Tuesday-Thursday 8:00 Am. - 9:14 a.m.

Office: Adams 334 x3-1429
Wirtz 307
Graduate Teaching Assistants: Tricia Sabathne Adams 328

Course Outline




***EXAM 3 FINALS WEEK - MONDAY MAY 5, 1997**** 8:00 AM. - 10:50 A.M.


This course will provide you with a lot of information regarding a complex problem. It is my hope that you will leave this course with a new understanding of stuttering and not be afraid to work with stutterers in the future. This course is not a "how to" or "cook book" course for stuttering therapy. This course is an introduction to the problem of stuttering which can serve as a foundation for your taking my graduate seminar in stuttering therapy or to assist you with your clinical experiences with stutterers.

You will quickly learn that I believe that you can't be an effective clinician unless you understand the theoretical and scientific aspects of a disorder. This course should provide you with sufficient information to get you started as a clinician working with stutterers.

In order to be successful in this class, I strongly urge you to "keep up" with the readings and consistently review your class notes. In this manner, you will not have to kill yourself prior to exams.

As a final note, I will have office hours where you may discuss course concerns. DO NOT WAIT UNTIL THE END OF THE SEMESTER TO ASK A QUESTION ABOUT INFORMATION PRESENTED DURING THE FIRST WEEK OF CLASS. ASK ME NOW. I DON'T BITE. Resolve your concerns and questions as they occur. This should be an interesting course for you and the amount of information that you obtain will be related to the amount of time and effort you put into your work.

I. Textbooks

There will be THREE MULTIPLE CHOICE EXAMS (45 QUESTIONS) given during the semester.

Exam 1- FEBRUARY 11, 1997

Exam 2- MARCH 25, 1997

Exam 3- MAY 5, 1997

***THERE WILL BE NO MAKE-UP EXAMS GIVEN DURING THE SEMESTER FOR MISSED EXAMS--NO MATTER WHAT THE REASON. Missed exams will be made up only during the week of your final exam on a day andtime that are mutually agreeable to both student and instructor.***


There will be 7 - 8 laboratory-demonstration exercises during the semester. In addition, there will be a short "write-up" of each of these labs exercises. The write-up must be turned in during class on the date assigned in order to receive a grade. Each lab is worth 15 points in total. The average of all lab grades will added to the sum of your exam grades to determine a final grade. Late labs (ANY LAB NOT TURNED IN DURING CLASS ON DUE DATE) will receive a zero (0) grade. CUTTING CLASS AND LEAVING YOUR LAB IN MY MAILBOX WILL RESULT IN A ZERO GRADE FOR THE LAB.

Extra Credit

Do you really know the feelings experienced by a person who stutters? You can earn 0-5 points to your cumulative grade by completing this project. You are required to enter into at least two different situations and stutter throughout these situations. Following each situation you need to immediately record (in writing) your feelings, reactions, emotions as well as your perceptions of your listener's reactions. To earn the additional points, you will turn in a maximum of two double spaced, type written pages describing your experiences. You have the potential to add 0 to 5 points to your grade based upon the completion of the two speaking tasks and your ability to write a comprehensive summary of your experiences. The grading of this project will focus on your writing skills (introductory paragraph, topic sentences, spelling, grammar, etc.), your insight regarding the situations, your ability to record your feelings and emotions and your ability to recognize and report the reactions of others. To earn these extra credit points, the project must be turned in by NOON, TUESDAY APRIL 15, 1997.


The final grade is based on the student's combined test grades and average lab grade. The total of each of the three exams (45+45+45) and the average of the seven labs (maximum 15) will be added (150 points in total). Final grades will be determined as a percentage of the 150 point total. (e.g. approximately 90% of 150 = approximately 135 - 150 = A). The extra credit points will be added to your total points.


If during the course of an exam, a student obtains or gives the appearance of obtaining information in a clearly inappropriate manner, than that student, in my estimation, is being academically dishonest. This includes referring to hidden notes, talking during the exam, observing another student's paper, copying lab information, and sharing of lab results. Any incident such as these will result in a zero grade for the lab or exam. Notification of the incident will be sent to the college administration for further action.

Have a good semester.




