A.
DEPARTMENT OF SPECIAL EDUCATION
CDS 877 Advanced Fluency Disorders
3 credit hours
B.
COURSE DESCRIPTION
Prerequisites: Admission to Communication Disorders and Sciences Program or by
departmental permission. Critical study of research literature on etiology, theory,
assessment and intervention strategies for preschool, school age, and adult fluency
disorders.
C.
TEXTS
Guitar, B. (2006) Stuttering: An Integrated Approach to Its Nature and Treatment.
(3rd Ed.). Baltimore, MD: Williams & Wilkins.
Zebrowski, P.M. & Kelly, E.M. (2002) Manual of Stuttering Intervention. SingularThomson Publishers.
Coleman, T. J. (2000) Clinical Management of Communication Disorders in
Culturally Diverse Children. Needham Heights, MA; Allyn & Bacon.
Royal College of Speech & Language Therapists: Clinical Guidelines (for Fluency)
(available on-line at http://www.rcslt.org/resources/RCSLT_Clinical_Guidelines.pdf
this is a pdf document that will require Adobe Acrobat). The sections/pages that your
instructor will be using as a foundation for presenting EBP will be as follows: “Disorders
of Fluency” (section 5.9) pages 73-83), and “Disorders of Fluency” (Appendix 1: Tables
of Evidence; pages 222-249).
Required Learning Resource Web Sites: As directed by the instructor, students will
be required to access and complete assigned readings at the following web sites:
*
Stuttering Foundation of America http://www.stuttersfa.org/
*
The Stuttering Homepage
DisplayText cannot span more than one line!
*
National Stuttering Association
*
ASHA Special Interest Division #4
http://www.nsastutter.org/
http://www.asha.org/sidivisions/sid_4.htm
(Fluency & Fluency Disorders)
*
ASHA Board Recognition in Fluency
http://www.stutteringspecialists.org/
*
RCSLT Guidelines
http://www.rcslt.org/resources/RCSLT_Clinical_Guidelines.pdf
Optional (but helpful):
Videos from the Stuttering Foundation of America.
Most videos are only $5.00 to $10.each. They are very useful from a
professional development standpoint and are excellent resources
for client and parent counseling and education. Please visit their
website, as follows: http://www.stuttersfa.org/
D.
COURSE OBJECTIVES
Upon completion of this course, students will....
1. Demonstrate knowledge of the current professional literature base on
a. characteristics and development of fluent speech.
b. characteristics of normally disfluent speech
c. characteristics which differentiate between normally disfluent speech and a
fluency disorder
d. etiologies of stuttering and other types of fluency disorders
e. the onset and development of abnormal disfluent speech.
2. Demonstrate basic knowledge and skill (in simulated situations) needed to
appropriately assess the presence, type, characteristics, and severity of fluency
disorders in children, youth and adults suspected of having a fluency disorder.
3. Demonstrate basic knowledge and skill (in simulated situations) needed to effectively
select and administer appropriate intervention methods used with children,
youth, and adults who exhibit fluency disorders.
4. Demonstrate basic knowledge and skill in accessing, developing, and using
Internet resources associated with disorders of fluency.
5. Demonstrate a working knowledge of the role and function of NSA support groups
for persons who stutter.
6. Demonstrate ability to plan and administer appropriate assessment and intervention
for PWS who come from diverse cultural backgrounds.
7. Demonstrate ability to function efficiently as an effective clinician in a hypothetical
clinical environment.
8. Demonstrate knowledge of the most recent research base that provides a
foundation for Evidence-Based Practice in fluency disorders
9. Demonstrate knowledge of the ASHA Fluency Specialization process including (1)
how to access qualified fluency specialists and (2) requirements for earning Board
Recognition in Fluency Specialization status.
E.
COURSE OUTLINE
The following is a course outline as well as a tentative schedule for presenting course
material:
1. (Week 1) Student self-assessment of present levels of knowledge and skill related to
course objectives; orientation to course goals, objectives, and requirements; initial
contact with the population of people who stutter addressed in this course.
