Disorders of Fluency

HSS 617 (Call No. 03130) Course Outline Spring 1995

Instructor:  Richard Dean, Ph.D.        Office Hours: 11 W
Office:  Lindley 204                    Class Time: 11 A, M,T,Th,F
                                        Classroom:  Lind. 48
Course Description:

        This course will focus on the nature and treatment of
fluency disorders in both children and adults.  I am presum-
ing that each of you have had some exposure to the subject
 either through an entire course or part of a course.  How-
ever, I know that some of you will not have studied fluency
 problems beyond your introductory course.

        I will supplement the lectures with video and audio
 tapes demonstrating the nature and treatment of stutter-
ing in children and adults.  Peer reports will supplement
information on assessment and treatment.  Students will
be required to use their email accounts to locate and read
Internet Resources assigned on listservers [special interest
forums] Stutt-L, Stutt-X, and Stutt-HLP and on the
Mankato State Stuttering Home Page (of the World Wide
Web)

Text:  Peters, T. J. and Guitar, B.    Stuttering:  An Integra-
tion of  Approaches to Its Nature and Treatment, Williams
and Wilkins, 1991.

Course and Exams:

        Your grade will be the average of four grades: 2 writ-
ten examinations (midterm and final), a 15 minute oral class
report, and a patient simulation while being interviewed and
assessed.

        It is expected that all work submitted for a grade will
be your own effort.  The penalty for academic misconduct
(cheating and plagiarizing) is a failing grade in the course and
referral of the matter to the Ohio University Director of Jud-
iciaries.  The potential penalty is suspension or dismissal
from the university.

Attendance Policy:

        Your attendance is expected at each class.  Attendance
will note be monitored.  I would appreciate your informing
me of unavoidable absences.  You will be responsible for ob-
taining all information provided via lectures during your ab-
sences(s).  It is particularly critical that you be present on
case presentation days.  You may be requested to represent
 one of the participant roles without advanced notice.  An
absence will jeopardize your participation grade for that
assignment.

Topic Sequence:

        The sequence of weekly topics and projected reading
assignments are listed on the next page.

Supplemental Resources

        You may want to consult other texts and video tapes
in preparation for your simulations.  You may view video
tapes of actual patients or previous simulations; these
tapes may be checked out from the instructor.  Representa-
tive texts have been placed on reserve to make them more
accessible to all class members.  Information on tests and
therapeutic approaches are available from:  test manuals
in the clinic, reserved texts or from the instructor (depend-
ing on the topic).

Oral Class Report:

        On the second Tuesday (week) of class you will be
assigned a fluency assessment area or instrument or remed-
iation approach to research and report on in class.  The date
 of your report will be announced in a printed schedule.  Prior
to that date you should conduct library research and prepare
a tentative outline for a 15 minute report.  Arrange a 15
minute conference with the instructor at least  5 days prior
to your scheduled report.  The purpose is to review your con-
tent and insure that you can report within the time con-
straints.

        You will be graded for this report on the basis of crit-
eria listed on an attached Oral Evaluation Form.  There are
six categories;  the first, knowledge of the subject, will
receive double weight.  Your grade will be the mean of
the seven instructor ratings.

Instruments and Assessment Areas            Remediation Areas

Stuttering Prediction Instrument            Shine Approach for Children
Adaptation and Consistency Measures         Stutter-Free Speech
Symptom Analysis (Primary & Secondary)      Hugo Gregory
Shine Assessment Instrument                "New"  Precision Fluency
Assessing Cluttering                        Clinical Technology 
Sentence Completion Test                    Parent Counseling
Measures of Reading Rate/Fluency            Gavin Andrews Approach
Assessing Attitudes of Stutterers           "GILCU" Therapy
Assessing Phonatory Attributes              Schwartz Approach

Assessing Expectancy                         Vocal-Tech (Shames)

Assessing Pragmatics of Stuttering

Patient Simulation/Assessment:

        You will both simulate and assess a peer simulating a
fluency client.  The  patient simulation will be graded and your 
assessment as a clinician acknowledged. Students will research, 
prepare a simulation plan and actually simulate or
role-play an adult client consistent with their age and sex
during a 30 minute initial interview and assessment during
which time the Stuttering  Severity Instrument will be ad-
ministered.   Each student will create their own role incor-
porating  instructor-prescribed  attributes of severity, overt-
ness of symptoms and fear of stuttering.  Other embellish-
ments are appropriate and encouraged.  The following must
 be accomplished for this requirement: 1) 11th class period
- Submit a Formal Plan of the Patient Simulation , 2)  15th
 class period - Submission of a completed case history to
the peer clinician assigned to assess your simulated patient
and 3) 5th week -  Taping of simulated diagnostic session
while being interviewed and assessed by assigned clinicians.

Reading Outline

Wk 1    Topic:  Introduction, Course Rq'ts, Symptoms of
        Stuttering, Evolution of the Treatment of Stuttering
        Assignment:  Text - Ch 1.

Wk 2  Topic:  Theories of Etiology, Facts on Stuttering,

        Constitutional Factors
        Assignment:  Text - Ch 2

Wk 3  Topic:  Developmental Sequence, Normal Nonfluency
        Assignment:   Text - Chs. 3 & 4

Wk 4  Topic:  Diagnosis and Assessment
        Assignment:  Text - 5 & 6

Wk 5  Topic:   Diagnosis (cont.) - class reports / Fluency
        simulation taping in clinic area followed by discus-
        sion in classroom.
        Assignment:  Text - Ch 6 & 7

Wk 6  Topic:  Mid-term exam ,Class Topic: Treating Advanced
         Stuttering:   Fluency Shaping.
        Assignment:  Text - Ch 7

Wk 7  Topic:   Advanced Stuttering: Fluency Shaping and
        Integration of Approaches.

Wk 8  Topic:  Treating Beginning Stuttering & Prevention
        of Stuttering: St. Modification, Fluency Shaping.
        Assignment:  Text - Ch 9

Wk 9  Topic:   Treating Beginning Stuttering & Prevention
        of Stuttering: Fluency Shaping and Integration
        Assignment:  Text - Ch 9 & 10

Wk 10 Topic:   Treating Intermediate Stuttering
        Assignment:    Text - Chs 11& 12.

Final Examination:. . . . .  Thursday, June  8, 8:00 (alt 10:00)