CSD 9612 – 1

WESTERN UNIVERSITY

School of Communication Sciences and Disorders

CSD 9612 – Fluency Disorders

1.0 COURSE INFORMATION

Instructor: Professor Lori Holmes, M.Sc., Reg. CASLPO

lholmes8@uwo.ca

Class location and times: Rm 1548, Elborn College

Monday & Friday 8:30 to 10:00

Office Hours: tba

Teaching Assistant: Cynthia Mancinelli

2.0 TEXTBOOK AND COURSE MATERIALS

Required: Guitar, B.G. (2014). Stuttering: An integrated approach to its nature and treatment, 4th ed.

Baltimore, MA: Lippincott, Williams, & Wilkins.

Additional readings are listed below, and are made available on webCT whenever possible.

3.0 COURSE OBJECTIVES

Goal of the Course: To provide sufficient knowledge and basic clinical skills to begin practice

in the area of fluency disorders.

Objectives

1. To review the profession's current knowledge base regarding stuttering, including its

development, genetic, behavioural, affective, and cognitive components. 2. To differentiate among developmental stuttering, cluttering, neurogenic fluency disorders,

and psychogenic fluency disorders. 3. To provide basic knowledge of age appropriate assessment protocols for fluency disorders in

children, youth and adults suspected of having a fluency disorder. 4. To provide basic knowledge of age appropriate treatment protocols for children, youth, and

adults who stutter. 5. To develop a personalized understanding of the impact of a fluency disorder on quality of

life.

4.0 EVALUATION

Reflection on role of stuttering in a person’s life 10% due Sept. 25th

Assessment Report* 15% due Oct. 16th

Fluency Intervention Report* 15% due Nov. 24th

Question and Answers – 30 min. on webCT 30% available Sep28th – Oct.2nd;

Oct. 26th - Oct 30th;

(3 @ 10% each) Nov 30th– Dec.4th

Discussion contributions 10% by Dec. 15th

Final Exam 20% to be scheduled

CSD 9612 – 2

5.0 POLICIES

Participation / Attendance

Attendance and participation in all aspects of the course is an expectation of the course. Students are

responsible for material covered in the course should an absence occur. Students wishing to

document a medical reason for missing classes, assignments, or exams should present such

documentation to the Office of the Dean / Counseling office.

Grading

The aim of this course is that all students learn information necessary for clinical practice. Graded

material is primarily structured to provide some indication of how students are progressing in

learning this clinically applicable material. This course does contain group work (indicated

above with an *). To pass this course you must obtain an overall grade of at least 60%

according to the grade weighting given above AND you must attain a grade of at least 60%

across the individual (non-group) work elements. If your grade on individual work is lower

than 60%, your submitted grade will be the lower of: a) 59% and b) your grade calculated as

usual according to the grade weighting given above. That is, the highest grade possible if

individual work is not passed would be 59%. The policy of the CSD program is that the

assigned course grade is the instructor’s final assessment of a student’s performance and

already includes any and all grade rounding an instructor has chosen to implement. Assigned

grades “close to” 60% or other letter-grade boundaries will not be further rounded up, with

the exception that grades submitted with decimal percentages are rounded up or down to the

nearest integer by the Registrar before appearing on the student’s record.

Cheating and Academic Misconduct

Students are responsible for understanding the nature of, and avoiding the occurrence of, plagiarism and

other academic offenses. Scholastic offences are taken seriously and students are directed to read the

appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, at the following

Web site: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_grad.pdf

Note that such offenses include plagiarism, cheating on an examination, submitting false or

fraudulent assignments or credentials, impersonating a candidate, or submitting for credit in any

course, without the knowledge and approval of the instructor to whom it is submitted, any academic

work for which credit has previously been obtained or is being sought in another course in the

University or elsewhere. In writing scholarly papers, students must keep firmly in mind the need to

avoid plagiarism. Students must write their essays and assignments in their own words. Whenever

students take an idea or a passage from another author, they must acknowledge their debt both by

using quotation marks where appropriate, and by proper referencing such as footnotes or citations.

