staffs
Should reflect the highest level of competence."2

One publication that did list the basic qualifications
needed to work with stutterers was Treatment of the Young
Stutterer in the Schools. In this booklet the basic qual-
ifications have been listed as "supervised clinical exper-
ience in working with the problem of stuttering, with at
least one course which deals Specifically or substantially
with stuttering therapy, and with child therapy."3

In preparing for its 1963 conference on stuttering
therapy in the schools, the Speech Foundation of hmerica
mailed questionnaires to approximately 300 public school
clinicians. One of the questions asked was "what are your

main difficulties in trying to help elementary school age

 

1Steer, op. cit., p. 100.

2"Graduate Education in Speech Pathology and Audiology."
22i_212-. P- 63.

3Charles Van Riper (ed.), Treatment of the YounggStut-
ter in the School (Memphis, Tennessee: Speech Foundation
of America, 1§6h7, p. 18.

12

stutterers?"1 The following response was typical: "a
general lack of background in basic techniques that can be
effectively used with the young child. It is my feeling
that the training institutions, at least the ones I attended,
do not give the student adequate experience and information
regarding therapy techniques with the young child."2

Some disturbing findings were disclosed in a recent
study by Sheehan and hartyn. These authors studied spon—
taneous recovery from stuttering. Their findings, in part,
disclosed that "those who persist are likely to have been
severe stutterers and are likely to have received speech
therapy. however, the indications are that receiving public
school speech therapy, in itself, had negative effects."3

The authors reported that the accounts of both the
recovered and the active stutters' experiences in the public

schools reflected a feeling of vague uneasiness and confusion

 

1Stanley Ainsworth (Chairman) Speech Foundation of
America Conference on Stuttering therawy in the Schools,
(Unpublished manuscript, December 19635.

2Ibid.
3Joseph G. Sheehan and Margaret M. Martyn, "Spontaneous

Recovery From Stuttering "Journal of Speech and Hearing
Research, Ix (March 190 5, p. 129.

13
as to the goals of the therapy and their relationship to
the methods.

Examples of therapy experiences reported to the authors
included, "we read stories', or 'we played Speech games', or
'we just talked'. The sheer irrelevance of such techniques
served chiefly to heighten the stutterer's apprehension
that there was something unmentionably wrong with him that
could not be dealt with directly. The feedback upon the
self-concept of such feeling would obviously be destructive,
and foster the persistence of stuttering. The experience
of many was that by being singled out to take part in speech
class, they were made to feel different; since they were
offered no competent therapy which might conceivably have
compensated for the heightened feeling of difference, the
impact was distinctly negative."1

This review of the literature on the training of the
speech and hearing clinician has disclosed numerous studies
reporting the changing standards in training and certifi-
cation requirements. The studies have been general in their
approach to the problem and point up the need for specific
investigations into the various competencies needed by the

Speech and hearing clinician.

 

1Ibid.

CthTLR III
LETHOBS AND PROCEDURES
Method of Research

This research was undertaken in four steps consisting
of (1) a review of the literature on stuttering, (2) Con-
structing a questionnaire, (3) testing a trial draft of the
questionnaire, and (A) sending the questionnaire to a random
sampling of 1,000 public school clinicians.

It was felt that the most efficient method to collect
opinion data from a large sampling of the population was in
the form of a questionnaire. It was not feasible because
of geographical spread, monetary consideration, and time
limits to interview personally a-large enough segment of
the population to make this study reliable. Since much of
the information sought in this study deals with the respon-
dent's opinion regarding his adequacy as a clinician, anony-
mity of the response was important.

Organization of the_Questionnaire

The questionnaire was designed to cover six areas
thought to be of importance in the training of the public
School clinician. Some of the areas explored dealt with
academic and clinical experiences applicable to all disorders
of Speech. Others pertained exclusively to stuttering.

A COpy of the cover letter and a copy of the question-

naire appear in Appendix A.

1h

15
The following is a list of the six areas and a discus—
sion of the questions.
Area I - amount of training the clinician has received
in stuttering theory and therapy.
1. what is the highest degree you hold?

Bachelors? Bachelors + Masters + Ph.D.or
graduate hrs.? graduate hrs.? equivalent?

This question was designed to obtain information on the
total amount of academic training the clinician has received.
It gave a picture of the range of education of the reSpon-
dents and helped to make some conclusion possible on the
adequacy of Bachelor Degree clinicians as compared to that
of clinicians with graduate degrees.

2. how many years experience have you had in public
school speech correction?

The primary purpose of this question was to add to the
information gained in question one in building a profile of
the average respondent.

3. how many semester hours have you had in stuttering
theory and therapy?

It has been stated earlier in this study tnat it is
possible to obtain clinical certification without a course
in stuttering theory and therapy. This question was designed
to learn what percentage of rSSpondents have had aCademic

training in this disorder.

1b

4. how many clock hours of clinical practicum have
you had working with stutterers?

Question three was designed to give information on the
academic training in the area of stuttering, whereas this
question revealed the same information on clinical exper-
ience in the area of stuttering.

5. What percent of your clinical practicum was with
stutterers of elementary or high school age?

One of the major criticisms heard from clinicians who
have clinical experience with stutterers is that most of
the stutterers with whom they worked were of college age
or older. The therapy for an adult stutterer differs from
that of a stutterer of elementary school age. This ques-
tion revealed what percent of the reSpondents clinical
practicum was with school age stutterers.

6. Do you work with stutterers at the:

\

(a; Elementary (b) High School (0) Both? (d) Neither?
level? level?

be. If your answer to question #6 is neither, please
state why.

Question six was designed to yield information con-
cerning the grade level at which the public school clinician
works with stuttering children; also, what percent of the
respondents work with stutterers. Question be revealed

reasons why the remaining percentage does not.

17
Area II - abilities to counsel parents and teachers.

7. Do you work with parent groups of stuttering
children:

(a) Regularly? (b) Infrequently? (c) Never have?

7a. If you do not work with parent groups, please
state why.

The parent is an important member of the problem when
the stutterer is of elementary school age. Parent groups
are an effective method of transmitting information about
stuttering and in motivating parents to assist in the
therapeutic process. The ability to work effectively with
parents requires skills in counselling and group leadership.
This question was an attempt to explore the clinician's
activities in these areas.

8. I believe my training in counselling parents of

stuttering children was:
(a) Excellent (b) Good (c) Fair (d) Poor

This question.asked the clinician to make a direct
evaluation of his training invvorking with the parents of
the stuttering child. Authorities generally agree this is
an important skill in stuttering therapy. One author states,
"there is hardly a single qualification for stuttering
therapy which is more vital for the Speech clinician to

possess than a thorough knowledge of counselling techniques."1

 

1Bloodstein, o . cit., p. 83.

18

9. Should a course in counseling techniques be
required for Speech correction majors?

Yes No
10. Should a part ofthe clinical practicum consist of
supervised experiences in counseling parents and
individuals with:3peech problems?
Yes No
The purpose of these two questions was to learn the
feelings of public school clinicians regarding the importance
of counseling skills. Is it important enough to require a
course and specific training in clinical practicum?

11. I feel my ability to discuss stuttering therapy
with classroom teachers is:

(a) Excellent (b) Good (0) Fair (d) Poor
The ability to relate the goals of therapy to the child's
teacher should consist of more than giving her a mimeographed
list of "do's" and "don'ts" for the stuttering child. The
purpose of this question was to discover how adequate the
public school clinician feels in this relationship.
Area III - adequacy of academic and clinical training.
12. Do you feel a therapist should have a Master's
Degree or the equivalent before working with
stutterers?
Yes No
bnder the present a.o.H.A. standards, the clinician
must hold the Master's Degree or equivalent before he is

qualified for membership. The object of this question was

19
to determine what the public school clinician feels about
this as a requirement to be met before working with stut-
terers.
13. at the institution(s) from which you received your
degree(s) was a ecurse in stuttering:

(a) Required? (b) An elective? (0) Not offered to
your knowledge?

This question Was developed to determine the avail-
ability of a course in stuttering and the importance placed
upon training in this disorder.

14. Have you found courses which you have had outside
the Speech pathology curriculum that have helped
you measurably inxuorking with stutterers?

Yes No

14a. If your answer to question #1A is yes, what were
these courses?

The Speech pathology curriculum is not an island unto
itself. Courses in psychology, education, and social work,
to name but a few areas, may have value for the clinician.
These questions surveyed briefly these other disciplines
for courses of value to the speech clinician.

15. I believe my academic preparation in stuttering
therapy for adults was:

(a) Excellent (b) Good (c) Fair (d) Poor

16. I believe my academic preparation in stuttering
therapy for children was:

(a) Excellent (b) Good (c) Fair (d) Poor

20

17. I believe my clinical practicum instuttering
therapy for adults was:

(a) Excellent (b) Good (c) Fair (d) Poor

18. I believe my clinical practicum in stuttering
therapy for children was:

(a) Excellent (b) Good (0) Fair (d) Poor
These four questions surveyed the adequacy of academic
and clinical training for adult stutterers and for child
stutterers. As stated earlier, the approach with the adult
may, and often should, differ from that for the child.
19. I believe my clinical supervision was:
(a) Excellent (b) Good (c) Fair (d) Poor
Good clinical practicum is generally thought to include
a variety of cases and supervision by someone who has the
knowledge, skills and available time to devote to supervision
duties. This question has explored the reSpondents eval-
uation of their clinical supervision.
Area IV - Adequacy tO‘WOPk effectively with stutterers
in various stages of the disorder.
20. I believe my training to determine the severity of
a given stuttering problem as a beginning step in
planning therapy was:
(a) Excellent (b) Good (c) Fair (d) Poor
21. I believe my training to plan therapy for the child
with excessive repetitions, but who does not Show

Signs of reacting to them was:

(a) Excellent (b) Good (c) Fair (d) Poor

21
22. I believe m: training to plan therapy for the child
who shows signs of frustration because of his stut-
tering problem, but who does not force or avoid
Speech was:
(a) Excellent (b) Good (c) Fair (d) Poor
23. I believe my training to plan therapy for the child
who struggles or shows signs of tremor in his
blocks was:
(a) Excellent (b) Good (0) Fair (d) Poor
24. I believe my training to plan therapy for the child
who fears words and situations and exhibits avoid-
ance behavior was:
(a) Excellent (b) Good (c) Fair (d) Poor
Questions twenty through twenty-four surveyed the
clinician's feelings of adequacy to work work with stut—
terers in the various stages of the disorder. The four

1 and Luper and

phase theory as advocated by Bloodstein
mulder2 was used in the development of these questions.

