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DOCUMENT RESUME ED 041 428 EC 006 107 TITLE Exceptional Children Media Reviews Reprint. INSTITUTION Council for Exceptional Children, Arlington, Va. PUB DATE 68 NOTE 59p. JOURNAL CIT Reprinted from Exceptional Children, September 1968 - April 1970 EDRS PRICE EDRS Price MF-$0.50 HC Not Available from EDRS. DESCRIPTORS Annotated Bibliographies, Audiovisual Aids, Bibliographies, Educational Methods, *Exceptional Child Education, Films, *Handicapped Children, Instructional Materials, *Instructional Media, *Literature Reviews ABSTRACT Forty-nine books, films, and tapes are reviewed in various areas of special education. Authors' comments on the reviews are frequently included. (JD) .-es. Exceptional Children 2Media Reviews Reprint September 1968-Apri11970 Reprinted from EXCEPTIONAL CHILDREN September 1968- April 1970 Media Reviews VOLUME 35 September 1968 The Modification of Stuttering. Eugene J. Brut- to the two process theory. Chapter IV, "A ten and Donald J. Shoemaker. Englewood Cliffs, Theory for the Modification of Stuttering," New Jersey: Prentice-Hall, 1967. 148 pp. $5.50. deals with extinction of classically conditioned responses and of instrumental responses. Chap- This book is intended to acquaint both the ter V, "Clinical Procedures for the Modifica- college student and the professional speech pathologist with the learning theories around tion of Stuttering," is 49 pages long or about which current thinking about stuttering has one-third of the book. One of the first pro- been structured, with the data important to cedures described is the obtaining of critical the fundamental predictions of these the- factors; which evoke negative emotion in the ories, and with a two-process theory of learn- patient. The techniques of therapy are in terms ing that seems promising for both the the- oretical integration of the data on stuttering of inhibition of negative emotional responses, and the therapeutic modification of it. This determination of instrumental responses, and book is designed, then, for the student of the ordering of instrumental responses for stuttering who wants a data-bound approach extinction. to learning theory and therapy [Preface]. It is the belief of these authors that The first three chapters of the book are the most efficient program for reducing stut- concerned with a survey of current learning tering and associated instrumental behaviors theory which serves as a basis for the discus- is the sequential use of reciprocal and reactive sion of the two process theory and therapy. inhibition. In this treatment program, the at- Chapter I, "Behavioristic Approaches to Stut- tack is directed first toward the conditioned negative emotional responses that tend to dis- tering," includes the concepts underlying both rupt fluent speech and that serve as instigators the traditional theories of stuttering and learn- and source of reinforcement for instrumental ing theory approaches to stuttering. Wisch- avoidance and escape behaviors. ner, Sheehan, and Shames and Sherrick re- One of the authors, Dr. Brutten, is a speech ceive special consideration. The second chap- pathologist; the other author, Dr. Shoemaker, ter, entitled "Stuttering: Conditioned Disinte- is a clinical psychologist. They should make gration of Speech Behavior," discusses emo- an excellent team for the study of the learn- tional learning; the development of stuttering; ing approach to the understanding and treat- instrumental learning; and fluency, fluency fail- ment of stuttering. These authors have ac- ure, and stuttering. The definition of stuttering knowledged their indebtedness to preceding be- is limited to that class of fluency failure that havior theorists and therapists, and particular- results from conditioned negative emotion. ly acknowledge the influence of 0. Hobart The third chapter is devoted to "Predisposing Mowrer and Joseph Wolpe. Learning theories Factors," in which the authors statethat as proposed by Hull, Skinner, and Dollard and "Although learning is involved in the devel- Miller would serve the reader in his under- opment of stuttering, unlearned predisposing standing of this book. factors may also be important in determining it." The second part of the book is concerned Ruth B. Irwin, Department of Speech, Ohio with the modification of stuttering according State University, Columbus. U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. Deaf Children at Home and at School. D. M. C. Dale. Springfield, Illinois: Charles C Thomas, 1967. 272 pp. $7.50. ing losses of 90 percent dB or greater. While the author reviews programs and procedures Dr. Darcy Dale, author of Deaf Children at as practiced in many countries including the Home and at School, states in his introduction United States, he also describes special features that the book was written for two major pur- specific to the program in New Zealand which poses: to serve as an introductory text for should be of interest to all readers. persons concerned with hearing impairment and In these schools, the school health officer to insure that the closest possible relationship plays an important role in the hearing testing exist between parents and teachers. program and followup. Considerable emphasis Based on his experiences as principal of the is given to the medical followup and also to Kelston School for the Deaf and Partially the fitting of hearing aids supplied by the gov- Hearing in Auckland, New Zealand, and en- ernment. While the book does not describe the riched with wide experiences in other countries, program of early identification, it is apparent the author presents a comprehensive yet simpli- that in New Zealand emphasis is given to the fied overview of the problem of hearing im- preschool child, both through a program of pairment in children. References are made to education for the parents and through nursery significant research, and the book abounds in training for the child. Ideally, the plan is to examples of practical approaches to all aspects enroll the hearing impaired child in the nur- of dealing with the problems of hearing im- sery program for hearing children and add a pairment, including identification; diagnostic teacher of the deaf to the staff. services and home training of young children; Unique to New Zealand is the Unit pro- child behavior; home school relationships; ed- gram begun in 1960 in the public schools. ucational methods and techniques in teaching This program provides that a class of deaf language, speech, auditory education, and reg- children and a special teacher become part ular school subjects; and the evaluation of of a class for normally hearing children. In progress. Numerous diagrams and charts ef- this team teaching program, both teachers fectively illustrate the written expository de- share in the educational program and special scriptions, and the major research references instruction of each student. Physical facili- are listed in the bibliography. ties require a two room setup with special Permeating the book are the author's strong auditory and visual equipment installedin convictions that hearing impaired children, both rooms. Programs are coordinated on a both partially hearing and deaf, can be much regionalbasis,includingspecialdiagnostic more successfully educated than they are pres- clinics, visiting teachers, unit programs in or- ently through full utilization of present day dinary schools, and the services of schools knowledge in the areas of early identification, for the deaf. Because of the close proximity proper medical and audiological management, of the school to the home, the family unit interdisciplinary evaluations, auditory and vis- becomes an extension of the school program. ual aids, and well planned educational pro- According to the author, only about 20 For- grams. Such programs should include associa- cent of all deaf children (including those tion with hearing children, combined home with multiple handicaps) would not be likely school training, and a strong auditory and mul- to profit from these unit programs. tisensory approach to the entire habilitation Deaf Children at Home and at School is a process. Dr. Dale statesin his preface that the survey of the various aspects of a present book does not give consideration to fingerspell- day habilitation of the deaf primarily from ing and conventional sign language because of an auditory oral point of view. It seems to the author's limited knowledge of them at the convey an attitude of considerable optimism present time. According to the author, high expectations about the education of the deafmore so can apply to the great majority of deaf than is the case across our country at the children, including those with profound hear- present time. However, this reviewer would have to agree that we have not yet found ways as a nation to utilize existing knowl- 2 edge, resources, or professional skill in con- with brief and somewhat selected chapters on structive home school programs from the a review of the literature on child autism point of early identification to adulthood. and schizophrenia and the function of group therapy with disturbed children. Hazel Bothwell, Consultant, Deaf and Hard The authors state that the central theme of Hearing, Department of Special Educa- of this book revolves around the utilization tion, Office of the