Plagiarism is a major academic offence. The University of Western Ontario uses software for

plagiarism checking. All required papers may be subject to submission for textual similarity review

to the commercial plagiarism-detection software under license to the University for the detection of

plagiarism. All papers submitted for such checking will be included as source documents in the

reference database for the purpose of detecting plagiarism of papers subsequently submitted to the

system. Use of the service is subject to the licensing agreement, currently between The University of

Western Ontario and Turnitin.com (http://www.turnitin.com) The penalties for a student guilty of a

scholastic offense include refusal of a passing grade in the assignment, refusal of a passing grade in

the course, suspension from the University, and expulsion from the University.

Appealing academic evaluations

In the first instance, all appeals of a grade must be made to the course instructor (informal

consultation). If the student is not satisfied with the decision of the course instructor, a written appeal

CSD 9612 – 3

must be sent to the Program Director. If the response of the department is considered unsatisfactory

to the student, he/she may then appeal to the Dean of the Faculty in which the course of program was

taken. Only after receiving a final decision from the Dean, may a student appeal to the Senate

Review Board Academic. A Guide to Appeals is available from the Ombudsperson's Office.

Rules of Conduct in the Classroom

Students are expected to maintain the same high standards of conduct and moral judgment in the

classroom as will be expected when they become Speech-Language Pathologists/Audiologists.

Therefore, they are asked to comply with the following reasonable expectations for classroom

conduct: 1. Students and the instructor will behave in a manner that is welcoming, supportive, and

respectful of cultural and individual differences at all times. 2. Students are expected to participate in the course by asking questions and contributing

comments during lectures.

3. Conduct that could distract fellow students or the instructor during a lecture must be

avoided. This includes but is not limited to talking when others are speaking, passing notes,

sleeping, and overt inattention. 4. Please arrive on time for class. If you are unavoidably late, please enter quietly and take the

nearest seat.

5. Cell phones, iPods, MP3 players, and the like are to be turned off during class. Receiving

and sending text messages should not be undertaken during the lecture. 6. Computers may be used solely for course purposes, e.g., taking notes. Students must not

browse the web, use email or engage in instant messaging during class.

Support Services

As part of a successful graduate student experience at Western, we encourage students to make their

health and wellness a priority. Western provides several on campus health-related services to help you

achieve optimum health and engage in healthy living while pursuing your graduate degree. For example,

to support physical activity, all students, as part of their registration, receive membership in Western’s

Campus Recreation Centre. Numerous cultural events are offered throughout the year. Please check out

the Faculty of Music web page http://www.music.uwo.ca/, and our own McIntosh Gallery

http://www.mcintoshgallery.ca/. Information regarding health- and wellness-related services available to

students may be found at http://www.health.uwo.ca/

Students seeking help regarding mental health concerns are advised to speak to someone they feel

comfortable confiding in, such as their faculty supervisor, their program director (graduate chair), or other

relevant administrators in their unit. Campus mental health resources may be found at

http://www.health.uwo.ca/mental_health/resources.html

To help you learn more about mental health, Western has developed an interactive mental health learning

module, found here: http://www.health.uwo.ca/mental_health/module.html. This module is 30 minutes in

length and provides participants with a basic understanding of mental health issues and of available

campus and community resources. Topics include stress, anxiety, depression, suicide and eating

disorders. After successful completion of the module, participants receive a certificate confirming their

participation.

CSD 9612 – 4

TENTATIVE LECTURE AND LAB SCHEDULE

*indicates online reference

Date Topic and Readings Readings

September

8 & 11

Introduction to the course

Overview of the nature of stuttering

Practical: Simulation 1(on your own)

Guitar ch. 1, 6, 7; *DeNil (1998); Bernstein-

Ratner (2004); Ryan (2001)

Supplemental readings on genetics and stuttering

are posted on webCT

September

15 & 18

Overview of the nature of stuttering

cont’d

Assessment and diagnosis

Practical: Simulation 2

Practical: Counting disfluencies

Guitar ch. 8, 9; Shenker (2006); Susca (2006);

Smits-Bandstra (2005)

Bring to class: SSI; Systematic Disfluency

Analysis; Assessment transcription (handouts on

webCT)

Also, see ‘Assessment Materials’ on webCT

(described below under ‘Assessment Report’

assignment).

