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COMD 6222-Stuttering Spring 2011

Course Syllabus

Instructor: Jan Lougeay

Office Hours: E-mail for an appointment to discuss issues with this class or stop by my office any
afternoon. I am at Callier Richardson on Tues.

Pre-requisites: None

The purpose of this class is to develop an understanding of fluency disorders and treatment. We will
begin with a brief review of the theories that form the foundation for fluency assessment and intervention.
Next, we will discuss specific assessment and treatment procedures and programs and relate them to
individual dysfluency patterns and symptoms. Strategies to evaluate treatment outcome and efficacy will
be addressed. Finally, ethical issues as they relate to the treatment of stuttering will be discussed.

This course has been designed to ensure that students demonstrate required knowledge and skill
as outlined in the Standards and Implementation Guidelines for the Certificate of Clinical
Competence in Speech-Language Pathology. The specific standards addressed in this class are:


Students will:
1. Describe etiologies and characteristics of fluency disorders across the lifespan. (Std. III-C)
2. Apply theories that underlie assessment and treatment of stuttering. (Std. III-C)
3. Apply strategies to assess and diagnose stuttering. (Std. III-C, III-D)
4. Interpret assessment data and develop treatment plans for individuals who stutter. (Std. III-C, III-D,
and IV-G)
5. Analyze rationales and apply a variety of treatment approaches. (Std. III-C, III-D,IV-G)
6. Discuss and explain how to evaluate patient progress and treatment efficacy. (Std. IV-G)
7. Apply ethical considerations and knowledge about professional issues that relate to the assessment
and treatment of stuttering. (Std. IV-G.)

Guitar, Barry. (2006) Stuttering: An Integrated Approach to It's Nature and Treatment. Third Ed.
Baltimore: Lippencott Williams and Wilkins.

**Class lecture notes and handouts will be posted on ELearning. Please print class materials prior to the
day of class so you can use them to take notes efficiently and have handouts available for class


(These descriptions and timelines are subject to change at the discretion of the instructor)

January 10
Introduction to stuttering, description, etiology
Guitar, Chap. 1
Print the following and bring to class for the next 4 weeks
Power point handouts:
Introduction, Etiology, and Development
Biological and Physiological Factors
Treatment Concerns


Jan. 24
Biological and Physiological Factors
Guitar, Chap. 2
Jan. 31
Developmental, Environmental and Learning Factors
Guitar, Chap. 3
February 7
Thoughts and theories that underlie treatment and prevention of stuttering
Treatment Considerations and ethical concerns
Guitar, Chap. 4
February 14
Normal Non-fluency and the Development of Stuttering
Guitar, Chap. 5
February 21, 28
Assessment and diagnosis
Assessment/Eligibility decisions in public school settings
Intervention planning
Guitar, Chap. 6 and 7
Print the following and bring to class for the next two lectures:
Power point labeled assessment
TSHA Fluency Eligibility Template (handout)
Protocol for SSI-Stuttering Severity Instrument (Riley, 1980)(handout)
OASES (handout)
Transcription (handout)
March 7
QUIZ over information covered Jan 10-Feb. 28
March 14
March 21
Issues in Treatment Planning-Introduction to Methods
Guitar, Chap. 8
Print the following and bring to the rest of the classes:
Power point handout labeled treatment
Handouts labeled:
Challenges and Strategies
Direct Approaches
Indirect Approaches
Games for ASHA

March 28, April 4

Managing stuttering and managing fluency-treatment options
Fun With Fluency, (Walton and Wallace, (1998) Chap. 4,
(on reserve in the library) It has wonderful suggestions for therapy activities. You are encouraged
to go to the library and look at this book as a reference.)
Guitar, Chap. 9-12
April 11
Assessing progress, measuring and assuring positive outcomes
What is success in stuttering therapy?
Designing therapy to meet individual needs
Managing dismissal
Professional issues and specialization
April 18
Guest Speaker
April 25
QUIZ over information covered March 22-April 26
May 2
Treatment Plans Due


There are several copies each of 2 Stuttering Foundation of America DVDs on reserve in the
They are:
Therapy in Action: The School-aged Child Who Stutters
The School Clinician, Ways to be More Effective
You are required to view each of the DVDs and complete the corresponding quiz. The quizzes
will be posted on E Learning. You can complete them at any time. You will get 2 points of extra
credit added on to your final grade for each quiz if you correctly answer 8 out of 10 questions. If
you do not complete these quizzes, 10 points will be deducted from your final grade. You may
take the quiz only 1 time. The results will be sent to me automatically.


