Joseph Donaher Temple University Pat King
Turtlecraw@aol.com Summer Sessions pking001@temple.edu
215 590-7637 Thurs. 4:30 – 7:30 215-204-1879
Office hours: Friday, 10 – 12:00
Goals: This course will strive to educate students on the primary characteristics of stuttering, etiological theories, how it develops across the lifespan, how it effects individuals and their families and what can be done to assist those who stutter. Much of the content will focus on diagnosing and effectively treating fluency disorders in a variety of populations including: preschoolers, school-aged children, teens, adults and in those with other types of fluency disorders.
An emphasis will be placed on effectively training students to work with people who stutter while adapting therapy to meet their individual needs. The course will stress an understanding of the family and their specific cultural and ethnic perspectives. For this reason, the curriculum will integrate theories from anatomy, physiology, acoustics, psychology, linguistics, cognition, counseling and other disciplines. To augment the coursework, students will participate in experiential based labs focussing on case studies and role playing.
Learning Outcomes:
Student’s will be able to compare and contrast cognitive and behavioral approaches to stuttering therapy.
Students will demonstrate counseling strategies within peer group role playing situations.
Students will demonstrate mastery of anatomical, physiological and cognitive vocabulary in exam format.
Students will use case studies to devise strategies for clinical intervention.
Text: ● Shapiro, D.A. (1999). Stuttering intervention: A collaborative journey to fluency
freedom. Austin, TX: Pro-Ed.
● Various articles & handouts relevant to the topics covered in class.
Requirements: There will be a multiple-choice midterm and final examination and 2 short reaction papers (2-3 pages each). Class participation is expected and will count towards your final grade. Please be courteous towards the instructors and your fellow classmates and avoid excessive lateness and/or cell phone/beeper ringing. If you are unable to attend a class, it is your responsibility to obtain the material covered from another student.
DATE |
TOPICS |
|
5/29 |
Course Overview Introduction of terms Normal Fluency vs. Disfluency Development of Stuttering Impairment, Disability, Handicap The Client’s/Clinician’s Role in Therapy * Behavior Lab * |
Shapiro Ch. 1, 2, 11 Manning W.H. (2001) Starkweather (Unpublished) |
6/5 |
Review of Lab Experience Other Fluency Disorders What is Therapy What is Stuttering: Past and Present Views |
Shapiro Ch. 3, 4
|
6/12 |
* Counseling Lab* Counseling Techniques/strategies Avoidance/Resistance/Deflection Chasing the Fluency God/ Giant in Chains Cultural Considerations Asking Diagnostic Questions SFA Counseling Video |
Paper #1 due Shapiro Ch. 5, 6 Yaruss & Sugarman (2001) Cooper |
6/19 |
Intervention Principles Fluency Shaping Stuttering Modification * Techniques Lab * |
Shapiro Ch. 7 Ham |
6/26 |
MIDTERM VIDEO NIGHT |
|
7/3 |
Demands & Capacity Model CALMS Model Standard/Nonstandard testing Measures of Severity * Data Collection/Transcription Lab * |
Paper #2 dueYaruss, (1998)
|
7/10 |
Panel of People Who Stutter Small Group Interactions Golden Key Discussion |
|
7/17 |
Treating Pre-School Children Who Stutter Recovery Facts Goals of Treatment Lidcombe Program Indirect vs. Direct Therapy |
Shapiro Ch. 8 Starkweather, Halfond, Gottwald Onslow |
7/24 |
Treating the School-Aged Child Diagnostic Procedures/
Considerations Group therapy & support groups Classroom presentations Fluency Devices Teasing/Bullying |
Shapiro Ch. 9
|
7/31 |
Treating Adult & Adolescents Who Stutter Diagnostic procedures Group therapy & support groups |
Shapiro Ch. 10 |
8/7 |
FINAL EXAM |
|
Behaviors Lab: Students will be introduced to the hierarchy of stuttering behaviors. These will include primary and secondary stuttering behaviors. After being given time to practice each behavior in class, students will be asked to pseudostutter off campus, in 3-5 different real-life situations and environments. This is an attempt to increase your awareness of what it would be like to be a person who stutters and to desensitize you towards stuttering.
Techniques Lab: After being introduced to Fluency Shaping and Stuttering Modification techniques, students will be asked to use these off campus, in 3-5 different real-life situations and environments. Clinicians must never ask their clients to do anything that they would not do themselves and must be ready to model any technique or behavior for their client. This
assignment should provide a realistic picture of what is involved in altering one’s speech with the use of techniques.
Reaction Papers: These 2-3 page papers should focus on your feelings leading up to the activity, during the experience and resulting from the experience. You should concentrate on how you felt, any reactions from others involved and what this taught you in regards to your role working with people who stutter.
Grading: Grading is based on the following scale:
Participation |
10 points |
Reaction papers (each) |
15 points |
Exams (each) |
30 points |
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