Fluency
Disorders
Com Dis 723
UW Stevens
Point
Fall
Semester 2005
Instructor: Charlie Osborne
Office: 44A
Phone: (715) 346-4960
E-Mail: cosborne@uwsp.edu (wk)
Class Times: 8:30 –
11:00 am, Friday
Classroom: CPS 210
Required Text:
Manning, W. H. (2001). Clinical decision making in fluency
disorders (2nd Ed.).
San Diego: Singular.
Required/Supplemental Readings: These are posted on the library web
under the electronic reserve.
Students may receive technical assistance from the Informational
Technology Help Desk, 346-4357.
There are also paper copies available in the Reserve section of the
library.
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; 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,
combining 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, suggested 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.
D2L Drop Box
All 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 (there is one
exception). 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.
______________________________________________________________________________
An Introduction
Week One Course
overview
09-09-05
An
introduction to D2L
Definitions
of stuttering
Disorders
of fluency
Pseudostuttering
– your first assignment
Week Two Characteristics
of the fluency clinician
09-16-05 Development
of stuttering
Characteristics
of the person who stutters
Week Three D2L
Group Discussion: The
characteristics of a fluency clinician
09-23-05
Theories
of stuttering
Independent
Study Unit Due 9-26-03
Week Four D2L
Group Discussion: Theories
09- 30-05 Assessment
and diagnosis: The preschool child (Preoperational)
Description
of the stuttering problem
Transcription
practice/data analysis
Week Five Assessment
and diagnosis of fluency disorders:
10-07-05 School
age child (Late preoperational - concrete)
Assessment
activity: Child (completed work due on 10-17-05)
Week Six Assessment
and diagnosis of fluency disorders:
10- 14-05 Adolescents and adults (Formal
operations)
Online
Conference Participation: The Eighth International Stuttering
Awareness Day Online Conference, "Community Vision
for Global Action"
http://www.mnsu.edu/comdis/kuster/stutter.html
(Completed
work due on 10-24-05)
Week Seven Considerations
of the management process:
10- 21-05 Stuttering
modification/Fluency shaping therapies
A
primer in General Semantics
Coping
and the process of change
Dean
William’s perspective towards stuttering
and its therapy
Assessment
activity: Adult
(Completed
work due on 11-07-05)
Week Eight Management
of the preschool child:
10- 28-05 Working
with parents
Direct
management
Week Nine Management
of the preschool child:
11-04-05 Working
with parents
Direct
management
Week Ten Online
class only – no Friday class
11-11-05
D2LGroup
Discussion: Treatment of the school-age child
Week Eleven ASHA
Convention - Online class only, no Friday class
11- 18-05 Audio
lecture
Clinical
Decisions with Adolescents Who Stutter (W. Manning)
D2L
Discussion: Child case study
Week
Twelve Thanksgiving
holiday
11-25-05
Week
Thirteen Management
of the school age child (Concrete stage)
12-02-05
Week Fourteen Management
of Adolescents & Adults (Formal operations)
12- 09-05
Week Fifteen Management of Adolescents &
Adults (Cont.)
12- 16-05 D2L Discussion: A reflective review of CD 723
Week Sixteen Final
Examination Period, Poster Presentations
Monday, 12-19-05 10:15
am-12:15 pm
______________________________________________________________________________
Course
Readings
Manning text, Chapter Two, Theories of etiology, pp. 35-46.
Culatta, R. & Goldgerg, S.A.
(1995). Stuttering therapy: An
integrated approach to theory and practice. Needham Heights: Allyn &
Bacon. Chapter Two, Different
types of disfluency.
Manning text,
Chapter 1, Clinician characteristics and Chapter 3, Characteristics of
stuttering onset and development
Conture,
E. (2001). Stuttering its nature, diagnosis,
and treatment, Needham Heights: Allyn and Bacon. Appendix B: Note to a beginning speech-language
pathologist.
Manning text,
Chapter Two, Theories of etiology. Pp. 46-85.
Shapiro, D.
(1999). Stuttering
intervention: A collaborative journey to fluency freedom. Austin, TX: Pro-Ed. Chapter 3, Etiology and treatment of
stuttering: Past and present, (pp. 70-93).
Group
Discussion Reading
Manning, W.
