>> Dr. Robert Augustine:
Tuning Forks are often used by musicians to calibrate their muscial instruments, or to get a singer to hit the right note or things like that, but there was no way to use these in a scientific way to show that someone was not hearing properly. 

But, Seashore invented the audiometer and if you've ever had your hearing tested, you go into a soundproof booth, and they send a little tone into your ear.  

And in audiology, you are taught to do this test, and the way that it is done, is that you start at something called below your threshold, where you can't hear, and we increase by 10 decibels, until you say you can hear that, and then you decrease it by 5 decibels, and we can get a print out of your hearing pattern that tells us that your hearing in normal range or it tells us that you are not hearing normal range.  

And Seashore was the person who created that.  

He also became the first head of the very first department of psychology.  

Well, look at that, he even went to graduate school.  

Yes, yes. I thought I would just point that out.  

There's a natural progression.  

I just thought that was very cool.  

So, not only did he do all these things, but he began to see that if we are going to study some of these things, we can't be isolated.  

I think that is so interesting. 

He tried to get more into disciplinary slate today, you can't be isolating.  

We are going to have to work with special education, physics, and neurologists, and all those kinds of things.  

So, he got that, and he began intradisciplinary sites and Iowa Welfare Research Station.  

But this was a turning point.  

Sarah Stinchfield was her name at that time.  

A student, a student, she was the very first, she did the very first, modern day study of children's problems with speech.  

And later on, she married and her name became Hawk.  

And she is one of the earliest Presidents of the American Speech Language Hearing Association.  

I've wrote down here, I think, that it's 1940.  

1940.  

So she did her thesis throughout 1920, so about 20 years into her career, she was elected as president of the American Speech Language, and Hearing Association. 

One of the pioneering women who took on leadership roles that until that time primarily were only available to men. 

She was a pioneer in our field, and when the College of Sciences does their annual WISM, Women in Science and Math, Sarah Stinchfield Hawk is always featured as a woman of science who really lays some of the best groundwork in our field.  

Then a colleague, Glenn Merry established the very first speech clinic, and this is the first time that we had something called a speech clinic.  

So, very powerful, and Merry became the president of the organization that preceded what is today the American Speech Language, Hearing Association, so he is not ever considered a president of ASLHA, he was a president of this Natonal Association of Teachers of Speech.  ASHLA began in 1925 so the organizations that were before that were not considered part of it.  

And a very first quarterly journal, and I brought one with me today, I just think this is so quaint, we don't have these in print any more. 

But this is one of the last print copies I received, and this is what the quarterly journal of speech education became the Journal of Speech, Language, and Hearing and Research and I'll talk more about that in a minute. 

We also had the first book 'The Teachers Book of Phoenetics'.  

I could not find a copy of that, but that book is actually the parent to this little book, called 'The Voice and Articulation Drill Book.'  

There is not an SLP in the world that doesn't own this little book.  

Everyone has to buy a copy when they are in an education program.  

It is still used today, it is on it's like I don't know 307th printing or something like that.  

A very important [unclear dialogue] 

But I wanted to point out to you that in the mid '20's some of the first programs were established and one of them was right here in Illinois, at Northwestern and the one was in Madison, Wisconsin. 

So the birth of our profession, really evolved out of the midwest.  

Iowa, Illinois, and Wisconsin.  

To this day, we look to those institutes, those states, and those instutions, for our professional guidance.  

Lee Travis came along, I didn't bring it with me, but Lee Travis published "The Handbook of Speech Pathology and Audiology".  

It's about this thick, it is our bible, everybody has a copy of that also, just too heavy for me to bring it over.  

But, he finally established the American Academy of Speech Correction, which is the "ASLHA" today, that's what ASLHA is today.  

And I wanted to point out, Brygelson, here in Illinois published this Basis of Speech.  

This guy, his first name was Brain, he went through life as Brain Bryngelson.  

Don't you think he's parents were incredibly cruel.  

I mean, who would have thought to name someone that, but he really began the process, the same process that happened here at EIU of separating the department of Speech Science, or Speech Pathology, or Speech and Hearing out of Speech Departments. 

They went from psychology to speech and then they broke out into Speech Pathology.  