Area V - The stages of training at which various degrees
of clinical responsibility should be assumed.

There is some disagreement as to when the student

clinician should begin his clinical practice. Steer

 

1Oliver Bloodstein, "The Development of Stuttering:
II. Developmental Ihases," dournal of Speech and Hearing
Disorders, lAV (November 19cc) pp. 366-376.

2Harold L. Luper and Robert L. Mulder, Stuttering:
Therapy for Children (Englewood Cliffs, New Jersey: Pren-
tice-HalI, Inc., 1964) pp. 36-171.

22

reported that 63; of the colleges and universities surveyed

began clinical practicum for students during their junior

year,

26% of the institutions delayed practicum until the

senior year, and only 8% had the student's experience begin

during the sophomore year.

25.

25a.

26.

26a.

27.

27a.

1

when would the speech correction major benefit
from assignment as an observer in the Clinical
therapy of a stutterer?

Freshman Sophomore Junior Senior Graduate

Should the student have courses in stuttering
before he is given this assignment? If so,
how many semester hours?

When would the speech correction major benefit

from some responsibility for the therapy of a
stutterer in the clinic? For example, accompanying
the stutterer on outside Speech assignments and
helping the stutterer in his evaluation of the
assignment?

Freshman Sophomore Junior Senior Graduate

Should the student have courses in stuttering
before he is given this assignment? If so,
how many semester hours?

when should the speech correction major, under
supervision, be assigned the major responsibility
for planning and carrying out the therapy for a
stutterer in the clinic?

Freshman Sophomore Junior Senior Graduate
Should the student have courses in stuttering

before he is given this assignment? If so,
how many semester hours?

 

1Steer, op. cit., p. 98.

23

Questions twenty-five through twenty—seven surveyed
public school clinicians concerning their recommendations
as to when various clinical responsibilities should be
assumed and the amount of academic training the student
should have before assuming the various stages of clinical
responsibility.

Area VI - Literature of most value to the student
clinician.

The final page of the questionnaire consisted of a
listing of twenty-two textbooks, booklets and pamphlets on
the subject of stuttering. The respondents were requested
to check the publications they had read. They were then
instructed to rate the publications they had read for their
value to the student speech clinician.

A trial draft of the questionnaire was submitted to
a group of students enrolled in a graduate course in stut—
tering at Michigan State University with the following
instructions: "Answer the questions to the best of your
ability. If you feel any question is unclear, ambiguous,
repetitious, or irrelevant, please say so after your answer.
If you can think of any additional questions you feel should
be included in this questionnaire, please outline them in
the space provided."

The questionnaire was then redrafted and submitted to

the directors of three university clinics. All three of

24
these persons had contributed to the literature in the area
of stuttering. Many of their suggestions were incorporated
into the final draft of the questionnaire.
Subjects

This study was limited to public school speech clinic-
ians. The clinician in the public school works with a wide
variety of disorders, often under the most adverse condit-
ions, and often with the least amount of training. It was
felt, therefore, that the need to study this population was
critical.

An effort was made to obtain the names and addresses
of all the public school speech clinicians in the forty-
eight contiguous states. A list of the chief school officer
in each state was obtained from the Michigan Department of
Education. A personal letter was mailed to the head of
each state department requesting a copy of the most recent
listing of all public school speech clinicians employed in
that state. Two more requests were sent to those that did
not reply. In the cases where no reply was received or no
list was available, a request was mailed to the state speech
and hearing association requesting a copy of their current
directory. Through these two methods lists were recieved
from forty-three states. The remaining five states either
did not reply or replied that such information was not

available. These states were Louisiana, New nampshire,

25
New Jersey, Tennessee and washington.
hethod of Selection

A total of 6,851 names was received. It is believed
that this number represented a large proportion of the
public school clinicians in the forty-three states that
responded to the request for a mailing list.

The lists from the forty-three states were placed in
a pile in no particular order. The first name on the first
list was assigned the number one, the second name was
assigned the number two and so forth until the last name on
the final list was assigned the number 6,851. A list of
numbers from 1 to 6,851 was prepared and a table of random

1 was used to select the 1,000 names to be used in

numbers
the mailing.
hethod of Mailing_and Follow-up

a total of 1500 questionnaires was printed. One thou-
sand were used in the initial mailing. The one thousand
names were typed on sheets of gummed addressing labels and
on a master list. One carbon copy of the addressing labels
was made. Each of the questionnaires used in the initial
mailing was coded and the code number entered next to the

name on the master list. This code number was used solely

for the purpose of mailing a second questionnaire. a pos-

 

1hubert h. Blalock, Social Statistics, (New York:

ncGraw-nill Company, Inc., 1960), pp. #37-440.

 

26
tage paid envelope was enclosed with each questionnaire
mailed.

The remaining 500 questionnaires were sent to that
many persons not responding to the initial correspondence.
Three weeks after the first mailing, the code numbers on
the returned questionnaires were noted and the carbon copy
of the mailing label for each returned questionnaire was
destroyed. Five hundred of the remaining labels were ran-
domly drawn to be used forthe second mailing. This con-

sisted of a complete c0py of the questionnaire and a second

return envelOpe.

CHaPTER IV

RLSULTD nKD DIbCLaSION

0f the 1,000 questionnaires mailed, 510 replies were
received. This return of 51% was thought to be representa-
tive of the population being surveyed. according to Mulgrave
and Baker, a 50% reply to a questionnaire is acceptable and
any percentage above 50% further insures the representa-
tiveness of the findings.1

For the purpose of examining closely all of the impli-
cations of the investigation, the 510 questionnaires were
sorted according to academic level of the respondents. All
who replied had earned a Bachelor's Degree. dome had, in
addition, acquired a haster's Degree and a few a Doctorate.
Many had credit hours beyond their highest earned degree.
The questionnaires were divided into two groups, one made
up of persons who had earned graduate degrees and the other
of those who had earned Bachelor's Degrees but no graduate
degree. 0f the 510 respondents, 185 or 36%, had at least
a Master's Degxee and 325, or 64% had earned less than a

Master's Degree. These two groups were then sub-divided

 

1Dorothy I. Mulgrave and Elemer E. Baker, "The Survey
Approach," an Introduction to Graduate Study in Speech and
Theatre, ed.‘Clyde J. Dow TEast Lansing, fiichigan: Michigan
State University Press, 1961), p. 241.

27

28
into four classifiCations. These classifications were:

1. Respondents with four or more semester hours of
course work in the area of stuttering, plus tventy-
six or more clock hours of clinical practicum
working with stutterers.

2. Respondents with four or more semester hours of
course work, tut less than twenty-six clock hours
of clinical practicum.

3. Respondents with twenty-six or more hours of clin-
ical practicum, but less than.four semester hours
of academic course work in the area of stuttering.

4. Beepondents with less than twenty-six clock hours
of practicum, and less than four semester hours
of course work.

Responses to questions that required a value judgem nt
of "excellent", "good”, "fair" or "poor" were sorted according
academic degree as well as by amount of academic and clinical
training 01 the respondent. ln an attempt to better analyze
the responses to these questions dealing direCtly with the
respondents' academic and clinical training they were fur-
ther sub-divided by the number of academic and clinical
hours the reSpondents have had. a trialsnrvey of 100
returned questionnaires disclosed what appeared to be a
natural division between three and four semester hours

of academic work and between twenty-five and twenty-six

29

clock hours of clinical practicum.

answers to the remaining questions were sorted only
on the basis of academic degree. The questions and the
respondents' replies are discussed in numerical order and
in their relationship to the six areas presented in Chap-
ter III.

area I - amount of training the clinician has received
in stuttering theory and therapy. This area surveys the
respondents academic and clinical back;round and employment
eXperiences.

Question 1. What is the highest degree you hold?

0f the 510 clinicians answering this question, 27% had
a Bachelor's Degree, 37w had a Bachelor's Degree plus grad-
uate hours, 23% had a Master's Degree, 12% had a Master's
plus thirty hours, and 1% reported having a Ph.D. or equiv-
alent.1

question 2. How many years experience have you had in
public school Speech correction?

The clinicians' experience ranged from less than one
year to over twenty years. The largest percentage of under-
graduate degree clinicians had from two to three years

experience. The largest percentage of clinicians with a

 

1All percentages reported in this study have been
rounded to the nearest whole number.

30
graduate degree reported from seven to ten years experience.

Question 3. how many semester hours have you had in
stuttering theory and therapy?

Most of the clinicians reported having at least one
course in stuttering. Only 8% reported they had no academic
hours in this area. The percentage of clinicians reporting
one to three hours and the percentage reporting four to six
hours was almost equally divided for the undergraduate
degree clinicians with 39% having had one to three semester
hours and 35% having had four to six semester hours. The
totals for graduate degree clinicians were 30fi reporting
they had from one to three:5emester hours and 37% reporting
they had fromibur to six semester hours.

Question 4. how many clock hours of clinical practicum
have you had working with stutterers?

as would be expected, the clinicians with13he greatest
amount of education have also had more hours of clinical
practicum with stutterers. The largest percentage of
clinicians with graduate degrees, 51%, reported having had
from eleven to fifty hours. The largest percentage of
clinicians with less than a Master's Degree, h5%, also
reported having had between eleven and fifty clock hours of
practicum with stutterers. Of allthe clinicians responding,
20% reported they had no clinical practicum with stutterers.
The percentage of undergraduate degree respondents in this

group was greater with 23% whereas 15% of the graduate

31
degree respondents reported no hours of clinical practicum
with stutterers.

Question 5. What percentage of your clinical practicum
was with stutterers of elementary or high
school age?

It is reasonable to assume that the student speech
clinician who is planning to work in the schools should
have as a major emphasis in his clinical practicum work
with children of elementary or secondary school age. As
far as stuttering practicum was concerned, this was not
true of the clinicians surveyed. The largest percentage,
65%, reported that ten percent or less of their clinical
practicum in stuttering was with children of elementary
or secondary school age. Only eleven percent of the re-
spondents reported that the major part of their clinical
practicum in stuttering had been with children of school
age.

question 6. Do you work with stutterers at the:

(a) Elementary level? (b) High School level?
(c) Both? (d) Neither?

