Syllabus 2003
SHS 461: Introduction to Fluency Disorders
Fall Semester, 2003
SCHEDULE: M-W-F: 8:00 - 8:50 AM
LOCATION: Room 2330 UCOM Speech Pathology and Audiology
CREDITS: 3 semester hours
INSTRUCTOR:
Stephen B. Hood, Ph.D., CCC-SLP
UCOM, Office 2102
Office: 380-2628
Home: 342-3927
Email: sbhood(at)JAGUARl.USOUTHAL.edu
OFFICE HOURS:
Mondays and Wednesdays 11:00 to 12:00 AM and 2:00 to 3:00 PM
Thursdays and Thursdays 9:00 to 11:00 PM
Subject to change depending upon clinic schedule.
***Also available by appointment.
CATALOG DESCRIPTION:
A beginning course in stuttering and related disorders, with emphasis upon symptomatology, testing, rehabilitation and prevention.
COURSE PURPOSE:
The purpose of this course is to present students with lecture, textbook, handout and audio-visual material that will introduce them to fluency and fluency disorders, and to prepare them to take more advanced course work at the graduate level. In order to do this, students will be given basic information about the nature of stuttering, the onset and development of stuttering, the assessment of stuttering, and factors related to prevention, early intervention and treatment for stuttering.
Students are expected to read all required materials assigned. Students are strongly encouraged to begin their readings as early as possible in order to be maximally prepared for class. Some of the material presented in class will be covered in the text books, but much of it will not. Therefore, the ability to take good notes will aid you tremendously. You will find that some of the reading material is redundant. Fear not — this is to aid the learning process. In addition, you will receive supplemental class handouts to assist you.
SPA 461, Fluency Disorders, is a difficult course to teach, and a difficult course to take. This is because of the vast complexity of the problem of stuttering: the nature, onset, development, maintenance, prevention, early intervention and treatment. The disorder of stuttering is not yet fully understood. More than a disorder of speech, stuttering is a problem in interpersonal communication. Therapy must be a logical outgrowth of your philosophy of the disorder. Therefore, certain theoretical, philosophical and experimental points of view become important. In addition, the relationships among the fields of speech-language pathology, counseling, psychology, learning theory and other specialties are of critical importance.
We will do all we can to combine theoretical background with clinical application. Please, make every effort to do as much observation of ongoing stuttering evaluations and therapy as possible. Clinic schedules will be given to you as soon as they become available so you can take advantage of the opportunities that are available. You will find that therapy is an ongoing process rather than a static event.
PREREQUISITE: You must have earned a "C" or better grade in SPA 331 and 341.
REQUIRED TEXTS:
Barry Guitar. (1998). Stuttering: An Integrated Approach to its Nature and Treatment. Williams and Wilkins
Stuttering Foundation of America. Memphis, TN. Series of Pamphlets and books.
- Ainsworth: If Your Child Stutters: A Guide for Parents
- Starkweather: Therapy for Stutterers
- Conture: Stuttering and Your Child: Questions & Answers
- Hood: Stuttering: Words.
- Hood: Advice to Those Who Stutter Stutterer
- Gruss: Stuttering Therapy: Transfer & Maintenance
- Gruss: Counseling Stutterers
- Fraser: Do You Stutter: A Guide for Teens
- Fraser: Self Therapy for the Stutterer
- Dell: Treating the School Aged Stutterer
- Guitar: Stuttering: Integration of Therapies
- Gregory: Stuttering Therapy: Prevention & Intervention
SUPPLEMENTARY READINGS: Class Handouts and handouts of Power Point slides will be available.
STUDENTS WITH SPECIAL NEEDS:
It is the policy of USA to accommodate students with disabilities. Any student with a qualified disability that requires accommodations should see the instructor during the first week of classes. A student must verify that he/she has a qualified disability through Disabled Student Services (460-7213), Student Center Room 270, Ms. Bemita Pulmas, director.
POLICY ON ACADEMIC MISCONDUCT:
Any dishonesty related to academic work or records constitutes academic misconduct. Academic misconduct is incompatible with the standards of the academic community. Such acts are viewed as moral and intellectual offenses and are subject to investigation and disciplinary action through appropriate University procedures. Penalties may range from the loss of credit for a particular assignment to dismissal from the University. (See The Lowdown, Student Academic Conduct Policy.)
PROGRAM ACCREDITATION:
The Council of Academic Accreditation (CAA), under the auspices of the American Speech Language Hearing Association (ASHA), has certified the Department of Speech Pathology and Audiology at USA as an authorized educational facility. This means that credentials obtained by graduates in Speech-Language Pathology or Audiology will automatically be accepted by ASHA when these graduates apply for certification. If students wish to contact CAA for additional information, they may do so at the following address:
Council of Academic Accreditation
The American Speech Language Hearing Association
1080 IRockville Pike
Rockville MD 20852
BEHAVIORALLY-DEFINED COURSE OBJECTIVES FOR STUDENT KNOWLEDGE AND SKILL:
Upon completion of the course, the student will:
- Demonstrate and understanding of the affective, behavioral and cognitive dimensions of fluency,disfluency and stuttering.