2. (Weeks 2-3) Orientation to current clinical guidelines for assessment and intervention
and the research evidence that support these guidelines; review of basic fluency
disorders facts, and concepts associated with assessment and intervention;
3. (Weeks 4-7) Evidence-based assessment principles and practices as applied to the
diagnosis and evaluation of fluency disorders in preschool and school-aged children,
adolescents, and adults.
4. (Weeks 9-14) Evidence-based intervention principles and practices as applied to the
diagnosis and evaluation of fluency disorders in preschool and school-aged children,
adolescents, and adults; role and function of organizations and support groups for
people who stutter and their families.
5. (Week 15-16) Assessment and intervention of the fluency disorders of cluttering,
and psychogenic and neurogenic stuttering.
F.
COURSE REQUIREMENTS
NOTE: Students must submit all of the projects & exams identified in this section as
“course requirements”. Not doing so will result in a failing grade for the course. Projects
or exams not meeting the deadlines identified for the requirements will be subject to a
20% reduction in points for each day the deadline is not met.
1.
FLUENCY ASSESSMENT & INTERVENTION EQUIPMENT KIT.
Each student will assemble the following assessment/intervention materials:
a Fluency Assessment and Intervention Equipment Kit that will include the
following:
a. Stopwatch (1)
i. Approximate cost = $13-$15 dollars (plus tax)
ii. Purchase one that is reliable, easy to read, and easy to use
b. Digital Kitchen Timer (1)
i. Approximate cost = $8-$10 (plus tax)
ii. Purchase one that is reliable, easy to use, and has an alarm
iii. Available at Kroger, WalMart, etc.
c. Pyramid Tally Counters (2)
i. Approximate total cost = $20 (for both) (plus tax)
ii. Office Depot carries these on-line and in some stores
d. Portable SONY M-470 Microcassette Voice Recorder (1) & 2 microcassette
audiotapes (120 minutes)
i. Approximate cost = $25 (plus tax)
ii. Available at Office Depot and/or OfficeMax
e. Carrying Case (1)
i. Approximate cost = varies depending on how fancy you want to get
2. MINI-RESEARCH PROJECT: LAYPERSON KNOWLEDGE ABOUT STUTTERING.
Each student will administer a test of knowledge about stuttering to a group of
laypersons. The test will be provided by the instructor which is based on the protocol
administered to laypersons in the Peoples Republic of China and reported in the
journal of Logopedics Phoniatrics Vocology (Ming, Jing, Wen, & Van Borsel, 2001).
a. Each student will interview 10 laypersons using the test protocol. In order to
qualify as a “layperson” the person must…..
i. be older than 18 years of age and…
ii. must not be a SLP, SLP faculty member, or a student majoring in SLP
iii. must not be a person who stutters
iv. must not be a physician
b. The “test” protocols will be supplied by your instructor.
c. The name/identity of layperson’s interviewed will not be solicited or reported.
d. Each student will summarize the results of their survey using a narrative and
table format supplied by your instructor.
e. The hard copy of the summary report along with the raw data (i.e., completed
protocols) will be submitted directly to the instructor on or before 2:00 p.m. on
Thursday, October 16t,h 2008. Projects submitted after that deadline will subject
to a 5-point deduction for each day the project is late.
3.
DVD VIDEO DEMONSTRATIONS OF THREE (3) different SSI-3 LEVELS OF
STUTTERING.
a. Develop set of 3 videotaped-DVD recorded demonstrations of adult stuttering
behaviors.
b. Total Overall Scores for each “client’s” sample must be consistent with any three
of the 5 severity categories on the SSI-3, as follows:
i. Very Mild (a Total Overall Score between 10 and 17)
ii. Mild (a Total Overall Score between 18 and 24)
iii. Moderate (a Total Overall Score between 25 and 31)
iv. Severe (a Total Overall Score between 32 and 36)
v. Very Severe (a Total Overall Score of 37-46)
c. The SSI-3 Subtest scores for each adult client will be no less than the following
for each videotaped sample:
i. Frequency Score will be no less than 2 for the Reading Task and 2 for
the Speaking Task
ii. Duration Score will be no less than 6 (i.e., an average duration of
between 1.0 and 1.9 seconds)
iii. Physical Concomitant Score will be no less than 5
d. The videotaped speech samples must include reading samples of at least 300
syllables; the spontaneous speech sample must include at least 500
syllables.
