Fluency and Fluency Disorders
Monday evenings, 6:00-8:40 p.m., Memorial Hall 103
Instructor: Bob Quesal, Ph.D.
Office: MH 113
Office Hours: To be posted, or by appointment.
Phone: 298-1955 x249 (office voice mail available 24/7)
e-mail: firstname.lastname@example.org (checked frequently)
Theory, research and clinical applications in fluency disorders. Emphasis on assessment and treatment of behavioral, affective, and cognitive features of developmental stuttering across the lifespan. Consideration of cluttering, neurogenic stuttering, psychogenic stuttering. Prerequisite: CSD 384.
Purpose: This class is designed to build on your basic knowledge of stuttering and other fluency disorders. It will help you to develop a deeper understanding of stuttering and stutterers, and will provide you with an understanding of, and practice in, basic fluency assessment and treatment skills. It will also provide an overview of current issues relating to the provision of therapy services to individuals who stutter.
After reviewing basic information relating to stuttering, we will learn a framework for stuttering therapy and, over the course of the semester, will relate the information we learn in this class to that framework.
Manning, W.H. (2001). Clinical decision making in fluency disorders (2nd edition). San Diego, CA: Singular.
Various authors. Readings in stuttering. A compilation of the articles relating to stuttering which will be required (and recommended) reading for this class. Copies of the articles will be available in the CSD Graduate Workroom.
Guitar, B. (1998). Stuttering: An integrated approach to its nature and treatment (2nd edition). Baltimore: Williams & Wilkins.
Onslow, M., Packman, A, and Harrison, E. (2003). The Lidcombe program of early stuttering intervention: a clinicians guide. Austin, TX: Pro-Ed.
1. Assigned readings.
The assigned readings (articles and book chapters) are a sample of research, perspectives, controversies, and therapy approaches related to stuttering. To obtain maximum benefit from this class, it is necessary to keep up with the readings. To prevent overload, however, articles have been designated as either "required" or "recommended" readings. Students should read all required articles and look over the recommended articles, reading in detail those they find interesting.
A midterm exam and a final exam are scheduled (this is subject to change). Format of the exams could be in-class, take-home, or some combination.
3. "Stuttering Behaviors" exercises.
In order to effectively deal with stuttering, it is necessary to fully understand the disorder. Students will complete a series of assignments that are designed to help them to appreciate both the overt and covert aspects of stuttering. A handout detailing these assignments and due dates will be provided in class.
4. Stuttering Assessment Project.
Students will transcribe, quantify, and describe a speech sample. This project will be discussed in more detail in class. The project will be due by Monday, April 19.
5. Policy on Attendance.
It is expected that students will attend and take part in all classes. If you don't attend, you can't participate. For each unexcused class absence, a percentage of total points possible will be deducted from the total you earn.
Grades will be based the requirements listed above. Final grades will be broken down according to the following tentative proportions:
|Exam 1||150 points|
|Final exam||150 points|
|Stuttering Behaviors Project||200 points|
|Assessment Project||100 points|
Grades will be based on a percentage of possible points, with 92-100%=A, 85-91%=B, 75-84%=C, 65-74%=D, less than 65%=F. STUDENTS WHO DO NOT COMPLETE ALL CLASS REQUIREMENTS WILL RECEIVE A GRADE OF F.
Students with disabilities:
"In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. It is imperative that you take the initiative to bring such needs to the instructor's attention, as he is not legally permitted to inquire about such particular needs of students. Students who may require special assistance in emergency evacuations (i.e., fire, tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability Support Services at 298-2512 for additional services."
Your rights and responsibilities: http://www.wiu.edu/provost/student/
Relationship of class content to the 2005 ASHA CCC-SLP Standards:
Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences...including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in...fluency.
Standard III-D: The applicant must possess knowledge of the principles and methods of prevention and assessment, and intervention for people with communication...disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders.
Standard III-E: The applicant must demonstrate knowledge of standards of ethical conduct.
Standard III-F: The applicant must demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practice.
