Exceptional Student Education Department Communication Disorders Program SPA 6225 FLUENCY DISORDERS: EVALUATION & TREATMENT 3 credits Wednesday, 1:00 - 3:50 p.m. ED 104 Dr. Dale Williams Office: ED 424 Office hours: TBA Office Phone: 7-3238 REQUIRED TEXTS: Starkweather (1987). Fluency and Stuttering. Rustin et al. (1987). Progress in the Treatment of Fluency Disorders. COURSE REQUIREMENTS: 1) Each student is expected to complete all assigned readings on the course syllabus, as well as any assigned in class. Students are responsible for all information contained in the readings. 2) Each student is responsible for all information and materials presented in class, including information presented by other students. Students are responsible for obtaining information and handouts from classes that they have missed. Dr. Williams will provide handouts that he distributed during missed classes, but will not provide information on class lectures. 3) Each student is required to take the scheduled examinations. Tentatively, 3 are scheduled: Two worth 100 points and a 200 point cumulative final. Dr. Williams should be notified of impending absences occurring on exam dates. Otherwise, failure to take a scheduled exam will result in the score of 0 points. Make-up exams are possible in extreme instances and will be of increased difficulty. 4) Each student must take part in class discussions. This includes, but is not limited to regular attendance and appropriate comments and/or questions. Students who improperly disrupt or delay the class will be penalized. In addition, students will report on current issues in the field of fluency disorders and may be asked to lead class discussions. Class participation is worth 40 points. GRADING: A = 407-440 points B+ = 385-406 Please report any changes of name, address, B = 363-384 etc., to Dr. Williams as well as to C+ = 341-362 Admissions & Records. This will minimize C = 319-340 confusion in assigning your grade at the end D+ = 297-318 of the semester. D = 275-296 F = 0-274 TENTATIVE CLASS SCHEDULE: 1/11/95 Expectations & overview of class; normal development of fluency 1/18 Characteristics of fluency disorders Read (prior to class): Starkweather, Chapter 5 1/25 Development of stuttering Starkweather, pp. 139-159 Martin & Lindamood (1986). Stuttering and spontaneous recovery...Language, Speech, and Hearing Services in Schools, 17, 207-218 Ramig (1993). High reported spontaneous stuttering recovery rates: Fact or fiction? Language, Speech, and Hearing Services in Schools. 24, 156-160. 2/1 Major theories; Review for test Johnson (1967). Speech Handicapped School Children, pp. 249-285. Bloodstein (1981). A Handbook on Stuttering, pp. 47-52. Starkweather, pp. 159-165 Curlee & Perkins (1984). Nature and Treatment of Stuttering, Chapter 9. Brutten (1975). Stuttering: Topography, assessment, and behavior-change strategies. In Eisenson (ed.) Stuttering: A Second Symposium, pp. 199-219. 2/8 TEST 2/15 Variability of stuttering Starkweather, Chapter 7 2/22 Comparing stutterers to nonstutterers Starkweather, Chapters 8 & 9 Rustin, Chapter 2 3/1 Comparing stutterers to nonstutterers (con'd) Cullinan & Springer (1980). Voice initiation times... Journal of Speech and Hearing Research, 23, 344-360. McClean, M., Kroll, R., & Loftus, N. (1990). Kinematic analysis of lip closure in stutterers' fluent speech. JSHR, 33, 755-60. Williams & Brutten (1994). Physiologic and aerodynamic events...JFD, 19, 83-111. 3/8 Spring Break: No Class 3/15 Attitudes Rustin, Chapter 11 3/22 Attitudes; Review for test 3/29 TEST 4/5 Assessment Rustin, Chapter 5 4/12 Treatment Rustin, Chapters 6, 9 & 13 Keys & Ruder (1992). A review of commercialized fluency treatment programs. ECHO, 14, 14-17, 21-24. 4/19 Treatment (con'd); Review for final exam 4/24 (Monday) FINAL EXAM ASSIGNMENTS Exceptional Student Education Department Communication Disorders Program SPA 6225 FLUENCY DISORDERS: EVALUATION & TREATMENT Student Reports Each class period a student from SPA 6225 will present a 5-10 minute informal report on the issues discussed the previous week on 3 computer usenet services: STUT-L, STUTT-X and STUT-HLP. Additionally, the presenting student will write at least one e-mail response pertaining to an issue or issues discussed the previous week on one or more of the nets (to be sent to the appropriate net). These responses may include issues or questions of interest arising from our or others' class discussions (other class summaries will appear on STUTT-X, so responses to them should appear there as well). The student will report her response(s) to the class. Response(s) must be original and signed. Suitable length of responses varies according to their number and the issues discussed. Students can subscribe to the nets via an FAU or home computer or access them from Dr. Williams' office computer during scheduled office hours. It is assumed that reports will cover messages appearing from the Wednesday of the previous week to the date of presentation. Students may, however, begin to prepare reports during Monday office hours. Reports will be part of the class participation grade and will thus be graded on accuracy of and ability to convey the content of the computer messages. In addition, the appropriateness and insightfulness of the e-mail response will also be considered in grading. Participation/discussion on the part of the other class members is encouraged. Below is a list of class dates. Remember that the student who presents on a given date must read, summarize, and respond to the usenet messages before that date. 2/15__________________ 3/22__________________ 2/22__________________ 4/5 __________________ 3/1 __________________ 4/12__________________ 3/15 _________________ 4/19__________________ SPA 6225: FLUENCY DISORDERS SPRING, 1995, FINAL EXAM, Part 1 50 POINTS Real: National Stuttering Awareness Week is May 8 - 14, 1995. News releases will be mailed to papers across the country. Pretend: The editor of your local paper has asked you, "What are 5 things the general public should know about stuttering?" Real: In response to this question, you will list 5 statements & explain them so the average newspaper reader (i.e. person outside the field of SLP) could understand them. Your statements and explanations will be typed (double-spaced) on a separate page. Additional matters of presentation will be discussed in class. You will be graded on the truthfulness of the statements and completeness of the explanations. This portion of the test is due April 24, 11 a.m. (the scheduled time for the final examination).