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.

Public School Voice Clinics, Part II

1984 ◽  
Vol 15 (1) ◽  
pp. 58-64 ◽  
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Therapy ◽  
Respiratory Problems ◽  
Chronic Laryngitis ◽  
Upper Respiratory ◽  
Vocal Nodules

In 10 years of semiannual voice clinics held in a metropolitan school district, 249 cases were reviewed. Attending otolaryngologists diagnosed vocal nodules in 40% of the cases. Chronic laryngitis and thickened cords were also frequently noted. One third of the cases had concomitant allergies, ear, and/or upper respiratory problems. Direct voice therapy was recommended for 65% of those attending voice clinics. The data on sex and age were consistent with previous research. Family voice history and prognosis are also discussed.

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.

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.

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

Mentoring as a Communication Coach in a Public School Setting

2012 ◽  
Vol 21 (3) ◽  
pp. 115-121
Author(s):  
Catherine George ◽  
Faye Warren
Keyword(s):  
Public School ◽  
Role Models ◽  
School Setting

Abstract People using speech generating devices face many challenges, one of which is the lack of role models. They seldom have the opportunity to meet and interact with other proficient SGD users. This article addresses key considerations for initiating an AAC mentoring position as a Communication Coach in a public school setting. Outcomes and considerations to facilitate the likelihood of success are discussed from both administrative and mentor perspectives.

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