Com Dis 723
UW Stevens Point
Fall Semester 2005
Instructor: Charlie Osborne
Phone: (715) 346-4960
E-Mail: email@example.com (wk)
Class Times: 8:30 – 11:00 am, Friday
Classroom: CPS 210
Manning, W. H. (2001). Clinical decision making in fluency disorders (2nd Ed.). San Diego: Singular.
Required/Supplemental Readings: These are posted on the library web under the electronic reserve. Students may receive technical assistance from the Informational Technology Help Desk, 346-4357. There are also paper copies available in the Reserve section of the library.
Purpose of Textbooks & Reserve Readings: To provide the student with a solid foundation of information regarding fluency and fluency disorders and to provide the student with information regarding advanced studies in the area of fluency.
Students will increase their knowledge and understanding of: fluency; the nature of disfluency; the relationship of disfluency to cognitive and linguistic development; the various disorders of fluency; and the problems that may occur when a person has a fluency disorder. Fluency disorders and their impact on individuals, across the lifespan, from early childhood to late adulthood, will be examined.
Primary goals and their corresponding ASHA standards for fluency include:
1. Students will demonstrate knowledge of the definitions associated with stuttering and the other fluency disorders. (III C)
2. Students will demonstrate knowledge about people who stutter and about family members of people who stutter. (IIIC, IV-G1, IV-G2)
3. Students will demonstrate familiarity with the theories associated with the disorders of fluency. (IIIC,, IIID)
4. Students will demonstrate the ability to assess and differentially diagnose fluency disorders in children and adults. (IIIC, IIID, IV-G1, IVG-2)
5. Students will demonstrate knowledge of the wide variety of therapy techniques that may be used when working with individuals with a fluency disorder. (III-D, IV-G2)
6. Students will demonstrate the ability to treat fluency disorders in adults
and children. (IV-G2)
This course also satisfies the knowledge and/or skills corresponding to the Wisconsin Department of Public Instruction PI-34 Content Standards 1F, 2I, 3A, 5A-D, 6A-C&E, 9.
For the Instructor:
- To be thoroughly prepared for class
- To be punctual
- To display respect and courtesy to students
- To provide timely and clear performance criteria for assignments and constructive feedback regarding student performance
For the Student:
- To be thoroughly prepared for class
- To attend class on a regular basis. If you are unable to attend class, please notify the instructor and arrange to get class notes and handouts from a fellow student
- To display respect and courtesy to other students and the instructor
- To adhere to the established deadlines for assignment due dates
This course is a hybrid course, combining the traditional classroom venue along with an electronic venue, Desire to Learn (D2L). If you are not familiar with interacting in an online format, you will be after this semester! The methods of presenting information will include: lecture, audio and video analysis, group discussion, small group practice and application, therapy demonstration, case study presentation & discussion, and independent study.
Readings for each week are included following the course agenda. There are required readings, suggested readings, and group discussion readings. It is necessary to have read the required readings and those selected for group discussion prior to the scheduled class or scheduled group discussion. Information from the listed suggested readings, which you are not required to read, are included in the lecture. Source articles and chapters are available on electronic reserve.
D2L Drop Box
All assignments and projects can be placed in the course drop box on D2L. This implies that most of your work will be completed in an electronic form (there is one exception). If you are intending to be DPI certified, you are encouraged to save assignments as PDF files or as web pages. This will enable you to use course assignments as artifacts for your DPI electronic portfolio.
Reasonable accommodations are available for students who have a documented disability. Accommodations may include a variety of testing modifications, note taker, etc. Please notify me during the first week of class of any accommodations needed. All accommodations must be approved through the Office for Students with Disabilities in the Student Services Center.
