SHS 461: Introduction to Fluency Disorders
Fall
Semester, 2003
SCHEDULE: M-W-F: 8:00 - 8:50 AM
LOCATION: Room 2330 UCOM Speech Pathology and Audiology
CREDITS: 3 semester hours
INSTRUCTOR: Stephen B. Hood,
Ph.D., CCC-SLP
UCOM,
Office 2102
Office: 380-2628
Home:
342-3927
Email: sbhood(tfJAGUARl.USOUTHAL.edu
OFFICE HOURS: Mondays and Wednesdays 11:00 to 12:00 AM and
2:00 to 3:00 PM
Thursdays and Thursdays 9:00 to 11:00 PM
Subject to change depending upon clinic
schedule.
***Also available by appointment.
CATALOG DESCRIPTION: A
beginning course in stuttering and related disorders, with emphasis upon
symptomatology, testing, rehabilitation and prevention.
COURSE PURPOSE:
The purpose of this course is to present
students with lecture, textbook, handout and audio-visual material
that will introduce them to fluency and
fluency disorders, and to prepare them to take more advanced
course work at the graduate level. In order
to do this, students will be given basic information about the
nature of stuttering, the onset and
development of stuttering, the assessment of stuttering, and factors
related to prevention, early intervention
and treatment for stuttering.
Students are expected to read all required
materials assigned. Students are strongly encouraged to begin
their readings as early as possible in
order to be maximally prepared for class. Some of the material
presented in class will be covered in the
text books, but much of it will not. Therefore, the ability to take
good notes will aid you tremendously. You
will find that some of the reading material is redundant. Fear
not — this is to aid the learning
process. In addition, you will receive supplemental class handouts to assist
you.
SPA
461, Fluency Disorders, is a difficult course to teach, and a difficult course to take. This is because of
the vast complexity of the problem of
stuttering: the nature, onset, development, maintenance, prevention,
early intervention and treatment. The
disorder of stuttering is not yet fully understood. More than a
disorder of speech, stuttering is a problem
in interpersonal communication. Therapy must be a logical
outgrowth of your philosophy of the
disorder. Therefore, certain theoretical, philosophical and
experimental points of view become
important. In addition, the relationships among the fields of
speech-language pathology, counseling,
psychology, learning theory and other specialties are of
critical
importance.
We will do all we can to combine
theoretical background with clinical application. Please, make every
effort to do as much observation of ongoing
stuttering evaluations and therapy as possible. Clinic
schedules will be given to you as soon as
they become available so you can take advantage of the
opportunities that are
available. You will find that therapy is an ongoing process rather than a
static event.
PREREQUISITE: You must have earned a "C" or better grade in SPA 331 and 341.
REQUIRED TEXTS:
Barry
Guitar. (1998). Stuttering: An Integrated Approach to its Nature and
Treatment. Williams
and Wilkins
Stuttering
Foundation of America.
Memphis, TN. Series of Pamphlets and books.
Ainsworth: If Your Child Stutters: A Guide for Parents
Starkweather: Therapy for Stutterers
Conture: Stuttering and Your Child: Questions & Answers
Hood: Stuttering: Words.
Hood: Advice to Those Who Stutter Stutterer
Gruss:
Stuttering Therapy: Transfer
& Maintenance
Gruss:
Counseling Stutterers
Fraser:
Do You Stutter: A Guide for Teens
Fraser:
Self Therapy for the
Stutterer
Dell: Treating the School Aged Stutterer
Guitar:
Stuttering: Integration of Therapies
Gregory: Stuttering Therapy: Prevention & Intervention
SUPPLEMENTARY READINGS: Class Handouts and handouts of Power Point
slides will be available.
STUDENTS WITH SPECIAL NEEDS: It is the policy of USA to accommodate
students with disabilities. Any
student with a qualified disability that
requires accommodations should see the instructor during the first week of
classes. A student must verify that he/she
has a qualified disability through Disabled Student Services (460-7213),
Student Center Room 270, Ms. Bemita Pulmas, director.
