CODI 540
DISORDES
of SPEECH
FLUENCY
Fall
2006
Instructor: John A. Tetnowski, Ph.D. Phone: 337-482-6869
Office: Burke- Hawthorne Hall, Room 211 E-mail: tetnowski@louisiana.edu
Office Hours: T-TH 10:00-11:15 (tent.) Class Time: T-TH 8:00-9:15
This course is designed for students in the field of speech-language pathology (and related disciplines) to develop the theoretical and clinical skills necessary to begin a clinical and/or research career where fluency clients are part of their caseload. This course will introduce students to the major theories that exist in the development and maintenance of fluency disorders in humans. The basic and clinical research that supports these theories will be discussed in class and supported with outside readings. These theoretical underpinnings will be supplemented with clinical training for the efficacious diagnosis and treatment of fluency disorders. These goals will be met through a series of readings from a major text, journal articles, a biographical accounting from a person who stutters, and numerous case studies. As a term project, students will have the option of either building a diagnosis and therapeutic guidebook for their personal use, or writing a research paper related to fluency disorders.
Required Texts:
1) Manning, W.H. (2001). Clinical Decision Making in Fluency Disorders. San Diego, CA: Singular.
2) Other readings are on reserve at Dupre Library
Specific Course Objectives:
1) Provide information related to the diagnosis of speech fluency disorders in children and adults.
2) Discuss appropriate goals for intervention of fluency disorders based upon a fluency shaping, a stuttering modification, and/or a combined approach to intervention.
3) Describe the major theories of stuttering onset and maintenance based upon neurological, linguistic, developmental, emotional, and/or combined suspected causalities.
4) Discuss the major research related to fluency disorders and how they related to diagnosis and intervention.
5) Develop a treatment and intervention guide for prospective clinicians.
6) Develop a rational conclusion to a current research question in the area of fluency disorders for prospective researchers.
Learner Outcomes:
Upon successful completion of this course, the student will be able to:
1) Differentially diagnose fluency disorders from normal disfluencies in children.
2) Differentially diagnose stuttering from other fluency disorders in children and adults.
3) Discuss the major tools used in the diagnosis of fluency disorders.
4) Collect appropriate data for the diagnosis of fluency disorders.
5) Discuss the major theories related to the treatment of stuttering and other fluency disorders.
6) Write appropriate goals and plan appropriate goals for fluency-disordered individuals based upon the interpretation of diagnostic data.
7) Discuss the major theories related to the onset and maintenance of fluency disorders.
8) Critique the current basic and applied research in the field of fluency disorders.
Student Activities/Course
Requirements:
1) Attendance and participation.
2) Complete all readings as assigned (points one and two will contribute 25% to the total for your grade. At the beginning of each class, students will be selected at random to present an oral reflection of the readings. Grades will be assigned for these oral reflections).
3) Examinations (25% based upon the average of a mid-term and final examination).
4) Term project (25% based upon a clinical evaluation and treatment folder, that is due on the last day of class, Thursday, November 30, 2006)
5) Practical assignments (for KASA formative assessment, these activities will also make up 25% of the final grade. Each student will complete 4-5 practical assignments showing mastery of specific clinical skills related to evaluating and treating fluency skills. These activities will be selected from the “Learner Outcomes” section listed above. Remediation of “non-mastered” activities will be allowed for the first two assignments based upon individual students requests. It is the STDENT’S RESPONSIBILITY to request remedial help, if needed. The grade can be upgraded within one week of the time when assignments are returned. Although remediation activities can be scheduled at any time throughout the term, grades WILL NOT be changed if the request is more than one week following the return of an assignment.).