The largest percentage of both graduate degree and
undergraduate degree clinicians, 46% and 53% respectively,
reported that they worked with stutterers at both the
elementary and high school levels. Forty-three percent of

the clinicians work exclusively with stutterers at the

elementary level. Only five percent of the clinicians

32
reported they did notxwork with stutterers.

Question 6a. If your answer to question ,6 is neither,
please state why.

Of the twenty-five respondents reporting they did not
work with stutterers, 76% reported there were no stutterers
inthe schools in which they were employed. Lack of training
was given as a reason by 12p. The remaining 12¢ stated a
lack of interest inyorking with stttterers. These twenty-
five clinicians constitute less than five percent of the
clinicians responding to the questionnaire.

Questions one through six have given iniormation on
the amount of training the public school clinicians surveyed
have had. The typicalcflinician has graduate credits beyond
the bachelor's Degree. and has had two to three years exper-
ience in the schools. his college preparation in the area
of stuttering consisted of from four to six semester hours
of academic training and twenty-six to fifty hours of clinical
practicumwnorking'withsstutterers. Although he is employed
in a public school Setting, ninety percent of his clinical
practicum with stutterers was with individuals not of school
age. He is responsible for and works with stutterers in
both elementary an secondary schools.

grea II - The questions in thiseareadeflt with the

33
respondent's opinions on his training to counsel parents and
teachers of stuttering children. It also surveyed his
Opinions regarding the training of clinicians in these
skills.

Question 7. Do you york with parent

tering children?
(a) Regularly? (b) lnfrequently? (c) Never have?

..
9.-
g,

:roups of stut-

There was less than a three percent difference between
the responses of clinicians with graduate degree and those
with undergraduate degrees to this question. Only 14% of
all clinicians reported that they worked regularly kith
parent groups. The responses to the other two choices were
highly similar to one another, with 41% reporting they
worked infrequently with parent groups and 45% reported
that they never had worked with parent groups.

Question 7a. If you do notx ork with parent groups,
please state why.

The reasons given by the clinicians who reported they
never had worked with parent groups fell into five categories.
The largest percentage, 59%, stated they preferred to work
with individual parents. Other reasons given were lack of
training, 9%; lack of time, 14%; lack of cases, 16%; and
lack of parental interest, 2%.

Question 8. I believe my training in counseling

parents of stuttering children was:
(a) Excellent (b) Good (c) Fair (d) Poor

34

The highest percentage of clinicians, 36% reported
their training in this area was "fair", while 27p, judged
their training as having been "roor”. For the other 37%
of the respondents, 6;, reported their training was "excel-
lent" and 31% reported their training was "good". The
largest percentage of clinicians reporting their training to
be ”excellent" or "good" were those with the greatest
number of clinical practicum hours. a larger percentage
of graduate degree clinicians, 45%, reported their training
to be "excellent" or "good". The total for undergraduate
degree clinicians was 33p. Table one gives a detailed
breakdown of the reapondents' replies to question eight.

Question 9. Should a course in counseling techniques
be required for Speech correction majors?

The majority of respondents answered this question in
the affirmative. Only hm of the clinicians felt such a
course should not be required.

Question 10. Should a part of the clinical practicum
consist of supervised experiences in
counseling parents and individuals with
Speech problems?

Once again the response was affirmative, with 95p of

all clinicians answering "yes".

question 11. I feel my ability to discuss stuttering

therapy with classroom teachers is:
(a) Excellent (b) Good (c) Fair (d) Toor

TABLE 1 P}- .':l :4':_.: I. :1. .",-l;. -3 (IF L 14:- 1.; [ikJitdgs LI.) 4'1 .L .1. F. ; .:- i: :LA‘V LII: -1 ,._ __ ‘J g -. .‘Jil
.I
CLINICTANS' RESPONSFS TO QUENTIHN 8 HEGARMLNG TRAlNlNG 1N
CLXflLgaLLNG TKJRITKj cf thlliflihfi ChlLIREN.

 

 

 

 

 

 

 

 

Undergraduate Degree Clinicians Graduate fiegree Elinicians
Group$ Excel- Good Fair Poor Excel- Good Fair Poor
lent lent
a 17 36 35 12 11 51 33 5
b 2 23 46 29 O 34 44 22
c 0 34 33 33 l+ 46 38 12
d 3 20 29 48 3 26 38 33
All
Groups 6 27 35 32 5 40 38 17
Combined Percentages 6 31 36 27
for all Respondents

 

 

 

 

 

 

*The four sub-divisions of academic and clinical training
are: (a) Four or more semester hours and 26 or more clinical
clock hours in stuttering; (b) Four or more semester hours but
less than 26 clock hours in stuttering; (c) Less than four
semester but 26 or more clock hours in stuttering; (d) Less
than four semester hours and less than 26 clock hours in
stuttering.

36

The largest percentage of reSpondents believed their
ability to discuss stuttering with classroom teachers was
"good". A combined percentage of 71p of the clinicians
rated their ability in this area as being "good" or "excel-
lent”. Table two summarizes the respondents' replies to
question eleven.

The typical public school clinician seldom, if ever,
works with parent groups of stuttering children. He feels
his training to<:ounsel parents of stuttering children was
"fair" and that a course in counseling techniques should be
required for Speech correction majors. He also believes
part of the cliniCal practicum should consist of supervised
eXperiences in counseling parents and individuals with
Speech problems. he feels his ability to discuss stuttering
therapy with teachers is adequate.

Area III - The questions in this area deal with the
respondent's academic and clinical training in stuttering.
These questions have been sub-divided by the amount of
academic and clinical training the respondent has received.
A detailed table is given for each question that called
for a value judgement of "excellent", "good", "fair" or
"poor" .

Question 12. Do you feel a therapist should have a

Master's Degree or the equivalent be—
fore working with stutterers?

TABLE 2. PnhCihfgflbj Cl

’“TTV’Q'W A‘,
01'... :.i'.L‘ 7L1

37

r . 1. .“....T‘ ”a": '...rn*--~ """"l
'-.'L'-'..L.L" r...“- U.L.'1l.LnlI'L J..‘._“-‘-‘\..L_JH.:J

CLINICIAho' RESPONSES TO QUESTION'11 REGARDING TnhIR ABILITY
TO DISCUSS STOTTERING THERAPY WITH CLASSROOM TEACHERS.

 

 

 

 

 

 

 

 

Undergraduate Degree Clinicians Graduate Degree Clinicians
Group* Excel- Good Fair Poor Excel- Good Fair Poor
lent lent
a 2h 59 17 O 30 55 12 3
b 8 66 25 1 17 65 17 2
C 13 56 28 25 50 21 A
d 2 47 #3 8 8 61 28 2
All
Group 11 56 30 3 21 59 18 3
Combined Percentages 14 57 25 3
for all Respondents

 

 

 

 

 

 

* . . . . . . . .
The four sub-dIVISions of academic and clinical training
are: (a) Four or more semester hours and 26 or more clinical

clock hours in stuttering;

(b) Four or more semester hours

but less than 26 clock hours in stuttering; (0) Less than four
semester but 26 or more clock hours in stuttering; (d) Less
than four semester hours and less than 26 clock hours in

stuttering.

38

Analysis of the replies to this question disclosed
that 82% of the undergraduate degree clinicians and 5am of
the graduate degree clinicians answered this question neg-
atively. The combined total was 72w ”no" and 28% ”yes".

question 13. At the institution(s) from which you
received your degree(s) was a course
in stutterin::

(a) Required? (b? An elective? (c) hot offered?

A high percentage, 72%, of the undergraduate degree
clinicians and a majority, 58%, of the graduate degree
clinicians surveyed reported a course in stuttering was
required during their academic training. Only 13% of the
respondents reported that they had no opportunity to take
a course in stuttering.

Question 1h. Have you found courses which you have
had outside the speech pathology cur-
riculum that have helped you measurably
in working with stutterers?

A majority of the respondents, 67%, indicated there
were courses outside the Speech pathology curriculum that
did help them measurably. Table three lists in rank order
the courses the respondents listed as the most valuable.

Question 15. I believe my academic preparation
in stuttering therapy for adults was:
(a) Excellent (b) Good (c) Fair (d) Poor
Question 16. I believe my academic preparation in

stuttering thera y for children was:
(a) Excellent (b? Good (0) Fair (d) Poor

39

TABLE 3. RANK ORDERING OF COURSES OUTSIDE THE SPEECH PATH-
OLOGY CURRICULUM RESPONDENTS LISTED AS BEING THE MOST HELPFUL.

 

 

Course % of Clinicians
1. Child or Adolescent Psychology 55
2. Child Growth and Development 49
3. Abnormal Psychology 38
h. Educational Psychology 32
5. Counseling ’ 32
6. Interviewing Techniques 12
7. Mental Hygiene 3

 

Questions fifteen and sixteen which surveyed the clin-
icians' opinions of their academic training tomork with adult
and child stutterers revealed similar reSponses. The results
disclosed that the largest percentage of clinicians rated
their academic training as being "fair". This was followed
by "good", "poor" and "excellent" in that order. In all
instances, clinicians with four or more semester hours of
coursework and twenty-six or more clock hours of clinical
practicum rated their training higher thanciid any other
sub-group. A larger percentage of graduate degree clinicians
rated their training tonork with child stutterers higher
than their ability tovuork with adult stutterers, with h8%
reporting their training as having been "excellent" or "good"
for child stutterers and 38% reporting "excellent" or "good"
for adult stutterers. Tables four and five give a break-
down of the respondents' replies to questions fifteen and

sixteen.

#0

TABLE h. PERCENTAGES CF UNEERGRADLATE AND GRADUATE DEGREE
CLINICIANS' RESPONSES TO GUESTION 15 REGARDING THElR ACADEMIC
TRAINING IN STUTTERIQG ThERaPY FOR nDULTS.

