Intensive Stuttering Therapy in a Public School Setting

1987 ◽  
Vol 18 (4) ◽  
pp. 330-343 ◽  
Author(s):  
Jon M. Hasbrouck ◽  
John Doherty ◽  
Marybeth Ames Mehlmann ◽  
Rochelle Nelson ◽  
Bonnie Randle ◽  
...  
Keyword(s):  
Public Schools ◽  
Public School ◽  
Discriminative Stimulus ◽  
Treatment Program ◽  
School Setting ◽  
Treatment Programs ◽  
Control Procedure ◽  
Initial Program ◽  
The One

Two intensive stuttering treatment programs, which were implemented in a public school setting, are described. In the initial program, six students were treated using graded airflow, tension/relaxation, and EMG biofeedback procedures to reduce stuttering frequency. A discriminative stimulus (S D ) control procedure was to be used to facilitate the maintenance of fluency following treatment, but due to time constraints only one student completed the S D program. All six students met the criterion of ⩽1% stuttered words by the end of the treatment, but only the one student who completed the maintenance procedure continued to meet the fluency criterion of ⩽1% stuttered words at follow up, 7 months later. In the second treatment program, nine students were treated using procedures only slightly modified from the first program. The modified procedures allowed all students to complete all aspects of the treatment program, including the discriminative stimulus (S D ) control procedure. All nine students in the second program met the criterion of ⩽1% stuttered words by the end of treatment and six of the nine continued to meet the criterion of ⩽1% stuttered words in follow up assessment 6 to 7 months post treatment. The procedures and results are discussed in terms of the relevance of intensive behavioral programming of stuttering therapy in the public schools.

Short-Term Intensive Stuttering Treatment in a Public School Setting

1981 ◽  
Vol 12 (2) ◽  
pp. 107-114 ◽  
Author(s):  
Karen R. Turnbaugh ◽  
Barry E. Guitar
Keyword(s):  
Public School ◽  
Treatment Program ◽  
School Setting ◽  
Short Term ◽  
Results Of Treatment ◽  
One Year ◽  
Clinical Methodology

This paper describes a public school stuttering treatment program that combined long-term non-intensive and short-term intensive schedules. The program was used with a 12-year-old male. Clinical methodology and results of treatment, including a one-year follow-up evaluation, are discussed.

Identification, Evaluation, Therapy, and Follow-Up for Children with Vocal Nodules in a Public School Setting

1976 ◽  
Vol 41 (3) ◽  
pp. 390-397 ◽  
Author(s):  
Randolph E. Deal ◽  
Blanche McClain ◽  
Jerry F. Sudderth
Keyword(s):  
Public School ◽  
School District ◽  
School Setting ◽  
Voice Therapy ◽  
Nodule Size ◽  
Identification Process ◽  
Independent School District ◽  
Identification Evaluation ◽  
Vocal Nodules

This paper describes procedures used by speech and otorhinolaryngology specialists in the Independent School District of Carrollton and Farmers Branch, Texas, to identify, evaluate, treat, and follow up children with voice disorders and presents some initial findings resulting from the use of these procedures. In the identification process, 34 children were found to have vocal nodules, of which 31 children received treatment and underwent appropriate follow-up. After two months of voice therapy, 21 (68%) of the children exhibited reduced nodule size and seven (23%) exhibited normal larynges. Following six months of therapy, 26 (84%) children exhibited reduced nodule size, and 20 (65%) had normal larynges.

scholarly journals An examination of equal access in athletic programs throughout public high schools in the United States

2016 ◽  
Vol 2 (1) ◽  
pp. 99
Author(s):  
Rebecca R. Buchanan ◽  
Eleanor F. Odenheimer ◽  
Tanya R. Prewitt-White
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Public School ◽  
School Setting ◽  
The United States ◽  
Equal Access ◽  
Afterschool Programs ◽  
Educational Mission ◽  
Physically Active ◽  
Global Competitiveness

The mission of the U.S. Department of Education is “to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access” (www.ed.gov).  As an extension of U.S. public education institutions, secondary afterschool programs involving physical activity are theoretically designed to enhance and support the educational mission of public schools.  Yet, due to the hyper-commodification of youth sports, “equal access” in sport and physical activity is becoming increasingly limited to parameters grounded in highly competitive environments reflecting broader sport trends in society.  An interesting paradox emerges in public school settings where the importance of physical activity for adolescents is also emphasized.  However, in reality, the majority of public tax dollars funding extracurricular opportunities to be physically active are only for those who are highly competitive, physically literate and have the financial means to assist in the funding of their sport experiences.  There are also issues related to gender in terms of who is being served.  Therefore, it is importance to examine how public resources relating to physical activity and health are being unequally allocated in the public school setting. 