|
Date |
TOPIC |
READING |
|
August 22 |
Introduction to stuttering and review of syllabus |
|
|
August 24 |
Terminology |
American
Speech-Language-Heraing Association Special Interest Division 4:
Fluency and Fluency Disorders.(1999, March). Terminology
pertaining to fluency and fluency disorders: Guidelines. Asha, 41
(Suppl. 19), 29-36. |
|
August 29 |
The history of stuttering |
Andrews et al., (1983). A review of research findings and theories circa 1982. Journal of Speech and Hearing Disorders, 48, 226-246. |
|
August 31 |
Theories of stuttering and general orientation of the disorder. |
Guitar, B. (1998). Stuttering: An integrated approach to its nature and treatment. Baltimore: Williams & Wilkens. Chapters 1-5. Manning, Chapter 2. |
|
September 5 |
Theories of stuttering and general orientation of the disorder. |
Perkins,
W., Kent, R., & Curlee, R. (1991). A theory of
neuropsycholinguistic function in stuttering. Journal of Speech
and Hearing Research, 34, 734-752. |
|
September 7 |
General assessment procedures |
Manning,
Chapters 1 & 3 Tetnowski (2003). The Louisiana Assessment of Stuttering Profile. |
|
September 12 |
Assessing fluency in children |
Manning,
Chapter 5 Yairi, E. & Grinager Ambrose (2005). Early Childhood Stuttering (Chapter 1) For Clinicians by Clinicians. Austin, TX: PRO-ED. |
|
September 14 |
Assessing
fluency in children |
Ambrose, N.G., & Yairi, E. (1999). Normative disfluency data for early childhood stuttering. Journal of Speech, Language, and Hearing Research, 42, 895-909. Riley, G.D. (1994). Stuttering Severity Instrument for Children and Adults- Third edition. Austin, TX: Pro-Ed. |
|
September 19 |
Assessing fluency in adolescents and adults |
Manning,
Chapter 4 Wright, L.
& Ayre, A. (2000). Wright and Ayre
Stuttering Self-Rating Profile. Winslow
Press: Bicester |
|
September 21 |
Assessing fluency in adolescents and adults |
Yaruss, J.S.,
& 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 |
|
September 26 |
Review and other relevant issues related to assessment |
Arndt J.
& Healey, E.C. (2001). Concomitant
disorders in school-age children who stutter. Language
Speech and Hearing Services in Schools, 32, 68-78. Tetnowski,
J.A., Scott, K.S., Grossman, H., Abendroth, K. & Damico, J.S.
(in-press). Stuttering and Asperger
Syndrome |
|
September 28 |
Review |
Wrap-up and review |
|
October 3 |
EXAMINATION # 1 |
EXAMINATION # 1 |
|
October 5 |
NO CLASS; FALL BREAK |
NO CLASS; FALL BREAK |
|
October 10 |
General
treatment considerations |
Manning,
Chapters 1,6 Bernstein
Ratner, N.B. & Tetnowski, J.A. (2005). Stuttering treatment in the new millennium:
Changes in the traditional parameters of clinical focus.
In N.Bernstein Ratner & J.A. Tetnowski (Eds.),
Stuttering Research and Practice. Mahwah, NJ: Lawrence Erlbaum. Guidelines
for practice in stuttering treatment. American
Speech-Language Hearing Association (1995, March).
Guidelines for practice in stuttering treatment. Asha, 37, (Suppl. 14), pp. 26-35. Yaruss, J.S.,
& Quesal, R.E. (on-line). The many
faces of stuttering: Identifying appropriate treatment goals. Retrieved August 17, 2003.
http://professional.asha.org/ /news/011120_4.cfm Siskin, V.
(2002). Therapy planning for school-age
children who stutter. Seminars in
Speech and Language, 23, 3, 173-180. |
|
October 12 |
Treatment for children |
Manning,
Chapter 9 Ezrati-Vinacour, R., Platzky, R, & Yairi, E. (2001). The young child’s awareness of stuttering-like disfluency. Journal of Speech, Language, and Hearing Research, 44, 368-380. |
|
October 17 |
Treatment for children |
Onslow, M.
& Packman, A. (1999). The Lidcombe Program of early
stuttering intervention. In N.
Bernstein Ratner & E.C. Healey (eds.), Stuttering Research and
Practice: Bridging the Gap. Mahwah, NJ: Lawrence Erlbaum
Associates, Publishers. |
|
October 19 |
Treatment for teens and adults |
Manning,
Chapter 7, 8 Lincoln,
M.A., Onslow, M. & Reed, V. (1997). Social
validity of the treatment outcomes of an early intervention program for
stuttering. American Journal of
Speech-Language Pathology, 6, 77-84. Williams,
D.F. and Dugan, P.M. (2002). Administering
stuttering modification therapy in school settings.