Our chapter of the National Stuttering Association (NSA) meets the last Tuesday of the month at
Callier in Room A229 from 7:00 to 9:00. The Ft Worth chapter meets the third Tuesday of each
month from 7:00 to 9:00 at the Miller Speech and Hearing Clinic on the TCU campus. A third
group Called “Chat and Chew” meets the second Wednesday of each month at Patrizios New
York Pizza at 5026 Addison Circle. You must attend at least one of the above meetings this
semester. The website for each of these groups is provided at the end of the syllabus. I suggest
you look at their website to confirm schedules, times and locations of meetings. After you attend,
list 3 things you learned about stuttering and individuals who stutter from attending the meeting.
Turn it in to me. Be sure to include the date of the meeting you attended. This is a good
opportunity to get to know individuals who stutter that are working to improve their speaking skills.
Please do not leave this requirement until the end of the semester. This requirement is not
graded. However, if you fail to attend a meeting, 10 points will be deducted from your final grade.


You will conduct an assessment interview with an adult who stutters. NSA members have agreed
to be “patients/evaluators” for this project. You will be assigned a patient whom you will contact
via e-mail to set up an assessment date, time and place. During the assessment you will collect a
speech sample and discuss stuttering with the individual. As you talk to them you will listen to
their speech and formulate ideas about treatment based on what you hear and information you
gathered in your interview. You will discuss your thoughts about potential treatment options with
them much as you would if they had come to your office for a speech evaluation. After you have
completed the assessment, the individual will provide you with feedback, both written and orally,
evaluating your performance from their perspective. You will then turn in to me, a one page
journal report reviewing the experience and what you learned. You might also choose to use this
person as the subject for your treatment plan. More specific information about this project will be
provided later. This project is required. If you fail to complete the project, 15 points will be
deducted from your final grade.

4. Walt Manning, PhD., University of Memphis and author of Clinical Decision Making in Fluency
Disorders will be at the Callier Center on Friday April 22. He will be giving a lecture at 1:30 in the
Auditorium (same room that our class meets) specifically for our class. He is an expert in
intervention for stuttering. Although this lecture is not at an assigned class time, I recommend
you attend the lecture. He is a talented speaker and a distinguished researcher. He has agreed to
tailor this talk specifically to topics that he and I feel will benefit you in your study of stuttering
intervention and creating your treatment plan. I will be taking role and those of you who attend
will have earn 2 extra credit points to be added to your final grade.


This paper will be your final exam for this class. It will provide you the opportunity to synthesize
the information you have acquired via lectures, reading, and class discussion and apply it to
treatment planning and implementation. You will develop a treatment plan for an individual who
stutters. You can choose the person whom you evaluated for your class project, someone you
have met during the class, at NSA or Toastmasters, worked with in practicum, or know
personally. The purpose of this assignment is to reflect the knowledge acquired in this class.

Your plan will include:

1. A description of your assessment/diagnostic session including the rationale for the strategies
you have decided to use in your assessment. This is an assessment PLAN. Tell what you would
do, if you did a complete assessment. You do not have to actually assess the person using the
strategies you plan.
2. The goals and objectives you would target with the person if you were to work with him/her in
therapy and the rationale for the goals and objectives you have chosen.
3. A description of the strategies you intend to use to accomplish the goals and the rationale for
use of those strategies with the person you have chosen.
4. A list and description of practice activities or exercises you will use. This should include a few
activities for each goal that will provide me with insight into how you plan to help the individual
learn and practice the strategies during therapy. These are actual activities, excises you use
during your therapy sessions.
5. Strategies to assess progress and efficacy of your program.
6. Strategies to manage dismissal. In this section you should discuss dismissal criteria and how
you will handle the dismissal process.