POLICY ON ACADEMIC MISCONDUCT: Any dishonesty related to academic work or
records constitutes
academic misconduct. Academic misconduct is
incompatible with the standards of the academic community. Such
acts are viewed as moral and intellectual offenses and are subject to investigation and disciplinary action through
appropriate University procedures.
Penalties may range from the loss of credit for a particular assignment to
dismissal from the University.
(See The Lowdown, Student Academic Conduct Policy.)
PROGRAM ACCREDITATION: The Council of Academic Accreditation (CAA), under the auspices of the
American Speech Language Hearing
Association (ASHA), has certified the Department of Speech
Pathology and
Audiology at USA as an authorized educational facility. This means
that credentials obtained by graduates in
Speech-Language Pathology or Audiology will
automatically be accepted by ASHA when these graduates apply for
certification. If students wish
to contact CAA for additional information, they may do so at the following
address:
Council of
Academic Accreditation
The American
Speech Language Hearing Association
1080 IRockville Pike
Rockville MD 20852
BEHAVIORALLY-DEFINED COURSE OBJECTIVES
FOR STUDENT KNOWLEDGE AND SKILL:
Upon completion of the course, the
student will:
1. Demonstrate and understanding of the
affective, behavioral and cognitive dimensions of fluency, disfluency and stuttering.
2. Be able to identify the risk factors that make certain children
more vulnerable to the development of stuttering.
3. Understand the similarities and differences between normal nonflunecies, stutter-like disfluencies, and
stuttering.
4. Know the core features of stuttering, secondary features of
stuttering, and related attitudes and feelings.
5. Comprehend the development of stuttering in terms of
behavioral, emotional and attitudinal components.
6. Be able to apply the principles of learning theory to the
onset, development and maintenance of stuttering.
7. Understand the parameters of diagnostic assessment to the overt
and covert features of stuttering.
8. Be aware of the general principles of prevention and early
intervention in preschool children.
9. Be able to identify the general principles of treatment for
borderline stuttering.
10. Demonstrate an
understanding of the general principles of treatment for mild, intermediate and
advanced stuttering.
11. Understand the similarities and
differences to stuttering therapy programs based on "fluency shaping"
and
"stuttering modification"
techniques.
Objectives
1 through 11 directly address ASHA
Standards III-B, III-C
and III D. Knowledge of basic
human communication processes. Communication Differences and Disorders, and Prevention,
Assessment and Intervention.
12. Write narrative summaries of situational
assignments designed to help them understand and appreciate some of the
problems experienced by persons who stutter.
13. Write narrative summaries of assigned tasks to expose student
to internet resources devoted to the area of stuttering.
Objectives
12 and 13 Address Standard ASHA III-A,
Skill in written communication.
EVALUATION AND GRADING:
100 points (objective questions)
100 points (objective questions)
100 points (objective questions plus short
narrative answers)
100 points (objective questions plus short
narrative answers)
Each
regular examination will emphasize topics covered in the unit, but will also
include important concepts from previous units. A comprehensive final
examination will be given during examination week. For students who do better
on the final examination than their average based on
the first three exams, the final will count
double. This is a way to reward students who are able to tie things together at
the end of the term.
Writing Assignments will also be made, in
compliance with the guidelines and requirements of the University Writing
Program. These assignments will be graded as "S/U" based upon style and content. Students whose first attempt is
unsatisfactory must rewrite the assignment. Assignments must be word processed.
To make an a-priori prediction of the final grade scale is
dangerous due to the fact that the predicted scale may be too high or too low.
The final determination of course grades will approximate the following percent
distribution.
A
= 90 -100
B
= 80 - 89
C
= 70 - 79
D
= 60 - 69
F=
<60
Attendance
Since attendance is important to learning, students are expected to attend class. However, the class is
operated on the assumption that university students are responsible for their
own behavior, including attendance, so formal attendance will not be taken for
the purpose of computing your final course grade. From time to time,
unannounced quizzes might be given. These will result in "bonus
points" that can boost your final class grade. You are responsible for the
material presented in class, and unless there is sufficient reason, time spent during office hours is not designed for
individual tutoring of materials missed due to absences.
