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This paper presents fluency disorders in three types of stuttering syndromes with etiological considerations. The syndromes consist of affective, behavioral and cognitive components useful for fluency assessment and establishment of therapy goals with adolescents who stutter. The ultimate goal of the treatment program is a feeling of fluency control rather than actual fluency. A therapy process for fluency disordered adolescents is suggested which outlines four stages with goals and objectives for each stage. Behavior techniques for eliciting a feeling of fluency control are also included. Finally, a case history illustrates the therapy process for an adolescent with a fluency disorder.

Parenteral attitudes toward and knowledge of stuttering were studied in 50 parents of stutterers and 50 parents of nonstutterers following the development of the Parenteral Attitudes Toward Stuttering (PATS) Inventory and the Alabama Stuttering Knowledge (ASK) Test. Results indicated that the parents of nonstutterers displayed more desirable attitudes toward stuttering and more accurate knowledge of stuttering than did the parents of stutterers. Although the PATS Inventory and the ASK Test as presently constructed may be clinically useful particularly with respect to parental counseling, continued research appears warranted to enhance their usefulness as research and clinical instruments.

The effects of self-administered and investigator-administered presumed fluency reinforcing monetary rewards for perceived fluency increases on the disfluency frequency rate of 17 adult stutterers were studied. Subjects read aloud during 11 one-minute segments under three conditions: one in which no reinforcer was administered at the end of each one-minute segment, a self-administered reinforcement condition, and an investigator-administered reinforcement condition. Although less stuttering was found in the two experimental conditions (with significantly less stuttering occurring in the self-administered fluency reinforcing condition than in the control condition), an increase in stuttering was observed in those reading segments which followed the administration of presumed fluency reinforcing stimuli. These results were interpreted to suggest that although the concept of self-reinforcement may be clinically useful, the operant learning paradigm may be insufficient in providing an adequate description of the events taking place following the administration of fluency contingent reinforcing or punishing stimuli.

The fundamental frequencies of the voices during oral reading of 12 stuttering and 12 nonstuttering 7-to-12-year-old males matched according to age, height, weight, and race were studied. No statistically significant differences were found between the stutterers and nonstutterers with respect to the mean fundamental frequency, the lowest fundamental frequency, the highest fundamental frequency, and the difference between the lowest and highest fundamental frequency values.