A. Introduction and Overview

Andrews, G. (1984). The epidemiology of stuttering, in Curlee, R. and Perkins, W. (Eds.), Nature and Treatment of Stuttering, San Diego: College Hill Press, pp.1-12 ON RESERVE

Conture, E. (1990). Stuttering, 1-34

Peters and Guitar (1991) Stuttering: An Integrated Approach..., pp. 3 - 69

Sherman, D., and Trotter, W.D. (1956). Correlation between two measures of severity of stuttering, Journal of Speech and Hearing Disorders( JSHD), 21, 426-429

Williams, D.G., and Kent L.R. (1958). Listener evaluations of speech interruptions, Journal of Speech and Hearing Research (JSHR), 1:125-131

Zebrowski, P.M. & Conture E. (1989). Judgments of disfluency by mothers of young stutterers. Journal of Speech and Hearing Research, 32, 625-634

B. Consistency and Loci

Bloodstein, O. (1987). A Handbook on Stuttering Chicago: National Easter Seal Society. pp.241-261 ON RESERVE

Brown, J.F., The loci of stuttering in the speech sequence, JSHD, 10:181-192, 1945

C. Adaptation (and Spontaneous Recovery)

Adams, M.R. & Reis, R. (1971). The influence of the onset of phonation on the frequency of stuttering. JSHR, 14, 639-644

Bloodstein pp.293-301, ON RESERVE

Donohue, I.R., (1955). Stuttering adaptation during three hours of continuous oral reading. in Johnson, W. (Ed.) Stuttering in Children and Adults, Minnesota: Univ. of Minnesota Press, 264-267

Hutchinson, J., and Brown D., (1978). Adams and Reis revisited, Journal of Fluency Disorders, 3:149-154

Van Riper, C. and Hull, C., (1955). The quantitative measure of the effect of certain situations on stuttering, in Johnson, W. (Ed.) Stuttering in Children and Adults, Minnesota: Univ. of Minnesota Press, 199-206

Jamison, D., (1955). Spontaneous recovery of the stuttering response as a function of the time following adaptation, in Johnson, W.(Ed.) Stuttering in Children and Adults, Minnesota: Univ. of Minnesota Press, 199-206


A. Variables Influencing Stuttering

Brady, J.P., (1971). Metronome conditioned speech retraining, Behavior Therapy, 2, 129-150

Brayton, E. and Conture, E., (1978). Effects of noise and rhythmic stimulation on the speech of stutterers, JSHR, 20: 285-294

Wingate, M., (1969). Sound and pattern in artificial fluency, Journal of Speech and Hearing Research, 12: 677-686

B. The Diagnosis of Stuttering

Conture- pp.35-84

Peters and Guitar - pp. 111-186

Davis, D., (1939). The relation of repetitions in the speech of young children to certain measures of language maturity and situational factors, JSHD, 4: 303-318

Zebrowski (1994) Stuttering. in (B. Tomblin, H. Morris, & D. Spriestersbach Eds.) Diagnosis in Speech-Language Pathology, San Diego: Singular Publishing, pp. 215-246. ON RESERVE

C. The Onset and Development of Stuttering

Johnson, W. Et al. (1942). A study of the onset and development of stuttering, Journal of Speech Disorders, 7, 251-257

Yairi, E., and Lewis, B. (1984). Disfluencies at the onset of stuttering, Journal of Speech and Hearing Research, 24: 154- 159

Yairi, E., Ambrose, N.G., Paden, E.P. & Throneburg, R.N, (1996) Predictive factors of persistence and recovery: Pathways of childhood stuttering. Journal of Communicative Disorders, 77, pp. 53-77

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

Schwartz, H.D., Zebrowski, P.M. & Conture, E.G. (1990). Behaviors at the onset of stuttering, Journal of Fluency Disorders. 15, 77-86

Conture- pp.85-149

Peters and Guitar - pp. 71-110


A. Genetics

Yairi, E., Ambrose, N., & Cox, N. (1996) Genetics of stuttering. Journal of Speech and Hearing Research, 39, 771-784

B. Diagnosogenic theory

Bloodstein, O (1993). Stuttering: The Search for a Cause and Cure. Boston: Allyn and Bacon. pp. 42-70. ON RESERVE

Williams, D., (1957). A point of view about stuttering, JSHD, 22, 390-397 v C. Two Factor Theory

Brutten, E., and Shoemaker, D., (1967). The Modification of Stuttering, Englewood Cliffs: Prentice Hall, pp. 20-43, CHAPTER ON RESERVE

D. Operant Learning Theory and Stuttering

Costello Ingham, J. (1993). Behavioral Treatment of Stuttering Children, in R. F. Curlee (ed.) Stuttering and Related Disorders of Fluency. New York:Thieme Medical Publishers, pp. 68-100, ON RESERVE

E. Self-Help Groups

Bloodstein pp. 166 - 174

F. Management of the Young Stutterer Ainsworth- If Your Child Stutters, entire pamphlet

Conture - Stuttering and Your Child, entire pamphlet v Kelly, E. & Conture, E. (1991). Intervention with school-age stutterers: A parent child fluency group approach. in (W. Perkins Ed.) Stuttering: Challenges of Therapy, Seminars in Speech and Language, 12, 4, 309-321.

added with permission - February 14, 1997