Week One Course overview
09-09-05 An introduction to D2L
Definitions of stuttering
Disorders of fluency
Pseudostuttering – your first assignment
Week Two Characteristics of the fluency clinician
09-16-05 Development of stuttering
Characteristics of the person who stutters
Week Three D2L Group Discussion: The characteristics of a fluency clinician
09-23-05 Theories of stuttering
Independent Study Unit Due 9-26-03
Week Four D2L Group Discussion: Theories
09- 30-05 Assessment and diagnosis: The preschool child (Preoperational)
Description of the stuttering problem
Transcription practice/data analysis
Week Five Assessment and diagnosis of fluency disorders:
10-07-05 School age child (Late preoperational - concrete)
Assessment activity: Child (completed work due on 10-17-05)
Week Six Assessment and diagnosis of fluency disorders:
10- 14-05 Adolescents and adults (Formal operations)
Online Conference Participation: The Eighth International Stuttering Awareness Day Online Conference, "Community Vision for Global Action"
(Completed work due on 10-24-05)
Week Seven Considerations of the management process:
10- 21-05 Stuttering modification/Fluency shaping therapies
A primer in General Semantics
Coping and the process of change
Dean William’s perspective towards stuttering and its therapy
Assessment activity: Adult
(Completed work due on 11-07-05)
Week Eight Management of the preschool child:
10- 28-05 Working with parents
Week Nine Management of the preschool child:
11-04-05 Working with parents
Week Ten Online class only – no Friday class
11-11-05 D2LGroup Discussion: Treatment of the school-age child
Week Eleven ASHA Convention - Online class only, no Friday class
11- 18-05 Audio lecture
Clinical Decisions with Adolescents Who Stutter (W. Manning)
D2L Discussion: Child case study
Week Twelve Thanksgiving holiday
Week Thirteen Management of the school age child (Concrete stage)
Week Fourteen Management of Adolescents & Adults (Formal operations)
Week Fifteen Management of Adolescents & Adults (Cont.)
12- 16-05 D2L Discussion: A reflective review of CD 723
Week Sixteen Final Examination Period, Poster Presentations
Monday, 12-19-05 10:15 am-12:15 pm
Manning text, Chapter Two, Theories of etiology, pp. 35-46.
Culatta, R. & Goldgerg, S.A. (1995). Stuttering therapy: An integrated approach to theory and practice. Needham Heights: Allyn & Bacon. Chapter Two, Different types of disfluency.
Manning text, Chapter 1, Clinician characteristics and Chapter 3, Characteristics of stuttering onset and development
Conture, E. (2001). Stuttering its nature, diagnosis, and treatment, Needham Heights: Allyn and Bacon. Appendix B: Note to a beginning speech-language pathologist.
Manning text, Chapter Two, Theories of etiology. Pp. 46-85.
Shapiro, D. (1999). Stuttering intervention: A collaborative journey to fluency freedom. Austin, TX: Pro-Ed. Chapter 3, Etiology and treatment of stuttering: Past and present, (pp. 70-93).
Group Discussion Reading
Manning, W. (2004). “How can you understand? You don’t stutter!” Contemporary Issues in Communication Science and Disorders, Vol. 31, 58-68.
Week Four Group Discussion Readings
Packman, A. & Attanasio, J. (2004). Theoretical issues in stuttering. New
York, NY: Psychology Press. Chapter 11,Theories and treatment and Chapter 12 Final comments.
Grinager Ambrose, N. (2004). Theoretical perspectives on the cause of stuttering. Contemporary Issues in Communication Science and Disorders, Vol. 31, 80-91.
Manning text, Chapter 3, Characteristics of stuttering onset and development.
Yaruss, J.S., & Quesal, R.W. (2004). Stuttering and the International Classification of Functioning, Disability, and Health (ICF): An update. Journal of Communication Disorders, 37 (1), 35-52.
Manning text, Chapter 5, Assessing fluency disorders in children
Week Six Required Reading
Manning text, Chapter 4, Assessing adolescents and adults.
Online Conference Participation: The Eighth International Stuttering Awareness Day Online Conference, "Community Vision for Global Action"
Week Seven Required Reading
Manning text, Chapter 6 & 7, Facilitating the change process, Counseling strategies and techniques
Johnson, W. and Moeller, D. (1972). Living with change: The semantics of coping. New York: Harper & Row. Chapters 4 & 8, Keeping our bearings, Speaking the language of responsibility
Shapiro, D. (1999). Stuttering intervention: A collaborative journey to fluency freedom. Austin, TX: Pro-Ed. Chapter 7, Stuttering modification and fluency shaping: Psychotherapeutic considerations.