e. A transcript or copy of the reading samples (along with a total count of the
number of syllables read) must be provided for each “client”. This transcript must
clearly show (by highlighting) which syllables were stuttered. The transcript must
use a color coding system to designate each type of stuttering exhibited by the
“client” (e.g., yellow highlighting = repetition; light blue = prolongation; light red =
block).
f. A typed transcript or copy of the speaking task sample (along with a total
count of the number of syllables spoken) must be provided for each “client”. As
with the reading sample, this transcript must clearly show (by highlighting) which
syllables were stuttered and the type of stuttering that was exhibited. The
transcript must use the same coding system to designate each type of stuttering
exhibited by the “client” as was used in the reading transcript (e.g., yellow =
repetition; light blue = prolongation; light red = block). The transcript of this
sample will use the same approach that is used in the SSI=3 test administration
manual.
g. For each type of sample (reading and speaking task) for each client, the following
Data Summary Form must accurately be provided:
DATA SUMMARY FORM
CLIENT CODE:
DATA
1.
2.
3.
4.
5.
6.
7.
8.
9.
Total Number of Words
Total Number of Syllables
Total Duration of sample (in seconds)
Total Number of MOS
Percent of Stuttered Words
Percent of Stuttered Syllables
Rate of speech (in syllables p/minute)
Disfluency Index: Repetitions
Disfluency Index: Prolongations
READING
SAMPLE
SPONTANEOUS
SAMPLE
10. Disfluency Index: Blocks
11. Physical Concomitant Behaviors (list)
h. A scored SSI-3 Protocol Form must be provided for each “client”
i. The “client” for these samples must be you.
j. Each of the five samples will be recorded on a DVD that can be played on any
computer using Windows Media Player
k. Each “client’s” materials (DVD & associated paperwork) will be included in clear
plastic sleeves (sheet protectors) and placed in a 3-hole paper binder set up in
the following order:
i. Cover page that includes the Student’s Name, Course Name & Number,
semester, Client Code Name & Number (a fake name and the number [12-3] of the sample; e.g., Jane Doe #3, and designation of the “client’s”
severity designation
ii. DVD with ONLY the client’s code name and number on it.
iii. Make sure that you make a copy of the DVD for your own
reference/use. The original will not be returned.
iv. SSI-3 Protocol Form for that “client”
v. Reading Sample Transcript (completed as described above)
vi. Spontaneous Speech Sample Transcript (completed as described above)
4.
A 5-PART DVD DEMONSTRATION OF BEHAVIORAL INTERVENTION
TECHNIQUES.
a. This requirement will require production of a total of 5 DVDs, as explained
below.
b. Each DVD will demonstrate the teaching of one of the following five fluency
shaping and stuttering modification techniques to a “client”:
i. Easy vocal onset
ii. Light articulatory placements
iii. Prolonged speech
iv. Cancellation
v. Pull-out/Slide-Out/Ease Out (including a demo of “Freezing”)
c. Each demonstration will include:
i. A starting brief verbal overview of the technique that includes
1. the name of the technique
2. the type of technique (fluency shaping or stuttering
modification)
3. the separate elements of the technique….in the proper sequence
(e.g., normal inhalation, low volume, increased volume, move to
remaining speech sounds in the word)
ii. Each technique must be attempted by the “client” a total of 10 times at
each of five (5) GILCU levels identified below.
1. Appropriate “clinician feedback” must be provided for each of the
10 attempts.
2. Three (3) of the client’s 10 attempts must be obviously “incorrect”
and be followed by appropriate and very specific corrective
feedback.
iii. GILCU Levels. Each technique will be demonstrated at each of the
following five (5) GILCU Levels:
1. Monosyllabic word
2. Polysyllabic word
3. Phrase
4. Spontaneous speech: Single sentence level (use the technique 1
time per sentence)
5. Spontaneous speech: Two consecutive sentences (use the
technique 2 times per sentence)
iv. At the beginning of each GILCU training level, the clinician will (1) reinstruct the client in terms of the elements of the technique, and then (2)
demonstrate the training task for the “client” before the “client” begins
his/her first trial. The DVDs will be recorded in such a way that they can
be played on a computer using Windows Media Player (do not use any
other program) Make sure that you make a copy of the DVD for your
own reference/use. The original will not be returned.
