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Fluency Disorders

Course Description

Nature and treatment of stuttering, cluttering, and acquired neurogenic stuttering. Using theoretical and etiological knowledge as the basis for clients' individualized assessment and intervention plans.

Athena Title

Fluency Disorders

Equivalent Courses

Not open to students with credit in CMSD 6760E

Prerequisite

Permission of department

Semester Course Offered

Not offered on a regular basis.

Grading System

A - F (Traditional)

Student learning Outcomes

  • By the successful completion of this course, students will be able to analyze, synthesize, and evaluate historical and current, empirical and clinical, information about the nature of stuttering, cluttering, and adult-onset fluency disorders (including the known characteristics of the disorders and including their etiological, physiological, neurological, psychological, developmental, and cultural bases and correlates).
  • By the successful completion of this course, students will be able to analyze, synthesize, and evaluate historical and current, empirical and clinical, information about the prevention, assessment, and treatment of these disorders.
  • By the successful completion of this course, students will be able to discuss this information and its implications in appropriately professional terms and in an appropriately professional manner with multiple audiences (e.g., fellow professionals, supervisors, professors, clients, families).
  • By the successful completion of this course, students will be able to write in a complex, scholarly, and integrative manner about this information, its implications, and the relationships between it and other empirical and clinical information previously gained from other sources; and incorporate feedback from the instructor into subsequent writings.
  • By the successful completion of this course, students will be able to develop, describe, defend, implement, and change as necessary appropriate assessment and treatment plans for persons who stutter across the lifespan and from multiple social, linguistic, cultural, economic, and other backgrounds.

Topical Outline

  • Section One: Introduction, Themes, and Definitions 1a. Themes in the Study of Fluency Disorders 1b. Definitions of Stuttering 1c. Epidemiology
  • Section Two: Theories of Stuttering 2a. Environmental Theories 2b. Organic Theories
  • Section Three: The Variability of Stuttering 3a. Subtypes of Stuttering 3b. Loci of Stutters 3c. Fluency-Inducing Conditions
  • Section Four: Assessment of Stuttering 4a. Measuring Stuttered Speech 4b. Measuring Social, Emotional, and Cognitive Variables in Stuttering 4c. Special Assessment Issues for Preschoolers 4d. Assessment Planning
  • Section Five: Treatments with Children who Stutter 5a. Indirect Treatment for Preschoolers 5b. Direct Treatments for Children 5c. Stuttering Treatment in the Schools
  • Section Six: Treatments with Adults who Stutter 6a. Historical Treatments of Stuttering 6b. Traditional and “Stuttering Modification” Approaches 6c. Prolonged Speech and Variations 6d. Generalization 6e. Maintenance
  • Section Seven: Return to Larger Issues and Fluency Disorders More Generally 7a. Themes, Again: Differences of Professional Opinion in Stuttering 7b. Cluttering 7c. Adult-Onset Dysfluency
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