Mr. Nelson Bormann

CATALOG DESCRIPTION

Nature and cause of stuttering. Emphasis on diagnosis and management. Counseling and learning theory application as two main approaches to treatment. Consideration of the person as a stutterer. Review of pertinent and recent research topics.

COURSE OBJECTIVES

1. The students will demonstrate an understanding of fluency disorders, especially stuttering.
2. The students will demonstrate an understanding of the development of fluency and stuttering.
3. The students will learn about the assessment procedures for stuttering.
4. The students will learn about treatment approaches and procedures for stuttering.

A. Stuttering and Other Fluency Disorders: Definitions and Characteristics -- 6 hours
B. Theoretic Approaches to Stuttering -- 4 hours
C. Development of Fluency and Stuttering -- 4 hours
D. Diagnosis and Assessment for Stuttering and Fluency Disorders -- 10 hours
E. Planning Therapy -- 12 hours
F. Prevention of Stuttering -- 6 hours

The following 10 requirements, eight of which are clustered, will be the bases for the course grade. Any requirement can be redone once but no later than the specific date indicated for each of the individual requirements.

A. SIMULATED STUTTERING

Most authorities in stuttering stress that Speech­Language Pathologists must understand what the people who stutter are experiencing. A number of reactions and behaviors are experienced. To accomplish this understanding, two different stuttering experiences are required. THIS REQUIREMENT MUST BE COMPLETED NO LATER THAN MONDAY JULY 28. Each of these two experiences is worth 20 points, for a total of 40 points.

1. Simulate stuttering in public for a three hour period of time. Choose a morning, afternoon, or evening. With another person present simulate stuttering in at least three different situations or contexts. The role of the other person is to give you information about how you actually sounded and reacted and to observe the behaviors of the people you spoke with. Develop a written report, that includes the following information: the time period during which you stuttered, who you were with, the different situations you chose for stuttering, your preparation for this experience, how and how often you stuttered, your reactions, the listeners' reactions, and other related comments.

2. During a class session or an individual conference with the instructor of this course, simulate stuttering while reading a paragraph. The focus will be on your experiencing loss of control of the speech mechanism. You will be instructed in how to stutter if needed. A number of questions will be asked about your pseudostuttering and your reactions. A written report is expected.

B. ASSESSMENT AND DIAGNOSTICS

1. Analyze a number of definitions of stuttering and determine and explain the "necessary and sufficient" characteristics of stuttering. Then synthesize those "necessary and sufficient" characteristics into a definition of stuttering. Do not copy or paraphrase any existing definition of stuttering. This requirement is worth 30 points. THIS REQUIREMENT MUST BE COMPLETED NO LATER THAN MONDAY JULY 21.

2. Using a two column format identify the types of information that you, as the SLP, need to obtain to assess for stuttering, using your definition formulated in B.1. Then identify how you would get that information. This requirement is worth 30 points. THIS REQUIREMENT MUST BE COMPLETED NO LATER THAN FRIDAY JULY 25. Include the following headings for the columns in your table:

• Information needed for assessment
• How to get the information

• Type of Fluency Disorder
• Critical Characteristics
• Normal Developmental Disfluency (not a disorder) (expand each cell as much as necessary)
• Stuttering
• Neurogenic disfluency
• Psychogenic disfluency
• Language­based disfluency

Each of the following three requirements are worth 30 points, a total of 90 points. THESE REQUIREMENTS MUST BE COMPLETED NO LATER THAN TUESDAY AUGUST 12.

1. COUNTING STUTTERS: Given a sample of a person (Robert) stuttering, provide a quantitative analysis of the sample. Include the following measures: 1) total number of words and syllables, 2) reading or talking time, 3) reading or speaking rate, 4) the number of stutters, 5) the percentage of words and syllables stuttered, 6) the number of stuttered words or syllables per minute, 7) the number of fluent words and syllables, and 8) the percentage of fluent words and syllables. If appropriate, provide a molecular quantitative analysis. Provide a discussion of your procedures and your reasoning to provide a clear elaboration of what you did and why.

