During and after this course, students will be able to:
1) 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);
2) analyze, synthesize, and evaluate historical and current, empirical and clinical, information about the prevention, assessment, and treatment of these disorders;
3) 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);
4) 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; and
5) 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.

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

This course is intended for advanced master's students preparing for a career that does not tolerate dishonesty. Dishonesty hurts our clients, our colleagues, and our profession. At a minimum, students' work for this course must meet the requirements of the UGA Honor Code and other academic honesty requirements, as well as satisfying the requirements of the ASHA Code of Ethics.