CSDS 575 Fluency
Instructor: Tommie L. Robinson Jr., PhD Office: NA
E-mail: trobinso@cnmc.org
Class Meeting: May 30 & 31; June 6 & 7
URL: Location: Center for CL and L
Phone: (202) 939-4703
Office Hours: Immediately before or after class
Course Description: Theories of causation, evaluation, and management of disorders of fluency in
children and adults 2 credits
Required Textbook:
Guitar, Barry. (2006). Stuttering: An integrated approach to its nature and treatment Baltimore, MD:
Lippincott Williams & Wilkins.
Additional Required Readings:
Sobel, R. (2001, April 2). Anatomy of a stutter. U.S. News and World Report, 44-51.
Boodman, S (2006). Another side to stuttering: New findings suggesting emotional component to speech
disorder may offer clues to treatment. The Washington Post.
Perkins, W.H. (1990). What is stuttering? Journal of Speech and Hearing Disorders, 55, 370-382.
Daly, D.A. (1993). Cluttering: The orphan of speech-language pathology. American Journal of SpeechLanguage Pathology, 2(2), 6-8.
Arndt, J., & Healey E. (2001). Concomitant disorders in school-age children who stutter. Language,
Speech, and Hearing Services in Schools, 32, 68-78.
Zebrowski, P.M., & Schum, R.L. (1993). Counseling the parents of children who stutter. American Journal
of Speech-Language Pathology, 2(2), 65-73.
Cooper, E., & Cooper, C. (1991, September). A fluency disorders prevention program for preschoolers
and children in the primary grades. American Journal of Speech-Language Pathology, 28-31.
Bloodstein, O. (1995). The attributes of stuttered words. In A handbook on stuttering (5th ed.), p. 283-295.
Ramig, P., & Bennet, E. (1995). Working with 7- to 12-year-old children who stutter: Ideas for intervention
in the public schools. Language, Speech, and Hearing Services in Schools, 26, 138-150.
Course Objectives:
The following conceptual framework competencies guide the planning and delivery of instruction in this
course. Specific course objectives reflect this framework as they focus on the needs of the students for
developing skills as professionals who will be knowledgeable, caring and ethical decision-makers.
Longwood Conceptual Framework Competencies
CFC 1 – Plan for Instruction
CFC 2 – Implementation and Management of Instruction
CFC 3 – Evaluation and Assessment
CFC 4 – Knowledge of Subject
CFC 5 – Behavior Management
CFC 6 – Communication Skills
CFC 7 – Professional Responsibilities
CFC 8 – Technology
CFC 9 – Diversity
ASHA KASA Standards (applicable to this course)
Standard III-B. Demonstrate knowledge of basic human communication and swallowing processes,
including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural
bases
Standard III-C. Demonstrate knowledge of the nature of speech, language, hearing, and communication
disorders and differences and swallowing disorders, including their etiologies, characteristics,
anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.
Standard III-D: The applicant must possess knowledge of the principles and methods of prevention,
assessment, and intervention for people with communication and swallowing disorders, including
consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural
correlates of the disorders.
Through the successful completion of this course, the student will gain a working knowledge of fluency
disorders, including assessment and therapy procedures for both children and adults.
1. The student will describe major anatomical structures and physiological functions of
systems involved in fluency disorders. (CFC 4; KASA III-B)
2. The student will describe the differences between developmental and adult onset
fluency disorders. (CFC 4; KASA III-C)
3. The student will demonstrate an understanding of the etiological theories related to
fluency disorders. (CFC 4; KASA III-C)
4. The student will demonstrate an understanding of the evaluation of fluency
disorders. (CFC 3; KASA III-D)
5. The student will demonstrate an understanding of the therapy methods for fluency
disorders. (CFC 2; KASA III-D)
6. The student will demonstrate an understanding of planning for appropriate, effective
intervention for fluency disorders. (CFC 1; KASA III-D)
Honor Code: Students are expected to abide by the Longwood University Honor Code at all times.
Suspicion of any in-class or related violation will be investigated and university policy will be followed.
Disability Statement: The instructor is willing to meet reasonable accommodations for any students with a
documented disability. The student should submit supporting material to the instructor which includes the
necessary accommodations as outlined by the Learning Center at Longwood University. This information
must be submitted within 10 days of the beginning of class.
