CSD 604 Fluency Disorders
Spring 2014
This is a 2-credit hour course for 1st year graduate students in Speech-Language
Pathology. The course starts January 16, 2014 and will be completed by April 24, 2014.
Class Time: Thursday, 5:30 pm to 7:20 pm, Location Room 325 Ferguson Building
Course Instructor: Robert Mayo, Ph.D., CCC-SLP, Professor
Phone: 336-334-3022 E-mail: r_mayo@uncg.edu
Office hours: Thursday, 4:00 pm to 5:15 pm or by appointment. Office location: 314
Ferguson Bldg.
Communication: I will respond to your email correspondence within 24 hours when
submitted between Monday and Thursday. If your message is sent on Friday,
Saturday, or Sunday, I will respond to you by the following Monday.
Purpose and Description
While the foci of this course are the onset and development of stuttering, assessment
and management of stuttering across the lifespan will be the major foci. The familyfocused approach to intervention with preschool children will be presented as well as
more direct intervention methods with school age children, adolescents and adults.
Student Learning Outcomes:
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Identify when seen or heard, atypically disfluent speech.
Describe basic theories of the etiology of stuttering.
Identify the warning signs of stuttering.
Describe how social-emotional, motor, cognitive, educational, and language
developments impact the development of stuttering.
List identifying characteristics of other forms of fluency disorders.
Identify behavioral, affective, and cognitive characteristics of beginning,
intermediate, and advanced stuttering.
Demonstrate the ability to interpret scores from the Overall Assessment of the
Speaker's Experience of Stuttering (OASES), and the Stuttering Severity Scale
(SSI-4) protocols and make intervention recommendations based on those
interpretations.
List the ‘does and don’ts’ for parental interactions with children at risk of
stuttering.
9. Create intervention protocols and lesson plans for children, adolescents, and
adults who stutter.
10. Demonstrate stuttering treatment techniques.
Attendance:
Attendance is required. You are allowed two (2) excused/unexcused absences during
the semester. Further absences will result in deductions of Participation Points. Please
send me an email message if you will not be able to attend class.
Required Textbook and Additional Readings:
Course Textbook: The text book required for this course is David Shapiro's Stuttering
Intervention: A Collaborative Journey to Fluency Freedom, 2nd Edition. (ISBN 978-14164-0487-3). Dr. Shapiro is a faculty member in the Department of Communication
Sciences and Disorders at Western Carolina University, one of our sister campuses in
the UNC System.
Other Readings: In addition to the required text chapters, readings related to the topics
covered in this course will be assigned. These readings have been selected to (a)
supplement material covered in class lectures, (b) expose you to current and past
information on fluency disorders, (c) develop your ability to critically analyze and
interpret data-based research articles, and (d) assist you as you seek to develop
evidence-based intervention protocols for persons who stutter. The Other Readings
may be found on the Blackboard site of this course under link titled, 'Readings'.
Instructional Methods:
The goals of the course will be accomplished though a lecture/discussion format,
assigned readings, in-class and out-of-class experiential activities, case studies,
videotape presentations, and directed self-study.
Course Assignments and Evaluation:
Your course grade will be based on the following criteria:
1. Your participation in class in Q&A sessions, small group activities, and directed
learning activities: 20 points.
2. Development of a Clinician Fluency Tool-Kit for Persons Who Stutter: 200
points.
The Tool-Kit should contain the following:
a. Your answers to 'Questions About Stuttering' (N = 20) provided to you during the first
class meeting. You should use information/material from the Shapiro text, the additional
readings, personal clinical experiences and your own research conducted outside of the
class to answer these questions.
b. Your interpretation of scores from the Overall Assessment of the Speaker's
Experience of Stuttering (OASES) and the Stuttering Severity Instrument (SSI-4) and
your intervention recommendations based on same for a hypothetical school-age child
and adult who stutters. I will provide you with these scores and a brief profile of the
persons.
c. The intervention protocols that you would use to treat (i) a "typical" child---your choice
of either a preschool or school-age child (not both) who stutters and (ii) an adult who
stutters. The protocols must include (i) sample intervention goals (at least three); ii. a
parent/family education program about stuttering for preschool children and educational
information about stuttering you would provide to school-age children and adults who
stutter; (iii) intervention techniques--either direct or indirect that you would use with the
child and adult (at least three techniques) and (iv) a list of external support resources
(e.g., readings, internet, support groups/associations) you would provide to the families
of children who stutter and to adults who stutter.
I will use the rubric described below to grade the Clinician Tool-Kit. The Tool-Kit should
be submitted to the course Blackboard Discussion Board in the area titled,
Clinician Fluency Tool-Kit and is due by 5:00 pm on May 2nd. Late Tool-Kit
submission will result in a reduction of 10 points from your project.
CSD 604
Rubric for Clinician Fluency Toolkit Assignment
1. QUESTIONS ABOUT STUTTERING
20 Questions. 5 points per question. Total points = 100
Grading scale: 0 points – Answer lacks depth and/or clarity. 5 points – Answer
contains depth and demonstrate knowledge of the content.
2. INTERPRETATION OF OASES AND SSI-4 SCORES FOR A SCHOOL-AGE
CHILD AND AN ADULT WHO STUTTERS
Total points = 65
Grading scale:
Correct interpretation of evaluation scores - 35 points.
Intervention recommendations are included and are clinically sound – 30 points.
3. INTERVENTION PROTOCOLS FOR A ‘TYPICAL’ CHILD WHO STUTTERS
(PRESCHOOL OR SCHOOL-AGE) AND AN ADULT WHO STUTTERS
Total points = 35
Grading scale:
Age of person is specified – 5 points
Sample intervention goals (3 minimum) are stated – 5 points
Goals are clinically sound – 5 points
Parent/family education program (for preschool children) and educational
information about stuttering for adolescents and adults who stutter is specified – 5
points
Intervention techniques are listed – 5 points
Intervention techniques are clinically sound – 5 points
List of external support resources for families of children and adolescents who
stutter and adults who stutter are included – 5 points
Total Points for Clinician Fluency Toolkit = 200 points
Total Possible Course Points = 220 points
GRADING:
220 - 198 points = 'A'
197 - 176 points = 'B'
175 - 154 points = 'C'
153 and below points = 'F'