(2004). “How can you understand? You don’t stutter!” Contemporary Issues in
Communication Science and Disorders, Vol. 31, 58-68.
Week Four Group
Discussion 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.
Required Reading
Manning text,
Chapter 3, Characteristics of stuttering onset and development.
Suggested
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.
Manning text,
Chapter 5, Assessing fluency disorders in children
Handouts
Week Six Required
Reading
Manning text,
Chapter 4, Assessing adolescents and adults.
Handouts
Online
Conference Participation: The Eighth International Stuttering
Awareness Day Online Conference, "Community Vision
for Global Action"
http://www.mnsu.edu/comdis/kuster/stutter.html
Week Seven Required Reading
Manning text, Chapter 6 & 7, Facilitating the change
process, Counseling strategies and techniques
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
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:
Williams, D. A perspective on
approaches to stuttering therapy, In Gregory, H. (1979). Controversies
about stuttering therapy.
Baltimore: University Park Press.
Gottwald, S.
and Starkweather, W. (1995). Fluency intervention for
preschoolers
and their families in the public schools. LSHSS, 26, 2, 117-126.
Dell, C. (1993). Treating
school-age stutterers
in Stuttering and related disorders
of fluency (Curlee, R., Ed.).
New York: Thieme.
Healey, E. C. and Scott, L. (1995). Strategies
for treating elementary school-age children who stutter: An integrative approach. LSHSS, 26, 2, 151-161.
Guitar, B. (1998). Stuttering: An integrated approach
to its nature and treatment.
Baltimore, MD: William & Wilkins. Chapters 10, Intermediate stutterer: Stuttering
modification and fluency shaping therapies, and Chapter 11, Intermediate
stutterer: Integration of approaches.
Suggested Reading
Week
Thirteen Handouts
Week Fourteen Assigned
readings
Manning
text Chapter 8, Treatment for adolescents and adults and Chapter 10, Indicators of
progress during treatment
Handouts
Handouts
Online
Group Discussion Assignments
You are
expected to participate in five small group discussions on D2L throughout the
semester. I have randomly assigned
each of you to a group of five students. I have also provided source articles for discussions and
questions that your group needs to address. Each group member is expected to participate in each
discussion a minimum of two times.
One member of the group has been assigned to be the group leader for
each of the discussions. Her role
is to: conduct/moderate her group’s responses to the questions, to insure
that each group member has participated, and to submit a summary of her
group’s responses to the class as a whole (see the discussion section on
D2L).
Discussions
will include:
The
characteristics of a fluency clinician
Theories of
stuttering
Case Study:
A child with a stuttering problem
Stuttering
management with school age children
A
reflective review of the course
These
discussions are set up to occur outside of the traditional classroom
setting. Because the class only
meets once per week, you should have ample opportunities to participate
throughout the week. Discussion
topics and questions will be available in the D2L discussion section the day of
class. It is recommended that
group participants finish their participation by Wednesday evening of
the week the discussion is scheduled.
Summative comments by the group leader are due by the time of class
on Friday.
Assessment
of 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.
Criterion |
Exemplary |
Acceptable |
Undeveloped |
Insightfulness |
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 |
Organization |
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 |
Online Conference Participation:
The
Eighth International Stuttering Awareness Day Online Conference, "Community Vision for Global Action"
http://www.mnsu.edu/comdis/kuster/stutter.html
This online conference is live October first through October 22nd,
2005. Please read at least five
different papers that are posted for the conference. You are required to participate, by
including an online response in one of the presentations that you are
attending. You are also required
to write a paragraph outlining the nature and content of each of the articles
you’ve read or participated in, along with another paragraph that
includes your reaction to the presentation and any insights you gained.
Independent
Study Units
You are
required to complete three individual independent study units. They are:
You are
required to stutter in a public setting…actually, 3 different public venues. The purpose of this unit is to give you a sense for what it
may feel like to be a person who stutters (and perhaps develop a better
understanding of what your clients who stutter experience daily). Of course, as you’re completing
this assignment, remember that you have the option to stutter or to not
stutter. The person who stutters
doesn’t have that option in all speaking situations. This unit will
include the following steps:
1) You are encouraged to practice stuttering with a friend
or classmate prior to actually stuttering in public. Try to make your stuttering behaviors representative of real
stuttering and try to develop a level of comfort when you pseudostutter.
