TREATMENT OF STUTTERING
SHS 574: Fall 1994 D. Mowrer
E-mail (Distance Learning)
Let's begin with some innovative ideas! I have arranged for each
of you to get an E-MAIL address so you will have computer access to
researchers all over the world who are involved in stuttering research.
There are three listservs that present discussions about stuttering.
One, run by Woody Starkweather called STUTT-X is composed of a group of
professionals who hold similar views. Another one is headed by Bob
Quesal in MacComb IL called STUT-HLP designed so people who stutter
have a special net to discuss their problems. The third is STUTT-X that
I started to give researchers the chance to discuss projects,
controversies, and ideas. Each listserv is different yet similar in
some ways. I monitor X and HLP regularly but I don't have time to
read mail from STUTT-L. I would like you to join and participate in all
three nets if you possibly can find the time. Controversial issues are
frequently discussed and you can add your opinions if you like or just
read comments of others. You will be reading on the "cutting edge" of
the newest and keenest thoughts of important authorities in the field
of stuttering. You are welcome to use the terminal in my office at
any time. If the office is locked, ask Cissy for the key and help
yourself! If you have a modem in your home computer, you can connect to
E-mail through it. You can also write to me via E-Mail. I will
distribute instructions and your individual addresses in about a week.
Cooperative Learning
The class is designed in a "cooperative learning" format. this
structure allows students to take an active part in the learning
process. We will form groups of 3-4 members. The purpose of the group
is to work together as we gather information, solve problems, work on
group projects, interview individuals who stutter, and prepare the
notebook. The outcome is increased learning, more enjoyable learning,
time saving for all students involved.
Typically, I will present brief lectures (10 - 15 minutes) that
will be followed by small group discussions, problem-solving
assignments, or individual questioning. We will schedule at least four
controversy discussions where pairs of students will argue points of
view on a topic.
Tests
At least two tests will be administered, one near midterm and one
near the end of the class. They will be of the open-book variety and
students will have the opportunity to revise and resubmit answers to
items that have been marked unsatisfactory. A student can submit 3
revisions in an attempt to obtain the highest score possible.
Notebook
I would like each of you to prepare a notebook following the
Competency Check outline in your syllabus. This section could be
entitled Part I. Your notebook will contain important clinical
information that you can use when you are assigned a client who
stutters. It also should contain copies or references to the tests you
could give, therapy methods, and report forms. This second section
could be labeled Part II. When you are assigned a client, you should
be able to begin testing and start therapy using this notebook. Get
tabs for specific areas like testing, motivation, parent counseling,
etc. I will review your notebooks periodically throughout the semester.
Your notebooks should be well organized and serviceable to you so each
notebook may look quite different from your classmate's notebook. I
encourage you to share information with others and use information your
peers have found for the Part II section. The Competency Level section,
Part I, will be personalized to you only.
Attendance
Attend class regularly! Much of our learning will occur in class.
You can't depend upon copying another student's notes because much of
what occurs in class results in changes in one's thinking, obtaining
different perspectives, reorganizing your thoughts, and contributing
by helping other class members. Class absences can affect your grade
and your performance. I feel that missing more than two classes can
significantly affect your competency level. This doesn't mean you get
"2 free cuts." If there is a very serious reason why you should not be
in class, please discuss it with me so I can understand your personal
situation. There are times when you should not be in class.
Be attentive in class. Follow through with the activities, be
independent in your research efforts, be cooperative with others, and
budget the necessary time it takes you to master the material. Keep an
open mind and question the findings of all the material you read. Be
critical of the ideas of others and be tolerant of others who are
critical of your ideas!
Bibliographic Instruction
A portion of the class will be devoted to library assignments
designed to assist you in finding information about stuttering. This
involves using our computerized catalogue system, MARS, Medlin, Psych.
Abstracts, etc. A team-teacher from the library instructional staff
will present a few lectures and assignments to help you with this phase
of our study. I will put together some survey material to test your
understanding of the library facilities. Those of you who need this
training will receive it. If you are already an expert in this area,
you will be engaged in other activities. You will find this instruction
will be of great value to you in all of your classes.
I would like each of you to focus on one area of interest as part
of your Bibliographic Instruction and write a 5-8 double spaced
research review paper on the subject following APA style. Write this
paper to help you clarify your thinking. Do not write it FOR me! Write
it because you are enthusiastic about the subject and want to
communicate to a colleague about it. Discuss it on E-mail as well. Talk
about it with qualified individuals or even people who stutter. Gather
your information from any source. This paper is not the "traditional"
research paper you are used to writing. It should be a piece of written
communication. It should be an enjoyable activity that you can begin at
any time. I will furnish some thoughts I have about writing that should
be helpful to you in completing this project as well as with other
writing assignments you will have in graduate school.
Self-evaluation
I ask students near the end of the semester to provide me with an
introspective analysis of their perception of what they learned during
the class. This includes a description of the work they did, special
areas they investigated, and an evaluation of their attitude toward
learning. This self-evaluation turns out to be a very informative
document for me because students have the opportunity to "tell their
side of the story" that I never get to hear. I find it to be a valuable
retrospective look at one's work during the semester as well.
Grading System
I used to grade solely on the basis of points earned on tests. I
no longer do this since tests are only one small measure of what a
student learns in class. I attempt to make an evaluation of a student's
efforts and learning by considering several areas. I have assigned
percentages to various areas to provide students with some idea of
what I consider most and least important but I don't "add up points." I
try to keep students informed as the semester progresses regarding
their standing in each area. I use the following as a general guide:
E-mail (Distance Learning) 15%
You will have a log sheet on which you keep track of your
time spent reading and writing Email plus your active
involvement with and your evaluation of the traffic of
the various listservs. Read your E-mail at least once a
week, preferably twice or three times weekly. If you let
too many messages build up, your system may lock up so you
can't access it I will check your log sheets periodically
to make sure you are current. You will receive special
recognition for participating in the discussions.
