Study-Unit Description

Study-Unit Description


CODE CMT2054

 
TITLE Fluency Disorders 2

 
UM LEVEL 02 - Years 2, 3 in Modular Undergraduate Course

 
MQF LEVEL 5

 
ECTS CREDITS 4

 
DEPARTMENT Communication Therapy

 
DESCRIPTION Objectives:

To discuss the rationale for treatment and the management of the adult presenting with stuttering, with emphasis on choices in therapy techniques and procedures;
To introduce various structures in therapy including individual, group, intensive and self-therapy;
To provide students with an awareness of the major influences on therapy, including therapist’s and client’s attitude, motivation, commitment to change, etc;
To familiarise students with various therapy programmes for stuttering and cluttering.

Study-unit Aims:

Specific competencies related to fluency disorders II:
Student must demonstrate proficiency in:

Assessment

1. Planning, executing, evaluating and adjusting various assessments of the client and client system using standardized procedures where possible.
2. Processing, analyzing and interpreting qualitative and quantitative information.
3. Formulating, adjusting and reporting on the (differential) diagnosis and referral to appropriate services.

Intervention

4. Developing an intervention plan, adapted to the needs of the client and client system.
5. Applying appropriate evidence based interventions in a systematic way, following methodological procedures, evaluating and adjusting appropriately.
6. Reporting on the intervention outcomes, future management, and prognosis.

The student must also demonstrate proficiency in:

7. Self-evaluation and discussion of one’s own professional acts.
8. Utilizing possibilities to optimize competencies.
9. Cooperating with colleagues and working in a multidisciplinary context.
10. Scientific reading of clinical and research literature.

Learning Outcomes:

1. Knowledge & Understanding:
By the end of the study-unit the student will be able to have the knowledge of:

Assessment, evaluation, and diagnosis;
Screening;
Interview procedure;
Qualitative and quantitative assessment of overt and covert features of fluency disorders and related behaviours in different age groups (preschool & school-age children, adolescents & adults);
Data analysis (interpreting and determining the functional relation between assessment data);
ICF implementation;
Diagnosis;
Post-assessment interview (communicating assessment information to the client and significant others, e.g. parents, teachers);
Evaluation;
Report writing;
Intervention;
Historical and contemporary treatment approaches, including fluency shaping and stuttering modification approaches;
Direct vs. indirect treatment, individual vs. group treatment, client system, treatment in different age groups (preschool & school-age children, adolescents & adults);
In depth knowledge of at least 1 specific intervention approach;
Intervention plan.

2. Skills:
By the end of the study-unit the student will be able to have Initial Therapeutic Skills in:

Assessment
Decision making in the process of diagnosis.
Applying a limited number of assessment instruments, both formal and informal, for different age groups.
Analyzing and interpreting qualitative and quantitative data from relevant sources.
Making recommendations arising from differential diagnosis.

Intervention
Outline planning of one evidence based intervention approach and demonstration of specific techniques.
Applying therapy materials and programs.
Working with parents.
Defining priorities, short, medium and long term goals including termination criteria for therapy and longer term monitoring.

General
Applying appropriate social, communication, and counselling skills to inform, advise, and provide feedback to clients, and relevant others.
Consulting with clients and relevant others concerning intervention priorities.
Reflecting on one’s personal therapeutic intervention.
Justifying the choices of therapeutic intervention to the client and relevant others.
Systematic evaluation of intervention.
Reading and evaluating literature.

Attitudes reflecting professional and ethical standards:
Accessibility.
Service oriented.
Flexibility.
Critical attitude and reflection.
Sensitive listening.
Openness to learn.
Result oriented.
Recognition of one’s own limitations.
Abiding by ethical standards.
Willingness to work in a team.