There is no specific number of pages required. You should be able to develop this plan using the
information covered in class, in your text, and using additional resources available on line and in
our library. Use of additional sources will strengthen your paper. Be sure to attribute information
used from specific sources and programs to the appropriate author. You do not need to site
class notes as a source.


Attendance: Reasonable class attendance is required. You are responsible for information presented in
the lectures (including the guest lecturers) as well as information from the text and posted on E-learning.
I feel that class attendance is important to ensure your academic success. Class attendance/participation
activities will be given randomly. Those of you in attendance regularly will be assigned attendance points
that will be added to your final grade.

Acquired knowledge will be accessed via quizzes, which will cover information presented in lectures,
readings, DVDs and guest lecturers. Knowledge will be applied and skills demonstrated via class
discussion, patient interview and treatment plan project.

There will be a total of 2 quizzes over lectures and readings. Each quiz will count for one third of your
grade. The final paper will count for 1/3 of your grade. You will earn 2 bonus points for each DVD quiz in
which you get 8 or more questions correct.
Important web addresses: National NSA website Dallas Chapter website Stuttering Foundation of America Stuttering home page Historical Figures Chat & Chew Website

ASHA STANDARDS ADDRESSED IN THIS CLASS: How knowledge is conveyed and how
knowledge and skill acquisition will be demonstrated

Standard III-B
The applicant must demonstrate knowledge of basic human communication and swallowing processes
including their biological, neurological, acoustic, psychological, developmental, linguistic and cultural
bases. Specific knowledge will be demonstrated in this class in the area of fluency.
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class discussions, exams and required projects.

Standard III-C
The applicant must demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders and differences and swallowing disorders, including the etiologies,
characteristic, anatomic/physiological, acoustic, psychological, developmental, and linguistic and cultural
correlates. Specific knowledge will be demonstrated in this class in the area of fluency.
Knowledge will be conveyed via class lectures, readings, required videotape viewing, and visits to
NSA or Toastmasters. Acquisition will be demonstrated via class discussions, required quizzes
over videotapes, and class projects.

Standard III-D
The applicant must possess knowledge of the principles and methods of prevention and assessment, and
intervention for people with communication and swallowing disorders, including consideration of
anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the
Knowledge will be conveyed via class lectures, readings and viewing of videotapes. Acquisition
will be demonstrated via quizzes, class projects and class discussion.

Standard III-E
The applicant must demonstrate knowledge of standards of ethical conduct.
Knowledge will be conveyed via class lecture and readings. Acquisition will be demonstrated via
class discussion.

Standard III-F
The applicant must demonstrate knowledge of processes used in research and the integration of
research principles into evidence-based clinical practice.
Knowledge will be conveyed via lectures and readings. Acquisition will be demonstrated via
treatment plan project.

Standard III-G
The applicant must demonstrate knowledge of contemporary professional issues.
Knowledge will be conveyed via lectures, readings and viewing of videotapes. Acquisition will be
demonstrated via class discussion.

Standard III-H
The applicant must demonstrate knowledge about certification, specialty recognition, licensure, and other
relevant professional credentials.
Knowledge will be conveyed via lectures and readings and acquisition demonstrated via quizzes.

Standard IV-B
The applicant must possess skill in oral and written communication sufficient for entry into professional
Acquisition of knowledge will be demonstrated via class projects and discussion.

Standard IV-G
The applicant for certification must complete a program of study that includes supervised clinical
experiences sufficient in breadth and depth to achieve the following skills outcomes (in addition to clinical
experiences, skills may be demonstrated through successful performance on academic coursework and
examinations, independent projects or other appropriate alternative methods). Specific knowledge will be
demonstrated in this class in the area of fluency.
Knowledge will be conveyed via lectures and readings. Acquisition will be demonstrated via class
discussion and projects.