So that's kind of the lineage of our, and here's this little book, originally pubished in 1939, and here's this one, I brought it with me.  

"The Van Riper Bible"  Van Riper.  

Van Riper was a famous man who stuttered, and he was at Kalamazoo, and went to the speech and hearing clinic there, and he is considered to be the first person to establish research basis for the treatments, clinical treatments of stuttering.  

And in this book, I found all of his original work and treatments, which I am going to just summarize here in a little bit.  

But Van Riper is a really important name.  

I want to point out Van Riper because those of you who might know our program and speech pathology here at Eastern today, the person who teaches stuttering disorders, has taught for many years, is Dr. Carl Dell. 

Carl Dell was a patient of Dr. Van Riper, and then later became his student, and so we have got the direct connection that went from Iowa to Kalamazoo, to EIU on the issue of stuttering.  

Then, I brought this with me also the book there by Johnson, Brown, and Curtis in 1948.  

That was the first time our profession began to shape out in these different particular disorder areas.  

Right in this book, right in Booth Library, here it is, right here.  

The first time, that happened was in this book.  

And so now, we organize ourselves into disorders in which people can't say their sounds correctly, (articulation), people have difficulty with creating tone, (voice), people have difficulty with fluency, (stuttering), children have delayed speech development, meaning that by age one they are not saying their first words, and when they get to school, they don't have the set in structure necessary to learn, children have what we call, we call these organic disorders of speech.  Cleft palates, cerebral palsy, that results in their muscles not working correctly, and of course their hearing.  

First one to do this.  

Issac Bracket, 1960, establishes the Illinois Speech Language Hearing Association. 

Ike Bracket was the chair at SIU Carbondale. 

He was also responsible for bringing a guy named Herb Kapbaker to SIU Carbondale, one of the most famous Speech Language Pathologist and prior to Ike Bracket going to Carbondale, the chair was Delight Morris, and if you have ever been on the campus at Carbondale, a library is named for Dr. Morris. 

And he was one of the most important people in the field during his years in Carbondale. 

From Ike, and I wanted to point out to you that Dr. Bracket was the first president of the Illinois Speech Language Hearing Association and I don't know if I've got them all, but I think there are one, two, three, four, five, six presidents of ISLHA as we lovingly call it, beginning with Dr. Wayne Thurman, and then Maryann Hanner, Gail Richard, Joe Nelson, Myself, and today, Brenda Wilson is the Incoming president, and there probably could be a couple more, I just didn't have them in my notes, so the fact that it began in Carbondale, but I wanted to remind everyone that Eastern's played a big role in ISLHA.  

So 1952-53 I liked this year, because I was born in 1953 so I thought it was an appropriate year to talk about what's going on in the world of Speech Pathology.  

There were 307,000 speech handicapped children who recieved services in our public schools.  

There were 3700 memebers of ASLHA, I am going to show you a slide in a little bit on how many there are today, so this is about 59 years ago.  

Forty-two hundred speech correction professionals across the US schools,  five-thousand in all-work settings, and we need five hundred to one thousand new professionals to maintain the work force and we never, we have never caught up.  

We've never had enough professionals for the work force. [unclear dialogue] complicating reasons. 

This is Martha Black is someone that I met about 35 years ago.  

She was the reigning guru of speech pathology in the state of Illinois.  

I don't even know who a person the the State Board of Education is right now in speech pathology, I am so embarrassed, but to tell you that should have looked it up. 

I can't remember who it is, but she was our advocate on the state board of education insuring resources for providing services in our schools. 

So 1.1 million was being allocated at that time, eight thousand Illinois school children are received services or trainig courses University of Illinois, ISU Normal, Northwestern, but programs emerging right here at EIU and thousands getting served, and the list just goes on, but I wanted to point that out to you from Dr. Black's report from 1953.  

So, here is how we fit in, and here's how EIU fits in.  

In 1948, Eastern Illinois University offered its very first course in speech correction.  

It was part of the Department of Speech, which included speech pathology, what we call today, communication studies, and theatre.  

They were all one big program.  

In 1951, we began offering a course of study that was aligned with state standards, kind of the first step in being able to graduate students to practice in the field.  