Recommended Reading and References:
(availability at the Library or otherwise is indicated against each entry)

Berstein Ratner, N., & Tetnowski, J. (2005). Current issues in Stuttering Research & Practice. Psychology Press. (in Library).
Bloodstein, O., & Berstein Ratner, N. (2007) A Handbook on Stuttering. Thomson. (in Library).
Bothe, A. (2004) Evidence-Based Treatment of Stuttering. Empirical Bases and Clinical Applications. Lawrence Erlbaum Associates, Publishers, London. (not in Library).
Brutten, G.J., & Vanryckeghem, M. (2003). Behavior assessment battery. Destelbergen, Belgium: Stichting Integratie Gehandicapten. (not in Library).
Curlee, R. (1993). Stuttering and Related Disorders of Fluency. Thieme Medical Publishers, Inc. New York. (in Library).
Curlee, R., & Conture, E. (2007) Stuttering and Related Disorders of Fluency. Third Edition, Thieme Medical Publishers, Inc. (not in Library).
Curlee, R. & Perkins, W. (1984). Nature and Treatment of Stuttering: New Directions. San Diego: College-Hill Press. (not in Library).
Dalton, P. & Hardcastle, W. (1989). Disorders of Fluency. 2nd Edition. Whurr Publishers. (not in Library).
Fawcus, M. (1995). Stuttering: From Theory to Practice. Whurr Publishers (in Library).
Gregory, H. (1979). Controversies about Stuttering Therapy. Baltimore: University Park Press. (not in Library).
Guitar, B. (2006) Stuttering: An Integrated Approach to Its Nature and Treatment. 3nd edition. Lippincott Williams and Wilkins. (not in Library).
Kalinowski, J., & Saltuklaroglu, T. (2005) Stuttering. Plural Publishing Inc. (in Library).
Lees, R., & Stark, C. (2005). Treatment of Stuttering in the young school-aged child. Whurr Publishers. (in Library).
Packman, A. & Attanasio, J. (2004) Theoretical Issues in Stuttering. Hove–East Sussex: Psychology Press, Taylor & Francis Group. (not in Library).
Perkins, W.H. (1992). Stuttering Prevented. San Diego: Singular Publishing Group.(in Library).
Ramig, P., & Dodge, D. (2005). The Child & Adolescent Stuttering Treatment & Activity Resource Guide. Thomson Delmar Learning. (in Library).
Ratner, N., & Healy, E.C. (1999) Stuttering research and practice: Bridging the Gap. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. (not in Library).
Rustin, L., Botterill, W. & Kelman, E. (1996). Assessment and Therapy for Young Dysfluent Children. Whurr Publishers. (not in Library).
Rustin, L., Purser, H. & Rowley, D. Eds, (1987). Progress in the treatment of fluency disorders. Taylor & Francis. (not in Library).
Ryan, B. (1974). Programmed Therapy for Children and Adults. Charles Thomas. (not in Library).
Shapiro, D.A. (1999). Stuttering Intervention: a collaborative journey to fluency freedom. Austin, Texas. PRO-ED. (not in Library).
Starkweather, C.W. (1987). Fluency and Stuttering. Englewood Cliffs, N.J.: Prentice Hall. (in Library).
Stewart, T & Turnbull, J. (1989). Working with Dysfluent Children. Winslow Press (in Library).
Van Riper, C. (1982). The Nature of Stuttering. 2nd Ed. Englewood Cliffs, N.J: Prentice Hall. (in Library).
Ward, D. (2006). Stuttering & Cluttering: Framework for Understanding & Treatment. Psychology Press. (in Library).
Williams, D. (2005). Stuttering Recovery: Personal & Empirical Perspectives. Psychology Press. (in Library).
Yairi, E. & Ambrose, N.G. (2005) Early Childhood Stuttering. Texas: Pro-Ed. (not in Library).
Rustin Programme Manual (1987). (NFER) (not in Library).
Cooper Personalized Fluency Control Programme. (not in Library).
Speech Foundation of America Series/ video presentations. (not in Library).
Selected Journal articles. (not in Library).

 
STUDY-UNIT TYPE Lecture

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Sept. Asst Session Weighting
Assignment SEM2 Yes 50%
Examination (1 Hour) SEM2 Yes 50%

 
LECTURER/S Joseph G. Agius

 

 
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