- Be able to identify the risk factors that make certain children more vulnerable to the development of stuttering.
- Understand the similarities and differences between normalnonflunecies,stutter-like disfluencies, and stuttering.
- Know the core features of stuttering, secondary features of stuttering, and related attitudes and feelings.
- Comprehend the development of stuttering in terms of behavioral, emotional andattitudinalcomponents.
- Be able to apply the principles of learning theory to the onset, development and maintenance of stuttering.
- Understand the parameters of diagnostic assessment to the overt and covert features of stuttering.
- Be aware of the general principles of prevention and early intervention in preschool children.
- Be able to identify the general principles of treatment for borderline stuttering.
- Demonstrate an understanding of the general principles of treatment for mild, intermediate and advancedstuttering.
- Understand the similarities and differences to stuttering therapy programs based on "fluency shaping" and "stuttering modification" techniques.
Objectives 1 through 11 directly address ASHA Standards III-B, III-C and III D. Knowledge of basic human communication processes. Communication Differences and Disorders, and Prevention, Assessment and Intervention.
- Write narrative summaries ofsituationalassignments designed to help them understand and appreciate some of the problems experienced by persons who stutter.
- Write narrative summaries of assigned tasks to expose student to internet resources devoted to the area ofstuttering.
Objectives 12 and 13 Address Standard ASHA III-A, Skill in written communication.
EVALUATION AND GRADING:
- 100 points (objective questions)
- 100 points (objective questions)
- 100 points (objective questions plus short narrative answers)
- 100 points (objective questions plus short narrative answers)
Each regular examination will emphasize topics covered in the unit, but will also include important concepts from previous units. A comprehensive final examination will be given during examination week. For students who do better on the final examination than their average based on the first three exams, the final will count double. This is a way to reward students who are able to tie things together at the end of the term.
Writing Assignments will also be made, in compliance with the guidelines and requirements of the University Writing Program. These assignments will be graded as "S/U" based upon style and content. Students whose first attempt is unsatisfactory must rewrite the assignment. Assignments must be word processed.
To make an a-priori prediction of the final grade scale is dangerous due to the fact that the predicted scale may be too high or too low. The final determination of course grades will approximate the following percent distribution.
- A = 90 -100
- B = 80 - 89
- C = 70 - 79
- D = 60 - 69
- F= <60
Attendance
Since attendance is important to learning, students are expected to attend class. However, the class is operated on the assumption that university students are responsible for their own behavior, including attendance, so formal attendance will not be taken for the purpose of computing your final course grade. From time to time, unannounced quizzes might be given. These will result in "bonus points" that can boost your final class grade. You are responsible for the material presented in class, and unless there is sufficient reason, time spent during office hours is not designed for individual tutoring of materials missed due to absences.
Students must be in class on the day of examinations. Absences not previously granted by the instructor must be accompanied by a formal university or medical excuse. This will be discussed in class. Hopefully, members of the Mobile Chapter of the National Stuttering Association will visit class. This will be announced well in advance.
Attendance on this date will be mandatory.
Internet and World Wide Web
Students who have regular access to e-mail and the WWW should plan to meet with me so that I can explain some of the exciting opportunities that are available to you! I'll make some general comments about this in class. For students who are not now on-line, but would like to be, please see me for details. As part of the (W) writing requirements for this course, you will need to access Web Sites dealing with stuttering.
NOTE TO STUDENTS: The course objectives, assignments, and schedule of lecture topics may be changed with 24 hours notice, via in-class announcement.
Important Dates to Remember
Exams:
- Exam 1 - Sep. 24
- Exam 2 - Oct. 22
- Exam 3 - Dec 3
- Final - Dec. 8
Outside Assignments:
- Letter - Nov. 7
- Stuttering - Nov. 17
- Observing - Nov. 17
Internet:
- Home Page - Sep. 12
- ISAD - Oct. 29
SYLLABUS:
UNIT I. The Nature of Stuttering: Onset and Development
August 25 - September 26
READING ASSIGNMENTS:
- (R) Hood, Class Handouts
- (R) Hood. Stuttering Words
- (R) Guitar, Chapters 1,3, 4, 5.
In Chapter 4, just skim generally the information on pages 89-100.