Students must be in class on the day of
examinations. Absences
not previously granted by the instructor must be accompanied by a formal
university or medical excuse. This will be discussed in class. Hopefully,
members of the Mobile Chapter of the National Stuttering Association will visit
class. This will be announced well in advance.
Attendance on this date will be mandatory.
Internet and World Wide Web
Students
who have regular access to e-mail and the WWW should plan to meet with me so
that I can explain some of the exciting opportunities that are available to
you! I'll make some general comments about this in class. For students who are
not now on-line, but would like to be, please see me for details. As part of
the (W) writing requirements for this course, you
will need to access Web Sites dealing with stuttering.
NOTE TO STUDENTS: The course
objectives, assignments, and schedule of lecture topics may be changed with 24
hours notice, via in-class announcement.
Important Dates to Remember
Exams:
Exam
1
Sep. 24
Exam 2 Oct.
22
Exam
3
Dec 3
Final
Dec. 8
Outside Assignments
Letter Nov.
7
Stuttering Nov.
17
Observing Nov.
17
Internet
Home
Page Sep.
12
ISAD Oct. 29
SYLLABUS:
UNIT I. The Nature of Stuttering: Onset and Development
August
25 - September 26
READING
ASSIGNMENTS:
(R)
Hood, Class Handouts
(R) Hood. Stuttering Words
(R)
Guitar, Chapters 1,3, 4, 5.
In
Chapter 4, just skim generally the information on pages 89-100.
August 25-27 Models
of Stuttering Ch.
1, and Handouts
August 29-Sep 3 Key
Terms and Concepts Ch. 1, and Handouts
Sep 5 Factors
related to Fluency
Sep 8 Definitions: Johnson, Van Riper, Bloodstein
Pgs. 70-77
Sep. 10-12 Core
Features, Secondary Features, Feelings and Attitudes. Pgs.
10-13, Ch 5
Developmental
and Environmental Issues Ch
3 (Skim)
Sep. 15
Diagnosogenic
Theory, Anticipatory-Struggle,
Demands-Capacities pgs 70-77
Sep. 17-19 Stuttering
Development Pgs
79- 89 and Ch. 5
Handouts: VR, Q&D
September
22 will be a review session
September
24 will be Examination I,
September
26 will be a chance to go over the exam and give feedback.
UNIT II. Applications of Learning
Theory to the Problem of Stuttering and its Diagnosis
September 29 - October 24
Sep 29 - Oct 8 Learning Theory Pgs
89-100. Handouts
Oct.
10-17 Diagnosis G.
Ch 7. Handouts
October
20 will be a review session
October
22 will be Examination II
October
24 will be a chance to go over the exam and give feedback.
UNIT III. Therapy
October 27 - December 5
Oct.
27-Nov 3 The Advanced
Stutterer: Chapters
8-9 and Handouts.
Skim
the following SFA books for ideas to supplement Guitar and Handouts
Hood.
Advice to Those Who Stutter
Fraser.
Self Therapy for the Stutterer
Fraser.
Therapy for Stutterers
Nov
5-10 The
Intermediate Stutterer
Chapters 10-11 and Handouts
Skim
the Following SFA book to supplement Guitar and Handouts.
Fraser.
Do You Stutter: A Guide for Teens
Dell.
Treating the School Aged Stutterer
Nov
12 -14 The
Beginning Stutterer Chapters
12-13 and Handouts
Nov
17-24. The
Borderline Stutterer
Guitar. Chapter 14 and Handouts
Ainsworth.
If Your Child Stutters
Conture.
Stuttering and Your Child: Questions &
Answers
Dec
1 will be a
review session
Dec
3 will be
Examination III
Dec
5 will be a
chance to go over the exam and give feedback.
Final
Examination: As per the
date posted in University Exam Schedule. Tentatively scheduled for Monday,
December 8, at 10:00 A.M. For
those with conflicts, we will try to establish an additional time.