Standard III-G: The applicant must demonstrate knowledge of contemporary professional issues.
Standard III-H: The applicant must demonstrate knowledge about certification, specialty recognition, licensure, and other relevant professional credentials.
Standard IV-B: The applicant must possess skill in oral and written communication sufficient for entry into professional practice.
Standard IV-G: The applicant for certification must complete a program of study...sufficient in breadth and depth to achieve the following skills outcomes:
c. select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures
d. adapt evaluation procedures to meet client/patient needs
e. interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention
g. refer clients/patients for appropriate services
a. develop setting-appropriate intervention plans with measurable and achievable goals that meet clients/patients needs. Collaborate with clients/patients and relevant others in the planning process
c. select or develop and use appropriate materials and instrumentation for prevention and intervention
d. measure and evaluate clients/patients performance and progress
e. modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients
g. identify and refer clients/patients for services as appropriate
3. Interaction and Personal Qualities:
a. communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others
b. collaborate with other professionals in case management
c. provide counseling regarding communication...disorders to clients /patients, family, caregivers, and relevant others
d. adhere to the ASHA Code of Ethics and behave professionally
(M refers to the Manning text, "G" refers to the Guitar text, and "O" refers to the Onslow et al. text.
Readings in bold type are required readings; others are recommended for students
who desire to learn more about the topics being discussed.)
1. Introduction and general orientation. (Preface in M, Chs. 2 & 3 in O.)
2. The "factual" basis of stuttering (or: Everything I know about stuttering, I learned in my undergraduate class). (Chs. 2-3 in M; Chs. 1-3 in G.)
3. Fluency disorders that are not stuttering. (pp. 165-182 in M; Daly & Burnett, 1999; Helm-Estabrooks, 1999; Baumgartner, 1999; Culatta & Leeper, 1989-90.)
4. What is stuttering, and who decides? (Perkins, 1990; Cooper, 1993; Dell, 1990a, b; Quesal, 2002.)
5. A framework for clinical management of stuttering. (Quesal & Yaruss, 2000.)
6. Multicultural aspects of stuttering. (Finn & Cordes, 1997)
7. Physiological/genetic/linguistic aspects of stuttering. (pp. 46-68 & 76-86 in M; Ch. 2-5 in G; Adams & Runyan, 1981.)
8. Psychosocial aspects of stuttering. (Williams, 1957.)
9. The role of learning in stuttering. (Starkweather, 1997.)
10. The role of attitudes in stuttering. (pp. 290-294 in M; Andrews & Cutler, 1974; Vanryckeghem & Brutten, 1997; Logan & Yaruss, 1999.)
11. Assessment of stuttering. (Chs. 4, 5 in M; Ch. 7 in G; Yaruss, 1997, 1998; Kully & Boberg, 1988; Ham, 1989.)
12. Stuttering therapy overview. (Ch. 6 in M; Ch. 6 in G; Boberg & Kully, 1989; Prins, 1997.)
13. Evidence-based practice and fluency disorders. (Ingham, 2003; Finn, 2003; Langevin & Kully, 2003; Onslow, 2003; Bothe, 2003 ; Quesal, 2003).
14. Stuttering therapy early intervention (Guitar, 2003; Curlee & Yairi, 1997; Zebrowski, 1997; Bernstein Ratner, 1997; Packman & Onslow, 1998; Ingham & Cordes, 1998; Curlee and Yairi, 1998.)
15. Stuttering therapy with children. (Ch. 9 in M; Chs. 12 & 13 in G; Williams, SFA; Yaruss & Quesal, 2003.)
16. Stuttering therapy with adolescents and adults. (Ch. 8 in M; Chs. 8-11 in G.)
17. Counseling in stuttering therapy (Ch. 7 in M)
18. Success in stuttering treatment do our therapies do any good? (Chs. 10, 11 in M)
19. "Forward Moving Speech" revisited.
