| CODE | CMT5034 | ||||||
| TITLE | Fluency Disorders in Children - Advanced | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 10 | ||||||
| DEPARTMENT | Communication Therapy | ||||||
| DESCRIPTION | The component on phenomenology will focus on definitions of fluency and fluency disorders (including neurogenic and psychogenic stuttering, and cluttering), prevalence and incidence, historical and current perspectives of developmental stuttering, fluency development, onset and development of stuttering, spontaneous recovery, co-occurring conditions, overt and covert features, the psychosocial impact of fluency disorders and understanding fluency disorders in its social context. The component on causal and maintaining variables will focus on neurological, genetic, linguistic, psychosocial, language and learning factors. Major theoretical models will be discussed and the use of primary research literature will be emphasized. Study-unit Aims: The study-unit aims to endow the student with enhanced proficiency in the prevention, assessment and intervention of childhood fluency disorders. The graduate will also acquire proficiency in teaching (workshops), supervising students and contributing to research. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - gain a thorough understanding of various types of stuttering and cluttering. He/she will be able to demonstrate a detailed understanding of the nature of stuttering as well as the possible effects of the disorder on the functioning, activity and participation level; - gain a thorough understanding of various factors that have been identified or are hypothesized to be involved in the etiology, development and maintenance of stuttering. Acknowledging that this knowledge is highly dynamic and in need of continuous updating, the component on causal and maintaining variables is not limited to sharing the current state of knowledge, but also to provide the speech language pathologist with the opportunity to acquire the necessary tools and research strategies needed for continued professional and scientific development. At the end of this study-unit, the speech language pathologist will be able to integrate the knowledge gained on prevention, assessment and intervention; - develop a detailed theoretical and clinical knowledge of and high level of skill in the various components of assessment, evaluation and diagnosis of clients with fluency disorders; - gain knowledge and develop a critical attitude towards different aspects and elements of fluency treatment from a broad perspective i.e. the treatment process and outcomes, therapeutic relationship, one’s own attitudes and therapeutic skills, and scientific perspectives.As a consequence, students must be able to make critical decisions for intervention and to formulate these into an evidence-based dynamic treatment plan tailored to the clients needs.In addition they must be able to acquire and optimize the necessary specific and nonspecific therapeutic skills and methods. The emphasis is on continuous reflection to provide the client with best practice. 2. Skills: By the end of the study-unit the student will be able to: - apply different intervention techniques and methods and adapt them to different age groups. He/she will be assisted in transferring and generalizing what is learned in the course to practise with his/her clients. The speech language pathologist will be taught to take into account the individual differences and the complexity arising from the range of symptoms and experiences of persons who stutter (PWS) and their interrelationship. Special attention will be given to setting up and formulating a treatment plan and its rationale. The use of primary research literature will be emphasized. Main Text/s and any supplementary readings: Main Texts: 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. Conture, E.G., & Curlee, R. (2007) Stuttering and Related Disorders of Fluency- Third Edition. Thieme Medical Publishers, Inc. New York. Guitar, B., & McCauley, R. (2010) Treatment of Stuttering: Established and Emerging Interventions. Wolters Kluwer/Lippincott Williams & 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. Manning, W. (2010) Clinical Decision Making in Fluency Disorders- Third Edition. Delmar Cengage Learning. Ramig, P., & Dodge, D. (2005). The Child & Adolescent Stuttering Treatment & Activity Resource Guide. Thomson Delmar Learning. Shapiro, D.A. (2011) Stuttering Intervention: A Collaborative Journey to Fluency Freedom- Second Edition. Pro-ed Publishers. Turnbull, J.,& Stewart, J. (2010) The Dsyfluency Resource Book- 2nd Edition. Speechmark. Ward, D. (2006). Stuttering & Cluttering: Framework for Understanding & Treatment. Psychology Press. Yairi, E., & Ambrose, N.G. (2005) Early Childhood Stuttering: For Clinicians by Clinicians. Pro-ed Publishers. Yairi, E., & Seery, C.H. (2011) Stuttering: Foundations and Clinical Applications The Allyn & Bacon Communication Sciences and Disorders Series, Pearson. Williams, D. (2005). Stuttering Recovery: Personal & Empirical Perspectives. Psychology Press. |
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| STUDY-UNIT TYPE | Lecture and Practical | ||||||
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| LECTURER/S | Joseph G. 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 2023/4. It may be subject to change in subsequent years. |
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