9

 

 

 

 

 

 

 

 

Undergraduate Degree Clinicians Graduate Degree Clinicians
Group* Excel- Good Fair Poo Excel- Good Fair Poor
lent lent
a 15 ' A5 26 14 11 42 36 11
b h 30 3h 32 11 22 50 17
c 8 #3 32 16 18 22 #8 11
d 2 1h #5 39 0 14 28 57
All
Groups 7 30 35 28 1O 28 to 22
Combined Percentages 8 29 37 25
for all Respondents

 

 

 

 

*The four sub-divisions of academic and clinical training
are: (a) Four or more semester hours and 26 or more clinical
clock hours in stuttering; (b) Four or more semester hours but
less than 26 clock hours in.stuttering; (c) Less than four
semester but 26 or more clock hours in stuttering; (d) Less
than four semester hours and less than 26 clock hours in
stuttering.

41

TABLE 5. in..nCEi£"i‘;--GES CI" UIVLEII‘LGLLI‘xI—l».I‘I: LII) CILALUJI‘E
CLINICIANS' RESPONSES TO QUESTION 16 REGARDING THEIR
ACADEMIC TRAINING IN STUTTERING THERAPY FOR CHILDREN.

 

 

Undergraduate Degree'Clinicians Graduate Degree Clinicians

 

 

 

 

 

 

Group* Excel- Good Fair Poor Excel- Good Fair Poor
lent lent
a 19 38 36 7 5 59 26 9
b 2 32 #3 23 4 3h #1 21
c 8 32 A0 19 8 58 21 12
d 2 18 50 30 O 26 t3 31
All
Groups 8 28 43 21 4 AA BA 18
Combined Percentages 6 3h #0 19
for all Respondents

 

 

 

 

 

 

*The four sub-divisions of academic and clinical training
are: (a) Four or more semester hours and 26 or more clinical
clock hours in stuttering; (b) Four or more semester hours but
less than 26 clock hours in stuttering; (c) Less than.four
semester but 26 or more clock hours in stuttering; (d) Less
than four semester hours and less than 26 clock hours in
stuttering.

42
Question 17. I believe my clinical practicum in stut—
tering therap for adults was:
(a) Excellent (b Good (0) Fair (d) Poor
question 18. I believe my clinical practicum insstut-
tering therap for children was:
(a) Excellent (b) Good (c) Fair (d) Poor

The responses to questions seventeen and eighteen
dealing with clinical practicum also revealed similar
results for both the undergraduate degree and the graduate
degree clinicians. For these two questions the largest
percentage of clinicians, 48% for question seventeen and
38% for question eighteen, rated their training as "poor".
This was followed by "fair", "good",end "excellent" in that
order.

Examination of the sub-group responses to questions
seventeen and eighteen revealed that the respondents with
the greatest number of academic and clinical hours rated
their training higher in most cases. The sub-group with
less than foursemester hours,t3ut twent-six or more clinical
hours was the second highest group in rating their clinical
practicum. The amount of clinical practicum appears to be
the important factor. The greater the number of hours the
respondents have had, the higher they rate their practicum.

Tables six and seven give a breakdown of responses to these

two questions.

43

TABLE 6. IERGENTAGES CF CIIERGRLLDATE AND GRADUATE DEGREE
CLINICIAND' RESPONSES TO QUESTION 17 REGARDING THEIR
CLINICAL PRACTICUM IN STUTTERING THERAPY FOR ADULTS.

 

 

‘Ufidergraduate Degree Clinicians

Graduate DegreefiClinicians

 

 

 

 

 

 

Group* Excel- Good Fair Poor Excel- Good Fair Poor
lent ' lent‘
a 14 27 32 26 8 34 31 26
b 2 13 24 61 6 21 23 51
c '5 3o 32 32 21 21 21 37
d 0 1O 23 67 O 5 29 66
All
Groups 5 18 27 50 7 22 27 43
Combined Percentages 6 19 27 48

for all Respondents

 

 

 

 

 

 

* . . . . . . . .
The four sub—diViSIons of academic and clinical training

are: (a) Four or more semester hours and 26 or more clinical
clock hours in stuttering; (b) Four or more semester hours but

less than 26 clock hours in stuttering; (c) Less than four
semester but 26 or more clock hours in stuttering; (d) Less

than four semester hours and less than 26 clock hours in

stuttering.

4h

TABLE 7. ILRCENTAGES CE 'XLLRGRALLATL REE GRALLATL DEGREE
CLINICIANS' RESPONSES TO QUESTION 18 REGARDING THEIR
CLINICAL PRACTICUM IN STUTTERING THERAPY FOR CHILDREN.

 

 

 

 

 

 

 

 

‘Ufidergraduate Degree Clinicians Graduate Degree CIinicians
Group* Excel- Good Fair Poor Excel— Good Fair Poor
lent lent
a 11+ 33 37 16 12 47 25 16
b 2 18 25 51+ 0 17 36 46
c 3 32 4O 24 8 5O 25 17
d 3 1O 27 60 0 18 42 39
All
Groups 6 21 31 42 6 32 32 3O
Combined Percentages 6 25 31 38
for all Respondents

 

 

 

 

 

 

*The four sub-divisions of academic and clinical training
are: (a) Four or more semester hours and 26 or more clinical
clock hours in stuttering; (b) Four or more semester hours but
less than 26 clock hours in stuttering; (c) Less than four
semester but 26 or more clock hours in stuttering; (d) Less
than four semester hours and less than 26 clock hours in
stuttering.

45

Question 19. I believe my clinical supervision was:
(a) Excellent (b) Good (c) Fair (d) Poor

The clinicians surveyed rated their clinical super-
vision higher than any aspect of training surveyed. The
largest percentage, 31%, of the undergraduate degree clin-
icians and 36% of the graduate degree clinicians rated
their clinical practicum "good". Examination of the data
reveals that the more hours of clinical practicum the clin-
ician has had, the higher he rates his clinical supervision.
The responses to question ninteen are summarized in table
eight.

Question 20. I believe my training to determine the
severity of a givensstuttering problem as
a beginning step in planning therapy was:

(a) Excellent (b) Good (c) Fair (d) Poor

There was little difference between the undergraduate
degree clinicians' and graduate degree clinicians' rating of
their training to diagnose the severity of a given stut-
tering problem. The largest percentage of both, 42% of the
undergraduate degree clinicians and 40% of the graduate
degree clinicians, rated their training in this area as
having been "good". The combined totals for all rSSpon-
dents was: "excellent" 10%, "good" 41%, "fair" 35% and
"poor" 13%. The sub—group to rate its training the highest
was the group with the greatest number of both semester

hours and clock hours in stuttering. Once again, this was

followed by the group with less than four semester hours,

46

TABLE 8. liaCLKTaGLJ t5 thiuacagttgrz aND JRALUATE LLGaEE
CLINIClANS' RESPONSLS TU ubhollON 19 REGARDlNG THEIR
CLINICAL SUPERVISION.

 

 

 

 

 

 

 

 

Undergraduate Degree Clinicians Graduate Degree Clinicians
Group* Excel- Good Fair Poor Excel- Good Fair Poor
lent lent
a 27 36 32 5 23 48 19 9
b 15 31+ 35 15 11 32 26 30
c 27 30 24 19 29 29 33 8
d 17 25 27 31 8 26 3h 31
All .
Groups 21 31 3O 18 17 36 26 20
Combined Percentages 1 2 1
for all Respondents 9 33 9 9

 

 

 

 

 

 

*The four sub-divisions of academic and clinical training
are: (a) Four or more semester hours and 26 or more clinical
clock hours in stuttering; (b) Four or more semester hours but
less than 26 clock hours in stuttering; (c) Less than four
semester but 26 or more clock hours in stuttering; (d) Less
than four semester hours and less than 26 clock hours in
stuttering.

47
but twenty-six or more clock hours. Table nine gives a
breakdown of the data for question twenty.

auestion 21. I believe my training to plan therapy
for the child with excessive repetitions,
but who does not show signs of reacting to
them was:

(a) Excellent (b) Good (0) Fair (d) Poor

The majority of the reSpondents rated their training
to plan therapy for the phase one or beginning stutterer
to have been "fair". This was true of both the undergrad—
uate degree clinicians and those with a graduate degree.
It is interesting to note that the only sub-group to rate
their training higher than "fair" were the undergraduate
degree clinicians with twenty-six or more clock hours of
practicum, but less than four semester hours of coursework.
Although the majority of all other sub-groups rated their
training as "fair", the amount of academic and clinical
training did disclose some difference inthe percentages.
The totals for "good" and "fair" were closer together for
the respondents with the most academic and/or clinical
hours than for the other sub-groups. Table ten summarizes
the replies to question twenty-one.

Question 22. I believe my training to plan therapy for
the child who shows signs of frustration
because of his stuttering problem, but who
does not force or avoid Speech was:

(a) Excellent (b) Good (c) Fair (d) Poor

The majority of clinicians responding to this question

#8

TABLE 9. ILnCEKTLGES CF DKLLRGiMDUATE Rut GRLILATE LjJiEE
CLINICIARS' RnoPONSEb T0 cuESTIcm 20 REGARDING Thblfl
TRaINING TO DIAGNOSE THE SEVERITI OF A STUTTERING PROBLEM.

 

 

 

 

 

 

 

 

Undergraduate Degree Clinicians Graduate Degree Clinicians
Group* Excel- Good Fair Poor Excel- Good Fair Poor
lent lent
a 24 40 28 7 15 a7 35 3
b 8 41 A0 11 h 33 #9 1h
c 3 6O 26 1C 17 #2 33 8
d A 38 3h 23 5 35 35 2h
All
Groups 10 AZ 33 14 1O 39 39 11
Combined Percentages 10 41 35 13
for all Respondents

 

 

 

 

 

 

*The four sub-divisions of academic and clinical training
are: (a) Four or more semester hours and 26 or more clinical
clock hours in stuttering; (b) Four or more semester hours
but less than 26 clock hours in stuttering; (c) Less than
four semester but 26 or more clock hours in stuttering;

(d) Less than four semester hours and less than 26 clock
hours in stuttering.

49

TABLE”, 10. I-n._-.’_;:.i;l'.«'-’335 Cl“ L?1-..7LI$L-la};{.¥.l,b..3L “I‘ll? G;{.-.Lb.=-;‘i‘. InuktE
CLINICIANS' RLSPONSES TO QUESTION 21 REGARDING THEIR TRAINING
TO PLAN TnERAFX FOR THE PHASE OhE STUTTERER.