Students will demonstrate the following skills:

1. Ability to discuss and explain theories that explain causes of stuttering
As measured by:
successful completion of quizzes
Interview project
Treatment plan project
Class discussion
2. Identify and describe dysfluencies
As measured by:
Ability to count dysfluencies of videotaped sample
Successful completion of quizzes
Scoring and interpreting Stuttering Severity Instrument (SSI)
Successful completion of interview project
Successful completion of Treatment plan project
3. Identify and discuss environmental influences on stuttering and issues in prevention
As measured by:
Successful completion of quizzes
Ability to explain environmental influences during interview project
4. Describe the of developmental processes of stuttering and normal non-fluency
As measured by:
Successful completion of quizzes
Class discussion
5. Discuss the demographics of stuttering
As measured by:
Successful completion of quizzes
6. Discuss the variability and predictability of stuttering
As measured by:
Successful completion of quizzes
Ability to explain during interview project
7. Discuss the emotional aspects of stuttering and treatment concerns
As measured by:
Successful completion of quizzes
Ability to explain to family members
Successful completion interview project
Successful completion of treatment plan
8. Conduct an assessment of a client who stutters including:
Case history interview
Collection of speech sample
Description of dysfluencies and associated behaviors
Taking and interpreting fluency counts
Describing atypical qualities of fluent speech
Administration and scoring of SSI
As measured by:
Successful completion of quizzes
Completion of interview project
SSI in class exercise
Successful completion of treatment plan project
9. Plan intervention based on assessment data including:
Choosing approaches appropriate for patient
Providing rational for choices based on current theory
As measured by:
Successful completion of treatment plan project
Successful completion of quizzes
10. Write appropriate behavioral goals
As measured by:
Successful completion of treatment plan project
Successful completion of quizzes
11. Determine appropriate use of direct or indirect approaches.
As measured by:
Successful completion of treatment plan project
Successful completion of quizzes
12. Discuss and implement Stuttering Modification, Fluency Shaping and Combined approaches
As measured by:
Successful completion of quizzes
Successful completion of treatment plan project
Explanation of approaches during interview project
13. Plan strategies to achieve generalization of skills
As measured by:
Successful completion of quizzes
Successful completion of treatment plan project
14. Plan strategies to monitor therapy outcome
As measured by:
Successful completion of quizzes
Successful completion of treatment plan project
15. Discuss standards of ethical conduct as they relate to practice in stuttering
As measured by:
Successful completion of quizzes
Participation in class discussion
16. Discuss cultural issues that affect stuttering
Successful completion of quizzes
17. Demonstrate understanding of procedures for specialty recognition in stuttering
As measured by:
Successful completion of quizzes
18. Discuss strategies to prevent stuttering
As measured by:
Successful completion of quizzes

Field Trip Policies

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address Additional information is
available from the office of the school dean. Below is a description of any travel and/or risk-
related activity associated with this course.
Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is
contained in the UTD publication, A to Z Guide, which is provided to all registered students each
academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3,
and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating
Procedures. Copies of these rules and regulations are available to students in the Office of the
Dean of Students, where staff members are available to assist students in interpreting the rules
and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work done
by the student for that degree, it is imperative that a student demonstrate a high standard of
individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work or
material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of, which searches
the web for possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.
Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration
procedures must be followed. It is the student's responsibility to handle withdrawal requirements
from any class. In other words, I cannot drop or withdraw any student. You must do the proper
paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to
attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the
academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete
grade must be resolved within eight (8) weeks from the first day of the subsequent long semester.
If the required work to complete the course and to remove the incomplete grade is not submitted
by the specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary
to remove classroom prohibitions against tape recorders or animals (in the case of dog guides)
for students who are blind. Occasionally an assignment requirement may be substituted (for
example, a research paper versus an oral presentation for a student who is hearing impaired).
Classes enrolled students with mobility impairments may have to be rescheduled in accessible
facilities. The college or university may need to provide special services such as registration,
note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring
special accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused, will
be allowed to take the exam or complete the assignment within a reasonable time after the
absence: a period equal to the length of the absence, up to a maximum of one week. A student
who notifies the instructor and completes any missed exam or assignment may not be penalized
for the absence. A student who fails to complete the exam or assignment within the prescribed
period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.