Effect of response contingent negative stimulation on selected responses in a moment of stuttering

Abstract

In recent years one can witness the increasing use of learning constructs and
principles in the understanding and treatment of speech disorders. The problem of
stuttering comes to the forefront of one's attention in this respect The first comprehensive
book on stuttering with the behavioral-learning Orientation was written
by Brutten and Shoemaker (1967). After critically examining the existing theories
of stuttering which use learning constructs and principles (Sheehan, 1958; Wischner,
1950; Shames and Sherick, 1963), Brutten and Shoemaker (1967), present the two
factor-theory of stuttering. Thus one of the criticisms levelled by them against these
theoretical positions is that they cannot explain punishment data related to stuttering
satisfactorily. They point out that these theoretical positions generate the
prediction that under punishing conditions the frequency of stuttering will decrease
in accordance with the law of effect. The data they present leads them to the conclusion
that it is possibly true with regard to certain responses in a moment of
stuttering (tongue protrusion, foot tapping etc.) and not with others (repetitions
and prolongation of sounds and syllables). The latter responses increase in frequency
when punished (Martin, et al. 1964).