| CODE | CMT2054 | ||||||||||||
| TITLE | Fluency Disorders 2 | ||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||
| EQF/MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||||||||
| DESCRIPTION | This study-unit builds upon students’ foundational knowledge of fluency disorders, focusing on the assessment and management of individuals who stutter. It explores the theoretical and clinical rationale for intervention, emphasizing the selection and application of evidence-based therapy techniques and procedures. Students will be introduced to a range of service delivery models including individual, group, intensive, and self-directed therapy, as well as direct and indirect approaches to intervention. The unit also examines the personal and contextual factors influencing therapeutic outcomes, such as client and clinician attitudes, motivation, and commitment to change. In addition, students will become familiar with various established therapy programmes for stuttering and cluttering, and will develop the ability to critically appraise and apply these in clinical contexts. Study-unit Aims: The aims of this study-unit are to enable students to: 1. Develop advanced knowledge and clinical reasoning in the assessment, diagnosis, and management of fluency disorders, with particular reference to stuttering in adults; 2. Plan, execute, evaluate, and adapt assessments of clients presenting with fluency disorders using both standardized and non-standardized tools; 3. Formulate differential diagnoses and make appropriate referrals based on clinical findings; 4. Design and implement evidence-based intervention plans tailored to the individual needs of clients and their communication environments; 5. Critically appraise and apply therapy approaches and programmes for stuttering and cluttering across different age groups and service delivery models; 6. Reflect on personal professional practice, demonstrating awareness of ethical standards, teamwork, and interprofessional collaboration; 7. Engage with current clinical and research literature to inform evidence-based decision making and lifelong professional development. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: • Explain the principles and processes involved in the assessment, evaluation, and diagnosis of fluency disorders; • Describe screening and interview procedures relevant to different age groups (preschool, school-age, adolescent, and adult); • Identify and interpret overt and covert features of stuttering and cluttering using qualitative and quantitative assessment methods; • Analyse and interpret assessment data to determine functional relationships and diagnostic outcomes; • Apply the International Classification of Functioning, Disability and Health (ICF) framework to case formulation and intervention planning; • Demonstrate understanding of post-assessment feedback processes and effective communication of findings to clients, families, and professionals; • Discuss historical and contemporary treatment approaches, including fluency shaping and stuttering modification; • Compare and contrast direct versus indirect, and individual versus group, modes of treatment; • Demonstrate in-depth knowledge of at least one specific intervention approach and its evidence base; • Outline components of a comprehensive intervention plan and methods for evaluating outcomes. 2. Skills By the end of the study-unit the student will be able to: • Plan and conduct comprehensive assessments for clients with fluency disorders across different age groups; • Select and administer appropriate formal and informal assessment tools; • Analyse and interpret qualitative and quantitative data to inform clinical decision-making; • Formulate differential diagnoses and make appropriate recommendations or referrals; • Design and justify evidence-based intervention plans tailored to client needs and contexts; • Apply selected therapy materials, programmes, and techniques in line with best practice; • Set and evaluate therapy goals, including short-, medium-, and long-term objectives, termination criteria, and follow-up procedures; • Communicate effectively with clients, families, and other professionals, providing clear and sensitive information, advice, and feedback; • Collaborate with clients, families, and interdisciplinary teams to support therapeutic outcomes; • Reflect critically on personal clinical reasoning and therapeutic performance; • Evaluate intervention outcomes systematically and adjust therapy as required; • Justify intervention choices using theoretical, empirical, and ethical reasoning; • Demonstrate professional and ethical conduct characterised by accessibility, flexibility, sensitivity, and teamwork; • Engage in ongoing professional development through critical reading and evaluation of clinical and research literature. Recommended Reading and References: Berstein Ratner, N., & Tetnowski, J. (2005). Current issues in Stuttering Research & Practice. Psychology Press. Bloodstein, O., & Berstein Ratner, N. (2007) A Handbook on Stuttering. Thomson. Bothe, A. (2004) Evidence-Based Treatment of Stuttering. Empirical Bases and Clinical Applications. Lawrence Erlbaum Associates, Publishers, London. Brutten, G.J., & Vanryckeghem, M. (2003). Behavior assessment battery. Destelbergen, Belgium: Stichting Integratie Gehandicapten. Curlee, R. (1993). Stuttering and Related Disorders of Fluency. Thieme Medical Publishers, Inc. New York. Curlee, R., & Conture, E. (2007) Stuttering and Related Disorders of Fluency. Third Edition, Thieme Medical Publishers, Inc. Curlee, R. & Perkins, W. (1984). Nature and Treatment of Stuttering: New Directions. San Diego: College-Hill Press. Dalton, P. & Hardcastle, W. (1989). Disorders of Fluency. 2nd Edition. Whurr Publishers. Fawcus, M. (1995). Stuttering: From Theory to Practice. Whurr Publishers Gregory, H. (1979). Controversies about Stuttering Therapy. Baltimore: University Park Press. Guitar, B. (2006) Stuttering: An Integrated Approach to Its Nature and Treatment. 3nd edition. Lippincott Williams and Wilkins. Kalinowski, J., & Saltuklaroglu, T. (2005) Stuttering. Plural Publishing Inc. Lees, R., & Stark, C. (2005). Treatment of Stuttering in the young school-aged child. Whurr Publishers. Packman, A. & Attanasio, J. (2004) Theoretical Issues in Stuttering. Hove–East Sussex: Psychology Press, Taylor & Francis Group. Perkins, W.H. (1992). Stuttering Prevented. San Diego: Singular Publishing Group. Ramig, P., & Dodge, D. (2005). The Child & Adolescent Stuttering Treatment & Activity Resource Guide. Thomson Delmar Learning. Ratner, N., & Healy, E.C. (1999) Stuttering research and practice: Bridging the Gap. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. Rustin, L., Botterill, W. & Kelman, E. (1996). Assessment and Therapy for Young Dysfluent Children. Whurr Publishers. Rustin, L., Purser, H. & Rowley, D. Eds, (1987). Progress in the treatment of fluency disorders. Taylor & Francis. Ryan, B. (1974). Programmed Therapy for Children and Adults. Charles Thomas. Shapiro, D.A. (1999). Stuttering Intervention: a collaborative journey to fluency freedom. Austin, Texas. PRO-ED. Starkweather, C.W. (1987). Fluency and Stuttering. Englewood Cliffs, N.J.: Prentice Hall. Stewart, T & Turnbull, J. (1989). Working with Dysfluent Children. Winslow Press Van Riper, C. (1982). The Nature of Stuttering. 2nd Ed. Englewood Cliffs, N.J: Prentice Hall. Ward, D. (2006). Stuttering & Cluttering: Framework for Understanding & Treatment. Psychology Press. Williams, D. (2005). Stuttering Recovery: Personal & Empirical Perspectives. Psychology Press. Yairi, E. & Ambrose, N.G. (2005) Early Childhood Stuttering. Texas: Pro-Ed. Rustin Programme Manual (1987). (NFER) Cooper Personalized Fluency Control Programme. Speech Foundation of America Series/ video presentations. Selected Journal articles. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Rachael Agius |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2026/7. It may be subject to change in subsequent years. |
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