2. INTERPRETATIONS, CONCLUSIONS, AND RECOMMENDATIONS: Using the information developed in C.1. and the additional information about Robert, interpret the information and develop the diagnostic conclusions. Include, but do not limit your interpreting, concluding, and recommending to, the nature of his stuttering and your decision to accept him as a client. Provide detailed reasoning.

3. DEVELOPING A THERAPEUTIC PLAN: Using the information developed in C.1. and C.2. and the additional information provided, develop a written therapeutic plan. Include, but do not limit the plan to, the major goals of treatment, and the procedures that would probably be effective. Provide detailed reasoning.

D. REPORT ABOUT ONE THERAPEUTIC PROGRAM OR PROCEDURE: Each member of this class will be assigned, or can choose, one of the selected therapeutic programs or procedures summarized by Culatta and Goldberg in Chapter 8 or another selected program. A written and oral report of that therapeutic program or procedure will be required. This requirement is worth 30 points. THIS REQUIREMENT MUST BE COMPLETED NO LATER THAN WEDNESDAY AUGUST 13.

E. PROJECT: Each member of this class may choose to formulate and complete a project relevant to fluency or fluency disorders. This project must demonstrate some type of significant application or extension of concepts. The topic should be preapproved by August 1. A written report of that project will be required. This requirement is worth 30 points. THIS REQUIREMENT MUST BE COMPLETED NO LATER THAN THURSDAY AUGUST 14.

Grade Determination The course grade will be determined on the basis on the total points accumulated. The following grading scale will be used.

A = 280 to 253 B = 252 to 225 C = 224 to 197 F = 196 to 0

REQUIRED TEXTBOOK, SUPPLEMENTAL BOOKS AND READINGS.

Culatta, R. and Goldberg, S. (1995). Stuttering Therapy: An Integrated Approach to Theory and Practice. Boston: Allyn and Bacon.

SELECTED REFERENCES.

Ahlbach, J. and Benson, V. (1994). To Say What Is Ours. San Francisco: National Stuttering Project.

Barbara, D. (1962). The psychotherapy of stuttering. Springfield: C.C. Thomas.

Bloodstein, O. (1993). Stuttering: The search for a cause and cure. Boston: Allyn and Bacon.

Boberg, E. (1993). Neuropsychology of Stuttering. Edmonton, Alberta: University of Alberta Press.

Bobrick, B. (1995). Knotted Tongues: Stuttering in History and the Quest for a Cure. New York: Simon & Schuster.

Brutten, E. and Shoemaker, D. (1967). The modification of stuttering. Englewood Cliffs: Prentice-Hall.

Brutten, E. and Shoemaker, D. (1971). A two-factor learning theory of stuttering. In Travis, L. E. (Ed.), Handbook of speech pathology and audiology. New York: Appleton-Century-Crofts.

Bushey, T. and Martin, R. (1988). Stuttering in children's literature. Language, Speech, and Hearing Services in Schools, 19, 235-250.

Carlisle, J. (1985). Tangled Tongue: Living with a Stutter. Reading, Ms: Addison­Wesley Publishing Co.

Conture, E. (1990). Stuttering. Englewood Cliffs: Prentice-Hall. Culatta, R. and Goldberg, S. (1995). Stuttering Therapy. Boston: Allyn and Bacon.

Culatta, R. and Leeper, L. (1987). Disfluency in childhood: It's not always stuttering. Journal of Childhood Communication Disorders, 10, 157-171.

Curlee, R. (Ed.) (1993). Stuttering and related disorders of fluency. New York: Thieme Medical Publishers.

Emerick, L. L. and Hamre, C. E. (Eds.), (1972). An analysis of stuttering: Selected Readings. Danville: Interstate Printers and Publishers.