September

22 & 25

Assessment and diagnosis cont’d

Practical: Describing disfluencies;

Assessing severity

September

29 &

October 2

October 6

Other Disorders of Fluency

(differential diagnosis)

Practical: Review assessment reports

Shapiro, ch. 4; *Matney (2005); *Seidel (2005);

Van Zaalen-op’t Hof et al., (2009); Guitar, ch. 13

Bring to class: Daly - Cluttering inventory

October 9 NO CLASS

October 13

& 16

General therapy considerations Guitar ch. 10; Gregory, ch. 8; Manning, ch. 6;

Bothe et al. (2006); Plexico et al. (2005); Logan &

LaSalle (2003); Plexico & Sandage (2011)

October 20

& 23

Therapy for preschool children who

stutter

Guitar ch. 11, 12; Mallard (1991); Bernstein-

Ratner (1997); Curlee & Yairi (1997); Zebrowski

(1997); Zebrowski & Schum (1993); Hammer &

Yaruss (1999); Harris et al. (2002); Jones et al.

(2005); Lincoln & Onslow (1997); *Packman

(2003)

October 27

& 30

November

3 & 6

November

10 & 13

Therapy for the intermediate and

advanced stutterer

Guitar ch. 13, 14; Zebrowski (2002); Zebrowski

& Wolf (2011) *Langevin (2001); Bray & Kehle

(1998); Kamhi (2003); Lincoln et al. (2006);

Tellis & Tellis (2003)

Supplemental readings on pharmacological

treatment of stuttering available on webCT

Training in ‘The Essential Pause’

Program (Professor Moosa)

*subject to change of date

Practice with Essential Pause

Bring a hardcopy of the Essential Pause manual to

class. November

17

November

20

Nov. 24

&27

In class presentations of assignment, ‘Fluency Intervention Report’

Dec. 1, 4 &

8

CSD 9612 – 5

Course Assignments

Reflection on role of stuttering in a person’s life 10% due Sept. 25th

Assessment Report 15% due Oct. 16th

Fluency Intervention Report 15% due Nov. 24th

Question and Answers – 30 min. on webCT 30% available Sep28th – Oct.2nd;

Oct. 26th - Oct 30th;

(3 @ 10% each) Nov 30th– Dec.4th

Discussion contributions 10% by Dec. 16th

Final Exam 20% to be scheduled

SCORING RUBRICS FOR EACH OF THE ASSIGNMENTS APPEAR AT THE END OF THE

COURSE OUTLINE.

Reflection on role of stuttering in a person’s life

The purpose of this assignment is to investigate the role that stuttering has played in the life of a

person who stutters. Read a biography or autobiography about someone who stutters, poetry or

picture books written about the experience of stuttering, or you may choose to interview a person who

stutters or watch a video featuring someone who stutters. Aim for something for which the purpose is

nonclinical. Reflect on the role stuttering has played in this person’s life, and relate this person’s

experiences to what you already know about stuttering. (It is understood that your knowledge will

vary widely.)

The paper will be up to 5 typed, double spaced pages. Include a reference list outlining the works you

found useful or insightful. Use APA style to refer to these sources in your text, where appropriate.

Primarily, your reflection should be about your understanding of the experience of stuttering. The

following questions may encourage your reflections. Your paper does not need to address all of these

questions, or indeed any of them – this is your reflection. In a reflection, you want to provide more of

your thought process and the impact the experience has had on your learning, and less on a

description of the events. Remember, the focus of a reflection is you and your learning - how you have

come to understand the experience of stuttering?

1. Who is this person and what is her/his current place in life? Why has he/she written this

work?

