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.
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
09/25&27/06
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
11/06&08/06
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
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.
Guitar
text: Chapters One, Introduction to stuttering & Two, Constitutional factors in stuttering
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.
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.
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.
Guitar
text: Chapter Five: Normal disfluency and the
development
of stuttering
Handouts
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
http://www.mnsu.edu/comdis/kuster/stutter.html
Week Six Required
Reading
Guitar
text: Chapter Six, Preliminaries to assessment, and Chapter Seven, Assessment and diagnosis
Handouts
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.
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
Williams,
D. A perspective on approaches to stuttering therapy, In Gregory, H. (1979). Controversies about
stuttering therapy. Baltimore:
University Park Press.
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 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:
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.
Suggested
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
Handouts
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.
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
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.
|
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 |
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
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%
Opportunity is missed by
most people because it is dressed in overalls and looks like work. Thomas A. Edison