TAKE AND PASS A MIDTERM AND FINAL EXAM. Each of these exams will
include multiple choice items (to prepare you for the ASHA exam), and at least one
essay question (designed to prepare you for your comprehensive exam
experience).
5.
G. ADDITIONAL REQUIREMENTS FOR GRADUATE STUDENTS IN 700-LEVEL
Not applicable
H. EVALUATION METHODS
COURSE REQUIREMENT
1. ASSESSMENT & INTERVENTION
EQUIPMENT KIT
2. Survey of Layperson Knowledge
about Stuttering
DUE DATE
2:00 p.m. on
Tue. 9/3/08
Thu. October
9th, 2008 at
2:00 p.m.
3. DVD DEMONSTRATIONS OF THREE
Thursday,
(3) SSI-3 LEVELS OF STUTTERING
10/16/08 at
2:00 p.m.
4. DVD DEMONSTRATIONS OF
Thursday.
BEHAVIORAL INTERVENTION
11/20/08 at
TECHNIQUES
2:00 p.m.
5. TAKE AND PASS A MIDTERM AND FINAL EXAM
(on-line) Midterm
Week
of
Exam……………>
October 6th,
2008 at a
time/day TBA
(on-line) Final
Week
of
Exam…………………>
December
15th, 2008 at
a
time/day
TBA
EVALUATION
METHOD
Scoring Rubric
MAXIMUM
POINTS
25
Scoring Rubric
25
Scoring Rubric
25
Scoring Rubric
25
Each exam will
include objective test
questions as well as
at least one
“comprehensive
exam” type of
question.
250
TOTAL POINTS
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
2.
250
600
Grading Scale
A = 530-600; B = 480-529; C = 420-479; D/F = 0-419 (No “rounding” of
course points will be used)
(According to EKU Graduate School Policy, grades of "D" and "F" both denote
"failure".)
I.
STUDENT PROGRESS
Midterm grades are no longer reported for graduate students. However, students may check
on their progress in two ways. First, the instructor will post grades for all course
requirements using the BlackBoard Grading area. Second, students are invited to meet with
the instructor to review grades for course requirements.
J. ATTENDANCE POLICY
All policies/requirements listed below must be followed.
College of Education Attendance Policy: Absences equaling 20% of class meetings will
result in automatic failure. Class sessions missed as a result of late entry into the class
meetings will be counted as absences. The student is responsible for presenting the
instructor with a reason for absences in order to be given opportunity to make up missed
work. Adequate reasons for class absences include personal illness, death or serious illness
in the immediate family, or participation in an approved University activity.
Communication Disorders and Sciences Program Attendance Policy: The following is the
attendance policy adopted and enforced by all faculty of the EKU Communication Disorders
and Sciences program:
1.
Regular attendance is expected throughout the semester and will be
recorded each class period.
2.
The student should call the instructor prior to the class absence by calling
(859) 582-1413. If you do not reach the instructor personally at this number,
leave a voicemail message that includes your name and a number where
you can be reached if the instructor decides to respond to your call.
3.
A maximum of three (3) absences will be allowed for DAY CLASSES.
Subsequent absences will result in the lowering of the final grade, (e.g., 4 =
one grade lower; 5 = two grades lower; 6 = three grades lower; 7 = course
failure).
4.
A maximum of one class absence will be allowed for an EVENING CLASS.
Two absences may result in two letter grades lower; three absences may
result in course failure.
5.
Any absence prior to an examination requires 24 hour notice. If less than
24 hour notice is given, the instructor may require documentation to
determine if the absence will be approved and if a make-up will be
permitted.
6.
Students will be responsible for obtaining class notes and handouts from
other students in the class in the event of any absence.
Cell Phones: Students must turn off cell phones and pagers during class time. Exceptions
to this requirement (e.g., emergency situations) must be discussed with and approved by
the instructor.