In 1953, my favorite year, Dr. Wayne Thurman, was named head of the Speech Pathology Department. 

It was then located in the basement of Pemberton Hall, it's being renovated right now, in fact, oddly enough where the original speech and hearing clinic was located is being renovated.  

It was right there next to what was the text book rental services, and Dr. Thurman was hired at that time, to bring this program up to speed, which he did.  

In 1964, he moved it to the book, what used to be the old clinical services building, now gone, but it sat on the corner today where the theatre wing of the fine arts building sits, it sat there all those many years. 

It was very exciting because now we have a current facility, and in 1971 we were the third ASLHA accredited program in Illinois, after Illinois and Illinois State University, so I have always been very proud of that, the third, but in a program.  

At about 1995 or so, we celebrated how many years we have been accredited.  

It was a great function, and many of our students came back, and then in 2003, the program moved to its current facility it is over there in South Campus.  

So, today here's where we are.  

150,000 ASLHA numbers and you have to have a graduate degree to practice in our field.  

You have to have a masters degree in an accredited program, meeting current standards to practice in Speech Pathology, and you have to have a Doctorate Audiology to practice as an Audiologist or an AUD as it is sometimes called.  

And we are still debating in our field the notion of clinical doctorate in speech language pathology, as you may have observed earlier, treating patients with autism, and you saw Temple Grantin on our campus earlier, treating all of our veterans with traumatic brain injuries, who come back from their war service. 

As young people they want to work they want to meet people and have a life if you have a terrible brain injury, that's tough to do and speech pathology services will be critical to your ability to do that and we need to know more about that.  

Today this is our organizational structure.  

It's a little bit more fletched out than the one you saw by Johnson earlier.  

But I wanted to find out, I wanted to come back and answer these questions. "Is there any research evidence to prove today after all these years since Demosthenes, that if you put pebbles in your mouth, you will speak more fluently?" 

"Is there any evidence that if you recite verses while you speak on the shore, that you'll become more fluent or more articulate?" 

"Is there any information that we have in the research that we run a disciplined program that we can improve?" 

So I did a little research to find out.  

And so, I went back to our roots, don't forget Van Riper looking at Fairbanks, remember, Van Riper, 1939, this is Fairbanks 1939, Van Riper, probably about 1942, something like that.  

There's no evidence that speaking with pebbles in your mouth will reduce your disfluency or improve your [unclear dialogue] but we use something today that we feel will help. DAF. 

Delayed Auditory Feedback.  

I don't know if you have had this, if you want to experience it, go over and see Dr. Gail Richard, and she will put you on our DAF machine, at the clinic. 

But you put headphones on, and you talk, and then you'll hear your own speech, delayed, sometimes you know when you have a bad cell phone connection kind of like this.  

We've researched this for almost 50 years, for those people who are disfluent, and practice using this, they become fluent, it's a great tool to help a very disfluent patient experience a lot of fluency.  

It is not permanent. 

It's not a permanent effect.  

And I would relate the pebbles in the mouth to DAF. 

It distracts a disfluent person and allows them to experience fluency and they need to have that experience.  

But it is only  a distraction, it is not a clinical technique that is, allows for permanent fluency, so I am going to relate the pebbles in the mouth to that.  

Fairbanks was one of the first people to say, "Look, if you can't say this sound, look at me, watch me, do this with your tongue", and would  begin the process of using placements in the mouth to correctly produce sounds.  

Very highly effective.  

Also, highly effective if the person is old enough.  

Children don't produce /r/ correctly in normal development until almost age five so we wouldn't work with children prior to age five on an /r/ disorder, or an /l/ disorder.  

We might work on some other sounds earlier than that, but we have to have a certain maturity sometimes to produce /r/ correctly. 

For all of you who can produce /r/ and /l/ correctly, are those of you know children who can at a young age.  

Thank your lucky stars, because it isn't given to all that they can do that on their own.  

So that's what we know about that.  

What about reciting verses?  

Well, Fairbanks says, "yes" strong evidence that increasing breath support for speech and slowing your speech down increases fluency.  

And we still use that today, because highly researched effect and Van Riper.  