20. Other considerations
The Client-Clinician Relationship (Ch. 1 in M)
The role of support groups (Yaruss, et al., 2002)
Guidelines for practice in stuttering treatment (Appendix D in M pp. 508-519)
Specialty Recognition in Fluency Disorders (pp. 9-11 in M)
The future of fluency disorders in our profession (Quesal, 2001; Yaruss & Quesal, 2002)
21. Summary and synthesis.
FINAL EXAMMonday, May 3, 6:00 p.m.
(Readings in bold type are required readings; others are recommended for students
who desire to learn more about the topics being discussed.)
(Other readings may be assigned over the course of the semester.)
Daly, D.A., & Burnett, M.L. (1999). Cluttering: traditional views and new perspectives. In: R.F. Curlee, Stuttering and related disorders of fluency (2nd edition). New York: Thieme Medical Publishers.
Helm-Estabrooks, N. (1999). Stuttering associated with acquired neurological disorders. In: R.F. Curlee, Stuttering and related disorders of fluency (2nd edition). New York: Thieme Medical Publishers.
Baumgartner, J.M. (1999). Acquired psychogenic stuttering. In: R.F. Curlee, Stuttering and related disorders of fluency (2nd edition). New York: Thieme Medical Publishers.
Culatta, R., & Leeper, L.H. (1989-1990). The differential diagnosis of disfluency. National Student Speech Language Hearing Association Journal, 17, 59-64.
Perkins, W.H. (1990). What is stuttering? Journal of Speech & Hearing Disorders, 55, 370-382.
Cooper, E.B. (1993). Chronic perseverative stuttering syndrome: A harmful or helpful construct? American Journal of Speech-Language Pathology, 2, 11-15
Dell, C. (1990a). Give yourself a break. Letting Go, 10 (9), 1-3.
Dell, C. (1990b). Give yourself a break Part II. Letting Go, 10 (10), 5-6.
Quesal, R. (2002). Some people just dont get it. International Stuttering Awareness Day (ISAD) Internet Online Conference, October 1-22, 2002. <http://www.mnsu.edu/comdis/isad5/papers/quesal5.html>
Quesal, R.W. & Yaruss, J.S. (2000) Historical perspectives on stuttering therapy: Dean Williams. Contemporary Issues in Communication Science and Disorders, 27, 178-187.
Finn, P., & Cordes, A.K. (1997). Multicultural identification and treatment of stuttering: A continuing need for research. Journal of Fluency Disorders, 22, 219-236.
Adams, M.R., & Runyan, C.M. (1981). Stuttering and fluency: Exclusive events, or points on a continuum? Journal of Fluency Disorders, 6, 197-218.
Williams, D.E. (1957). A point of view about 'stuttering.' Journal of Speech & Hearing Disorders, 22, 390-397.
Starkweather, C.W. (1997). Learning and its role in stuttering development. In: R.F. Curlee & G.M. Siegel (Eds.) Nature and treatment of stuttering: new directions (2nd Edition). Needham Heights, MA: Allyn and Bacon.
Andrews, G., & Cutler, J. (1974). Stuttering therapy: The relation between changes in symptom level and attitudes. Journal of Speech & Hearing Disorders, 34, 312-319.
Vanryckeghem, M., & Brutten, G.J. (1997). The speech-associated attitude of children who do and do not stutter and the differential effect of age. American Journal of Speech-Language Pathology, 6, 67-73.
Logan K.J., & Yaruss, J.S. (1999). Helping parents address attitudinal and emotional factors with young children who stutter. Contemporary issues in Communication Science and Disorders, 26, 69-81.
Yaruss, J.S. (1997). Clinical measurement of stuttering behaviors. Contemporary issues in Communication Science and Disorders, 24, 33-44.
Yaruss, J.S. (1998). Real-time analysis of speech fluency: procedures and reliability training. American Journal of Speech-Language Pathology, 7, 25-37.
Kully, D., & Boberg, E. (1988). An investigation of interclinic agreement in the identification of fluent and stuttered syllables. Journal of Fluency Disorders, 13, 309-318.
