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 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.
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
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
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.
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
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
Exam 1 Sep. 24
Exam 2 Oct. 22
Exam 3 Dec 3
Final Dec. 8
Letter Nov. 7
Stuttering Nov. 17
Observing Nov. 17
Home Page Sep. 12
ISAD Oct. 29
UNIT I. The Nature of Stuttering: Onset and Development
August 25 - September 26
(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