Speech Correction: Principles and Methods

By C. Van Riper | Go to book overview
expressions of antagonism or justification should be recorded, and the student should be required to recite them over and over until they lose their satisfaction. Exaggerated behavior of this type should be assigned to be displayed in nonappropriate situations.The clinician should never allow himself to react to the antagonism shown him, but must always show an attitude of tolerant interest in that behavior. He may duplicate the student's behavior in some other situation, requiring the student to observe the mechanisms demonstrated. In a few cases, the negativism and antagonism can be used as actual motivation for speech work if the clinician expresses his belief in the student's inability to achieve certain goals or perform certain tasks. If the environment of such an individual is altered so that it provides a minimum of penalties or empathic reactions to his attack, and if other methods of reaction are taught to him, he can usually be brought to make an adequate adjustment.
References
1. Bryngelson Bryng, "Speech Problems and Speech Care," Hygeia, October, 1935, Vol. 13, pages 1-3.

An article listing the types of speech defects, the chief causes, the effect of a defect on an individual, the effect of a defective on a group, and methods of handling defectives.

2. Bryngelson Bryng, "The Reëducation of Speech Failures," Quarterly Journal of Speech, April, 1933, pages 227-229.

The technique of education used for students who have avoided taking speech classes or have made a poor adjustment to speaking because of a certain sensitivity. The author gives his theory of an objective adjustment to that difference as a means of attaining freedom in a social group.

3. Bryngelson Bryng, "Psychological Problems in Stuttering," Mental Hygiene, 1937, Vol. 21, pages 631-639.

A discussion of four aspects of the stuttering problem: the "stuttering personality," the necessity for thinking of oneself as a stutterer, the neurological spasm, and the effort used to break

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Speech Correction: Principles and Methods
Table of contents

Table of contents

  • Title Page iii
  • Preface vii
  • Contents ix
  • Illustrations xix
  • I - Speech Handicaps and the Need for Speech Correction 1
  • References 9
  • 2 - The Nature of Speech 12
  • References 36
  • 3 - The Development of Speech 39
  • References 48
  • 4 - Recognition and Prevention of Speech Disorders 51
  • References 59
  • 5 - The Speech Defective 62
  • References 89
  • 6 - The Speech Correctionist and General Procedures in Treatment 93
  • References 112
  • 7 - The Case History 114
  • References 138
  • 8 - Special Tests and Examination Methods 140
  • References 153
  • Speech Tests 156
  • References 181
  • 10 - Treatment of the Child Who Has Not Learned to Talk 183
  • References 206
  • II - Treatment of Articulatory Disorders 208
  • References 264
  • 12 - The Treatment of Voice Disorders 269
  • References 309
  • 13 - The Treatment of Stuttering 316
  • References 392
  • 14 - Cleft-Palate Speech 402
  • References 413
  • 15 - The Problem of Bilingualism and Foreign Dialect 416
  • References 426
  • Index 429
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