2. How does the person describe the experience of stuttering?

3. How was the person’s life shaped by experiences with…..

a. early life experiences with stuttering

b. later life experiences with stuttering

c. therapy of any kind

4. Does the person feel she/he has succeeded despite stuttering? What factors have been

important in this success?

a. a transforming event leading to a change in the view of stuttering or self

b. other personal characteristics or experiences

5. How might this work help others understand stuttering? How has this reflection changed your

understanding of stuttering, communication disorders, or life?

CSD 9612 – 6

Here is a list of some possible works you could read/watch for this assignment…

At the Western library…

James Earl Jones, Voices and Silences.

Bob Love, The Bob Love Story: If it’s gonna be, it’s up to me.

Jock Carlisle, Tangled Tongues.

Lon Emerick and Larry Jupin, That’s easy for you to say.

Jerry Halvorson, Abandoned: Now stutter my orphan.

Fred Murray, A stutterer’s story.

Tim Newark, Not good at talking.

Kenneth St. Louis, Living with stuttering (a collection of stories from people who stutter).

Unspeakable (video)

The Flimflam Man (see Logan, 2008 listed below for description of these items)

Tending to Grace

The only outcast

Ben has something to say

Jason’s Secret

At the London Public Library (look for full listing in Logan, 2008)

Secret heart

Sports mystery series: Cobra threat

The treasure bird

The very worst thing

Mary Marony and the snake

Mary Marony hides out

Mary Marony mummy girl

Mary Marony and the chocolate surprise

Gold in the hills

A matter of trust

The silent spillbills

Give Maggie a chance

The following is available from the Instructor George Helliesen, 40 years after therapy: One man’s story.

There is a published paper listing children’s books featuring individuals who stutter.

Logan, K.J., Saunders Mullins, M., Jones, K.M. (2008). The depiction of stuttering in contemporary

juvenile fiction: Implications for clinical practice. Psychology in the Schools, 45, 609-626.

There are several excellent websites with book chapters, poetry or picture books about stuttering. Check the ‘Just for Kids’ or ‘Just for Teens’ links…

http://www.mnsu.edu/comdis/kuster/stutter.html

http://www.stutteringhelp.org/

http://www.mnsu.edu/comdis/kuster4/part60.html

Jeremy and the Hippo (search on this title)

Marty Jezer, Stuttering: A life bound up in words. (Some chapters from this book are available through

the first website listed above. Click on ‘The Library’ link.)

CSD 9612 – 7

Assessment Report

This assignment gives you an opportunity to complete assessment activities and integrate results into

an assessment report. Please do this assignment in pairs with each pair handing in ONE assignment.

Assessment reports should be about 3 pages but not exceed 5 pages. Assessment reports will normally

include the following information: identification, background information, history of presenting

problem, results, summary, conclusions, and recommendations. The report should appear to have

come from a "true clinic". Examples of assessment reports are available on webCT. A report outline is

also included.

Choose one of the following cases: George, Joe or Peter, whose videos are available on the The

Stuttering Home Page, for an individual fluency assessment. From the video, calculate fluency

measures, describe secondary behaviours, and assess severity. Report this data in the results section of

your report. Make up hypothetical information for all of the remaining material required for the

report. Do NOT use the case history provided. The hypothetical information should be based on what

you have learned about stuttering in this course and from other sources. Attach to the report any

completed forms for which you made up hypothetical data such as a case history, self-reports, and

questionnaires. You are looking to make a complete file. Make appropriate recommendations based on

your results.

Note: that in order to begin this assignment both students completing the report must have agreed to

the conditions set forth in the Recordings Agreement (under Quizzes & Tests on WebCT) prior to

receiving the password to access the recording. Please complete the agreement prior to September

18th.

Scored transcripts for all of the samples will be available on webCT.

Assessment Materials available on webCT

Andrews, G., & Cutler, J. (1974). Stuttering therapy: The relation between changes in symptom level

and attitudes. Journal of Speech and Hearing Disorders, 39, 312-319.

-provides background and interpretation of the Erickson’s Modified S-scale

Communication Attitude Test.

