CSD 4200
Introduction to Fluency Disorders

Syllabus

Cindy S. Spillers, Ph.D.	University of MN Duluth
189 Chester Park(726-7992)	Spring 2012
cspiller@d.umn.edu	Mon, Wed, Fri. 11:05 - 11:55
alias: csd4200-1-s2012@d.umn.edu	124 Chester Park

Course Objectives

1.	To distinguish between stuttering as a speech event and stuttering as a complex disorder.
2.	To delineate the parameters and variables that may influence the incidence and prevalence of stuttering worldwide.
3.	To describe the onset and development of stuttering relative to the onset and development of speech and language.
4.	To describe the behavioral, affective, cognitive, and social components of advanced stuttering.
5.	To analyze the major theories of the causes of stuttering and their contributions to our current understanding of the disorder.
6.	To develop professional empathy for people who stutter.

Readings 

Texts:

Yairi, Ehud and Seery, Carol (2011). Stuttering Foundations and Clinical Applications. Saddle River, NJ: Pearson.

 

Additional Required Readings:

Alm, Per (2006).  Stuttering and the basal ganglia.  [on-line] Stuttering Foundation of America.

Alm, Per (2008).  Neurological incidents as background factors in developmental stuttering.  [on-line]  Stuttering Foundation of America.

CSD 4200 Public perceptions project 2001.

CSD 4200 Public perceptions project 2002

Drayna, Dennis (2011).  Update on genetics research in stuttering.  [on-line]  14th ISAD Conference. 

Foundas, Anne (2008).  Atypical cerebral laterality:  neural risk for stuttering.  [on-line]  Stuttering Foundation of America.

Foundas, Anne (2005).  DAF in stuttering:  a potential anatomical link.  [on-line]  Stuttering Foundation of America.

Johnson, Jeffrey (2008).  The visualization of the twisted tongue:  Portrayals of stuttering in film, television, and comic books.  J. of Popular Culture 41(2), 245-261.

Kroll, Robert and DeNil, Luc (2000). Neural bases of stuttering and its treatment.  [on-line]  Stuttering Foundation of America.

Scott, Lisa (2006).  A look at genetic and neurological correlates of stuttering.  [on-line]  Stuttering Foundation of America.

Scott, Lisa (2008).  Communication disorders and temperament.  [on-line]  Stuttering Foundation of America. 

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Requirements

Observation of Normal Fluency	10 points
What is Stuttering Survey Project	25 points
Simulation of Stuttering	50 points
What Causes Stuttering Survey Project	25 points
Exams 3 @ 50-80 points each	150-240 points
Reflection Papers 3 @ 15 points each	45 points
Total points	305-395 points

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Policies

1. Mitigating Circumstances: If you have any disabilities, either permanent or temporary, which might affect your ability to perform in this course, please let me know at the beginning of the semester. I will try to adapt methods and materials to help you participate equitably in the course.  If you require test accommodations, note takers, or other such adaptations, you must work through the Disabilities Services office on campus.

2. Academic Integrity: All work done for this course must be your own. When using someone else's ideas or words, you must give that person credit to avoid plagiarism. We will discuss appropriate documentation in class, and I am available to answer your questions. The procedures and policies stated in the University's Student Academic Integrity Policy will be enforced.   
   Read the policy here:  
   

3. Exams and Make-Up Exams: You will be expected to write an exam on the day it is scheduled to be written. If you are ill or you must be absent on the day of an exam, you must notify me prior to the class meeting time. Students who must be absent from class on the day of an exam must make up the exam within 2 working days of the originally scheduled exam. If you do not make up a test within the allotted time period, or if you fail to notify me of your absence in due time, you will receive a failing grade for that exam. Realize that if I have to develop an alternative form of an exam, I (or any instructor) cannot guarantee that the difficulty of the alternative version equals that of the original test.  The official final exam slot for this course is Wednesday, May 9 at 10:00 a.m. 
                                                                                                                                                                          
   
   For take-home exams, you will have one week in which to complete the test and it is due at the beginning of class (or 11:00 a.m.) on the due date. Failure to return the exam on time will result in a failing grade for that exam. 

4. Due Dates: Due dates for written work will be announced well in advance. Materials will be due by 11:00 a.m. on the given date, unless otherwise announced. All late work will be reduced by one letter grade for each day that it is late.
   

5. Incompletes: If life becomes overwhelming during the term, come to visit me. We can talk about some options that you may have available to you before you decide on taking an incomplete. Be sure to read the university's and the college's policies on incompletes before choosing this option.
   