 

 

 

 

 

 

 

 

UndergraduateDegree Clinicians GraduateDegree Clinicians
Group* Excel- Good Fair Poor Excel- Good Fair Poor
lent lent
a 12 37 38 12 6 42 44 7
b 5 33 38 23 A 27 43 25
C 5 33 38 23 4 27 43 25
d 3 24 41 32 O 24 51 24
All
Groups 6 32 39 23 4 33 44 18
Combined Percentages 5 32 41 21
for all Respondents

 

 

 

 

 

 

*The four sub-divisions of academic and clinical training
are: (a) Four or more semester hours and 26 or more clinical
clock hours in stuttering; (b) Four or more semester hours
but less than 26 clock hours in stuttering; (0) Less than
four semester but 26 or more clock hours in stuttering;

(d) Less than four semester hours and less than 26 clock
hours in stuttering.

50
rated their training to work with the phase two stutterer
as "fair". This was followed by ”good", ”poor" and "excel-
lent" in that order.

Here also, the amount of academic and clinical training
appears to make some difference. The majority of the
respondents with four or more semester hours and twenty-six
or more clock hours, rated their training as "good". For
the undergraduate degree clinicians in this sub-group there
was an eleven percent difference between "good" and "fair".
For the graudate degree clinicians in this sub-group there
was a twenty-six percent difference between "good" and
"fair". Table eleven gives a breakdown of the percentages
for question twenty-two.

Question 23. I believe my training to plan therapy for
the child who struggles or shows signs of
tremor in his blocks was:

(a) Excellent (b) Good (c) Fair (d) Poor

The clinicians' responses to this question regarding
their training to plan therapy for the phase three stut-
terer were similar to those of the previous question. The
majority of both undergraduate degree clinicians and grad-
uate degree clinicians rated their training as "fair",
followed by "good", "poor" and "excellent". The clinicians
having had four or more clock hours in stuttering were the
only ones in which a larger percentage rated their training
as "good". Fifty-nine percent of the graduate degree reSpon—

dents in this sub—group rated their training as either

51

T.11BLh 11o 1:1..-tv1...1..1 ULJJ («E LI‘: 1. 411.1 ';-~' LID I“- I.‘ 1.1.1.1. ; .11.: 1.31.31“:
CLINICIANS' RLEIUNsLb ‘10 aon‘lION 22 R1 G Rblqu ThLlR IRIIEIRG
TO PLAN ThLRAPY FOR THE PHAbE Two STUTTERER.

 

 

 

 

 

 

 

 

Undergraduate Degree Clinicians Graduate Degree Clinicians
Group* Excel- Good Fair Poor Excel- Good Fair Poor
lent lent
a 12 44 33 11 3 56 3O 11
b 2 23 49 26 2 23 53 21
c 2 42 42 14 O 26 69 4
d 1 18 46 35 3 18 53 26
All
Groups 4 29 43 24 2 35 47 16
Combined Percentages 4 31 44 21
for all Respondents

 

 

 

 

 

 

*The four sub-divisions of academic and clinical training
are: (a) Four or more semester hours and 26 or more clinical
clock hours in stuttering; (b) Four or more semester hours
but less than 26 clock hours in stuttering; (c) Less than
four semester but 26 or more clock hours in Stuttering;

(d) Less than four semester hours and less than 26 clock
hours in stuttering.

52
"excellent" or "good". This was true for fifty-six percent
of the undergraduate clinicians in this sub-group. Table
twelve gives a summary of the reSponses to question twenty-
three.

Question 24. I believe my training to plan therapy for
the child who fears words and situations
and exhibits avoidance behavior was:

(1) Excellent (b) Good (c) Fair (d) Poor

The majority of clinicians reSponding to this question
rated their training to work with the phase four or secondary
stutterer as having been "fair". There was a tie for the
graduate degree clinicians with 39% rating their training
as "good" and 39% rating their training as "fair".

The responses to this question were similar to those
of the previous questions. The sub-group having had the
most academic and clinical training was the only one in
which the majority of respondents rated their training as
"good" or "excellent". Table thirteen gives a breakdown
of the reSponses to question twenty—four.

The typical clinician is apparently not convinced
that the Master's Degree is a necessary requirement to work
with the problem of stuttering. a course in:5tuttering was
required during his training, and he feels his academic
training in this area was "fair". Although he feels his
clinical supervision was "good", he rates his clinical prac—
ticum as having been "poor". he feels there are courses

outside the speech pathology curriculum that have helped

53

TABLE 12. PinupnTnGgS CF LKQLLUnLJDnTE “1L CdeItHTE isGdjh
CLINICIANS' thPONSEd TU QUESTION 23 REGARDlNG TnElH TRAINING
TO PLAN THERAPY FOR THE PHASE TnREE STLTTERER.

 

 

 

 

 

 

 

 

Undergraduate Degree Clinicians Graduate Degree Clinicians
Group* Excel- Good Fair Poor Excel- Good Fair Poor
lent lent
a 18 36 31+ .11 3 51 33 7
b 1 28 as 24 0 33 41 25
c 8 31 46 15 h 37 5h h
d 3 17 45 34 O 22 49 30
All
Groups 7 26 43 21, 2 3 8 1+3 17
Combined Percentages 5 30 43 21
for all ReSpondents

 

 

 

 

 

 

*The four sub-divisions of academic and clinical training
are: (a) Four or more semester hours and 26 or more clinical
clock hours in stuttering; (b) Four or more semester hours
but less than 26 clock hours in stuttering; (c) Less than
four semester but 26 or more clock hours in stuttering;

(d) Less than four semester hours and less than 26 clock
hours in stuttering.

S5

measurably in working with stutterers. host of these
courses were in the area of psycholcgy. he feels his ability
to diagnose the severity of a given stuttering problem is
”good". 6n the other hand, he rates his training to plan
therapy for the four phases of stuttering as ”fair".

Area V - These questions surveyed the public school
clinicians' Opinions concerningthe stages of training at

which the student should assume various degree of clinical

(I)

responsibility. The responses will be divided between
undergraduate degree clinicians and graduate degree clinicians.
question 25. when would the speech correction major
benefit from assignment as an observer in
the clinical therapy of a stutterer?
Freshman Sophomore Junior senior Graduate
question 25a. Should the student have courses in stut—
tering before he is given this assignment?
If so, how many semester hours?

There was a diiference of Opinion between the under-
graduate degree clinician and the graduate degree clinician
as to when the student should start his clinical practicum
in stuttering. The highest percentage of undergraduate
degree clinicians, AZ», expressed the view that the student
should start observing therapy during his sOphomore year.
The highest percentage of graduate degree clinicians, Lfifi,
stated the student's clinical practicum should begin during
the junior year. Responses to the other choices were as

follows. For the undergraduate degree respondents, 9h felt

56
the student should begin observation during the fresnman
year, 39% indicated it should start during the junior year,
9% stated the student should be a senior, and 1%, or three
reSpondents, believed the student should be in graduate school.
For the graduate degree clinicians, % stated the student
should start during the freshman year, 20% during the soph-
omore year, 1 % during the senior year and 2% or four grad-
uate degree respondents felt the student should be in grad-
uate school. Both undergraduate degree clinicians, 61%
and graduate degree clinicians, 51% indicated the student
should have from three to five semester hours of academic
coursework before being assigned as an observer in the
clinical therapy of a stutterer.
auestion 26. When would the Speech correction major
benefit from some responsibility for the
therapy of a stutterer in the clinic?
For example, accompanying the stutterer on
outside speech assignments and helping
him in his evaluation of the assignment?
Freshman Sophomore Junior Senior Graduate
Question Zea. Should the student have courses in stut-
tering before he is given this assignment?
If so, how many semester hours?
Once again the undergraduate degree clinicians
and the graduate degree clinicians were one year apart in
their Opinions. The largest percentage of undergraduate

degree clinicians, 49% indicated the student should accept

some responsibility for the therapy of the stutterer during

57
the student's junior year. The largest percentage of the
graduate degree clinicians, 52;, reported they believed the
student Speech clinician should not be given this respon-
sibility until the senior year.

fhe percentages of responses to this question for the
undergraduate degree clinicians were sohpomore, 7%; junior,
49%; senior, u2fi; graduate, 2%. None of the undergraduate
degree clinicians indicated the student should be given this
assignment during the freshman year. The percentages of
responses for the graduate degree clinicians were SOphomore,
3%; junior, 38%; senior, 52%; graduate, 5%. One graduate
degree respondent indicated the student should be given
this assignment during the freshman year.

The largest percentage of both the undergraduate degree
clinicians, 46%, and the graduate degree clinicians, 51%,
felt the student should have from three to five semester
hours of course work in stuttering before he is given this
assignment.

The belief that the student should have six to nine
semester hours of stuttering theory before this assignment
was expressed by 37% of the undergraduate degree respondents
and by 32% of the graduate degree respondents.

Question 27. Nhen should the speech correction major,
under supervision, be assigned the major
responsibility for planning and carrying
out the therapy for a stutterer in the
clinic?

Freshman Sophomore Junior Senior Graduate

5t
question 27a. Should the student have courses in
stuttering before he is given this
assignment? If so, how many semester
hours?

The reSpondents did agree at what point the student
should be given the major responsibility for planning therapy
for the stutterer. The majority of both groups, 74;, of
the undergraduate degree clinicians and bow of the graduate
degree clinicians, indicated the student should be given
this assignment during his senior year.

Over twice as many of the graduate degree clinicians
believed the student should not be given this assignment
until the fifth year. The remaining percentages for both
groups, 15% of the undergraduate respondents and 11% of the
graduate degree reSpondents, felt the student should assume
the major responsibility of therapy for the stutterer during
thn junior year.

The majority of reSpondents agreed that the student
should hive from six to nine semester hours of coursework
in stuttering before being given this reSponsibility.

uuestions 25 through 27a have surveyed the respondents'
opinions concerning the year in the student's training he
should assume various degrees of clinical reSponsibility
and the amount of academic background he should have before
assuming each stage of responsibility.

The typical public school clinician believes the

student majoring in speech pathology should begin observing

59
stuttering therapy during his junior year. The student
should have at least one course, three to five semester
hours, of theory before this assignment. The student
should be given the major responsibility for therapy of a
stutterer during his senior year, but not before he has
had at least two courses, six to nine semester hours, in
stuttering theory.