Craig, A.R., Franklin, J.A., & Andrews, G. (1984). A scale to measure locus of control of behaviour.

British Journal of Medical Psychology, 57, 173-180.

-provides background and interpretation of the locus of control of behaviour scale

Keogh, B.K.K., Pullis, M.E., & Cadwell, J. (1982). A short form of the teacher temperament

questionnaire. Journal of Educational Measurement, 19, 323-329.

McClowry, S.G. (1960). The development of the school-age temperament inventory. Merrill-Palmer

Quarterly, 41, 271-285.

Modified Erickson Scale of Communication.

Perceptions of Stuttering Inventory.

CSD 9612 – 8

Review of Vanryckeghem, M., & Brutten, G. (2007). KiddyCat: Communication attitude test for

preschool and kindergarten children who stutter. Canadian Journal of Speech-Language Pathology

and Audiology, 31, 194-195.

Riley, G.D. (1972). A stuttering severity instrument for children and adults. Journal of Speech and

Hearing Disorders, 37, 314-322.

-provides background and interpretation for Stuttering Severity Instrument

Rosenberg Self-Esteem Scale (1965)

Rowe, D.C., & Plomin, R. (1977). Temperament in early childhood. Journal of Personality

Assessment, 41, 150-156.

Scale for Rating Stuttering Severity.

Self-Efficacy Scaling for Adult Stutterings (Ornstein & Manning, 1985) from Manning, W. (2000).

Clinical decision-making in fluency disorders, 2nd ed. San Diego, Singular Thomson Learning.

Stutterer’s reactions to speech situations.

Stuttering Prediction Instrument.

Willoughby Personality Schedule.

Woolf, G. (1967). The assessment of stuttering as struggle, avoidance, and expectancy. International

Journal of Language and Communication Disorders, 2, 158-171.

-provides background and interpretation of the Perceptions of Stuttering Inventory

Fluency Intervention Report

In this assignment, you will become familiar with the rationale and procedures of a specific

intervention approach, and provide a critical analysis of the method. You may do this assignment in

groups of three or four (maximum of 15 groups).

Locate a fairly thorough description of a therapy approach. The source may include a journal article or

articles, a website, or a published program available in the HALeeper Clinic or from the Instructor.

The Instructor must approve your source/intervention method either through direct discussion with

you or in response to an email sent by you to the Instructor. You should have the Instructor’s approval

no later than November 3rd, 2017.

The assignment will consist of the following:

(1) A 20-minute oral presentation describing the rationale, therapy procedures, and your evaluation;

(2) A 1-page summary to be posted on webCT for all class members summarizing the intervention

rationale and procedures, giving examples and your evaluation, and providing relevant references.

This summary may be in point form/outline format. It should be a user-friendly document that would

serve as a quick reference for SLPs needing ideas/resources about fluency intervention.

The summary is due November 24th regardless of your presentation date.

You will present your report in class (Nov 24th to Dec 8th) with the presentation order being chosen

randomly.

CSD 9612 – 9

Your report may address the questions listed below. It is not necessary to address all of the questions

listed, nor only these questions.

Rationale/Philosophy

What is the rationale behind the approach?

Who would be most suitable for this program?

Are there assessment considerations? What are they?

Therapy Procedures

Describe the components of the therapy program.

Describe the techniques taught in the program.

What are the timelines for progress through therapy?

Measurement

How is progress monitored?

What is the measure of success?

Who completes the measurements?

Evidence/Evaluation

Is the program effective?

Is there independent, empirical evidence of program effectiveness?

What are the strengths and weaknesses of the program?

Question and Answers

The purpose of this assignment is to practice providing information about fluency disorders to

individuals who stutter and family members. You will be provided with a list of 3 or 4 questions that

are commonly asked of SLPs, and your task is to develop an oral response of no more than 250 words

for each question. Write out each of these responses and have them ready at the time the assignment is

due. When the assignment is available, log on to the webCT site for the course and sign in to the

assignment. You will be assigned one of the questions. You will have 30 minutes to upload your

response.

