Question: What university houses the speech pathology and audiology programs named after the conductor of the Monster Study?

full_context: Document 1: Dyssemia: Dyssemia is a difficulty with receptive and/or expressive nonverbal communication. The word comes from the Greek roots "dys" (difficulty) and "semia" (signal). The term was coined by psychologists Marshall Duke and Stephen Nowicki in their 1992 book, "Helping The Child Who Doesn't Fit In", to decipher the hidden dimensions of social rejection. These difficulties go beyond problems with body language and motor skills. Dyssemic persons exhibit difficulties with the acquisition and use of nonverbal cues in interpersonal relationships. "A classic set of studies by Albert Mehrabian showed that in face-to-face interactions, 55 percent of the emotional meaning of a message is expressed through facial, postural, and gestural means, and 38 percent of the emotional meaning is transmitted through the tone of voice. Only seven percent of the emotional meaning is actually expressed with words." Dyssemia represents the social dysfunction aspect of nonverbal learning disorder.
Document 2: Lise Menn: Lise Menn (née Lise J. Waldman, born December 28, 1941, in Philadelphia) is an American linguist who specializes in psycholinguistics, including the study
Document 3: Walt Wolfram: Walt Wolfram (born February 15, 1941) is a sociolinguist at North Carolina State University, specializing in social and ethnic dialects of American English. He was one of the early pioneers in the study of urban African American English through his work in Detroit in 1969. Since the 1960s he has authored or co-authored 20 books and more than 300 articles on variation in American English. He was an active participant in the 1996 debate surrounding the Oakland Ebonics controversy, supporting the legitimacy of African American English as a systematic language system. In addition to African American English, Wolfram has written extensively about Appalachian English, Puerto Rican English, Lumbee English, and on many dialects of North Carolina, particularly of rural, isolated communities such as Ocracoke Island.
Document 4: Gesell’s Maturational Theory: The Maturational Theory of child development was introduced in 1925 by Dr. Arnold Gesell, an American educator, pediatrician and clinical psychologist whose studies focused on "the course, the pattern and the rate of maturational growth in normal and exceptional children"(Gesell 1928). Gesell carried out many observational studies during more than 50 years working at the Yale Clinic of Child Development, where he is credited as a founder. Gesell and his colleagues documented a set of behavioral norms that illustrate sequential & predictable patterns of growth and development. Gesell asserted that all children go through the same stages of development in the same sequence, although each child may move through these stages at their own rate Gesell's Maturational Theory has influenced child-rearing and primary education methods since it was introduced.
Document 5: Feral child: A feral child (also called wild child) is a human child who has lived isolated from human contact from a very young age where they have little or no experience of human care, behavior, or, crucially, of human language. Some feral children have been confined by people (usually their own parents), and in some cases this child abandonment was due to the parents’ rejection of a child's severe intellectual or physical impairment. Feral children may have experienced severe abuse or trauma before being abandoned or running away. Feral children are sometimes the subjects of folklore and legends, typically portrayed as having been raised by animals.
Document 6: Muted group theory: Muted group theory (MGT) is developed by social anthropologists Edwin Ardener and Shirley Ardener in 1975. The theory describes the relationship between a dominant group and its subordinate group(s): As the dominant group contributes mostly to the formulation of the language system, including the norms and vocabulary, members from the subordinate group have to learn and use the dominant-made language to express themselves. However, this translation process may result in loss and distortion of information as the people from subordinate groups cannot articulate their ideas clearly. The dominant may also ignore the voice of the lower-power. All these may eventually lead to the mutedness of the subordinate group. Although this theory is initially developed to study the different situations faced by women and men, it can also be applied to any marginalized group that is muted by the inadequacies of their languages.
Document 7: Tic Talk: Living with Tourette Syndrome: Peters introduces himself by telling the reader how old he is and about his family. To delve further into his personality he states what sports and school subjects he likes most. When he was four years old he began to have tics, and his parents took him to a neurologist who prescribed medicine which would help reduce the intensity of the tics. The tics still occurred with medication. As the tics progressed in strength and intensity, Peters began to wonder if his friends would notice and if they would think he was strange. His friends began to ask questions about why he would do certain things such as blink twice or jerk his head. In the third grade, he decided to tell his friends and classmates of his Tourette syndrome. As the date of getting in front of his class to tell of his syndrome approached, his tics worsened. The day came and his mother went in to define Tourette syndrome for the class. Dylan then told his friends of his story so they could better understand him. After he did this his tics decreased in intensity. In the end he stated that this was most likely because he was not scared or nervous about what his friends would think anymore. In his last paragraph Peters stated that having Tourette syndrome does not change a person, it is just what makes that person who they are as a part of their personality.
