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Stuttering Sample Syllabi

Course Objectives

Upon completion of this course, the student will be able to:

  • Understand the basic knowledge of speech fluency and stuttering.
  • Compare and contrast theories of stuttering.
  • Demonstrate knowledge of evaluation procedures.
  • Demonstrate knowledge of treatment procedures.
  • Demonstrate knowledge of contemporary issues in stuttering.

Required Texts

Bloodstein, O. (1995). A handbook on stuttering. San Diego, CA: Singular Publishing Group, Incorporated.

Shapiro, D.A. (1999). Stuttering intervention: A collaborative journey to fluency freedom. Austin, TX: Pro-Ed.

Recommended Readings

General Characteristics/Normal Fluency/Other Fluency Disorders/Multicultural Issues

Classification Systems: Johnson' Disfluency Classification System, Levi and Silverman's Classification System, DeJoy's Classification System

Cooper, E., & Cooper, C. (1998). Multicultural considerations in the assessment and treatment of stuttering. In D. Battle (Ed.) Communication disorders in multicultural populations (2nd ed.) (pp. 247-354). Boston, MA: Andover Medical Publishers.

Culatta, R., & Goldberg, S.A. (1995). Culture and stuttering. Stuttering therapy: An integrated approach to theory and practice (pp. 111-130). Boston, MA: Allyn and Bacon.

Meyers, F.L. (1996). Cluttering: A matter of perspective. Journal Fluency Disorders, 21, 175-185.

Robinson, T.L. Jr., & Crowe, T.A. (1987). A comparative study of speech disfluencies in nonstuttering Black and White college athletes. Journal Fluency Disorders, 12,147-156.


Bloodstein, O. (1997). Theories of stuttering. Handbook of Stuttering, 59-104.

Fluency Theories. (1991). Assessment in speech-language pathology: A resource manual, 224.

Smith, A. (1990). Toward a comprehensive theory of stuttering: A commentary. Journal of Speech and Hearing Disorders, 55, 398-401.


Robinson, T.L. Jr., & Crowe, T.A. (2001). Fluency and voice. In D.M. Ruscello, Tests and measurements in speech-language pathology. Boston, MA: Butterworth & Heineman.

Yaruss, J.S. (1997). Clinical measurement of stuttering behaviors. Contemporary Issues in Communication Science and Disorders, 24, 33-44.

Yaruss, J.S. (1998). Comparing real-time and transcript-based techniques for measuring stuttering. Journal Fluency Disorders, 23, 137-151.


Robinson, T.L. Jr., Cole, P.A., & Kellum, G.D. (1996). Computer information retrieval systems. American Journal of Speech-Language Pathology, 5, 24-30.


Blood, G. (1995). Counseling in the treatment of stuttering. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Orlando, FL.

Cooper, E. (1997). Fluency disorders. In T.A. Crowe (Ed.) Application of counseling in speech-language pathology and audiology. Baltimore, MD: William and Wilkins.

Crowe, T.A. (1997). Counseling: Definition, history, and rationale. In T.A. Crowe, (Ed.) Application of counseling in speech-language pathology and audiology. Baltimore, MD: Williams and Wilkins.

Luterman, D. (1996). Techniques of counseling. In D. Luterman. Counseling persons with communication disorders and their families (3rd edition). Austin, TX: Pro-Ed

Multicultural Service Delivery

Robinson T.L. Jr., & Crowe, T.A. (1998). Culture-based considerations in programming for stuttering intervention with African American clients and their families. Language, Speech and Hearing Services in the Schools, 29, 172-179.

Robinson, T.L. Jr., & Crowe,T.A (2002). Fluency disorder. In D.E. Battle, Communication disorders in multicultural populations (3rd edition). Boston, MA: Butterworth & Heineman.

Watson, J.B., & Kayser, H. (1994). Assessment of bilingual/bicultural children and adults who stutter. Seminars in Speech and Language, 15, 149-164.

Treatment Efficacy

Conture, E.G. (1996). Treatment efficacy: Stuttering. Journal of Speech and Hearing Research, 39, S18-S26.

Ingham, R.J., & Cordes, A.K. (1997). Self-measurement and evaluating stuttering treatment efficacy. In R.F. Curlee & G.M. Siegel (Eds.) Nature and treatment of stuttering: New directions (2nd ed.) (pp. 413-438). Boston, MA: Allyn & Bacon.

Class Outline

Class 1: Orientation and Class Overview

Class 2: General Characteristics

  • Shapiro-Chapters 1 & 2

Class 3: General Characteristics (continued)

  • Normal fluency
  • Other fluency disorders
  • Multicultural issues
  • Shapiro-Chapter 4
  • Conrad [In press]
  • Cooper & Cooper (1998)
  • Robinson & Crowe (1987)
  • Meyers (1996)

Class 4: General Information (continued)

Class 5: Special Presentation (NIH Researcher)

Class 6: Field Projects Due

  • Theories
  • Shapiro-Chapter 3
  • Bloodstein-Chapter 2
  • Smith (1990)

Class 7: Theories

  • Shapiro-Chapters 5-7

Class 8: Evaluation and Treatment of Preschool Children

  • Shapiro-Chapter 8
  • Prevention

Class 9: Take Home Examination Due

  • Evaluation and treatment of school-age children
  • Shapiro-Chapter 9
  • Evaluation and treatment of adolescents, adults and senior adults
  • Shapiro-Chapter 10

Class 10: Multicultural Issues in Fluency Evaluation and Treatment

  • Robinson & Crowe (1998)
  • Watson & Kayser (1994)

Class 11: Generalization/Carryover/Counseling

  • Shapiro-Chapter 11
  • Ingham & Cordes (1997)
  • Blood (1995)
  • Luterman (1996)
  • Crowe (1997)
  • Cooper (1997)

Class 12: Abstracts Due

  • Generalization/carryover
  • Linking stuttering to research and treatment outcomes

Class 13: Review Due

  • Presentation


Abstract Project

Each student will select a clinical area in stuttering. Students will develop a clinical question on a contemporary issue in stuttering and abstract 10-15 research articles accordingly.

Speech Fluency Analysis

Each student will be responsible for conducting an analysis of an individual who stutters.

Field Project

Each student will be expected to experience the inner feelings of stuttering. This can be accomplished by participating in an activity in which the student pretends to stutter in an unfamiliar place and with unfamiliar people.

Review Project

Students are expected to present an oral presentation on a diagnostic or therapy program. Each individual will review an evaluation instrument and procedures or a treatment program, strategies and procedures.

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