Treatment and Generalization Effects in an Experimental Treatment for a Stutterer Using Contingency Management and Speech Rate Control

1977 ◽  
Vol 42 (3) ◽  
pp. 394-407 ◽  
Author(s):  
Roger J. Ingham ◽  
Ann Packman
Keyword(s):  
Treatment Program ◽  
Free Speech ◽  
Rate Control ◽  
Speech Rate ◽  
Contingency Management ◽  
Experimental Treatment ◽  
Rate Range ◽  
Negative Findings ◽  
Control Procedures

An experimental treatment program for an adult stutterer, using contingency management and rate control procedures, is described. During laboratory sessions, a combination of both procedures resulted in maintained stutter-free speech within a target speech rate range. Bidaily recordings of the subject’s speech across all non-laboratory speaking situations, preceding and throughout the laboratory treatment, revealed no correspondence between laboratory and nonlaboratory speech behavior. Some positive and negative findings from this study are considered with respect to contingency management of stuttering.

Speech Outcomes of a Prolonged-Speech Treatment for Stuttering

1996 ◽  
Vol 39 (4) ◽  
pp. 734-749 ◽  
Author(s):  
Mark Onslow ◽  
Leanne Costa ◽  
Cheryl Andrews ◽  
Elisabeth Harrison ◽  
Ann Packman
Keyword(s):  
Outcome Measures ◽  
Treatment Program ◽  
Free Speech ◽  
Outcome Research ◽  
Speech Rate ◽  
Residential Setting ◽  
Detailed Data ◽  
Rate Range ◽  
Posttreatment Period ◽  
Speech Naturalness

It has been shown that people who stutter can speak with greatly reduced stuttering after treatments that use variations of Goldiamond's (1965) prolonged-speech (PS). However, outcome research to date has not taken account of several important issues. In particular, speech outcome measures in that research have been insufficient to show that lasting relief from stuttering has been achieved by clients outside the clinic for meaningful periods. The present study used extensive speech outcome measures across a variety of situations in evaluating the outcome of an intensive PS treatment (Ingham, 1987). The speech of 12 clients in this treatment was assessed on three occasions prior to treatment and frequently—on eight occasions—after discharge from the residential setting. For 7 clients, a further assessment occurred at 3 years posttreatment. Concurrent dependent measures were percent syllables stuttered, syllables per minute, and speech naturalness. The dependent measures were collected in many speaking situations within and beyond the clinic. Dependent measures were based on speech samples of substantive duration, and covert assessments were included in the study. Detailed data were presented for individual subjects. Results showed that 12 subjects who remained with the entire 2-3-year program achieved zero or near-zero stuttering. The majority of subjects did not show a regression trend in %SS or speech naturalness scores during the posttreatment period, either within or beyond the clinic. Some subjects showed higher posttreatment %SS scores during covert assessment than during overt assessment. Results also showed that stuttering was eliminated without using unusually slow and unnatural speech patterns. This treatment program does not specify a target speech rate range, and many clients maintained stutter-free speech using speech rates that were higher than the range typically specified in intensive PS programs. A significant correlation was found between speech rate and perceived posttreatment speech naturalness.

Large-scale subjective evaluations of speech rate control methods for HMM-based speech synthesizers

2011 ◽  
Author(s):  
Tsuneo Kato ◽  
Makoto Yamada ◽  
Nobuyuki Nishizawa ◽  
Keiichiro Oura ◽  
Keiichi Tokuda
Keyword(s):  
Rate Control ◽  
Large Scale ◽  
Speech Rate ◽  
Control Methods ◽  
Subjective Evaluations

Cognitive-Behavioral Approaches

2014 ◽  
Author(s):  
Damaris J. Rohsenow ◽  
Megan M. Pinkston-Camp
Keyword(s):  
Treatment Program ◽  
Text Messaging ◽  
Coping Skills ◽  
Contingency Management ◽  
Skills Training ◽  
Integrated Treatment ◽  
Cognitive Behavioral ◽  
Cue Exposure ◽  
Coping Skills Training ◽  
Cognitive Behavioral Approaches

Cognitive-behavioral approaches to treatment are derived from learning principles underlying behavioral and/or cognitive therapy. Only evidence-based approaches are recommended for practice. Support for different approaches varies across substance use disorders. For alcohol use disorders, cognitive-behavioral coping skills training and cue-exposure treatment are beneficial when added to an integrated treatment program. For cocaine dependence, contingency management combined with coping skills training or community reinforcement, and coping skills training added to a full treatment program, produce increased abstinence. For marijuana abuse, contingency management or coping skills training improve outcomes. For opiate dependence, contingency management decreases use of other drugs while on methadone. For smoking, aversive conditioning produces good results and key elements of coping skills training are supported, best when medication is also used. Recent advances include Web-based coping skills training, virtual reality to present cues during cue exposure, and text-messaging to remind clients to use coping skills in the natural environment.

Improving On‐Time Counseling Attendance in a Methadone Treatment Program: A Contingency Management Approach

2003 ◽  
Vol 29 (4) ◽  
pp. 759-773 ◽  
Author(s):  
Gary L. Rhodes ◽  
Karen K. Saules ◽  
Todd C. Helmus ◽  
John Roll ◽  
Renee S. BeShears ◽  
...  
Keyword(s):  
Treatment Program ◽  
Contingency Management ◽  
Methadone Treatment ◽  
Management Approach

A Functional Analysis of Phonological Knowledge and Generalization Learning in Misarticulating Children

1987 ◽  
Vol 30 (4) ◽  
pp. 462-479 ◽  
Author(s):  
Judith A. Gierut ◽  
Mary Elbert ◽  
Daniel A. Dinnsen
Keyword(s):  
Functional Analysis ◽  
Individual Differences ◽  
Treatment Program ◽  
Experimental Treatment ◽  
Sound System ◽  
The Third ◽  
Phonological Knowledge ◽  
Phonological System ◽  
Generative Analysis

It has been suggested that a child's productive phonological knowledge may be one factor that potentially accounts for individual differences in generalization learning observed among phonologically disordered children (Dinnsen & Elbert, 1984; Elbert, Dinnsen, & Powell, 1984). This paper evaluates the hypothesis that productive phonological knowledge influences generalization. Three related studies involving 6 functionally misarticulating children were conducted. In the first study, a description of each child's phonological system was developed using procedures of standard generative analysis. Based upon these descriptions, each child's productive phonological knowledge of his or her own sound system was determined and then ranked on a continuum ranging from "most" to "least" knowledge relative to the adult target. The second study implemented an experimental treatment program based upon each child's productive phonological knowledge, with treatment sounds selected directly from each child's continuum of knowledge. The third study reassessed each child's productive phonological knowledge following treatment. The results of these three studies indicated that a child's productive phonological knowledge of the sound system influenced the overall amount of generalization learning. However, the extent of generalization learning was associated with the point on the knowledge continuum at which treatment was initiated. These findings are discussed with reference to individual differences in generalization learning.

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