Christians Teaching in the Public Schools: What are Some Options?

1998 ◽  
Vol 2 (1) ◽  
pp. 53-64 ◽  
Author(s):  
James E. Schwartz
Keyword(s):  
Public Schools ◽  
Public School ◽  
First Amendment ◽  
School Setting ◽  
Golden Rule ◽  
Christian Life ◽  
The Public ◽  
The Third ◽  
The Usa

How can Christians who are teachers in government-sponsored schools in the USA live a life of faith within the constraints of the First Amendment? Three options are presented: agent for enculturation, Christian advocate / evangelist and Golden Rule truth-seeker. The assumptions, strengths and weaknesses of each of these options are discussed. The third option blends the best aspects of the first two and offers the best hope for authentically living the Christian life in the public school setting.

From Vacation to Summer School: The Transformation of Summer Education in New York City, 1894–1915

2002 ◽  
Vol 42 (1) ◽  
pp. 18-49 ◽  
Author(s):  
Kenneth M. Gold
Keyword(s):  
Nineteenth Century ◽  
New York ◽  
New York City ◽  
Public Schools ◽  
Public School ◽  
York City ◽  
Summer School ◽  
Industrial Education ◽  
Urban School Systems ◽  
The One

A noted but rarely explored axiom of the history of American education is that public school practices often originate in private sector settings. As David B. Tyack suggested in his influential study The One Best System, “Many of the innovations designed to offer differentiated schooling in the nineteenth century stemmed not so much from career educators as from wealthy philanthropists, merchants, and industrialists.” Certainly the very organizational structure of many urban school systems grew out of a network of private charity schools formed in the early nineteenth century. After the Civil War, new educational features like kindergartens, manual training, and vocational counseling all began as charitable endeavors but soon worked their way into urban public schools. By the century's end, vacation schools offering summer recreation and industrial education to the children of the urban, immigrant poor became yet another philanthropic program to enter the public school domain. What happened to vacation schools in New York City as a consequence of public administration is the focus of this article.

Public School Elites in Early-Victorian England: The Boys at Harrow and Merchant Taylors' Schools from 1825 to 1850

1982 ◽  
Vol 21 (2) ◽  
pp. 87-117 ◽  
Author(s):  
Edward A. Allen
Keyword(s):  
Public Schools ◽  
Public School ◽  
Middle Class ◽  
Victorian England ◽  
Middle Classes ◽  
The Public ◽  
Social Elite ◽  
The Social ◽  
The Creation ◽  
The One

Historians agree that the public schools played a central role in the creation of Victorian society and that in particular they were seminal in the construction of that “mid-Victorian compromise” which made the mid-century an era of “balance,” “equipoise,” and accommodation. There is further agreement that the cadre of boys produced by the newly reformed public schools became that mid-Victorian governing and social elite which was at once larger, more broadly based, more professional and, to many, more talented than the one which preceded it. The importance of the public schools in this regard was, as Asa Briggs affirms, twofold. They assimilated the “representatives of old families with the sons of the new middle classes,” thereby creating the “social amalgam” which, in Briggs' view, “cemented old and new ruling groups which had previously remained apart.” Secondly, the singular expression of that amalgamation was an elite type, the “Christian Gentleman”—the result of an “education in character” administered under the influence of Dr. Arnold. Arnold was able to do this because he “reconciled the serious classes” (that is, the commercial middle class) “to the public schools,” sharing as he did “their faith in progress, goodness, and their own vocation.” At first, the schools “attracted primarily the sons of the nobility, gentry and professional classes.” Later, it was the “sons of the leaders of industry” who were, like earlier generations of boys, amalgamated with “the sons of men of different traditions” in a broadened “conception of a gentleman.”

scholarly journals Clinicians’ Selection Criteria for Video Visits in Outpatient Care: Qualitative Study (Preprint)

2018 ◽  
Author(s):  
Linda Sturesson ◽  
Kristina Groth
Keyword(s):  
Treatment Program ◽  
Outpatient Care ◽  
Selection Criteria ◽  
Selection Process ◽  
Treatment Programs ◽  
Work Processes ◽  
Specific Patient ◽  
Field Notes ◽  
The Relationship