Ham, R.E. (1989). What are we measuring? Journal of Fluency Disorders, 14, 231-243.
Boberg, E. & Kully, D. (1989). A retrospective look at stuttering therapy. Journal of speech-language pathology & audiology/Revue dorthophonie et daudiologie, 13, (not paginated).
Prins, D. (1997). Modifying stutteringthe stutterers reactive behavior: perspectives on past, present, and future. In: R.F. Curlee & G.M. Siegel (Eds.) Nature and treatment of stuttering: new directions (2nd Edition). Needham Heights, MA: Allyn and Bacon.
Finn, P. (2003). Evidence-based treatment of stuttering: II. Clinical significance of behavioral stuttering treatments. Journal of Fluency Disorders, 28(3), 209-218.
Langevin, M. & Kully, D. (2003). Evidence-based treatment of stuttering: III. Evidence-based practice in a clincial setting. Journal of Fluency Disorders, 28(3), 219-236.
Onslow, M. (2003). Evidence-based treatment of stuttering: IV. Empowerment through evidence-based treatment practices. Journal of Fluency Disorders, 28(3), 237-245.
Bothe, A.K. (2003). Evidence-based treatment of stuttering: V. The art of clinical practice and the future of clinical research. Journal of Fluency Disorders, 28(3), 247-258.
Quesal, R.W. (2003). Evidence-based practice in stuttering: current controversies and considerations. ishail.org: The Newsletter of the Illinois Speech-Language-Hearing Association, 29(2), 10-11.
Guitar, B. (2003). The Lidcombe program in historical context. In: M. Onslow, A. Packman, & E. Harrison. The Lidcombe progam of early stuttering intervention: a clinicians guide. Austin, TX: Pro-Ed.
Harrison, E. & Onslow, M. (1999.) Early intervention for stuttering: the Lidcombe program. In: R.F. Curlee, Stuttering and related disorders of fluency (2nd edition). New York: Thieme Medical Publishers.
Curlee, R.F., & Yairi, E. (1997). Early intervention with early childhood stuttering: A critical examination of the data. American Journal of Speech-Language Pathology, 6, 8-18.
Zebrowski, P.M. (1997). Assisting young children who stutter and their families: Defining the role of the speech-language pathologist. American Journal of Speech-Language Pathology, 6, 19-28.
Bernstein Ratner, N.B. (1997). Leaving Las Vegas: Clinical odds and individual outcomes. American Journal of Speech-Language Pathology, 6, 29-33.
Packman, A., & Onslow, M. (1998). What is the take-home message from Curlee and Yairi? American Journal of Speech-Language Pathology, 7, 5-9.
Ingham, R.J., & Cordes, A.K. (1998). Treatment decisions for young children who stutter: further concerns and complexities. American Journal of Speech-Language Pathology, 7, 10-19.
Curlee, R., & Yairi, E. (1998). Treatment of early childhood stuttering: advances and research needs. American Journal of Speech-Language Pathology, 7, 20-26.
Williams, D.E. (ca. 1983). Talking with children who stutter. In: Counseling Stutterers. Memphis, TN: Stuttering Foundation of America (Publication No. 18).
Yaruss, J.S. & Quesal, R.W. (2003). Success in the schools: bringing it all together. Seminars in Speech & Language, 24, 59-63.
Yaruss, J.S., Quesal, R.W., Reeves, L., Molt, L., Kluetz, B., Caruso, A.J., Lewis, F., & McClure, J. (2002). Speech Treatment and Support Group Experiences of People Who Participate in the National Stuttering Association. Journal of Fluency Disorders, 27, 115-134.
Quesal, R.W. (2001). The death of fluency disorders. International Stuttering Awareness Day (ISAD) Internet Online Conference, October 1-22, 2001. <http://www.mnsu.edu/comdis/isad4/isadcon4.html>
Yaruss, J.S. & Quesal, R.W. (2002). Academic and Clinical Education in Fluency Disorders: An Update. Journal of Fluency Disorders, 27 (1), 4363.