Fluency Disorders

Com Dis 723

UW Stevens Point

Fall Semester 2006



Instructor:  Charlie Osborne

Office:  44A

Phone: (715) 346-4960

E-Mail: cosborne@uwsp.edu  (wk)

         charlieoslp@yahoo.com (hm)


Class Times: Monday – Wednesday, 10:30 – 11:45

Classroom:  CPS 108


Required Text:

Guitar, B. (2006). Stuttering: An integrated approach to its nature and treatment (3rd Ed.).  Philadelphia, PA: Lippincott Williams & Wilkens.


Required/Supplemental Readings:  These are posted on the library web under the electronic reserve or in the Content section on D2L.  If you have problems obtaining readings, let me know.


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. 


Course Objectives:

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; the influence of one’s culture on coping with a stuttering problem; 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


Course Format:

This course is a hybrid course that combines 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, supplemental 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 or in the D2L Content section.


D2L Drop Box

The majority of 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.  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.


Tentative Course Agenda


An Introduction

Week One                     Course overview

09/06/06                        An introduction to D2L

                                    Unit One: Exploring cultural backgrounds


Week Two                     Disorders of fluency

09/11&13/06                 Stuttering defined

                                    Fluency defined                              

                                    Characteristics of the person who stutters                                                  D2L Group Discussion: Let’s talk culture;                                               it’s not what’s in your yogurt!


Week Three          The development of stuttering

09/18&20/06                 Description of stuttering behaviors

Group Practice: Stuttering

Unit Two: Stuttering in public

Unit One Cultural Diversity reaction paper due on Friday, 9/22/06 (IN D2L Drop box)     


Week Four                    Theories of stuttering



Week Five                     Description of the stuttering problem

10/02&04/06                 Assessment and diagnosis

                                    Group Practice: Transcription practice/data analysis

Unit Two Stuttering in Public papers due on Friday, October 06, 2006 (In D2L Dropbox)


Week Six                      Assessment and diagnosis of fluency disorders: Children

10/09&11/06                 Unit Three:  Assessment Project


Week Seven          Assessment and diagnosis of fluency disorders: 10/16&18/06                 Adolescents & adults


Week Eight                   Stuttering modification/Fluency shaping therapies

10/23&25/06                 Evidence-based practice

                                    Measuring success in stuttering management

                                    A primer in General Semantics

D2L Group Discussion: Applications of General Semantics to the practice of evaluation and management

Unit Four ISAD Online Conference Papers due on Friday, October 27, 2006 (In D2L Dropbox)


Week Nine                    Management of the preschool child: Contemporary 10/30&11/01/06             therapies

                                    Unit Three:  Assessment Project due on November 03, 2006 (In my mailbox)



Week Ten                      Management of the preschool child - MCLAMS-C



Week Eleven                 Management of the school age child

11/13&15/06                 Wednesday - online class only, Audio lecture

                                    Clinical Decisions with Adolescents Who Stutter (W.                               Manning)


Week Twelve                 Management of the school age child

11/20&22/06                 Management of the adolescent and adult

                                    D2L Discussion: Child case study


Week Thirteen               Management of the adolescent and adult

11/27&29/06                 Unit Five: Multiple choice tests due on December 01, 2006


Week Fourteen               Management of the adolescent and adult – MCLAMS-A

12/04&06/06                 Group Therapy

                                    D2L Discussion: Child case study


Week Fifteen                 Other disorders of fluency and their management

12/11&13/06                 D2L Discussion: A reflective review of CD 723


Week Sixteen                 Final Examination Period, Poster Presentations

12/19/06                        Tuesday 10:15-12:15



Course Readings


Week One           Required Readings (in D2L Content section)

                           Readings for Unit One

American Speech-Language-Hearing Association (2005). Cultural competence.  ASHA Supplement 25, in press.

Rodriguez, B. L. and Olswang, L.B. (2002). Cultural diversity is more than group differences: An example from the Mexican American community.  Contemporary Issues in Communication Science and Disorders, Vol. 29, 154-164.


Week Two           Required Readings

Guitar text: Chapters One, Introduction to stuttering & Two, Constitutional factors in stuttering

Supplemental Reading

Culatta, R. & Goldberg, S.A. (1995).  Stuttering therapy: An integrated approach to theory and practice. Needham Heights: Allyn & Bacon.  Chapter Two, Different types of disfluency.


Week Three         Required Readings

Guitar text: Chapter Three, Developmental, environmental, and learning factors

Oyler, M.E. (2005). Treatment for children who stutter with heightened sensitivity and sensory integration dysfunction. Wisconsin Speech-Language Pathology and Audiology Professional Association, The Communication Connection, 19, 1-7.

Readings for Unit Two

Jezer, M. (1997).  Stuttering: A life bound up in words. Plymouth, VT: Five Corners Press.  Chapter 2, How I Stutter & Chapter 3, The “S” Word.

Manning, W. (2004). “How can you understand?  You don’t stutter!”  Contemporary Issues in Communication Science and Disorders, Vol. 31, 58-68.


Week Four          Required Readings

Guitar text: Chapter Four: Theories about stuttering.

Yairi, E. & Ambrose, N.G. (2005). Early childhood stuttering. Austin, TX: Pro-Ed. Chapter 14, Theoretical considerations and conclusions.

                           Supplemental 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.


Week Five           Required Readings

                           Guitar text: Chapter Five: Normal disfluency and the

                           development of stuttering


Supplemental Reading

                           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.

                  International Stuttering Awareness Day 2006 Online Conference

Don’t Talk About Us … Talk With Us



Week Six             Required Reading

Guitar text: Chapter Six, Preliminaries to assessment, and Chapter Seven, Assessment and diagnosis



Week Seven         Required Reading


Yaruss, J.S. and Quesal, R.W. (2006). Overall assessment of the speaker’s experience of stuttering (OASES): Documenting multiple outcomes in stuttering treatment.  Journal of Fluency Disorders, 31, 90-115.