Van Riper has developed over his many years of study, a very structured program for fluency.  

It is called The Van Riper Approach and it is called structured fluency and the way that it works is that someone who goes to talk, so if I go to say my name, and I am going to say my name, and I go My name is Bo, Bo, Bo, and I stutter, you would say first thing is idenify that, what are you doing, what is that all about.  

The next thing is, what can you do if saying my name causes a lot of anxiety, what can we do to desensitize this.  

So you need to hear your name spoken many times, frequently, since you get desentized to it.  

Then when you go to make that disfluent, you would cancel, you would stop, and you would come back and try it in an easy onset to prevent the repetition from occuring, and then he also talks about pullouts, so there's a very structured process for this.  

And it's very effective with many, many patients, but I always try to point out that for people who are chronically disfluent, disfluency is the kind of disorder that is, I don't know if I can, if this is a fair way to catergorize it, but you are always at risk for being disfluent and you can be controlled for extended periods, but sometimes, it's just simply have to stop all that control. 

A little bit like, for those of you who speak all day in a second language, you get tired of that and you just want to speak in your first language for a while, you've just had enough of it. 

So it really is a tool to allow you to maximize your fluency in those contexts in which that is important.  

And then does this is the approach that modeling /r/ increases accuracy and the Dexter research proves that is true.  

And our last Demosthenes approach, "Does following a disciplined program of diction and gestures make you more fluent, or make your more articulate?"  

You read all the research and Fairbanks absolutely, you have to practice to improve /r/ production or any sound you can't produce correctly.  

And the way they would do this, typically, would be to start off with a context in which you could maximize your success.  

So coming back to, if he said lake for rake and we found that with guidance and structure he could get a good /r/ ake that way, we'd have him practice /r/ake and /r/un and /r/abbit and get it in that one place, and then we'd move on to a more difficult context like ve/r/y where you'd have a sound before it and it makes it more complicated to say.  

And then we'd move on to put it at the end like bur/r/ or ange/r/. 

Then once we'd have it all repositioned so that the word, we'd start embedding those words into little phrases, and then into sentences and then into everyday speech.  

So that's how that would work. 

[00:20:12.28]

The same thing with stuttering.  

So, Demosthenes of today. 

Here they are and these are the people today that are asked to be in the public but have severe speech or language disorders.  

Gabriel Giffords, she was one of those people that was completely normal, until someone shot her in the head, and if you saw her say the Pledge of Allegience, I believe it was the Pledge of Allegience at the Opening of the Democratic National Convention, you know, that took all of her speech pathology therapy to be able to say that and she struggled only with indivisibile, was that the word she struggled with, one word and everytime we go to a multi-syllabic word that's always a challenge. 

But she has had intense therapy to overcome her traumatic TBI, Tramautic Brain Injury.  

Barbara Walters, you know, she gets a bad rap, but she was in therapy for many years as an adult to produce /r/, to produce /r/, that persnickety little /r/.  

She struggled with /r/, she struggled with /l/ and today even though we still make fun of her speech, she's perfectly articulate, but she's a good example of someone in the public eye who was carefully monitored.  

Kirk Douglas, the father of Michael Douglas, had a stroke oh, about six or seven years ago and an actor, what do actors do? 

They use speech to act.  

He had intense speech therapy out in Arizona and if you saw him recently on maybe the Acadamy Awards, his speech has returned miraculously, but he has some facial paraylsis which provides some mild articulation disorders, but he his able to access the language that he needs.  

We talked about Julie Andrews.  

Does anyone have a more beautiful voice?  

That singers nodules have been removed during sugery.  

She will never sing like she sang in Sound of Music, again.  

She can sing at a low tone, but she has lost that range that she once had, and that was a great loss for her.  

I happened to have the opportunity to meet her, and she talked a little bit about the loss of this particular area.  

Amy Ecklund, a very famous actress with a hearing disorder.  

She had a lot of speech therapy to be able to speak fluently because of the extent of her hearing impairment.  

She's also fluent in sign language, so she often uses sign and other tools in speech.  

We just saw Temple Grandin, a person who was diagnoised with Autism, who has all the speech and language characteristics of Autism that come along.  

