CSD 8205
Advanced Fluency Disorders

Wrapping Up

A.	The Learned Part of Stuttering

1.

Struggle, secondary behaviors, feelings and attitudes are learned

		a.	Does early intervention delay/prevent the learned aspects from happening?
		b.	Once the secondary aspects take hold, does early intervention prevent them from becoming over learned and ingrained?

3.

Core behaviors are NOT learned

		a.	Cannot be unlearned
		b.	Controlled by the brain?
		c.	Treatment for intermediate and advanced stuttering: core behaviors may not go away; if they go away, has therapy helped the brain to reorganize? (Kroll & DeNil's research with PET scans)
		d.	Early intervention may help the child's brain reorganize the pathways; may help to overcome a reactive temperament

B.	Addressing the Time And Tension Domains

	1.	How the different schools address these two domains
	2.	Unspoken goal of treatment: help the person normalize the time and physical tension of their connected speech
	3.	Conture's opinion

		a.	Treatments that concentrate on tension first and then time result in speech with more disfluencies than normal and that sounds natural
		b.	Treatments that concentrate on time first and then tension result in speech with fewer disfluencies and that sounds less natural

C.	Revisiting Our Initial Questions

	1.	Did you accomplish your personal goals for this course?
	2.	Where is your comfort level now?
	3.	What continuing education do you still need to do?

The University of Minnesota is an equal opportunity educator and employer.
©2011 Cindy S. Spillers. For concerns about this course contact the instructor at cspiller@d.umn.edu