Exceptional Student Education Department
              Communication Disorders Program

                           SPA 6225

                           3 credits

Wednesday, 1:00 - 3:50 p.m.              ED 104
Dr. Dale Williams                              Office: ED 424
Office hours: TBA                              Office Phone: 7-3238


Starkweather (1987).  Fluency and Stuttering.

Rustin et al. (1987).  Progress in the Treatment of Fluency Disorders.


1)  Each student is expected to complete all assigned readings 
on the course syllabus, as well as any assigned in class. 
Students are responsible for all information contained in the 

2)  Each student is responsible for all information and materials 
presented in class, including information presented by other 
students.  Students are responsible for obtaining information 
and handouts from classes that they have missed.  Dr. Williams 
will provide handouts that he distributed during missed classes, 
but will not provide information on class lectures.  

3)  Each student is required to take the scheduled examinations. 
Tentatively, 3 are scheduled:  Two worth 100 points and a 200 
point cumulative final.  Dr. Williams should be notified of 
impending absences occurring on exam dates.  Otherwise, failure 
to take a scheduled exam will result in the score of 0 points.  
Make-up exams are possible in extreme instances and will be of 
increased difficulty.

4)  Each student must take part in class discussions.  This 
includes, but is not limited to regular attendance and 
appropriate comments and/or questions.  Students who 
improperly disrupt or delay the class will be penalized.  In 
addition, students will report on current issues in the field of 
fluency disorders and may be asked to lead class discussions.  
Class participation is worth 40 points.  


A   = 407-440 points
B+ = 385-406      Please report any changes of name, address, 
B   = 363-384      etc., to Dr. Williams as well as to 
C+ = 341-362      Admissions  & Records.  This will minimize 
C   = 319-340      confusion in assigning your grade at the end 
D+ = 297-318      of the semester.
D   = 275-296
F   =  0-274


1/11/95    Expectations & overview of class; normal 
          development of fluency
1/18         Characteristics of fluency disorders  Read 
          (prior to class):  Starkweather, Chapter 5
1/25         Development of stuttering
     Starkweather, pp. 139-159
     Martin & Lindamood (1986).  Stuttering and spontaneous 
         recovery...Language, Speech, and Hearing Services in 
         Schools, 17, 207-218
     Ramig (1993).  High reported spontaneous stuttering 
          recovery rates:  Fact or fiction?  Language, Speech, 
          and Hearing Services in Schools.  24, 156-160.
2/1           Major theories; Review for test
     Johnson (1967).  Speech Handicapped School Children, 
          pp. 249-285.
     Bloodstein (1981).  A Handbook on Stuttering, pp. 47-52.
     Starkweather, pp. 159-165
     Curlee & Perkins (1984).  Nature and Treatment of 
          Stuttering, Chapter 9.
     Brutten (1975).  Stuttering: Topography, assessment, and 
          behavior-change strategies.  In Eisenson (ed.) 
          Stuttering: A Second Symposium, pp. 199-219.
2/8         TEST
2/15       Variability of stuttering
     Starkweather, Chapter 7
2/22       Comparing stutterers to nonstutterers 
     Starkweather, Chapters 8 & 9
     Rustin, Chapter 2
3/1          Comparing stutterers to nonstutterers (con'd)
     Cullinan & Springer (1980).  Voice initiation times...
           Journal of Speech and Hearing Research, 23, 
     McClean, M., Kroll, R., & Loftus, N. (1990).  Kinematic 
           analysis of lip closure in stutterers' fluent speech.
          JSHR, 33, 755-60.
     Williams & Brutten (1994).  Physiologic and aerodynamic
          events...JFD, 19, 83-111.
3/8            Spring Break:  No Class
3/15          Attitudes
     Rustin, Chapter 11
3/22          Attitudes; Review for test
3/29          TEST
4/5            Assessment
     Rustin, Chapter 5
4/12           Treatment 
     Rustin, Chapters 6, 9 & 13
     Keys & Ruder (1992).  A review of commercialized fluency 
          treatment programs.  ECHO, 14, 14-17, 21-24.
4/19           Treatment (con'd); Review for final exam
4/24 (Monday)       FINAL EXAM


          Exceptional Student Education Department
               Communication Disorders Program

                            SPA 6225

Student Reports

Each class period a student from SPA 6225 will present a 5-10 minute 
informal report on the issues discussed the previous week on 3 
computer usenet services:  STUT-L, STUTT-X and STUT-HLP.  
Additionally, the presenting student will write at least one e-mail 
response pertaining to an issue or issues discussed the previous week 
on one or more of the nets (to be sent to the appropriate net).  
These responses may include issues or questions of interest arising 
from our or others' class discussions (other class summaries will 
appear on STUTT-X, so responses to them should appear there as well).  
The student will report her response(s) to the class.  Response(s) 
must be original and signed.  Suitable length of responses varies 
according to their number and the issues discussed.  Students can 
subscribe to the nets via an FAU or home computer or access them from 
Dr. Williams' office computer during scheduled office hours.  It is 
assumed that reports will cover messages appearing from the Wednesday 
of the previous week to the date of presentation.  Students may, 
however, begin to prepare reports during Monday office hours.  
Reports will be part of the class participation grade and will thus 
be graded on accuracy of and ability to convey the content of the 
computer messages.  In addition, the appropriateness and 
insightfulness of the e-mail response will also be considered in 
grading.  Participation/discussion on the part of the other class 
members is encouraged.

Below is a list of class dates.  Remember that the student who 
presents on a given date must read, summarize, and respond to the 
usenet messages before that date.

2/15__________________ 3/22__________________
2/22__________________ 4/5 __________________
3/1 __________________ 4/12__________________
3/15 _________________ 4/19__________________

SPRING, 1995, FINAL EXAM, Part 1

Real:    National Stuttering Awareness Week is May 8 - 14, 1995.  
News releases will be mailed to papers across the country.  

Pretend: The editor of your local paper has asked you, "What are 5 
things the general public should know about stuttering?"  

Real:    In response to this question, you will list 5 statements & 
explain them so the average newspaper reader (i.e. person outside the 
field of SLP) could understand them.  Your statements and 
explanations will be typed (double-spaced) on a separate page.  
Additional matters of presentation will be discussed in class.  You 
will be graded on the truthfulness of the statements and completeness 
of the explanations.  This portion of the test is due April 24, 11 
a.m. (the scheduled time for the final examination).