AJSLP
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

American Journal of Speech-Language Pathology Vol.16 65-68 February 2007. doi:10.1044/1058-0360(2007/008)
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Onslow, M.
Right arrow Articles by Yaruss, J. S.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Onslow, M.
Right arrow Articles by Yaruss, J. S.

Second Opinion

Differing Perspectives on What to Do With a Stuttering Preschooler and Why

Mark Onslow
Australian Stuttering Research Centre, The University of Sydney

J. Scott Yaruss
Children's Hospital of Pittsburgh and University of Pittsburgh, PA

Contact author: Mark Onslow, Australian Stuttering Research Centre, The University of Sydney, East Street, Lidcombe, New South Wales 2141, Australia. E-mail: m.onslow{at}fhs.usyd.edu.au.

Purpose: In order to produce a compact and readable overview of clinical issues for clinicians, the authors developed a "1,000-bites" format in which they discuss a topic initiated by one of the authors.

Method: The format is designed to give the reader the feeling of contemporaneous observation of a conversation between 2 authors. To that end, the format guidelines are as follows: (a) alternating responses from the authors with no response greater than 100 words; (b) a maximum of 1,000 words per author; (c) when one author has used 1,000 words, the other can complete 1,000 words in a final response or opt to not issue a final response; (d) debate may be controversial and vigorous but must be collegial; and (e) a noncontemporaneous edit by an author to a response requires the agreement of the other author.

Conclusions: The "1,000-bites" format achieved a collegial exchange between 2 discussants with differing opinions by creating a single work of shared authorship by them. Arguably, this format is more informative to clinicians than independent essays and rebuttals in a sequence of letters to the editor. One of its advantages is that it provides insights into the issue at stake by means of short and contemporaneous segments of spontaneous interaction.

Key Words: treatment, 1,000-bites format, clinical trials, preschool






HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
All ASHA Journals AJA AJSLP JSLHR LSHSS
Copyright © 2007 by the American Speech-Language-Hearing Association.