BACKGROUND Video visits with patients were introduced into outpatient care at a hospital in Sweden. New behaviors and tasks emerged due to changes in roles, work processes, and responsibilities. This study investigates the effects of the digital transformation—in this case, how video visits in outpatient care change work processes and introduce new tasks—to further improve the concept of video visits. The overarching goal was to increase the value of these visits, with a focus on the value of conducting the treatment for the patient. OBJECTIVE Through the real-time, social interactional features of preparing for and conducting video visits with patients with obesity, this study examines which patients the clinicians considered suitable for video visits and why. The aim was to identify the criteria used by clinicians when selecting patients for video visits to understand what criteria the clinicians used as the grounds for their selection. METHODS Qualitative methods were used, including 13 observations of video visits at 2 different clinics and 14 follow-up interviews with clinicians. Transcripts of interviews and field notes were thematically analyzed, discussed, and synthesized into themes. RESULTS From the interviews, 20 different arguments for selecting a specific patient for video visits were identified. Analyzing interviews and field notes also revealed unexpressed arguments that played a part in the selection process. The unexpressed arguments, as well as the implicit reasons, for why a patient was given the option of video visits can be understood as the selection criteria for helping clinicians in their decision about whether to offer video visits or not. The criteria identified in the collected data were divided into 3 themes: practicalities, patient ability, and meeting content. CONCLUSIONS Not all patients with obesity undergoing treatment programs should be offered video visits. Patients’ new responsibilities could influence the content of the meeting and the progress of the treatment program. The selection criteria developed and used by the clinicians could be a tool for finding a balance between what the patient wants and what the clinician thinks the patient can manage and achieving good results in the treatment program. The criteria could also reduce the number and severity of disturbances and limitations during the meeting and could be used to communicate the requirements they represent to the patient. Some of the criteria are based on facts, whereas others are subjective. A method for how and when to involve the patient in the selection process is recommended as it may strengthen the patient’s sense of responsibility and the relationship with the clinician.

The Effect of Positive Reinforcement on Fluency: Two Case Studies

1977 ◽  
Vol 8 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Alice Draheim Peters
Keyword(s):  
Public School ◽  
Case Studies ◽  
Positive Reinforcement ◽  
Marked Decrease ◽  
School Setting ◽  
Base Rate ◽  
Speech Fluency ◽  
Subjective Reports ◽  
Better Than

The use of positive reinforcement for 30-second intervals of speech fluency resulted in a marked decrease in the number of disfluencies demonstrated by two third-grade male stutterers. The program was accomplished in a public school setting during short sessions, with a minimum of equipment. A follow-up session one month after the study, as well as subjective reports of parents and teachers, indicated maintenance of fluency at better than base-rate levels.

scholarly journals Gap between Expectations and Experiences of Equity in Public Schools: A Pupils’ Perspective

2014 ◽  
Vol 31 (1) ◽  
Author(s):  
Muhammad Uzair-ul-Hassan
Keyword(s):  
Public Schools ◽  
Statistical Analysis ◽  
Public School ◽  
Public Sector ◽  
Return Rate ◽  
Quantitative Approach ◽  
Multistage Sampling ◽  
The One ◽  
Descriptive Statistical Analysis

The study investigated into the lens of pupils from public sector that what constitutes fair and equitable schools in Pakistan. Also the study explored pupils’ expectations from school, how the schools can be transformed into equitable schools in which all students are treated equally and fairly. The study used quantitative approach with multistage sampling in two districts of Punjab, Pakistan. Questionnaire had been conducted on 434 pupils aged between 14-15 years of 9th and 10th class. The return rate of the questionnaire was 85%. Results of descriptive statistical analysis show that pupils receive equitable as well as inequitable treatment with respect to punishment, rewards and marks awarded by teachers in public schools. Results further show that wider the inequitable experiences of pupils in schools, greater are the equity expectations from schools. Also the pupils with various backgrounds differ significantly from each other in terms of inequitable experiences in schools. It is concluded that equitable public school would be the one in which all students are treated in an equitable manner irrespective of differences.

Conducting Clinical Trials in the Public Schools

1998 ◽  
Vol 29 (4) ◽  
pp. 257-262 ◽  
Author(s):  
Tom O’Toole ◽  
Jeri A. Logemann ◽  
Herbert M. Baum
Keyword(s):  
Clinical Trials ◽  
Public Schools ◽  
Public School ◽  
Research Group ◽  
School Setting ◽  
Swallowing Disorders ◽  
National Institutes Of Health ◽  
The Public ◽  
Treatment Research

This manuscript explores the general whys and hows clinicians in the public school can and should be involved in clinical trials research and describes the Communication Sciences and Disorders Research Group (CSDRG). The CSDRG is a group of clinicians, clinical investigators, basic scientists, epidemiologists, and statisticians in communication sciences and disorders (funded by the National Institutes of Health) who came together to design and implement clinical trials examining the effectiveness of interventions with speech, hearing, language, balance, and voice/swallowing disorders. Clinical trials are a very specific type of treatment research requiring the randomization of children to several different treatment arms. Because of the required characteristics of clinical trials, conducting them in the school setting poses unique challenges and logistic issues that are described, along with potential solutions.

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