Important: Should you miss the quiz for any reason, email me as soon as possible attaching your word

document with the answers to ALL questions for that quiz.

Questions

For October 2nd

Q&A 1. What causes stuttering?

Q&A 2. Do you think my child stutters because we’ve been too hard on him?

Q&A 3. Why can’t I stop squeezing my eyes shut when I stutter?

Q&A 4. Why is my stuttering so much worse when I try to speak to girls at my high school?

For October 30th

Q&A 5. Don’t you think my child is too young to start therapy?

Q&A 6. Don’t you think my child is going to just outgrow the stuttering?

Q&A 7. Isn’t there anything I can do to help my child right now?

For December 4th

Q&A 8. How can I stop children from teasing this student in my classroom?

CSD 9612 – 10

Q&A. 9. Will I talk like everybody else when I finish therapy?

Q&A 10. How long will my husband be in therapy?

Q&A 11. Is there a cure for stuttering?

Discussion Contributions

The purpose of this assignment is to review and discuss your reactions to some excellent videos

produced by the Stuttering Foundation of America and often shared with clients by SLPs during

therapy. The videos can be viewed at http://www.stutteringhelp.org/Default.aspx?tabid=535. After you

view each video, add a comment to the class discussion of the respective video on webCT. You may

comment on your reaction to the video or your thoughts on its therapeutic utility. Two marks will be

awarded for participation in the discussion of each video (2 marks x 5 videos = 10 marks) that is

relevant, on topic, and reflects viewing of the video. Contributions must be provided by December

15th, 2017.

The videos include the following:

Stuttering and Your Child: Help for parents

Stuttering: For kids by kids

Stuttering: Straight talk for teens

If you stutter: Advice for adults

Stuttering: Straight talk for teachers

Final Exam

The final exam will be comprised of short answer questions, and designing a therapy plan. The short

answers will encourage you to think through your philosophy and rationale for the things you do in

assessment and therapy for people who stutter. For the therapy plan, you will be given assessment

details for a client and asked to design an appropriate therapy program. You will have a choice of

questions/cases for all components of the paper.

CSD 9612 – 11

References

Bernstein Ratner, N.E. (1997). Leaving Las Vegas: Clinical odds and individual outcomes. American

Journal of Speech-Language Pathology, 6, 29-33.

Bernstein Ratner, N. (2004). Caregiver-child interactions and their impact on children’s fluency:

Implications for treatment. Language, Speech, and Hearing Services in Schools, 35, 46-56.

Bothe, A.K., Davidow, J.H., Bramlett, R.E., & Ingham, R.J. (2006) Stuttering treatment research

1970-2005: I. Systematic review incorporating trial quality assessment of behavioral, cognitive, and

related approaches. American Journal of Speech-Language Pathology, 15, 321-341.

Bothe, A.K., Davidow, J.H., Bramlett, R.E., Franic, D.M., & Ingham, R.J. (2006) Stuttering treatment

research 1970-2005: II. Systematic review incorporating trial quality assessment of pharmacological

approaches. American Journal of Speech-Language Pathology, 15, 342-352.

Bray, M.A., & Kehle, T.J. (1998). Self-modeling as an intervention for stuttering. School Psychology

Review, 27, 587-598.

Changsoo, K., Riazuddin, S., Mundorff, J., Krasnewich, D., Friedman, P., Mullikin, J., & Drayna, D.

(2010). Mutations in the lyosomal enzyme-targeting pathway and persistent stuttering. The New

England Journal of Medicine, 362, 677-685.

Curlee, R.F., & Yair, E. (1997). Early intervention with early childhood stuttering: A critical

examination of the data. American Journal of Speech-Language Pathology, 6, 8-18.

Daly, D.H. (1996). Inventory of reported differences between cluttering and stuttering. The Source for

Stuttering and Cluttering, p. 167. LinguiSystems Inc.