2) You need to stutter in three different settings. These may include, but are not limited
to -–placing an order at a restaurant, asking for information on the
telephone, asking for directions at the mall or on campus, ordering pizza on
the phone, buying clothes, etc.
Only one experience can occur on the phone. The other two must be face-to-face.
3) You need to write a reaction paper to each
experience. Questions to address
include the following: What was the reaction of the person(s) you were talking
to? How did you feel as a communicator? Do you feel like doing this activity
again?
The length
of this assignment should be at least three double-spaced pages.
Suggested
Reading:
Van Riper, C. (1971) The
self-concepts of stutterers. In The
nature of stuttering.
Englewood Cliffs:
Prentice-Hall.
This unit is due on September 26, 2005.
2. Stuttering Assessment Project: Child
You will be
provided an audio and/or video taped sample of a child who stutters. This will be available to you on D2L
and you will need to have RealPlayer to run the sample. If you do not have RealPlayer, it is available
at no charge on the web. You will
be expected to analyze the sample regarding speech and language
parameters. Further detailed
information will be provided to you at the time of this assignment regarding
the analyses you’re expected to perform. Your completed work will be due on October 17, 2005. You will be asked to turn in all of your rough paper work on
paper, along with your completed final analysis electronically in the D2L drop
box.
3. Stuttering Assessment Project: Adult
You will be
provided an audio and/or video taped sample of an adult who stutters. This will be available to you on D2L
and you will need to have RealPlayer to run the sample. If you do not have RealPlayer, it is
available at no charge on the web.
You will be expected to analyze the sample regarding speech and language
parameters. Further detailed information
will be provided to you at the time of this assignment regarding the analyses
you’re expected to perform.
Your completed work will be due on November 07, 2005. You will be asked to turn in all of your rough paper work on
paper, along with your completed final analysis electronically in the D2L drop
box.
Poster
Session:
You will need to pair with another
student to complete this assignment.
You are required to illustrate, discuss and critically review a
contemporary therapy approach or method via a poster presentation. You will be expected to present your
poster to each other and invited students, faculty and staff on December 19,
2005 during the scheduled class period.
Some of the possible contemporary approaches you may choose from can be
found at the web sites indicated below.
There are also a wide variety of approaches available for you to choose
from in the literature found in the LRC or from commercial programs to be found
in the CMC. The
instructor must approve your topic. In addition to an explanation
of the approach/method, you will need to address the following questions:
-
How would this approach be classified (fluency shaping,
stuttering modification, or integrated)? Why?
-
What is/are the underlying theoretical rationale(s)?
-
What is the style of presentation (intensive, 2x per
week, etc.)?
-
How is “success” defined and
measured?
-
How is generalization and maintenance addressed?
-
Is there any data regarding the program’s success
rate?
-
What do you see as the program’s strong points?
Weak points?
-
Would you recommend using this approach? Why? Why not?
Web Sites
The
Stuttering Home Page
http://www.mnsu.edu/comdis/kuster/stutter.html
The
Stuttering Foundation
Here
is a website that provides information regarding what a poster is, how it
should look, etc. http://www.lcsc.edu/ss150/poster.htm
The poster
caught my attention. Yes No
I was eager
to read the poster. Yes No
The
information was organized. Yes No
The text was
easy to read. Yes No
Comments:
2. Content
Enough
content was displayed. Yes No
Important
aspects of the program were highlighted. Yes No
Application
to the treatment of stuttering was evident. Yes No
Strengths
and weaknesses of the program were presented. Yes No
Comments:
The
presenters asked if I had any questions. Yes No
The
presenters answered my questions. Yes No
The
presenters conveyed a professional demeanor. Yes No
Comments:
(Adapted from L.
Plonsker’s CD 784, 2002.)
Assessment – (The point
assignments for each task):
You will be assessed on your
performance in the following tasks:
Independent Study Projects:
Stuttering in
public 100
points
Child
Stuttering Behaviors Assessment 100
points
Adult Stuttering
Behaviors Assessment 100
points
Online Conference Participation
50 points
Online Group Discussion Participation
Group
participation (10 points ea. Discussion)
50 points
Group
Leader
50 points
Poster Presentation
50 points
Total Points 500
points
Grading:
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%
Education is a progressive discovery of our own ignorance. -- Will Durant