In this third part of the fluency courses, open for international students, three topics will be addressed: stuttering (main part), cluttering and selective mutism (introductions).

The introductory sessions will consist of an overview of knowledge and competencies achieved in the preceding two parts. In order to allow international students to familiarize themselves with the essentials of the preceding course materials (Fluency Disorders 1 and 2) a limited list of selected course materials (articles, book chapters, dvds, etc.) will be provided for self-study (see below).

1) Stuttering

A. Introductory reading (1 ECTS – for international students only)

A limited list of selected course materials (i.e., 6 journal articles, book chapters and/or dvds) will be supplied. International students will be asked to prepare a brief 500 word critical summary of four of these sources of their own preference, and a 4000 word paper on stuttering intervention (introduction, main part, discussion, critical questions).

Topics covered: Stuttering modification versus fluency shaping; behavour modification methods (in particular: exposure, counter-conditioning, cognitive restructuring, skills training); desensitization in stuttering treatment; cognitive training (e.g., Beck); block modification; transfer & maintenance; cluttering; speech anxiety (incl. selective mutism).

B. The sessions on stuttering (2 ECTS) will mainly address treatment. Each session starts with a brief theoretical introduction, followed by practical assignments discussed subsequently in class.

Topics covered:

• normal versus abnormal disfluency
• overt and covert characteristics of abnormal disfluency
• attitudes towards abnormal disfluency
• theories and accounts on fluency disorders
• narrow-based and broad-based approaches towards (assessment and treatment of) fluency disorders
• (stuttering and co-occurrence disorders)
• assessment of fluency disorders, incl. stuttering severity and covert behaviours
• determining the functional relation between problem components (behavioural analysis; holistic theory)
• fluency treatment within a cognitive behavioural framework
• modification techniques based on a Pavlovian learning paradigm (modifying covert stuttering behaviours, c.q. cognitive and emotional restructuring) and applications
• modification techniques based on an instrumental learning paradigm (modification of overt stuttering behaviours, c.q. stuttering modification) and applications
• phenomenology, assessment and clinical interventions in cluttering and speech anxiety (incl. selective mutism)

By attending the course sessions and carrying out the assignments on stuttering students achieve knowledge and basic skills in:

• application of methods for desensitizing clients for stutterlike disfluencies and precipitating factors (incl. gradual exposure, counter-conditioning)
• application of methods of cognitive restructuring
• application of methods for stutter modification (e.g., preparatory set, cancellation, pull-out)
• methods for transfer and maintenance

Course materials consist of hand-outs of powerpoint-presentations; journal articles and book chapters; case data and history as material for assignments. Additional video materials will be addressed during classes and for self-study. 

2) Cluttering

The sessions on cluttering will provide the student with an introduction on phenomenology, assessment and treatment of cluttering problems.

After the course sessions on cluttering students have knowledge in:

• definitions and main characteristics of cluttering; brief historical overview
• differential diagnosis of cluttering and other fluency or speech and language disorders
• assessment of cluttering
• treatment of cluttering

3) Speech anxiety

These sessions will provide the students with an introduction on phenomenology, assessment and treatment of speech anxiety and selective mutism (SM).

After the courses on SM students have knowledge in:

• definition and characteristic features
• SM as opposed to social anxiety and speech anxiety (differential diagnosis)
• possibilities for assessment
• overview of intervention approaches

Preparatory activities

Basic knowledge of fluency, disfluency, stuttering and fluency assessment is required.

A limited list of selected course materials (i.e., journal articles, book chapters and/or dvds) for preparatory reading will be provided. Addressed topics: Stuttering modification versus fluency Shaping; behavour modification methods (in particular: exposure, counter-conditioning, cognitive restructuring, skills training); desensitization in stuttering treatment; cognitive training (e.g., Beck); block modification; transfer & maintenance; cluttering, speech anxiety (incl. selective mutism).

Educational tools

• Course materials (articles, book chapters, powerpoint hand-outs)
• e-Learning platform (blackboard)
• Materials for practice (e.g., video examples, case history, etc.)

Learning activities

• Independent study of reading materials and additional materials
• Submitting written reports within deadline
• Seminars
• Active participation in class discussions

Evaluation

1st exam period (January)
Students will need to prepare a paper on the theoretical and applied parts of the course, serving as course evaluation (20/20).

2nd exam period (June)
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3rd exam period (August/September)
Students will need to prepare a paper on the theoretical and applied parts of the course, serving as course evaluation (20/20).