Week Eight         Required Readings

                           Guitar text: Chapter Eight, Preliminaries to treatment

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.

Osborne, C. (2005). The use of language as a therapy tool.   Wisconsin Speech-Language Pathology and Audiology Professional Association, The Communication Connection, 19, 10-13.

Shapiro, D. (1999).  Stuttering intervention: A collaborative journey to fluency freedom.  Austin, TX: Pro-Ed.  Chapter 7,  Stuttering modification and fluency shaping: Psychotherapeutic considerations.

Suggested Readings

Quesal, R.W. and Yaruss, J.S. (2000). Historical perspectives on stuttering treatment: Dean Williams. Contemporary issues in communication science and disorders, 27, 178-187.

Williams, D. A perspective on approaches to stuttering therapy, In Gregory, H. (1979). Controversies about stuttering therapy.  Baltimore: University Park Press.

Williams, D. (1957).  A point of view about ‘stuttering’.  JSHD, 22, 3, pp.  390-397.


Week Nine           Required Readings

Guitar text: Chapter Nine, Treatment of borderline stuttering, and Chapter Ten, Treatment of beginning stuttering

Yaruss, J.S., Coleman, C., and Hammer, D. (2006). Treating preschool children who stutter: Description and preliminary evaluation of a family-focused treatment approach.  Language, Speech, and Hearing Services in Schools, 37, 118-136.

Gottwald, S. and Starkweather, W. (1995). Fluency

intervention for preschoolers and their families in the public

schools.  LSHSS, 26, 2, 117-126.


Week Ten and     Required Readings

Week Eleven        Guitar text: Chapter 11, Treatment of intermediate stuttering

Dell, C. (1993). Treating school-age stutterers in Stuttering

and related disorders of fluency (Curlee, R., Ed.).  New York:


Healey, E. C. and Scott, L. (1995). Strategies for treating elementary school-age children who stutter:  An integrative approach.  LSHSS, 26, 2, 151-161.

                           Suggested Reading

Ingham, R. and Riley, G. (1998). Guidelines for the
documentation of treatment efficacy for young children who
stutter.  JSLHR, 41, 4, 753-77
Week Twelve       Required Reading

                           Guitar text: Chapter 12, Treatment of advanced stuttering


Week Thirteen     Required Reading

Manning, W.  (2001). Clinical decision making in fluency disorders (2nd Ed.). San Diego, CA: Singular.  Chapter 8, Treatment for adolescents and adults


Week Fourteen    Assigned readings



Week Fifteen       Required Reading

                           Guitar text: Chapter 13, Related disorders of fluency


Study Units


You are required to complete the following study units.  They are:


1.  Exploring your own culture.


This unit requires several that several activities be completed.  Please see the detailed explanation at the back of the syllabus.   


 2.  Stuttering in Public


This unit requires several that several activities be completed.  Please see the detailed explanation at the back of the syllabus.   


3.  Stuttering Assessment Project


This unit requires you to pair with another student.  You will be asked to transcribe and analyze two speech samples: one of a child who stutters and the other an adult who stutters.  Please see the detailed explanation at the back of the syllabus.   


4. ISAD Online Conference Participation


This online conference is live October first through October 22nd, 2006.  You are required to participate and write of your experiences.  Please see the detailed explanation at the back of the syllabus.   


 5.  Design a Multiple-Choice Test


This unit requires you to pair with another student.  Instead of me giving you a test, in this unit you will be proving me with one!  Please see the detailed explanation at the back of the syllabus.   


6.  Poster Session


This unit requires you to pair with another student.  You will be developing and presenting a critical review of a contemporary therapy approach/program.   Please see the detailed explanation at the back of the syllabus.   


Online Group Discussion Assignments


You are expected to participate in five small group discussions on D2L throughout the semester.  I have provided source articles for discussions and questions to address.  Each student is expected to participate in each discussion a minimum of two times (with the exception of the final discussion).  Discussions will include:


I.    Let’s talk culture: It’s not what’s in your yogurt!

II.   Applications of General Semantics to the practice of evaluation and management

III. Case Study: A child with a stuttering problem

IV. Case Study: An adult with a stuttering problem

V.  A reflective review of the course


These discussions are set up to occur outside of the traditional classroom setting.  You should have ample opportunities to participate throughout the week.  Discussion topics and questions will be available in the D2L discussion section each week.  It is required that you post your first comment by day’s end on Wednesday and your final comment(s) by day’s end on Friday of the week of the discussion.  Late entries will be penalized 10%.


Writing Rubric

Assessment of your written assignments and the 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

Writing Mechanics

Grammar and punctuation uniformly conform to standards of scholarly writing

Occasional grammar and/or punctuation errors

Numerous grammar and/or punctuation errors


Assessment – (The point assignments for each task):


You will be assessed on your performance in the following tasks:


Study Units:

         Exploring Your Own Culture                       50 points

Stuttering in Public                                     50 points

Stuttering Assessment                                100 points

ISAD Conference Participation          50 points

Multiple Choice Test                                   50 points

Poster Presentation                                     50 points

Online Group Discussion Participation

         Group participation (10 points ea. Discussion) 50 points



Total Points                                              400 points



The final course grade will be determined by a percentage of total possible points:

Letter Grade       Percentage          

         A       96-100%                      

         A-     91-95%                                 

         B+     88-90%                                 

         B       84-88%                                 

         B-      81-83%                                 

         C+     78-80%                                                   

         C       74-77%


Opportunity is missed by most people because it is dressed in overalls and looks like work.     Thomas A. Edison