Area VI - This area surveys the literature on stuttering
that the reSpondents rated as of most value to the student.
The final page of the questionnaire consisted of a listing
of twenty-two textbooks and booklets on stuttering. The
respondents were requested to check on the left side of
the page the textbooks and booklets they had read. On
the right side they were asked to rate in numerical order
the ones they had read for their value to the student speech
therapist. Few of the respondents followed the directions
for rating the publications they had read. Sons rated them
on a 1 and 2 or a 1, 2, 3 rating scale. Others simply
checked the publications they recommended. Because of
these discrepancies, it was decided that the best way to
list the publications would be a rank ordering with the
publication most often rated listed first. In the case of
ties, the publications receiving the same number of ratings

have been given the same number in the rank ordering.

‘1'.iBLE 11".

60

RANK ORDERING OF PbBLICnTlCJS IN THE aRha OF

STUTTBRING THE RESPONDENTS FELT HOULD Eh THE LOST hLLFFUL

1.

10.

TO THL STUDENT SPLECH CLINICIAN.

Van Riper, Charles, Speech Correction: Principles
and Methods.(hth ed.7. hnglewood Cliffs, New
Jersey: Prentice-hall, lnc., 1903.

 

 

Berry, Mildred F., and Lisenson, Joh. Speech
Disorders: Principles and Practices of Therapy.
New York: Appleton-Century-Crofts, Inc., 1950.

 

Johnson, d., Brown, S. F., Curtis, J. F., Edney, C. J.,
and Keaster, Jacqueline. Speech handicapped School
Children (rev. ed.). New York: Harper and Brothers.,

1955.

Travis, Lee Edward. Handbook of Speech Pathology.
New York: Appleton-Century-Crofts, Inc., 1957.

Bryngelson, B., Chapman, Myfanwy E., and Hansen,
Orvetta K. Know Yourself: A Workbook for Those
Who Stutter. Mineapolis: Burgess., 194h.

Eisenson, Jon (ed.). Stuttering: A Symposium.
New York: harper and Brothers., 1958.

West, Robert, Ansberry, Merle and Carr anna,
The Rehabilitation of Speech (3rd. ed.5. New York:
Harper and Brothers., 1957.

Johnson, W. (ed.). Stuttering in Children and
Adults. Minneapolis: University of Minnesota
Press., 1955.

Johnson, w., Stuttering and What You Can Do About
It. Minneapolis: University of Minnesota Press.,

'7961.

Van Riper, Charles (ed.). Treatment of The Young
Stutterer in The School. ‘Memphis, Tennessee:
Speech Foundation of America., 190A.

Hahn, Eugene F. Stuttering: Significant Theories
and Therapies. Stanford, Calif.: Stanford Uni-
versity Press., 1943.

 

11.

12.

12.

13.-

14.

15.

1'50

17.

18.

19.

20.

/

01

Van Riper, Charles and Gruber, Leslie. n Case Book
in Stuttering. New York: narper and Brothers., 1957.

 

Luper, H. L. and Mulder, Robert. Stuttering:
Therapy for Children. Englewood Cliffs, New Jersey:
Prentice-hall, lnc., 1904.

On Stuttering and Its Treatment. Memphis, Tennessee:
Speech Foundation of nmerica., 1900.

Bleumel, Charles S., The Riddle of Stuttering.
Springfield, Illinois: The interstate Printers
and rublishers, lnc., 1957.

Bloodstein, Oliver. Stuttering: for Professigngl
workers. Chicago: National Society for Crippled

ChildEEn and Adults., 1959.

Murphy, a. T. (ed.). Stuttering: Its Prevention.

—'-.—.

Lemphis, Tennessee: Speech Foundation of America.,
1962.

 

Barbara, Dominick A., Stuttering: A Psyphodynnmic
Approach to Its tnderstandigg. New York: Julian
Press, Inc., 1954.

Robinson, F. B. Introduction go Stuttering. hngleg
wood Cliffs, New Jersey: Prentice-hall, lnc., 1904.

 

Murphy, A. T. and Fitz-Simone, R.M. Stuttering
and Personality Dynamics. New York: The Ronald
Press., 1900.

Stuttering Words (rev. ed.). Memphis, Tennessee:
Speech Foundation of America., 1903.

Bogue, Benjamin, Stammering: Its Cause and Cure.
Indianapolis: Bogue Institute. 192h-

CHAPTLR V
SUMMARY ANS COACLLSIUNS

Summary

There are many statements in the literature which
point out the need to improve the professional training of
the speech and hearing clinician. There have been numerous
articles of a general nature offering suggestions to improve
the academic training in this field. Studies that have
surveyed the needs and made recommendations to improve the
training in the area of Specific disorders are almost non-
existent. The disorder of stuttering is a good example.
One does not need to search the literature on stuttering
very long to find such statements as these: "many Speech
therapists working in our schools feel that they are
inadequately prepared to c0pe with the baffling problems
they encounter in working with the stutterer, "to put it
bluntly, far too many of our therapists who must work with
stuttering feel that their training was grossly limited",
and "in the area of stuttering a substantial percentage
report that their supervised clinical practice was def-

icient".

62

63

The purposes of this study were to explore public
school Speech clinicians' evaluations of their academic
and clinical training in the area of stuttering and to
obtain their recommendations for improving that training.

A questionnaire was constructed and mailed to a random
sampling of one thousand public school speech clinicians
thrOughout the forty-eight contiguous states. n fifty-one
percent return was received,eand these five hundred and
ten questionnaires were categorized by academic degree,
number of academic hours the respondent received in stut-
tering theory and therapy, and the number of clock hours
of clinical practicum in the area of stuttering.

Conclusions

 

The results of this study disclosed that the typical
respondent has had at least one course in the area of stut-
tering and has had between eleven and fifty clock hours of
practicum working with stutterers. Most of the clinical
practicum the respondents had was with clients of different
age ranges than they work with in the public schools.

Counseling parents and teachers of stuttering children
is usually thought to be an important aspect of the public
school Speech clinician's duties. Few of the respondents
work regularly with parent groups. Although they feel their
ability to discuss stuttering with the child's teacher is

good, they feel they were inadequately trained to prOperly

eh

counsel parents. a large majority felt a course in coun—
seling techniques should be made a requirement for students
majoring in speech correction. Training in counseling
techniques should be extended to the clinical practicum,
also.

The new membership requirements of the american Speech

and Hearing association require the Master's Degree or

equivalent. The majority of both undergraduate degree and
graduate degree respondents did not think that this was
a necessary requirement to meet before working with stut-
terers. One reason given by the respondents, who added
comments to their reply to this question,was that course
content was more important than the number of courses.
Further studies are needed to discover the feelings and
reasoning of public school clinicians in this area.

Many of the respondents felt courses outside the
Speech pathology curriculum have helped them measurably
in working with stutterers. Most of the courses listed
were in the area of psychology. The area most often
listed was coursework in child or adolescent psychology.

The majority of both undergraduate degree and graduate
degree respondents rated their academic training and their
clinical practicum in stuttering therapy as "fair” or "poor".
This was true of their training for adult stutterers as

well as for the child stutterer. There was one sub-group

b5
exception. The respondents having four or more semester
hours of coursework in stuttering and twenty—six or more
clock hours of clinical practicum with stutterers rated
their academic training as being "good". Graduate degree
clinicians in this sub-group rated their clinical training
with childhood stutterers as "good". nlthougn they rated
their practicum as "fair" or "poor", they felt their clinical
supervision had been ”good". Since the reasons for these
seemingly inconsistent findings are beyond the scope of
this study, one can only guess at the reason or reasons.
The fact that the majority of the respondents' practicum
was with clients other than those of school age may, in
part, account for this inconsistency.

The results of the questions pertaining to the diag-
nosis of the severity of a stuttering problem and the res-
pondents' training tox ork with various phases of stuttering,
revealed that the clinicians responding indicated their
training to diagnose had been "good". Oh the other hand,
they rated their training to work with stutterers in all
of the four phases as "fair" or "poor". The one exception
was the graduate degree clinicians' ratings of their
training to work with the phase four stutterer. An equal
percentage of these clinicians rated their training "good"

and "fair".

66

Recommendations and Implications for
Further Research

It appears that one problem in the preparation of the
speech clinician to work in the public schools is the lack
of clinical experiences available with school age children.
Although the causes for this shortage are outside the scope
of this study, the researcher feels, from his own clinical
experiences and informal conversations with other clinicians,
that the growth of public school Speech therapy programs
have reduced the number of school age children available
for the student speech clinician. Another deficiency
reported by the respondents in this study is in the area
of counseling techniques. There are studies reported in
the literature on the use of video tape in the training of
counseling majors.1: 2: 3 The cost of this equipment has

become more reasonable in the last few years and should be

 

1Garry R. halz and Joseph A. Johnston, "Counselors
Look at Themselves on Video Tape," Journal of Counseling
Psychology, X (Fall, 1963) pp. 232-236.

2N. Kagan, D. R. Krathwohl and R. Miller, "Simulated
Recall in Therapy Using Video Tape - A Case Study," Journal
of Counseling_Psychology, X (Fall, 1963) pp. 237-243.

3Robert H. Woody, "Teaching Hypnosis with Video Tape,"
American Journal of Clinical Hypnosis, VIII (October, 1965),
pp. 111-113.

67
investigated for use in the training of speech pathology
majors.

Films and video tapes of master clinicians working
with school age stutterers and counseling parents could be
used in stuttering courses. Video tapes of the students'
counseling sessions and therapy could be replayed immediately
following the therapy session. The supervisor could point
out to the student his strengths and his weaknesses during
the re-run of the video tape.

Universities training public school clinicians should
investigate the possibilities of offering in-service
training programs to the clinicians already employed in the
schools. If there is a shortage of school age children
with speech problems in the university clinics, there is
no shortage of them in the public schools.

Further studies of this type should be conducted in
the areas of articulationciisorders, voice disorders and
language disorders. These studies should be conducted in
the public schools as well as in other settings where

members of our profession are employed.