Freund, H. (1966). Psychopathology and the problems of stuttering. Springfield: C. C. Thomas.

Framer, M. (1987). Self-therapy for the stutterer. Memphis: Speech Foundation of America.

Gregory, H. (Ed.), (1979). Controversies about stuttering therapy. Baltimore: University Park Press.

Gregory, H. (Ed.) (1968). Learning theory and stuttering therapy. Evanston: Northwestern University Press.

Hahn, E. (1956). Stuttering: Significant theories and therapies. Stanford: Stanford University Press.

Ham, R. (1986). Techniques of stuttering therapy. Englewood Cliffs: Prentice-Hall.

Ham, R. (1990). Therapy of stuttering: Preschool through Adolescence. Englewood Cliffs: Prentice-Hall.

Hartman, Bernard­thomas (1994). The Neuropsychology of Developmental Stuttering. San Diego: Singular Publishing Group.

Leith, W. (1984). Handbook of stuttering therapy for the school clinician. San Diego: College Hill.

Luper, H. and Mulder R. (1964). Stuttering: Therapy for children. Englewood Cliffs: Prentice-Hall.

Manning, W. (1996). Clinical Decision Making in the Diagnosis and Treatment of Fluency Disorders. Albany: Delmar Publishers.

Murphy, A. and Fitzsimons, R. (1960). Stuttering and personality dynamics. New York: Ronald Press.

Perkins, W. (Ed.), (1984). Stuttering Disorders. New York: Thieme-Stratton.

Perkins, W. (1996). Stuttering and Science. San Diego: Singular Publishing Group.

Peters, T. and Guitar, B. (1991). Stuttering: An integrated approach to its nature and treatment. Baltimore: Williams & Wilkins.

Ryan, B. (1974). Programmed therapy for stuttering in children and adults. Springfield: C. C. Thomas.

Schwartz, H. and Conture, E. (1988). Subgrouping young stutterers: preliminary behavioral observations. Journal of Speech and Hearing Research, 31, 62-71.

Shames, G. and Egolf, D. (1976). Operant conditioning and the management of stuttering. Englewood Cliffs: Prentice-Hall.

Shames, G. and Florance C. (1980). Stutter-free speech: A goal for therapy. Columbus: Charles E. Merrill.

Shames, G. and Rubin, H. (1986). Stuttering: Then and Now. Columbus: Charles E. Merrill.

Sheehan, J. (1970). Stuttering: Research and Therapy. New York: Harper and Row.

Silverman, F. (1992). Stuttering and other fluency disorders. Englewood Cliffs: Prentice­ Hall.

St. Louis, K. (Ed.) (1986). The Atypical Stutterer: Principles and Practices of Rehabilitation. San Diego: Academic Press.

Starkweather, C. W. (1987). Fluency and Stuttering. Englewood Cliffs: Prentice-Hall.

Travis, L. E. (1971). The Unspeakable Feelings of People with Special Reference to Stuttering. In Travis, L. E. (Ed.) Handbook of Speech Pathology and Audiology. New York: Appleton-Century- Crofts.

Van Riper, C. (1971). Symptomatic Therapy for Stuttering. In Travis, L. E. (Ed.) Handbook of Speech Pathology and Audiology. New York: Appleton-Century-Crofts.

Van Riper, C. (1982). The Nature of Stuttering. Englewood Cliffs: Prentice-Hall.

Van Riper, C. (1982). The Treatment of Stuttering. Englewood Cliffs: Prentice-Hall.

Weiss, D. (1964). Cluttering. Englewood Cliffs: Prentice-Hall.

Williams, D. (1971). Stuttering Therapy for Children. In Travis, L. E. (Ed.) Handbook of Speech Pathology and Audiology. New York: Appleton-Century-Crofts.

Wingate, M. (1976). Stuttering: Theory and Treatment. New York: Irvington Publishers, Inc.