Attendance Policy: Students are expected to attend each class and to arrive PROMPTLY for the
beginning of class. In accordance with the Longwood College policy on class attendance, a student’s
grade may be lowered by one letter grade if that student misses 10% of the scheduled classes with
unexcused absences. A student may be assigned a grade of "F" if that student has missed a total
(excused and unexcused absences) of 25% of class meetings. A pattern of tardiness may also affect a
student’s grade.
Policy on Late Assignments: Students are expected to submit assignments by the beginning of class on
the required date. Work may be submitted late but will be charged a 10% penalty of total possible points
for each class period occurring after due date until date of actual submission up to a total of 30% of
possible points. Work submitted after the due date but before the next class meeting date is still
considered late and will be charged a 10% penalty. ALL LATE WORK MUST BE SUBMITTED BY 5:00
PM on the last day of scheduled classes in the semester. LATE WORK WILL NOT BE ACCEPTED
AFTER THIS TIME.
Grading Scale:
A 90-100% B 80-89% C 70-79% D 60-69% F < 60% Course Requirements:
Participation: Students are expected to take an active part in class discussions and activities. Completion
of required text and additional readings and readiness to discuss both are expectations for each class
session. COME PREPARED!!
Additional Readings: Throughout the class, additional readings will be assigned. Students will be held
accountable for readings through class discussions and scheduled tests. When readings are assigned,
students are expected to come to class prepared to discuss them.
Tests and Exams: Two tests will be used to assess the learner’s progress toward achieving the course
objectives. Each test will have as its focus only that information presented since the previous test.
Field project:
Each student will be expected to complete an activity in which they go into the community and stutter.
After this activity, the student will be required to write up his/her experience using the format given by the
professor.
Review:
Each student will be required to complete a review of an assessment and treatment product or procedure
used in stuttering. The format is attached.
Analysis: Each student will be required to complete an analysis of an individual who stutters from a tape.
The student is expected to complete the analysis and then make conclusions about the diagnosis,
prognosis and recommendations.
Requirement
Tests
Field Project
Review
Class Participation
Total Points
Point Value
200
40
50
10
300
Due Date
Note: The following schedule of topics is a general, yet tentative, guideline of class discussions.
Modifications may be necessary as we proceed.
Course Schedule
Date
Topics
Assigned Readings
Projects Due
Introduction to Course Guitar 1
Stuttering Defined and Described (The Disruption of the Processes of Communication)
Guitar 1
General Characteristics
Guitar 1,2, 3 & 5
Other Fluency Disorders
Guitar 13
Multicultural Issues
Theories of the Etiology of Stuttering
Guitar 4
Evidence Based practice and Contemporary Issues in Stuttering
The Evaluation Process Guitar 6 & 7
Prevention Treatment of Stuttering
Guitar 8-12
Fluency Shaping and Stuttering Modification
Multicultural Issues in Treatment
Counseling in stuttering
Generalization and Carryover
Additional Readings (optional bibliography):
Ainsworth, S. (1995). Stuttering: Successes and failures in therapy. Memphis, TN: Stuttering Foundation
of America.
Ainsworth, S. (1974). Therapy for stutterers. Memphis, TN: Stuttering Foundation of America.
Bloodstein, O. (1995). A handbook on stuttering. San Diego, CA: Singular Publishing Group.
Curlee, R.F. & Siegel, G. M. (1997). Nature and treatment of stuttering: New directions. Needham
Heights, MA: Allyn & Bacon.
Guitar, B. & Peters, T. J. (1999). Stuttering: An integration of contemporary therapies. Memphis, TN:
Stuttering Foundation of America.
Murray, F. P. (1991). A stutterer's story. Memphis, TN: Stuttering Foundation of America.
Silverman, E. (2001). Jason's secret. Bloomington, ID: 1st Books
FORMAT FOR FIELD PROJECT
Student’s Name:
Date:
Place of the Project:
Audience/Individual
Scenario
Personal Reaction of the student
Reaction of the listener
Feelings associated with the activity
FORMAT FOR COMPLETING EVALUATION/TREATMENT PROGRAM/PROCEDURE REVIEW
Name of the Product/Procedure:
Reviewed by:
Publisher:
Year:
Cost:
Focus of the product:
Theoretical construct:
Strengths:
Weaknesses:
Clinical reaction: