[no dialogue]
>>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 you're 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, 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 her here,
I think, that it's 1940.
So she did her thesis
around 1920, so about
twenty 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 the 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 this 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
Pathologists 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 was
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.
Twenty-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 at the University of
Illinois, ISU Normal,
Northwestern, and Augustana,
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 members
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, so 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?"
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.
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 every time you
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 is 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
"The 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;
severely 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
out the words-typical
with 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 with 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 and 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 sound that we don't
use in English, and you've got
to figure out how to master
that, or you've got to learn
how to master the different
accent points to change word
meanings, or in French
you have 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
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
you've heard Temple
Grandin 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 there 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.
And they wake up however long
ago it was and 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, who studied
and loved language, and
now can't talk.
She was great, with
great therapy.
>> Dr. Wahby: 
One quick question.
You said children can learn
a second language until the
age of seven.
>> Dr. Augustine: 
Yes.
>> Dr. Wahby: 
How would you balance this
ability 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 the 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
that 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 me; I spent
everyday of my childhood there.
One of my little jots as a
little boy, from my grandma,
because she liked 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 of 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're still worrying about
what about stuttering?
Anyway I've got to stop there.
>>Dr.Wahby: 
Bob, Bob, Bob, Bob.
[Applause].
>> 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 today.
>> Dr. Augustine: 
My pleasure.
My pleasure.
Thank you.
>> Dr. Wahby:
Thank you.
[Applause].
[No dialogue].