K. NOTIFICATION OF THE LAST DAY TO DROP THE COURSE
Friday, October 31, 2008
L. DISABILITY STATEMENT
If you are registered with the Office of Services for Individuals with Disabilities, please make
an appointment with the course instructor to discuss any academic accommodations you
need. If you need academic accommodations and are not registered with the Office of
Services for Individuals with Disabilities, please contact the office on the third floor of the
Student Services Building, by email at disabilities@eku.edu or by telephone at (859) 6222933 V/TDD. Upon individual request, this syllabus can be made available in alternative
forms.
M. ACADEMIC INTEGRITY STATEMENT
Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this
course. The Academic Integrity policy is available at www.academicintegrity.eku.edu .
Questions regarding this policy may be directed to the Office of Academic Integrity.
Course P/N
Course Title
CDS 877
ADVANCED FLUENCY DISORDERS
CONCEPTUAL FRAMEWORK ELEMENTS
CF1: Knowledge - Enables candidates to construct understanding of the complexity and
richness of the teaching/learning process.
CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all
students.
CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student
learning and development.
CF4: Technology - Focuses on preparing candidates who are able to use educational
technology to help all students learn.
CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning
for all students
RELATIONSHIP TO:
College of Education Conceptual Framework
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
CF1
CF2
CF3
K, KA1
K
K
CF4
CF5
TEACHER STANDARDS (2008)
STANDARD 1:
STANDARD 2:
STANDARD 3:
STANDARD 4:
STANDARD 5:
STANDARD 6:
STANDARD 7:
The teacher demonstrates applied content knowledge
The teacher designs and plans instruction
The teacher creates and maintains learning climate
The teacher implements and manages instruction
The teacher assesses and communicates learning results
The teacher demonstrates the implementation of technology
Reflects on and evaluates teaching and learning
STANDARD 8: Collaborates with colleagues/parents/others
STANDARD 9: Evaluates teaching and implements professional development
STANDARD 10: Provides leadership within school/community/profession
Kentucky Teacher Standards – Advanced
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
TS1
TS2
TS3
TS4
TS5
K,
KA1
K
K
K
K
TS6
TS7
TS8
TS9
TS10
EKU GOALS
EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by
attracting, developing and educating a diverse student, faculty, and staff population.
EKU-G2. To continuously assess and improve the services and infrastructure of the University
to support and maintain high quality programs.
EKU-G 3. To promote learning through high quality programs, research, and support services.
EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural
opportunities and problem-solving abilities for members of the University community.
EKU-G5. To increase and enhance external and internal constituency engagement, while
maintaining a connection with the southeastern region of Kentucky.
EKU Goals
EKU-G1
EKU–G2
EKU-G3
EKU-G4
X
X
EKU-G5
KERA Initiatives
Identify the initiative number(s) for each category
Learner
Goals/Academic
Expectations
1.12
Program of
Studies:
Understandings
EL-P-SLO-U-2
EL-4-SLO-U-2
EL-5-SLO-U-2
EL-6,7,8-SLO-U-2
EL-9-SLO-U-2
Program of
Studies: Skills &
Concepts
EL-P-SLO-S-2
EL-P-SLO-S-8
EL-4-SLO-S-2
EL-4-SLO-S-8
EL-5-SLO-S-2
Core Content
Skills used for
speaking are not
tested at the state
level but are
included in the
EL-11-SLO-U-2
EL-5-SLO-S-8
EL-6,7,8-SLO-S-2
EL-9-SLO-S-2
EL-11-SLO-S-2
Program of Studies
EPSB Themes
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
Diversity
Technology
Code of
Ethics
Literacy
K
K
SPA
American Speech-Language-Hearing Association
STANDARD I: Degree
STANDARD II: Institution of Higher Learning
STANDARD III: Program of Study – Knowledge Outcomes
III-A
X
III-B
X
III-C
X
III-D
X
III-E
X
III-F
X
III-G
X
III-H
X
STANDARD IV: Program of Study – Skills Outcomes
IV-A
X
IV-B
X
IV-C
IV-D
IV-E
Leadership
IV-F
IV-G
STANDARD V: Assessment
V-A
V-B
STANDARD VI: Speech-Language Pathology Clinical Fellowship
VI-A
VI-B
VI-C
VI-D
STANDARD VII: Maintenance of Certification