Severly delayed onset of speech.  

She said she didn't talk until she was I want to say three, and difficulty, I could understand, but couldn't get it out the words, typical Autism, and I know that all of us pick up all day long on the social queues of language, so we meet you know and I say Hi, you know right away to say Hi back.  

You know how to take these terms.  

She talked about "I didn't know I was supposed to take turns, until I played a board game."  

That's very common with speech and language deficits.  

And King George, on the news just because he was a famous stutterer and he got, you didn't get to see King George, per se, but you got to see someone playing him on TV in the movie and get a sense of what that was like.  

So, that's my story and I'm sticking to it!

[applause]

Dr. Wahby:
Well, any questions? 

>> Dr. Barharlou:
I have one.  

Is there any relationship between autism and different languages such as French, arabic, Persian speaking those languages? 

>> Dr. Augustine:
If you have autism, you have difficulty acquiring language, no matter what your original language might be.  

Keep in mind that language is a symbol system and you have to make the connection and this is the difficulty.  

The difficulty of autism is there is a disconnect between what I say, "pen" and the object that it represents.  

It's as though if I held something, and said dog, you would know that that was wrong, but for people with Autism, they do not make the natural connection between the symbol, the sounds that you say, and the objects that they represent.  

And keep in mind that the relationship between a noun and its label is the most concrete symbolism that we have.  

You can imagine then, there's a verb that goes with this thing, and that verb is write, you've got to learn that, there are adjectives that go with this thing, this particular one is silver, and it's a Cross pen, so you have to learn all of those symbols about everything in your world and that's the breakdown and so you can imagine the frustration when the person doesn't recognize the relationship, no matter what the language might be.  

For you, who speaks multiple languages, you have learned the symbol system for this object in more than one language.  

That, as you well know, we have been studying this for many years, it is easier for children to acquire multiple labels like that from birth through about seven or eight than it is for adults, which is why learning a second language in that particular period of time is a better period of time, than later in life.  

Later in life, and you don't know the full reasons, here's one great study that I always loved, that was done in the field on sound production.  If we had babies in here right now, we videotaped them, we'd learn that they babble and make sounds from across the spectrum of languages in the world.  

They don't just, if this was an American baby, they don't just babble American sounds, they babble sounds from across the world, but as they are exposed to English, they lose the ability to produce those sounds that are not part of the native language.  

They lose the ability to recognize that those are important symbols.  

Any of you have then gone on to learn another language know how difficult it is, if they have a sounds that we don't use in English, and you've got to figure out how to master that, or you've got to learn out how to master the different accent points to change word meanings, where in French we've got to learn sort of a hyper-nasally business that they do there.  

These are interesting things about how languages work and we also take them into consideration so it was a long-winded story to say that autism is difficult for any language.  

You heard Temple also say that she was a visual learner.  

She saw the symbols that she needed were these concrete symbols. Pictures and objects were more concrete for her because, you know, language is so common.  

You know, once they say it is gone, versus a picture, that's there and they can see it. 

>> Dr. Wahby:
Other questions? Other questions?

We asked you to talk about Helen Keller and [unclear dialogue] space shuttle. 

>> Dr. Augustine:
Hmm Helen Keller! 

>> Dr. Wahby:
What would you tell us about Helen Keller's experience? 

>> Dr. Augustine:
A great teacher!  

Having a severe hearing loss, which prevented you from learning language requires intense repeated therapy and Temple Grandin would say this.  

You've got to have someone providing stimulation and services to you extensively all day long, and her family was wealthy enough to provide someone who could do that.  

Today, we train family members, teachers, significant people in the person's life to do that, because you've got to be stimulated repeatedly all day long to acquire the symbols necessary when you don't hear.  

She had that, luckily, for her.  

And you can see what a great mind was in there.  

What if we'd walked away from her?

What if we walked away from Helen Keller, and said ah, you know she can't, what if we'd walked away from Temple Grandin. 

In her generation in the '50's we did, we walked away from many of those students.  

These are the key factors to such services for anyone who has a disability.  

Look at Steven Hocking, I point out all the time.  

