Stuttering and Cluttering (494-0-1)

Instructors

Elisha Boxer

Meeting Info

Frances Searle Building 1421: Tues, Thurs 1:00PM - 2:20PM

Overview of class

Overview of potential etiologies and characteristics of fluency disorders in children and adults. Focus on assessment, diagnosis, and effective treatment of stuttering across the lifespan. Consideration of the experience of stuttering from the point of view of the person who stutters. Emphasis on the integration of normative data, scientific knowledge, and clinical practice.

Learning Objectives

Upon successful completion of this course the student will be able to:
• Summarize, compare, and contrast important historical and current theories about the etiology, nature, development, maintenance, and remission of stuttering
• Discuss variables/factors associated and not associated with the development and recovery of stuttering and fluency disorders
• Integrate an understanding of the typical development of speech fluency as it applies to assessment and intervention in stuttering and fluency disorders
• Describe the parameters of typical speech fluency
• Compare and contrast typical and atypical disfluencies
• Explain the impact of linguistic and nonlinguistic factors which contribute to the production of disfluencies and that facilitate fluency
• Administer, score and interpret assessment procedures for evaluating fluency for preschoolers, school-age children, and adults who stutter
• Compare and contrast common approaches to fluency treatment, such as fluency shaping approaches, stuttering modification approaches, and integrative approaches
• Choose, justify, and demonstrate specific treatment strategies for shaping fluency, modifying stuttering, and improving attitudes towards communication
• Describe the diagnostic features of and treatments for cluttering and related fluency disorders
• Compare and contrast the nature and treatment of cluttering and stuttering
• Consider the experience of stuttering from the perspective of the speaker
• Describe the psychosocial impact of stuttering/fluency disorders and discuss components of education and counseling for patients, family, and other professionals

Evaluation Method

Individual and Group, written and oral projects and assignments, some completed in class, others completed outside of class time via Canvas.

Class Materials (Required)

Reardon-Reeves, N., & Yaruss, J. S. (2013). School-age stuttering therapy: A practical guide. Stuttering Therapy Resources, Inc. https://www.StutteringTherapyResources.com/school-age-stuttering-therapy ISBN: 9-780-983-753803.

Yaruss, J. S. & Reardon-Reeves, N. (2017). Early childhood stuttering therapy: A practical guide. Stuttering Therapy Resources, Inc. https://www.StutteringTherapyResources.com/early-childhood-stuttering-therapy ISBN: 978-0-983-7538-7-2.

Available in paperback, or digital media. Buy through the Northwestern Bookstore or get 10% off using code EBMNU at www.StutteringTherapyResources.com/grad-student

Readings will be assigned Week 1 of the course. Please have all course materials purchased prior to the beginning of the course.

Additional readings and course materials will be posted to the course website over the duration of the course. There are no costs associated with these other materials.

Class Materials (Suggested)

See MS-SLL handbook