Williams, D. A perspective on approaches to stuttering therapy, In Gregory, H. (1979). Controversies about stuttering therapy. Baltimore: University Park Press.
Gottwald, S. and Starkweather, W. (1995). Fluency intervention for
preschoolers and their families in the public schools. LSHSS, 26, 2, 117-126.
Dell, C. (1993). Treating school-age stutterers in Stuttering and related disorders of fluency (Curlee, R., Ed.). New York: Thieme.
Healey, E. C. and Scott, L. (1995). Strategies for treating elementary school-age children who stutter: An integrative approach. LSHSS, 26, 2, 151-161.
Guitar, B. (1998). Stuttering: An integrated approach to its nature and treatment. Baltimore, MD: William & Wilkins. Chapters 10, Intermediate stutterer: Stuttering modification and fluency shaping therapies, and Chapter 11, Intermediate stutterer: Integration of approaches.
Week Thirteen Handouts
Week Fourteen Assigned readings
Manning text Chapter 8, Treatment for adolescents and adults and Chapter 10, Indicators of progress during treatment
Online Group Discussion Assignments
You are expected to participate in five small group discussions on D2L throughout the semester. I have randomly assigned each of you to a group of five students. I have also provided source articles for discussions and questions that your group needs to address. Each group member is expected to participate in each discussion a minimum of two times. One member of the group has been assigned to be the group leader for each of the discussions. Her role is to: conduct/moderate her group’s responses to the questions, to insure that each group member has participated, and to submit a summary of her group’s responses to the class as a whole (see the discussion section on D2L).
Discussions will include:
The characteristics of a fluency clinician
Theories of stuttering
Case Study: A child with a stuttering problem
Stuttering management with school age children
A reflective review of the course
These discussions are set up to occur outside of the traditional classroom setting. Because the class only meets once per week, you should have ample opportunities to participate throughout the week. Discussion topics and questions will be available in the D2L discussion section the day of class. It is recommended that group participants finish their participation by Wednesday evening of the week the discussion is scheduled. Summative comments by the group leader are due by the time of class on Friday.
Assessment of online discussions will be based on completion of the assignment and evaluated based on the following rubric. This rubric is intended to demonstrate different levels of achievement as well as to spotlight the criteria used for evaluation. The rubric is not directly convertible to points; however, the more a student’s work falls in the exemplary column, the higher the grade will be; and the converse is also true.
Posting demonstrates thorough understanding of the topic, incorporates knowledge from readings and lectures
Posting shows some understanding of topic though perhaps imperfect or superficial at times
Posting demonstrates lack of understanding or predominate superficiality
Posting contains a logical progression of ideas with good transitions between points
Posting contains logical progression of ideas; may have some rough transitions
Posting jumps from idea to idea without clear purpose or direction
Clarity of Communication
Posting reflects consistently thoughtful word choices with clearly worded sentences and paragraphs
Posting may have infrequent lapses in word choice or clarity of meaning
Numerous poorly-chosen words or improper use of terms that obscure meaning
Grammar and punctuation uniformly conform to standards of scholarly writing
Occasional grammar and/or punctuation errors
Numerous grammar and/or punctuation errors
Online Conference Participation:
The Eighth International Stuttering Awareness Day Online Conference, "Community Vision for Global Action"
This online conference is live October first through October 22nd, 2005. Please read at least five different papers that are posted for the conference. You are required to participate, by including an online response in one of the presentations that you are attending. You are also required to write a paragraph outlining the nature and content of each of the articles you’ve read or participated in, along with another paragraph that includes your reaction to the presentation and any insights you gained.
Independent Study Units
You are required to complete three individual independent study units. They are:
You are required to stutter in a public setting…actually, 3 different public venues. The purpose of this unit is to give you a sense for what it may feel like to be a person who stutters (and perhaps develop a better understanding of what your clients who stutter experience daily). Of course, as you’re completing this assignment, remember that you have the option to stutter or to not stutter. The person who stutters doesn’t have that option in all speaking situations. This unit will include the following steps:
1) You are encouraged to practice stuttering with a friend or classmate prior to actually stuttering in public. Try to make your stuttering behaviors representative of real stuttering and try to develop a level of comfort when you pseudostutter.