Seminars in Speech and Language, 23, 3, 187-194. |
|
October 24 |
Treatment for adults |
Logan, K.J.,
Roberts, R.R., Pretto, A.P. & Morey, M.J. (2002).
Speaking slowly: Effects of four self-guided training
approaches on adults’ speech rate and naturalness.
American Journal of Speech-Language Pathology, 11,
163-174. Ham, R.E.
(1999). Clinical Management of Stuttering
in Older Children and Adults. Gaithersburg, MD: Aspen. Chapters 3-8.*** |
|
October 26 |
Documenting progress and treatment efficacy |
Manning,
Chapters 10, 11 Ingham,
J.C., & Riley, G. (1998). Guidelines for documentation of
treatment efficacy for young children who stutter. Journal of
Speech, Language, and Hearing Research, 41, 753-770. |
|
October 31 |
Documenting progress and treatment efficacy (Report writing, Evidence-based practice and IEPs) |
Bothe, A.K.
(2004). Evidence-based practice in
stuttering therapy: An introduction. In
A.K. Bothe (ed.) Evidence-based treatment of stuttering: Empirical
bases and clinical applications. Mahwah, NJ: Lawrence Erlbaum Associates,
Publishers. Yaruss,
J.S., & Reardon, N.A. (2002). Successful
communication for children who stutter: Finding the balance. Seminars
in Speech and Language, 23, 3,
195-203. |
|
November 2 |
Other fluency disorders |
Tetnowski, J.A. (1998). Linguistic effects on disfluency. In R.Paul (Ed.), Exploring the speech-language connection (Vol 8, pp. 227-247). Baltimore, MD: Paul Brookes Publishing Co. |
|
November 7 |
Other fluency disorders |
Daly, D.A., & Burnett, M.L. (1999). Cluttering: Traditional views and new perspectives. In R.F. Curlee (Ed.), Stuttering and Related Disorders of Fluency (pp. 222-254). New York: Thieme Medical Publishers. |
|
November 9 |
Other fluency disorders |
Helm-Estabrooks, N. (1999). Stuttering associated with acquired neurological disorders. In R.F. Curlee (Ed.), Stuttering and Related Disorders of Fluency (pp. 255-268). New York: Thieme Medical Publishers. |
|
November 14 |
Other fluency disorders |
Baumgartner, J.M. (1999). Acquired psychogenic stuttering. In R.F. Curlee (Ed.), Stuttering and Related Disorders of Fluency (pp. 269-288). New York: Thieme Medical Publishers. |
|
November 16 |
ASHA |
ASHA CONFERENCE |
|
November 21 |
Multi-cultural issues related to fluency |
Telis, G.
& Telis C. (2003). Multicultural
issues in school settings. Seminars in Speech and Language, 24, 1, 21-26. |
|
November 24 |
Thanksgiving
Holiday |
NO CLASS |
|
November 28 |
Stuttering across the lifespan: Dealing with stuttering from a practical prospective. Outcomes and efficacy. |
Blomgren,
M., Roy, N., Callister, T., Merrill, R. (2005). Intensive stuttering
modification therapy: A multidimensional assessment of treatment
outcomes. Journal of Speech and Hearing
Research, 48, 509-523. Efficacy
Articles (assignment and presentation of efficacy articles) |
|
November 30 |
Future directions and review |
Term Projects Due at the beginning of class time |
|
MONDAY, December 4, 2006 |
EXAMINATION # 2 (FINAL EXAMINATION) |
EXAMINATION # 2 7:30 - 10:00 p.m. |
Academic Dishonesty: Plagiarism is defined as taking someone else’s work and representing it as your own. Penalties for plagiarism range from a zero on that test or project to loss of academic credit to expulsion. If you are aware of any event of plagiarism, it is your responsibility to report it to the instructor immediately.
Remediation Policy: If a student receives an “unacceptable grade” on either of the first two practical assignments, they can “make-up” the project followed a structured independent study arranged with the instructor. Tasks will include extra reading, practice, and instruction in the areas of deficit. It is the student’s responsibility to request this extra help.
Emergency Evacuation: A map of the building is posted near the elevator marking the evacuation area and the designated rescue area. Please review the map and procedures as soon as possible. Students who need assistance should notify the instructor immediately.
Handicap or special services: Students who need assistance should notify the instructor immediately.