| August 25-27 | Models of Stuttering | Ch. 1, and Handouts |
| August 29-Sep 3 | Key Terms and Concepts | Ch. 1, and Handouts |
| Sep 5 | Factors related to Fluency | |
| Sep 8 | Definitions: Johnson, Van Riper, Bloodstein | Pgs. 70-77 |
| Sep. 10-12 | Core Features, Secondary Features, Feelings and Attitudes. | Pgs. 10-13, Ch 5 |
| Developmental and Environmental Issues | Ch 3 (Skim) | |
| Sep. 15 | Diagnosogenic Theory, Anticipatory-Struggle, Demands-Capacities | pgs 70-77 |
| Sep. 17-19 | Stuttering Development | Pgs 79- 89 and Ch. 5 Handouts: VR, Q&D |
| Sep. 22 | Review session | |
| Sep. 24 | Examination I | |
| Sep. 26 | Go over the exam and give feedback |
UNIT II. Applications of Learning Theory to the Problem of Stuttering and its Diagnosis
September 29 - October 24
| Sep 29 - Oct 8 | Learning Theory | Pgs 89-100. Handouts |
| Oct. 10-17 | Diagnosis | G. Ch 7. Handouts |
| Oct. 20 | Review session | |
| Oct. 22 | Examination II | |
| Oct. 24 | Go over the exam and give feedback. |
UNIT III. Therapy
October 27 - December 5
| Oct. 27-Nov 3 | The Advanced Stutterer |
Chapters 8-9 and Handouts. Skim the following SFA books for ideas to supplement Guitar and Handouts
|
| Nov 5-10 | The Intermediate Stutterer |
Chapters 10-11 and Handouts Skim the Following SFA book to supplement Guitar and Handouts.
|
| Nov 12 -14 | The Beginning Stutterer | Chapters 12-13 and Handouts |
| Nov 17-24 | The Borderline Stutterer |
Guitar. Chapter 14 and Handouts
|
| Dec 1 | Review session | |
| Dec 3 | Examination III | |
| Dec 5 | Go over the exam and give feedback. |
Final Examination: As per the date posted in University Exam Schedule. Tentatively scheduled for Monday, December 8, at 10:00 A.M. For those with conflicts, we will try to establish an additional time.
Writing Assignments for SPA 461
The purpose of this assignment is for the fluent speaking clinician to:
- develop an appreciation for some of the emotional correlates of stuttering.
- become partially desensitized to the emotional and behavioral components of stuttering. Become able to approximate stuttering behaviors in stressful situations.
- write descriptive narratives regarding the above, as will be outlined below. Your writing assignments will be graded based upon both style and content.
The work you submit must be typed, single spaced, and word processed.
Assuming the Role of the Stutter
The class will be divided into groups of two students each. The assignment is to enter two REALISTIC speaking situations such as talking to a store clerk, ordering a meal or placing a phone call. Or, you and your partner might go out to lunch or dinner in a public restaurant - where one of you "stutters" and the other speaks "normally." (Then, reverse your roles and do the assignment again.)
NOTE: in order to be a realistic, you should find a situation where you will be doing a fair amount of talking.
As a general rule of thumb, you should select a situation in which you will be talking for about five minutes, and where you will speak at least 100 words. We will discuss this in class.
In each situation, one student is to serve in the role of a stutterer, and speak with REALISTIC stuttering. The other student is to assume the role of a passive observer. Writing Assignments are as follows:
- Write a letter addressed to me, as your instructor, in which you describe your attitudes, feelings and emotions regarding your upcoming stuttering role. Try to give me an appreciation for what you are going to do, why you are going to do it, and how you expect things to go. Try to relate the experience to what you have learned about the overt and covert dimensions of stuttering in class.
NOTE: Do this before you actually go into the real world and stutter. Try to be as honest as possible.
DUE: November 7
- After you have assumed the role of a person who stutters, write a description of your overt stuttering behaviors and covert emotional reactions during this speaking situation. Try to be as specific as possible. Again. relate your experience to the things you are learning in class: e.g., the nature of stuttering, severity, emotional and behavioral correlates, etc.
DUE: November 17
- Write an observation report regarding what you observed during your role as the observer.
DUE: November 17
- Internet Resources
For this assignment you are to visit Judy Kuster's Web Page on stuttering. Browse through the information dealing with "Therapy for Stuttering," "PWS Speak for Themselves," " Personal Paths Toward Recovery" and "Information about stuttering." Your assignment is to select three significant contributions, and then write a one page abstract to summarize the article. Turn in a copy of each of the three articles, along with the one page abstract of the article. In other words - you will have one printed copy of the article plus your one page summary for each of the three articles that you have selected.
DUE: September 12
- ISAD. International Stuttering Awareness Day is in October. From Judy Kuster's home page, you can access this page. This assignment requires that you visit ISAD, and browse through the manuscripts that have been contributed. You will be able to access these articles, and post a question or make a comment about any of them.
After I have had a chance to read the articles, I will give you a list of those which are most appropriate for this assignment. Your task will be to (1) visit ISAD and read through these articles. (2) Select the article that you find to be the most meaningful, insightful, thought or provoking. (3) Post at least one question or comment for the contributions that you find to be of interest. (4) Print out a hard copy of your post, and submit it to me.
IMPORTANT NOTE: It is ok if you care to mention that you are an undergraduate student, but Mrs. Kuster doesn't want a bunch of university names to be included in the responses. I will give more details in class. After you have done this, print out the page that has your question and comment, and submit this to me.
VERY IMPORTANT NOTE: There will be a time period of approximately three weeks where people can post questions and make comments about the articles. In response, the author(s) of the papers will reply back to the person who posted the question or comment. Often, interesting dialogs go on between the author(s) and folks like you who make the comments or ask the questions.
Once the deadline is passed, it will not be possible to post comments. I will give you details in class.
DON'T MISS THE DEADLINE !!!!
DUE: October 29