De Nil, L. (1998). Some thoughts on the multidimensional nature of stuttering from a

neurophysiological perspective. Paper contributed to the International Stuttering Awareness Day

online conference, http://www.mnsu.edu/comdis/isad/papers/denil.html. Accessed on Sept. 3, 2013.

Donaher, J. (2011). Preschool Stuttering Screen for Healthcare Professionals.

Gregory, C.B., (2002). Counseling and stuttering therapy. In Gregory, H.H., ed. Stuttering therapy:

Rationale and Procedures, p. 263-209. Boston: A and B.

Hammer, D.W., & Yaruss, J.S. (1999). Helping parents learn to facilitate young children’s speech

fluency. Stuttering Center of Western Pennsylvania.

Harris, V., Onslow, M., Packman, A., Harrison, E., & Menzies, R. (2002). An experimental

investigation of the impact of the Lidcombe Program on early stuttering. Journal of Fluency

Disorders, 27, 203-214.

Jones, M., Onslow, J., Packman, A., Williams, S., Ormond, T., Schwarz, I., & Gebski, V. (2005).

Randomised controlled trial of the Lidcombe programme of early stuttering intervention. British

Medical Journal, 331, 659-664.

Kamhi, A.G. (2003). Two paradoxes in stuttering treatment. Journal of Fluency Disorders, 28, 187-

196.

CSD 9612 – 12

Langevin, M. (2001). Helping children deal with teasing and bullying. Paper contributed to the

International Stuttering Awareness Day online conference,

http://www.mnsu.edu/comdis/isad4/papers/langevin.html. Accessed on Sept. 3, 2013.

Lincoln, M.A., & Onslow, M. (1997) Long-term outcome of early intervention for stuttering.

American Journal of Speech-Language Pathology, 6, 51-58.

Lincoln, M., Packman, A., & Onslow, M. (2006). Altered auditory feedback and the treatment of

stuttering: A review. Journal of Fluency Disorders, 31, 71-89.

Logan, K., & LaSalle, L.R. (2003). Developing intervention programs for children with stuttering and

concomitant impairments. Seminars in Speech and Language, 24, 13-19.

Macguire, G., Franklin, D., Vatakis, N.G., Morgenshtern, E., Denko, T., Yaruss, J.S., Spotts, C.,

Davis, L., Davis, A., Fox, P., Soni, P., Blomgren, M., Silverman, A., & Riley, G. (2010). Exploratory

randomized clinical study of Pagoclone in persistent developmental stuttering. Journal of Clinical

Psychopharmacology, 30, 48-56.

Mallard, A.R. (1991). Family intervention in stuttering therapy. Seminars in Speech and Language,

12, 265-278.

Manning, W.H. (2001). Clinical decision making in fluency disorders, 2nd ed. Vancouver: Singular

Publishing.

Matney, J.S. (2005). A decade of stuttering. Paper contributed to the International Stuttering

Awareness Day online conference, http://www.mnsu.edu/comdis/isad8/papers/matney8.html.

Accessed on Jan. 4, 2007.

Packman, A. (2003). When a young child stutters: To treat or not to treat. Paper contributed to the

International Stuttering Awareness Day online conference,

http://www.mnsu.edu/comdis/isad6/papers/packman6.html. Accessed on Sept. 3, 2013.

Plexico, L., Manning, W.H., & DiLollo, A. (2005). A phenomenological understanding of successful

stuttering management. Journal of Fluency Disorders, 30, 1-22.

Plexico, L., & Sandage, M. (2011). A mindful approach to stuttering intervention. Perspectives on

Fluency and Fluency Disorders, 21, 43-49.

Riaz, N., Steinberg, S., Ahmad, J., Pluzhnikov, A., Riazuddin, S., Cox, N.J., & Drayna, D. (2005).

Genomewide significant linkage to stuttering on chromosome 12. American Journal of Human

Genetics, 76, 647-651.

Ryan, B.P. (2001). A longitudinal study of articulation, language, rate, and fluency of 22 preschool

children who stutter. Journal of Fluency Disorders, 26, 107-127.