Writing Assignments for SPA 461
The purpose of this assignment is for the
fluent speaking clinician to:
1. develop
an appreciation for some of the emotional correlates of stuttering.
2. become
partially desensitized to the emotional and behavioral components of stuttering. Become able to
approximate stuttering
behaviors in stressful situations.
3. write
descriptive narratives regarding the above, as will be outlined below. Your
writing assignments will be graded based upon both style and content.
The
work you submit must be typed, single spaced, and word processed.
Assuming the Role of the Stutter
The class will be divided into groups of
two students each. The assignment is to enter two REALISTIC
speaking
situations such as talking to a store
clerk, ordering a meal or placing a phone call. Or, you and your partner might
go
out to lunch or dinner in a public
restaurant - where one of you "stutters" and the other speaks
"normally." (Then,
reverse your roles and do the assignment
again.)
NOTE: in order to be a realistic, you should
find a situation where you will be doing a fair amount of talking.
As a general rule of thumb, you should select a situation in which you will
be talking for about five
minutes,
and where you will speak at least 100 words. We will discuss this in class.
In each situation, one student is to serve
in the role of a stutterer, and speak with REALISTIC stuttering. The other
student is to assume the role
of a passive observer. Writing Assignments are as follows:
1. Write
a letter addressed to me, as your instructor, in which you describe your
attitudes, feelings and emotions regarding your upcoming stuttering role. Try
to give me an appreciation for what you are going to do, why you are going to
do it, and how you expect things to go. Try to
relate the experience to what you
have learned about the overt and covert dimensions of stuttering in
class.
NOTE:
Do this before you actually go into the real world and stutter. Try to be as
honest as possible.
DUE: November 7
2. After
you have assumed the role of a person who stutters, write a description of your
overt stuttering behaviors and covert emotional reactions during this speaking
situation. Try to be as specific as possible. Again. relate your experience to the things you are learning in class: e.g., the
nature of stuttering, severity, emotional and behavioral correlates, etc.
DUE: November 17
3. Write
an observation report regarding what you observed during your role as the
observer.
DUE: November 17
4. Internet Resources
For this assignment you are to visit Judy Kuster's Web Page
on stuttering. You can locate it at the following address: < http:www.stutteringhomepage.com > Browse
through the information dealing with ³Therapy for Stuttering,² ³PWS Speak for Themselves,² ³ Personal
Paths Toward Recovery² and ³Information about stuttering.² You assignment is to select three significant contributions, and then write
a one page abstract to summarize the article. Turn in a copy of each of the three articles, along with the
one page abstract of the article. In other words - you will have one printed
copy of the article plus your one page summary for each of the three articles
that you have selected.
DUE: September 12
5. ISAD.
International Stuttering Awareness Day is in October. From Judy Kuster's home
page, you can access this page. This assignment requires that you visit ISAD,
and browse through the manuscripts that have been contributed. You will be able
to access these articles, and post a question or make a comment about any of
them.
After I have had a chance to
read the articles, I will give you a list of those which are most appropriate
for this
assignment. Your task will be to (1) visit ISAD and read through these articles.
(2) Select the article that you find to be the most meaningful, insightful,
thought or provoking. (3) Post at least one question or comment for the
contributions that you find to be of interest. (4) Print out a hard copy of
your post, and submit it to me.
IMPORTANT
NOTE: It is ok if you care to mention that you
are an undergraduate student, but Mrs. Kuster doesn't
want a bunch of university names to be included in the responses. I will give
more details in class. After you
have done this, print out the page that has your question and comment, and
submit this to me.
VERY IMPORTANT
NOTE: There will
be a time period of approximately three weeks where people can post questions
and make comments about the articles. In response, the author(s) of the papers
will reply back to the person who posted the question or comment. Often,
interesting dialogs go on between the author(s) and folks
like you who make the comments or ask the questions.
Once the deadline is passed, it will not be
possible to post comments. I will give you details in class.
DON'T MISS
THE DEADLINE !!!!
DUE:
October 29