2) You need to stutter in three different settings. These may include, but are not limited to -–placing an order at a restaurant, asking for information on the telephone, asking for directions at the mall or on campus, ordering pizza on the phone, buying clothes, etc. Only one experience can occur on the phone. The other two must be face-to-face.
3) You need to write a reaction paper to each experience. Questions to address include the following: What was the reaction of the person(s) you were talking to? How did you feel as a communicator? Do you feel like doing this activity again?
The length of this assignment should be at least three double-spaced pages.
Van Riper, C. (1971) The self-concepts of stutterers. In The nature of stuttering. Englewood Cliffs: Prentice-Hall.
This unit is due on September 26, 2005.
2. Stuttering Assessment Project: Child
You will be provided an audio and/or video taped sample of a child who stutters. This will be available to you on D2L and you will need to have RealPlayer to run the sample. If you do not have RealPlayer, it is available at no charge on the web. You will be expected to analyze the sample regarding speech and language parameters. Further detailed information will be provided to you at the time of this assignment regarding the analyses you’re expected to perform. Your completed work will be due on October 17, 2005. You will be asked to turn in all of your rough paper work on paper, along with your completed final analysis electronically in the D2L drop box.
3. Stuttering Assessment Project: Adult
You will be provided an audio and/or video taped sample of an adult who stutters. This will be available to you on D2L and you will need to have RealPlayer to run the sample. If you do not have RealPlayer, it is available at no charge on the web. You will be expected to analyze the sample regarding speech and language parameters. Further detailed information will be provided to you at the time of this assignment regarding the analyses you’re expected to perform. Your completed work will be due on November 07, 2005. You will be asked to turn in all of your rough paper work on paper, along with your completed final analysis electronically in the D2L drop box.
You will need to pair with another student to complete this assignment. You are required to illustrate, discuss and critically review a contemporary therapy approach or method via a poster presentation. You will be expected to present your poster to each other and invited students, faculty and staff on December 19, 2005 during the scheduled class period. Some of the possible contemporary approaches you may choose from can be found at the web sites indicated below. There are also a wide variety of approaches available for you to choose from in the literature found in the LRC or from commercial programs to be found in the CMC. The instructor must approve your topic. In addition to an explanation of the approach/method, you will need to address the following questions:
- How would this approach be classified (fluency shaping, stuttering modification, or integrated)? Why?
- What is/are the underlying theoretical rationale(s)?
- What is the style of presentation (intensive, 2x per week, etc.)?
- How is “success” defined and measured?
- How is generalization and maintenance addressed?
- Is there any data regarding the program’s success rate?
- What do you see as the program’s strong points? Weak points?
- Would you recommend using this approach? Why? Why not?
The Stuttering Home Page
The Stuttering Foundation
Here is a website that provides information regarding what a poster is, how it should look, etc. http://www.lcsc.edu/ss150/poster.htm
The poster caught my attention. Yes No
I was eager to read the poster. Yes No
The information was organized. Yes No
The text was easy to read. Yes No
Enough content was displayed. Yes No
Important aspects of the program were highlighted. Yes No
Application to the treatment of stuttering was evident. Yes No
Strengths and weaknesses of the program were presented. Yes No
The presenters asked if I had any questions. Yes No
The presenters answered my questions. Yes No
The presenters conveyed a professional demeanor. Yes No
(Adapted from L. Plonsker’s CD 784, 2002.)
Assessment – (The point assignments for each task):
You will be assessed on your performance in the following tasks:
Independent Study Projects:
Stuttering in public 100 points
Child Stuttering Behaviors Assessment 100 points
Adult Stuttering Behaviors Assessment 100 points
Online Conference Participation 50 points
Online Group Discussion Participation
Group participation (10 points ea. Discussion) 50 points
Group Leader 50 points
Poster Presentation 50 points
Total Points 500 points
The final course grade will be determined by a percentage of total possible points:
Letter Grade Percentage
Education is a progressive discovery of our own ignorance. -- Will Durant