CSD 8205
Advanced Fluency Disorders

Course Objectives:

Texts:

Guitar, Barry (2006). Stuttering: An Integrated Approach to its nature and Treatment (3rd ed.). Baltimore: Williams & Wilkins.

Advice to Those Who Stutter (2nd edition).  Speech Foundation of America pub. #9.

Do You Stutter: A Guide for Teens (4th edition). Speech Foundation of America pub. #21.

Effective Counseling in Stuttering Therapy. Speech Foundation of America pub. #18.

If Your Child Stutters: A Guide for Parents (7th edition). Speech Foundation of America pub. #11.

Treating the School-Aged Child who Stutters: A Guide for Clinicians (2nd edition).  Speech Foundation of America pub. #14.

Readings on Library Reserve:

The following three articles appeared in the same issue of the American Journal of Speech-Language Pathology, vol. 6 # 2, May 1997.

Curlee & Yairi (1997), Early intervention with early childhood stuttering: A critical examination of the data. AJSLP 6(2), pp. 8-18.

Zebrowski (1997), Assisting young children who stutter and their families: defining the role of the speech-language pathologist. AJSLP 6(2), pp. 19-28.

Bernstein-Ratner (1997), Leaving Las Vegas: Clinical odds and individual outcomes. AJSLP 6(2), pp. 29-33.

Web-based Readings:

Daly, D. (2007).  Cluttering:  Characteristics identified as diagnostically significant by 60 fluency experts.  [on-line].  Paper presented to the 10th International Stuttering Awareness Day Online Conference.  http://www.mnsu.edu/comdis/isad10/papers/daly10/daly10.html.

DeNil, L. (2007).  Neurogenic stuttering -- so much we know, so much we still need to discover!  [on-line].  Paper presented to the 10th International Stuttering Awareness Day Online Conference.  http://www.mnsu.edu/comdis/isad10/papers/dunil10.html.

Dewey, J.  (2005).  My experiences with cluttering.  [on-line].  Paper presented to the 8th International Stuttering Awareness Day Online Conference.  http://www.mnsu.edu/comdis/isad8/papers/dewey8.html.

Packman, A.  (2003).  When a young child starts to stutter: To treat or not to treat?  [on-line].  Paper presented to the 6th International Stuttering Awareness Day Online Conference.  http://www.mnsu.edu/comdis/isad6/papers/packman6.html.

Pedrey, Charles (1950). Letter to the editor. JSHD 15, 266-269.

Requirements and assignment of grades:

Exposition papers (2 @ 40 points)	80 points
Position papers (2 @ 40 points)	80 points
Assessment Plan for case or real client (pairs)	100 points
Treatment Plan for case or real client (pairs)	100 points
Jigsaw on therapy strategies (including quiz)	40 points
Reflections on ISAD 2008	30 points
Class Participation	20 points
Total points	450 points

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 term. I will try to adapt methods, materials, or testing to provide for your equitable participation in the course.

2. Attendance: Daily class attendance is not required, although it is encouraged very strongly. If you know ahead of time that you need to miss class, please let me know. Email or a note works best; I'm likely to forget an oral message. You are required to be present on the day that class presentations or in-class exams are scheduled.

3. Reading Assignments: Reading assignments will come from the textbooks and the additional readings list. These materials will be available electronically either through the UMD library reserve or through a special section of the course web page. Details to follow. The Course Outline identifies the readings which correspond to the topics of discussion. Plan ahead so that you can read the required material BEFORE you need it. You need to read and think about the assigned material so you can be prepared to discuss it intelligently.

4. Class Participation: Since you are responsible for your own learning, you will be expected to come to class prepared and to participate in discussions and activities.  See the description of assignments for more details.

5. Exams and Make-up Exams: For take-home-essay type exams, you will have one week to complete the exam and return it to me. Unless otherwise specified, an exam will be due by the beginning of class on the given day. Late exams will be penalized one letter grade for each day that they are late. For in-class exams, you must be present on the scheduled exam day. If you are deathly ill or cannot be present on the scheduled exam day, you must notify me prior to the scheduled exam time. If you need to make up the exam, you need to do so within 3 working days of the regularly scheduled exam. Failure to notify me prior to the exam or to make up the exam within the designated time will result in a failing grade for that exam. The official final exam slot for this course is Tuesday, May 12 at 8:00 a.m.

6. Due Dates: Due dates for written work and exams will be announced well in advance. Unless otherwise specified, work will be due by the beginning of class (3:00 p.m.) on the given date. All late work will be reduced by one letter grade for each day that it is late.

7. 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. In the Graduate School, an incomplete remains on a person's transcript until the instructor officially changes it.

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The University of Minnesota is an equal opportunity educator and employer.
©2009 Cindy S. Spillers. For concerns about this course contact the instructor at cspiller@d.umn.edu