Document 8: Baltimore Lead Paint Study: The Baltimore Lead Paint Study was a controversial clinical study conducted by the Johns Hopkins Kennedy Krieger Institute (KKI) in poor Baltimorean neighborhoods during the 1990s. The purpose of the study was to investigate the health effects of lead paint in children and the effectiveness of lower cost techniques in abating lead content in residential properties. Upon discovery of the study, the study ended at the turn of the millennia and met extensive criticism for issues regarding the target population, a significant portion of which were African American children, and patient ethics such as consent regarding children and health risks when exposing subjects to cheaper but less effective health conditions. The backlash culminated in class action lawsuits against KKI by Ericka Grimes and Myron Higgins, two of the subjects representing on the order of a hundred affected children without adequate care.
Document 9: Clara Thompson: Clara Mabel Thompson (October 3, 1893 in Providence, Rhode Island – December 20, 1958) studied medicine at Johns Hopkins University and in her last year she was introduced to psychoanalysis. In the future years she developed as a psychoanalyst working with people like William Alanson White, Adolf Meyer, Harry Stack Sullivan, Joseph Cheesman Thompson, and Sándor Ferenczi. In the early 1940s Thompson founded the William Alanson White Psychiatric Foundation in New York together with Erich Fromm, Harry Stack Sullivan, Frieda Fromm-Reichmann, David Rioch and Janet Rioch (see www.wawhite.org). She worked there until her death on December 20, 1958
Document 10: Verbal Behavior: Verbal Behavior is a 1957 book by psychologist B. F. Skinner, in which he inspects human behavior, describing what is traditionally called linguistics. The book "Verbal Behavior" is almost entirely theoretical, involving little experimental research in the work itself. It was an outgrowth of a series of lectures first presented at the University of Minnesota in the early 1940s and developed further in his summer lectures at Columbia and William James lectures at Harvard in the decade before the book's publication. A growing body of research and applications based on "Verbal Behavior" has occurred since its original publication, particularly in the past decade.
Document 11: Language deprivation: Language deprivation is associated with the lack of linguistic stimuli that are necessary for the language acquisition processes in an individual, usually in a very impoverished environment. Experiments involving language deprivation are very scarce due to the ethical controversy associated with it. Roger Shattuck, an American writer, called language-deprivation research "The Forbidden Experiment" because it required the deprivation of a normal human. Similarly, experiments were performed by depriving animals of social stimuli to examine psychosis. Although there has been no formal experimentation on this topic there are several cases of language deprivation. The combined research on these cases has furthered the research in the critical period hypothesis in language acquisition.
Document 12: Judith Kuster: Judith Maginnis Kuster, aka Judith A. Kuster, is a certified speech-language pathologist and Professor Emerita from Minnesota State University, Mankato where she taught in the Department of Speech, Hearing and Rehabilitation Services for 25 years. She holds an MS in speech-language pathology from the University of Wisconsin, Madison and an MS in counseling from Minnesota State University, Mankato. She is an ASHA FELLOW and a Board Recognized Specialist in Fluency BRSF-R.
Document 13: Monster Study: The Monster Study was a stuttering experiment performed on 22 orphan children in Davenport, Iowa in 1939. It was conducted by Wendell Johnson at the University of Iowa. Graduate student Mary Tudor conducted the experiment under Johnson's supervision. Half of the children received positive speech therapy, praising the fluency of their speech, and the other half, negative speech therapy, belittling the children for speech imperfections. Many of the normal speaking orphan children who received negative therapy in the experiment suffered negative psychological effects and some retained speech problems for the rest of their lives.
Document 14: Amy Wetherby: Amy M. Wetherby, Ph.D., CCC-SLP, is a distinguished research professor in the Department of Clinical Sciences and director of the Autism Institute in the College of Medicine and the Laurel Schendel Professor of Communication Disorders at Florida State University. She has thirty years of clinical experience and is a fellow of the American Speech-Language-Hearing Association. Wetherby has published extensively and presents regularly at national conventions on early detection of children with autism spectrum disorders and intervention for children with autism spectrum disorders using the SCERTS model. She is the project director of a Doctoral Leadership Training Grant specializing in autism funded by the U.S. Department of Education. She served on the National Academy of Sciences Committee for Educational Interventions for Children with Autism and is the executive director of the Florida State University Center for Autism and Related Disabilities. Wetherby is the project director of the FIRST WORDS Project, a longitudinal research investigation on early detection of autism spectrum and other communication disorders, funded by the U.S. Department of Education, National Institutes of Health, and Centers for Disease Control and Prevention. She is also the principal investigator of the Early Social Interaction Project, an early treatment study teaching parents of toddlers with autism spectrum disorders how to support social communication and play in everyday activities funded by Autism Speaks and the National Institutes of Mental Health.
Document 15: Wendell Johnson: Wendell Johnson (April 16, 1906 – August 29, 1965) was an American psychologist, actor and author and was a proponent of general semantics (or GS). He was born in Roxbury, Kansas and died in Iowa City, Iowa. The Wendell Johnson Speech and Hearing Center, which houses the University of Iowa's speech pathology and audiology programs, is named after him. He is known for the experiment nicknamed the "Monster Study" for the damage it did to its human subjects, although this study has defenders.
ground_truth: University of Iowa