APPENDICES

)

C2]

DURVLY OF AGALELIC 11M) CLIleChL I‘m-ilhIE‘QG

Ih THE AREA OF STDTTERILU

Co—sponsored by
Speech Foundation of america - - - hichigan State University

The information obtained from this uuestionnaire will be
used in a research study to determine the adecuacy of the
academic and clinical training of public school speech
clinicians in the area of stuttering. Your name was chosen
through a method of random sampling. Your name is being
used only to facilitate mailing,:;nd complete anonymity of
your reSponse is guaranteed. A return postpaid enveIOpe

is enclosed for your confience. Please take a few minutes
of your time and fill out the questionnaire. If we are to
upgrade the professional standards within our field we must
upgrade the cuality as well as the quantity of professional
preparation.

DIRECTIOLB: Please answer every Question.
Most of the cuestions are m tiple—choice.
On these cuestions please circle your
answer. In some cases an "other” alterna-
tive is offered. If you need to amplify a
reSponse, feel free to write in the margins
or on the reverse side of the cuestionnaire
pages. If you do write on the reverse sides,
please indicate the question number you
are answering.

 

Your prompt return of this Questionnaire will be appreciated.

l.

('0

‘40
o

14-.

5.

6a.

7.

7a.

9.

10.

ll.

7U
Jhwt is the highest defree you hold?

Bachelors Bachelorsi. Masters Hasterss‘ Ih.D. or
graduate hrs. 30 hrs. enuivalent

How many years experience have you had in public school
Speech correction?

How many semester hours have you had in stuttering theory
and therapy?

 

How many clock hours of clinical practicum have you had working
with stutterers?

What percent of your clinical practicum was with stutterers
of elementary and high school age?

Do you work with stutterers at the: _
(a) Elementary level (b) High School level (c) Both (d) Neither

If your answer to question #6 is neither please state why.

 

Do you work with parent groups of stuttering children?
(a) Regularly (b) Infrequently (c) Never have

If you do not work with parent groups, please state why.

 

I believe my training in counseling parents of stuttering
children was:
(a) Excellent (b) Good (c) Fair (d) Poor

Should a course in counseling techniques be required for
speech correction majors?
Yes No

Should a part of the clinical practicum consist of supervised
experiences in counseling parents and individuals with speech
problems?

Yes No

I feel my ability to discuss stuttering therapy with classroom

teachers is:
(a) Excellent (b) Good (0) Fair (d) Poor

page 1

13.

lb.

lha.

15.

16.

17.

18.

19.

71

Do you feel a therapist should have a Masters degree or the
eouivalent before working with stutterers?

Yes No
At the institution(s) from which you received your degree(s)
was a course in stuttering:
(a) Reouired (b) an elective (c) Not offered to your knowledge
Have you found courses which you have had outside the speech
patholocy curriculum have helped you measurably in working

with stutterers?
Yes No

If your answer to ouestion #1A is yes, what were these courses?
Child or \dolescent Psychology Interviewing Techniques
Educational Psycholovy Other

Child Growth and Development

 

Abnormal Psychology

 

Counseling

 

PLEASE Hark YoUd COLLEGE TRAlKIhG 1N ThE FOLLOJING
AdEAS BY CIRCLING ONE OF THE FUUn POSSIBLE AESJERS.

I believe my academic preparation in stuttering therapy for
adults was: ‘
(3) Excellent (b) Good (c) Fair (d) Good

I believe my academic preparation in stuttering therapy for
children was: .
(3) Excellent (b) Good (0) Fair (d) Poor

I believe my clinical practicum in stuttering therapy for
adults was: ‘
(a) Excellent (b) Good (c) Fair (d) Poor

I believe my clinical practicum in stuttering tnerapy for
children was:

(a) Excellent (b) Good (0) Fair (d) Poor

I believe my clinical supervision was:

(3) Excellent (b) Gooa (c) Fair (d) Poor

page 2

21.

22.

23.

25.

253.

26.

263.

27.

27a.

72

I believe my training to determine the severity of a given
stuttering problem as a beginning step in planning therapy was:
(a) Excellent (b) Good (c) Fair (d) loor

I believe my training to plan therapy for the child with
excessive repetitions, but who does not show signs of
reacting to them was:

(a) Excellent (b) Good (c) Fair (d) Poor

I believe my training to plan therapy for the child who shows
signs of frustration because of his stuttering problem, but
who does not force or avoid speech was:

(a) Excellent (b) Good (c) Fair (d) Poor

I believe my training to plan therapy for the child who
strugeles or shows signs of tremor in his blocks was:
(a) Excellent (b) Good (c) Fair (d) Poor

I believe my traininc to plan therapy for the child who fears
words and situations and exhibits avoidance behavior was:
(3) Excellent (b) Good (0) Fair (d) Poor

Thh FOLLOAING QUESTIONS PERTAIN TO Nth CLINICAL PRACYI-
CUM SHOULD BECLEh A PAdT OF THE STUDEET'S TfiAINING.

when would the speech correction major benefit from assignment
as an observer in the clinical therapy of a stutterer?
Freshman SOphomore Junior Senior Graduate

Should the student have courses in stuttering before he is
Riven this assignment? If so, how many semester hours?

‘Nhen would the speech correction major benefit from some
responsibility for the therapy of a stutterer in the clinic?
For example, accompanying the stutterer on outside Speech
assignments and helping him in his evaluation of the assignment?
Freshman SOphomore Junior Senior Graduate

Should the student have courses in stuttering before he is
given this assignment? If so, how many semester hours?

When should the speech correction major, under supervision,

be assigned the major reSponsibility for planning and carrying
out the therapy for a stutterer in the clinic?

Freshman Sephomore Junior Senior Graduate

Should the student have courses in stuttering before he is
given this assignment? If so, how many semester hours?

page 3

73

Below is a list of textbooks, booklets and pamplets pertaining
to stuttering. On the left side of the page check the ones
you have read. On the right side of the page rate the ones
you have read for their value to the STUDENT SPEECh TEEIAPIST.
Use the numeral 1 for the publication you would rate the
highest, 2 for the next highest, and so on. Add and rate

any publications you feel are of value that are not included
in this list.

 

.____ Barbara, D., STUTTERIHG

_____ Berry & Eisenson, SPEECH DISCRDERS
_____Bloodstein, 0., STUTTERING FOR PROFESSIONAL WORKERS
.____ Bluemel, C., THE RIDDLE OF STUTTERING

ITS CAUSE AND CURE

____ Boque, B., STAMMERING:
.____‘Bryngelson, B. KNOJ YOURSELF - A WORKBCOK FOR THOSE WHO STUTTERER
____ Eisenson, J., (ed.) STUTTERING: A SYMPOSIUM
____ Johnson, W}, SPEECH HANDICAPPED SCHOOL CHILDREN
__ Johnson, W., STUTTERING AND TEL/IT YOU CAN DO ABOUT IT
.____ Johnson, H), STUTTERING IN CHILDREN AND ADULTS

____ Hahn, E. F., STUTTERING: SIGNIFICANT THEORIES
‘____ Luper, H. Mulder, R., STUTTERING: THERAPY FOR CHILDR J
‘____'Murphy, A. Fitzsimons, 3., STUTTERING & PERSONALITY DYNAMICS
____ Robinson, F., INTRODUCTION TO STUTTERING

Speech Foundation of America, STUTTERIHG'HORDS

S.F.A. STUTTERING: ITS PREVENTION
S.F.A. ON STUTTFRING AND ITS TREATIQESIJT

TREA lENT OF THE YOUNG STUTTERER
IN THE SCHOOL

S.F.n. STUTTERING:

3.-

Van Riper, C., A CASEBOOK

Travis, L., (ed.) HANDBOOK OF SPEECH PATHOLOGY

 

Van Riper, 0., SPEECH CORRECTION

I STUTTE'RING

"Nest, Annsberry, Carr, THE REHABILITATION OF SPEECH

5.

AtPhflth 5

TOTAL NtmERlch RESPOheE
TO EACH QUESTION

what is the highest degree you hold?

bachelors & tasters + Ph.D. or,
Bachelors graduate hrs. Masters 30 hrs. equivalent
136 189 117 63 5

How many years eXperience have you had in public school

speech correction?

(a) 0-1 (b) 2-3 (0) h-o (d) 7-10 (e) 11-20 (f) 21-
78 1&5 122 94 59 8

How many semester hours have you had in stuttering

theory and therapy?

(a) O (b) 1-3 (c) 4-6 (d) 7-10 (e) 11-15 (f) 10-
30 126 114 33 17 5

How many clock hours of clinical practicum have you had

working with stutterers?

(a) O (b)_1-1O (c) 11-25 (d) 26-50 (e) 51-75 (f) 7b.
101 67 116 117 34 58

What percent of your clinical practicum was with

stutterers of elementary and high school age?

(a) O (b) 1-10 (c) 11-25 (d) 26-50 (e) 51-
99 130 51 37 39

Do you work with stutterers at the:

(a) Elementary (b) High School (c) Both? (d) Neither?
level? level?
219 20 2h5 25

Do you work with parent grOUps of stuttering children:
(a) Regulary? (b) Infrequently? (c) Never have?
. 1 206 22h

8.

11.

12.

13.

14.

14a.

15.

1‘7“;
(2

I believe my training in counseling parents of

stuttering children was:

(a) Excellent (b) Good (c) Fair (d) Poor
30 160 185 135

Should a course in counseling techniques be required
for Speech correction majors?
Yes ho

491 19

Should a part of the clinical practicum consist of
supervised experiences in counseling parents and
individuals with speech problems?

Yes No

487 23

I feel my ability to discuss stuttering therapy with

classroom teachers is:

(a) Excellent (b) Good (0) Fair (1) Poor
73 290 130 16

Do you feel a therapist should have a Masters Degree
or the equivalent before working with stutterers?
Yes No
138 350

at the institution(s) from which you received your

decree(s) was a course in stuttering:

(a? Required? (b) An elective? (c) Not offered?
329 99 66

Have you found courses which you have had outside the
speech pathology curriculum that have helped you meas-
urably in working with stutterers?

Yes No

380 130

If your answer to question #14 is yes, what were these
courses?

Child/Adolescent Psychology 209 Counseling 144
Child Growth 186 Interviewing 45
Abnormal Psychology 144 Mental hygiene 11
Educational Psychology 122

I believe my academic preparation in stuttering therapy
for adults was:
(a) Excellent (b) Good (0) Fair (d) Poor

39 145 185 126

16.

