Exceptional Student Education Department
Communication Disorders Program
SPA 6225
FLUENCY DISORDERS: EVALUATION & TREATMENT
3 credits
Wednesday, 1:00 - 3:50 p.m. ED 104
Dr. Dale Williams Office: ED 424
Office hours: TBA Office Phone: 7-3238
REQUIRED TEXTS:
Starkweather (1987). Fluency and Stuttering.
Rustin et al. (1987). Progress in the Treatment of Fluency Disorders.
COURSE REQUIREMENTS:
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
readings.
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.
GRADING:
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
TENTATIVE CLASS SCHEDULE:
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,
344-360.
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
ASSIGNMENTS
Exceptional Student Education Department
Communication Disorders Program
SPA 6225
FLUENCY DISORDERS: EVALUATION & TREATMENT
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__________________
SPA 6225: FLUENCY DISORDERS
SPRING, 1995, FINAL EXAM, Part 1
50 POINTS
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).