Seidel, D. (2005). This ain’t no fairy tale. Paper contributed to the International Stuttering Awareness

Day online conference, http://www.mnsu.edu/comdis/isad8/papers/seidel8.html. Accessed on Sept. 3,

2013.

CSD 9612 – 13

Shapiro, D. (1989). Stuttering intervention: A collaborative journey to fluency freedom. Austin, Tx:

ProEd.

Shenker, R.C. (2006). Connecting stuttering management and measurement: I. Core speech measures

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CSD 9612 – 14

Assignment Scoring Rubrics

Reflection Scoring Rubric (10%)

Grade Ranges → Below 70 70-80 80-90 90-100

Content The material

chosen was about

stuttering but did

not explore the

experience of

stuttering.

The paper is

limited to a

description of the

material chosen.

The paper explores

the writer’s

understanding of

the experience of

stuttering and

draws on the

material chosen.

The paper describes

what the writer has

learned about the

experience of

stuttering illustrated

by the material

chosen, and the

development of

his/her

understanding of

stuttering.

Style Writing lacks

cohesion; poor

sentence

construction; poor

proofreading.

Cohesive and well

written.

Cohesive and well

written.

Excellent writing

style.

CSD 9612 – 15

Assessment Report Scoring Rubric (15%)

Grade Ranges

→

Below 70 70-80 80-90 90-100

Data History and

assessment

inaccurate and

incomplete.

History and/or

assessment may be

inaccurate or

incomplete.

History complete

but succinct.

Accurate

assessment of

stuttering severity,

feelings, and

attitudes.

Hypothetical data is

consistent and

reasonable.

Accurate and

thorough history

and assessment

data. Brief but

important

additional details

link information

but are not

overdone.

Format Deviates from

sample report in a

manner that makes

the presentation

less clear.

Follows report

format from

samples.

Follows report

format from

samples.

Follows report

format from sample

plans. Minor

deviations (e.g.,

additional

subheadings)

clarify information.

Interpretation Inappropriate

incomplete

summary,

conclusions, and/or

recommendations.

Appropriate but

incomplete

summary,

conclusions, and/or

recommendations.

Appropriate

summary,

conclusions, and

recommendations.

Appropriate

summary,

conclusions, and

recommendations.

Creative and/or

unique comments

matched to the

individual case.

Style Writing lacks

cohesion; poor

sentence

construction; poor

proofreading.

Cohesive and well

written.

Cohesive and well

written.

Excellent writing

style.

CSD 9612 – 16

Fluency Intervention Report Scoring Rubric (15%)

Grade Ranges → Below 70 70-80 80-90 90-100

Presentation Provides a

description of

some of the

components of the

therapy program

chosen.

Presentation goes

over the allotted

time.

Provides a

description of

some of the

components of the

therapy program

chosen.

Presentation stays

within allotted

time.

Provides a brief,

pertinent

description of each

component of the

therapy program

chosen.

Presentation stays

within allotted

time.

Provides a good

picture of the basic

elements of the

therapy program

while reviewing

each component of

the assignment.

Presentation stays

within allotted

time.

Written paper -

content

Detail lacking

throughout.

Inadequate use of

references.

Provides an

adequate reference

summarizing the

program with

some detail

lacking.

Uses a few key

references.

Provides a good

reference

summarizing the

program.

Uses a few key

references.

Provides an

excellent reference

summarizing the

program.

Additional

information

enhances the

paper.

Draws on a

number of key and

related references.

Written paper -

style

Writing lacks

cohesion; poor

sentence

construction; poor

proofreading.

Cohesive and well

written.

Cohesive and well

written.

Excellent writing

style.

CSD 9612 – 17

Question and Answer Quizzes (30% - 3 quizzes, each 10 marks)

Grade Ranges → Below 7 7 - 8 8 - 9 9 – 10

Inaccurate or

incomplete

response.

Provides adequate

information. Uses

complex language

or jargon.

Provides adequate

information using

accessible

language.

Provides enough

but not too much

information.

Empathic –

matches the tone of

the question,

recognizes

underlying

concerns.