18.

19.

20.

22.

23.

24.

I believe my academic preparation in stuttering therapy
for children was:
(a) Excellent (b) Good (c) Fair (d) Poor

31 170 197 97

I believe my clinical practicum in stuttering therapy
for adults was:
(a) Excellent (b) Good (c) Fair (d) Poor

29 96 132 235

I believe my clinical practicum in stuttering therapy
for children was:

(a) Excellent (b) Good (c) Fair (d) Poor
28 124 154 186

I believe my clinical supervision was:

(a) Lxcellent (b) Good (c) Fair (d) Poor
96 162 142 93

I believe my training to determine the severity of a
given stuttering problem as a beginning step in
planning therapy was:
(a) Excellent (b) Good (c) Fair (d) Poor

50 205 174 _ 66

I believe my training to plan therapy for the child

with excessive repetitions, but who does not show

signs of reacting to them was:

(a) Excellent (b) Good (c) Fair (d) Poor
27 162 203 105

I believe my training to plan therapy for the child
who shows signs of frustration because of his stut-
tering problem, but who does not force or avoid speech
was:
(a) Excellent (b) Good (0) Fair (d) Poor

18 156 221 105

I believe my training to plan theraty for the child who
struggles or shows signs 01 tremor in his blocks was:
(a) Excellent (b) Good (c) Fair (d) Poor

26 152 215 106

I believe my training to plan therapy for the child
who fears words and situations and exhibits avoidance
behavior was:
(a) Excellent (b) Good (c) Fair (d) Poor

36 158 185 114

25.

25a.

26.

26a.

27.

27a.

77

when would the speech correction major benefit from
assignment as an observer in the clinical therapy of
a stutterer?

Freshman Sophomore Junior Senior Graduate

#4 177 209 St 7

Should the student have courses in stuttering before
he is given this assignment? If so, how many semester
hours?

0-2 3-5 6-9 10-15 Undecided None

41 273 43 6 54 58

When would the Speech correction major benefit from

some responsibility for the therapy of a stutterer in

the clinic? For example, accompanying the stutterer

on outside speech assignments and helping him in his

evaluation of the assignment?

Freshman Sophomore Junior Senior Graduate
1 28 220 224 18

Should the student have courses in stuttering before
he is given this assignment? If so, how many semester
hours?
0-2 3-5 6-9 10-15 Undecided None

17 235 174 15 50 0

when should the speech correction major, under super-
vision, be assigned the major responsibility for planning
and carrying out the therapy for a stutterer in the clinic?
Freshman Sophomore Junior Senior Graduate

0 1 67 343 86

Should the student have courses in stuttering before
he is given this assignment? If so, how many semester
hours?
0-2 3-5 6-9 10-15 Undecided None

12 118 242 64 61 0

Below is a list of textbooks, booklets, and pamplets per-
taining to stuttering. Rate the ones you have read for
their value to the student speech therapist.

 

Barbara, D. Stuttering 76'
Berry & Eisenson, Speech Disorders 380

 

Bloodstein, 0. Stuttering for Professional Workers 120

Bluemel, C. The Riddle of Stuttering
Bogue, B. Stammering: Its Cause and Cure

Bryngelson, B. know Yourself: A Workbook for
those who Stutterer

bisenson, Jon Stuttering: A Symposium

Johnson, w. Speech Handicapped School Children
Johnson, W. Stuttering and What You Can Do About It
Johnson, w. Stutteringgln Children and Adults

Hahn, E. F. Stuttering: Significant Theories

Luper, h. & hulder, R. Stuttering; Therapy
for Children

 

Murphy, A. a FitzSimons, R. Stuttering and Person-
ality Dynamics

Robinson, F. Introduction to Stuttering
Speech Foundation of America, Stuttering Words
S.F.a., Stuttering: Its Prevention

S.F.A., Stutteringiand Its Treatment

S.F.A., Treatment of the Young Stutterer
In The School '

Travis, L. handbook of Speech Pathology
Van Riper, C._§peech Correction
Van Riper, C. A Casebook ln Stuttering

West, Annsberry, Carr, The Rehabilitation of Speech

1&0

152

56
68
124
116
152

180
356

’ 464

156
244

BIBLIOGRAPHY

Books

Barbara, Dominick A. Stuttering; A Psychodynamic lpproach
to Its Understanding. New York: Julian Tress, lnc.,

1954.

Berry, Lildred F., and Lisenson, Jon. Speech Disorders:
Principles and Practices of Therapy. Jew York:
appleton-Century-Crofts, lnc., 1956.

 

 

 

 

Blalock, Hurbert M. Jr. Social Statistics. New York:
McGraw-hill Book Company, lnc., 1960.

 

Bogue, Benjamin. Stammering: Its Cause and Cure. Indian-
apolis: Bogue Institute. 1924.

 

bisenson, Jon (ed.). Stuttering: A Symposium. New York:
Harper and Brothers., 1958.

 

Hahn, Eugene F. Stuttering: Significant Theories and
Therapies. Stanford, Calif: Stanford University
Press., 1943.

 

 

Johnson, M., Brown, S. F., Curtis, J. F., Edney, C. W. and
keaster, Jacqueline. Speech Handicapped School Children
(rev. ed.). New York: Harper and Brothers., 1956.

Johnson, t. (ed.). Stuttering_in Children and Adults.
Minneapolis: University of Minnesota Press., 1955.

 

Johnson, t. Stuttering and What You Can Do About It.
hinneapolis: University of hinnesota Press., 1901.

Luper, Harold L. and Eulder, Robert L. Stuttering: Therapy
for Children. Englewood Cliffs, New Jersey: Prentice-
Hall, lnc., 1964.

 

kulgrave, Dorothy l. and Baker, Elmer E. "The Survey
approach," an Introduction To Graduate Study in Speech
Theatre ed. Clyde W. Dow. Bast Lansing, hichigan:
hichigan State Univeristy Press., 1961.

 

79

80

Murphy, Albert T. and Fitz-Simone, Ruth N. Stuttering and
Personality Dynamics. New York: The Roland Press.,
1960.

 

Robinson, Frank B. Introduction to Stuttering. tnglewood
Cliffs, New uersey: Prentice-hall, lnc., 1964.

Travis, Lee Edward. handbook of Speech Pathology. New York:
Appleton-Century-Crofts., 1957.

Van Riper, Cnarles, and Gruber, Leslie. A Case Book in
Stuttering. New York: Harper and Brothers., 1957.

 

Van Riper, Charles. Speech Correction: Principles and
Methods (4th edIT. Bnglewood Cliffs, New Jersey:
Prentice-Hall, lnc., 1963.

test, Robert W., Ansberry, Nerle and Carr, Anna. The Rehabi-
litation of Speech (3rd. ed.). New York: Harper and
Brothers., 1957.

 

Booklets

American Speech and Hearing Association. Graduate Education
in Speech Pathology and Audiology. A Report of a Nat-
ional Conference in Highland Park, Illinois Prepared
by the Conference Editorial Committee. Washington, D. C.:
American Speech and Hearing Association. 1963.

Bloodstein, Oliver. Stuttering for Professional Workers.
Chicago: National Society for Chrippled Children and
Adults., 1959.

Bleumel, Charles S. The Riddle of Stuttering. Springfield,
Illinois: The Interstate Printers and Publishers, lnc.,

1957.

Bryngelson, B., Chapman, Myfanwy B., and Hansen, Orvetta K.
Know Yourself: A Workbook for Those Who Stutterer.
Minneapolis: Burgess., 19hh.

Johnson, Kenneth 0. (ed.). Directopyfimerican_Speech and
hearing Association. Nashington, D.’C.: american Speech
and Hearing Association., 1963.

Mackie, R. P. and Dunn, L. M. Certification Requirements
for Teachers of Exceptional Children. ‘Washington, D. C.:
Office of Education., 1954.

 

Nackie, R. P. and Johnson, W. Speech Correctionists: The
Competencies They Need for the Work They Do. Nash-
ington, D. C.: Office of Education., 1954.

Murphy, Albert T. (ed.). Stuttering: Its Prevention. Nem-
phis, Tennessee: Speech Foundation of America., 1962.

 

On Stuttering and Its Treatment. hemphis, Tennessee: Speech
Foundation of America., 1960.

Stuttering Words(rev. ed.). Memphis Tennessee: Speech Foun-
dation ofAmerica., 1963.

Van Riper, Charles (ed.). Treatment of The Young_Stutterer
In The School. ’hemphis, Tennessee: Speech Foundation
of America., 1964.

 

 

Articles and Periodicals

 

Ainsworth, Stanley H. (Chairman). "Speech Foundation of
‘ America Conference on Stuttering Therapy in the
Schools," (Unpublished Manuscript December 1963).

American Speech and hearing Association, "Requirements for
the Certificate of Clinical Competence," ASHA VI
(May 1964) pp. 102-104.

Bloodstein, Oliver, "The Development of Stuttering: II
Developmental Phases," Journal of Speech and Hearing
Disorders, XXV(November 1960) pp. 366-376.

Bloomer, H. H., "Professional Training in Speech Correction
and Clinical Audiology," Journal of Speech and Hearing
Disorders, XXI (March 1956), pp. 5-11.

Curtis, James F., "Size, Diversification and Unity," ASHA
VII (January 1963), pp. 471-473.

C’)
[‘0

Haines, Harold B., "Trends in Public School Speech Therapy,"
ASHh VII (June 1965), pp. 187-190.

Kagen, Norman hrathwohl, David and Miller, R. "Stimulated
Recall in Therapy Using Video Tape - a Case Study,"
Journal of Counseling Psychology A (Fall 1963),

Pp. 237-243.

Sheehan, Joseph G. and hartyn, Nargaret F. "Spontaneous
Recovery From Stuttering," Journal of Speech and hearing
Research, 1x (March 1966), pp. 121-135.

Steer, Max D, "Public School Speech and hearing Services,"
Monograph Supplement Number Vlll (1961),

walz, Garry R. and Johnston, Joseph A. "Counselors Look at
Themselves on Video Tape," Journal of Counseling Psy-
chology X (Fall 1963), pp. 232-236.

Woody, Robert H. "Teaching hypnosis with Video Tape,” Amer-
ican Journal of Clinical Hypnosis VllI (October 1965),
pp. 111-113.

 

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