What if Steven Hocking had gotten his disability as a three-year-old and couldn't talk at all.  

Think of all that he brought to the world and he kept, he hasn't been able to talk since, like forever, so it's amazing that all that's in here and finding ways to get it out.  

Of course, I think it's fascinating, I'm not sure everybody else does, but I think it's fascinating trying to reach in there and pull it out, and I am so proud of Gabrielle GIffords. 

She is going to be speaking at our ASLHA conference in November about her speech services and, 

>> Dr. Wahby:
Where is that?

>> Dr. Augustine:
It's in Atlanta in the week before Thanksgiving at the American Speech and Hearing Conference and Gabrielle is going to talk about, and you may know people like this, that talk about waking up one day and you can talk.  
[00:29:50.03]
And they wake up however long ago it was and they can't talk.  

And what do you do now? 

I don't know if it was last year, or the year before last, the English department brought in a symposia speaker, she was so amazing, I'm not going to be able to think of her name, but she was an English Professor, I want to say I think she had a stroke, but I am not sure, that that's why she lost her language, but she lost all her ability to talk, and then with therapy, she got it back.  

She talked about what it was like to be someone who was a humanist, studied language, and now can't talk.  

She was great, with great therapy.

>> Dr. Wahby:
One quick question.  

You said children can learn second language before the age of seven, 

>> Dr. Augustine:
Yes. 

>> Dr. Wahby:
How would you balance this with certain Chinese who has certain [unclear dialgoue]

>> Dr. Augustine:
What we are looking for is exposure.  

They need exposure, that might not mean that they are fluent in that language, but we want to get them exposed to that. 

>> Dr. Wahby:
What I wanted to ask about the sense of security.  

You talk about at this age, if a child wants to say something that, he wants to express himself, very quick, which language can he pick up, if he has two or three languages?  

Does he always revert to mother's language, something like that?

>> Dr. Augustine:
Oh boy.  

Well, you know, that's a really, that's a long conversation regarding when children are exposed to multiple languages, as to which language they choose as a symbol for different things. 

Yes, that's interesting.  

That's very complicated.  

As you can imagine, I am going to see if I can give you an example now because the symbols that you say are not just like I am not very attached to this particular pen, per se.

But a lot of the symbols you say have a very deep emotional attachment.  

You are very connected to them on a different level.  

Your name, the names of the people that you love, certain objects in your life that are important to you are connected to you in a different way.  

So you could have terrible imagery, or terrible stroke and still hang on to those words.  

Swear words are often very emotional and often accessed different ways, so sometimes after a stroke, that's all that one can access, so [unclear dialogue] they are on things, but we access these words in complicated ways, and if certain words have certain emotional ties to them, a child might choose that word, and I'll give you an example from my childhood.  

I had Italian grandparents that came over on a boat. 

They didn't speak any English.  

They didn't want us to speak Italian because we were Americans, but when we went down there and spent, they lived down the block from us, I spent everyday of my childhood there. 

One of my little jots as a little boy, from my Grandma, because she like having a clean house, was to go under the bed and behind the things, and get the little dustballs.  

She called those "chipots". 

That's one of the few words I remember from my childhood that my Grandma said, and to this day, I still refer to those little dust bunnies as Chipots.  

And I think that's a relationship that's always a very fun thing for me to be doing in her home.  

It was a very kind exciting, I don't know why, but it was exciting, I guess when I was little and I could get down there, it was so wonderful that she gave me rewards for doing it I suppose, but I think that's how it is complicated in that particular way.  

I wanted to show you one more thing. 

I think is really cool, just this week I got the ASLHA leader, our monthly magazine.  

Look at the top story, "In Search of Stuttering's Genetic Code".  

So from 370 BC to 2012 we'er still worrying about, what about stuttering?  

Anyway I've got to stop there, 

>> Dr. Wahby:
Bo, Bo, Bob. 

>> Dr. Lanham:
You've rendered us all speechless.  

[laughter] 

But it does give us some inkling as to how you can manipulate so well the English language and we would like to present you with this certificate from our series, and thank you so much for teaching us this. 

>> Dr. Augustine:
My pleasure.  My pleasure

Thank you. 

Thank you.