Cooperative Learning 10%
I have also prepared a couple of evaluation sheets your peers
will fill out regarding your participation in group
activities. I also will be monitoring your contributions
during group discussions, controversy presentation and
problem solving activities. I'll provide feedback to you
periodically.
Tests 10%
As I have mentioned, at least two tests will be given. They
will be scored and returned. You have three opportunities to
reanswer questions that you may have missed. Thus, you have
every opportunity to perform well on these tests. The
important thing is that you know the material! It seems
unfair to me when a student receives a C on a test, then
learns the material but the C is not erased.
Notebook (Competency Check incl) 30%
I feel this is one of the most important activities in the
class for it verifies that you have obtained competency in
the area of stuttering. The notebook also will be a valuable
source of information when you begin seeing clients. When
you have finished a section, be sure to verify your
competency levels with adequate documentation. Briefly
describe what you did to reach competency. I will review
your notebook with you periodically.
Bibliographic Instruction (Paper incl) 20%
This area is also important because it will reveal the
outside reading you have done for the class. As you note,
there is no single textbook for this class. Each author has
his/her own views that are often biased. I want to expose
you a wide variety of authors so you understand many
viewpoints, not just mine or those of a single author. I
hope you will take the opportunity to skim materials and
read widely. You will have a log sheet to keep track of the
hours you put in as you read and look up information about
stuttering.
Attendance 10%
I have already discussed my feeling about the importance of
regular attendance. Much of the class activities depend upon
your participation with your group. I recall one student who
received a B in class because he missed 5 classes. Some of
his other areas were weak as well but he could have received
an A had he put forth more effort. The student complained
that I was punishing him for being sick by giving him a grade
of B. I was sorry that he had the feeling that he was being
punished but this student missed too much by not being in
class.
Self-evaluation 5%
This evaluation is extremely revealing and perhaps it should
count more. Often, when a student is on the "borderline"
between an A and a B, the self evaluation helps me to decide
which of the two grades should be awarded. More frequently,
it was the higher grade.
I try to evaluate each student on their own merits. Often students
are compared one with another in a competitive system (winners and
losers). This system fosters uncooperative attitudes among students. In
a competitive classroom, sharing of information is stifled and
restricted. In a system that evaluates a student by how much learning
has taken place, it is possible for everyone in class to get a grade of
A. "Grading by the curve" prevents this from occurring. First, I have
to get to know each student, discover their needs, and coach them about
directions they can take to help them improve their competencies. The
needs of each student are different and their interests are different.
I don't feel every student needs to know the same things after taking a
class. I view a class as a "launching pad" that shoots a student
toward a path of a lifetime of learning.
About getting started
Lastly, let's consider the units of study I have organized for you
in the Competency Check document. I would like to present some basic
"down to earth" areas of study that will be important to you and at the
same time, maintain your interest. Think about the following
questions:
UNIT 1
1. What do individuals DO that makes us classify them as
stutterers?
2. What is the HISTORY of stuttering?
3. What are the chances of RECOVERY from stuttering?
Our first unit will concentrate upon diagnosis, case history, and
prognosis of stuttering. You should consult texts that deal with
diagnosis such as Meitus & Weinberg's Diagnosis in Speech-Language
Pathology. Also, take a look at Johnson's classic categories and
Wingate's definition of stuttering. But don't get caught up in WHY the
person stutters. That's a different issue. It seems authors can't let
the "casual factor" alone. Many authors mix their opinions about the
cause of stuttering with their description of stuttering.
We will practice describing stuttering in class by watching video
tapes of clients who stutter. You will be counting, timing and scoring
these individuals. If we are lucky, we may even be able to attract
some "live" subjects for you to practice with. But by the end of this
unit, you will be able to diagnose the client's problem objectively.
We will spend as long as needed until you feel comfortable with this
diagnostic process. When we finish the unit, you should have many
materials in your notebook. I will provide you with an opportunity to
test your skills as we make and write a diagnosis of stuttering.
UNIT 2
will address the following question:
1. What can I do to assist the client in REDUCING or ELIMINATING
the speech problem?
I guess you could say that answering this question involves almost
the entire course! There are many ways to treat stuttering. Van Riper
referred to these many ways as "arrows in the clinical quiver". You
will read about many different treatment approaches. There are many
issues we must take into consideration when we select a treatment for a
client. Some important issues are age of the client, history of the
problem and its treatment, the client's attitudes, supportive
environment, etiology of the problem, client motivation, etc. It
becomes complicated when you attempt to choose a treatment procedure.
Sometimes it is necessary to switch to an entirely different treatment
plan in order to meet the needs of your client.
This class is designed to meet YOUR needs, not mine. I'll give
you an idea of when we will administer tests and what they will include
as we move along . I am reluctant to establish definite test dates
until I have a better understanding of your progress with the class
activities. Remember, the most important part of this class is YOU.
You'll get out of class what you put in to it. Don't work for a grade,
work toward understanding the material. The grade will take care of
itself. I feel the most important goal of the instructor is to
structure the environment that LEARNING HOW TO LEARN. If a student
concentrates simply upon learning factual data, we can expect that more
than 80% of what the professor said in class will be forgotten before
the year is out! But if a students gets "turned on" to learning, then
learning continues for a lifetime!