   
   
   

6. Reading Assignments: Reading assignments will come from the text book, web sites, and articles listed above. Read the assigned material and check the links in advance so that you can participate intelligently in class activities. Reading in advance will also allow you to bring your questions to class and get them answered. Use the Course Outline to help you determine what readings correspond to what weeks of class. If in doubt about where we are in the outline, what is coming up, or what you need to have prepared, ask.

7. Preparation for Class:  You will have opportunities to discuss various topics related to fluency, stuttering, disability, and social attitudes.  Most of the materials we will use in class are available to you through this web page, links to other sites, and the videos that we see in class.   Use the Course Outline to help you predict when a particular topic will come up and what you need to do ahead of time to prepare yourself to address that topic in class.  One of the two things that irritate professors the most is students' lack of preparation for class.  To me, lack of preparation often signals a lack of ownership for one's learning. The more prepared you are, the more ownership you take of your education, and the more interesting and fun class will be for you.
   

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Classroom Etiquette

1. Attendance:  Daily class attendance is not required, although it is encouraged very strongly.  You are at a stage in your educational development where showing up and being prepared reflect on your sense of professionalism. A great deal of class time will involve viewing and discussing videos about stuttering and people who stutter -- learning that comes from your experience and not for printed words.   You are required to be present for class presentations and in-class exams.
                                                    

2. Tardiness:    Most of you are adult enough and responsible enough to get to class on time.  That said, it is easy to lose track of time in the computer lab and work room, and cleaning up after a therapy session can take longer than you anticipate.  Watch your time so that you can get to class and be ready when class starts. Arriving late to class can be very disruptive.  If you must arrive late to class, try to be as quiet and unobtrusive as possible.  If you know before hand that you will be late, please let me know with a quick email or phone call (contact info is at the top of the page).  If you have a tight schedule that involves traveling from the upper campus, talk to me at the beginning of the semester so that we can work things out.  I will notice habitual tardiness and, unless you have explained your situation to me, I will think less well of your motivation and interest in this course.  

3. Leaving Class Early:  Again, most of you are adult enough and responsible enough not to walk out of class early.  Sometimes other obligations and appointments require you to leave early, however, so please let me know before hand.   Leaving class before the end can also be disruptive, so if you must leave, please do it quietly and respectfully.
   
   
                                                                                                                                                                            
   

4. Cell Phones and Texting:   Most of you are very conscientious and respectful about cell phone use in class.  As a general reminder, please turn off your cell phone before class and leave it off.  Put it out of sight so that its siren song does not tempt you.  If you use your cell phone during class for calls or texting, I will ask you to leave.  I may even confiscate your phone and you must see me to have it returned.  Return of your phone may require a price, such as an apology to the class.

5. Laptop Computers:  Laptop computers bring a world of resources to your fingertips; they also bring a world of distractions to your fingertips. If you use your laptop in class, you are expected to use it appropriately and respectfully i.e. for course related activities only.  Reading email, surfing the net, shopping, playing games, etc. are not course related and are not appropriate activities.  If you use your computer for non-course related activities during class, I may ask you to close it down.  If you habitually use your computer for non-course related activities during class, you will lose the privilege of having it in class. 
   
   UW-Madison has some excellent advice for students regarding laptop use and attentiveness in general (Advice for Students).  As a courtesy, please do not use your laptop when guest speakers are visiting.  If you want to take notes on their presentations, please take hand-written notes.
   
   

6. Attentiveness: The second behavior most likely to irritate faculty is lack of attentiveness -- seeing students sleeping, reading the paper, preparing for another class, emailing, texting, surfing, etc.  Students often engage in multiple activities in class under the false assumption that they are multitasking.  This simply isn't true.  Michelle Tessier and Linda Marnich multitask.  Students doing multiple things in class are engaging in a behavior known as continuous partial attention.  Continuous partial attention means that we give partial attention to one task while we scan our horizons for something more interesting, and then give partial attention to that while we continue scanning our horizons. We never fully engage ourselves in any one thing.  
   
   Attentiveness reflects your social skills and your sense of professionalism.   In this profession we need to be fully present to others.  Continuous partial attention prevents us from being present to the other.
   
   Remember that you are in the classroom for only one reason: to learn.  Your primary responsibility in the classroom is to open and engage your mind in the activity at hand. If you engage in non-course related activities during class, I may confiscate those materials and you must see me to have them returned.  See Cell Phones and Texting for the potential cost of retrieving your materials. 

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The University of Minnesota is an equal opportunity educator and employer.
©2012Cindy S. Spillers. For concerns about this course contact the instructor at cspiller@d.umn.edu