Section: Module 5: Lesson 1: Fluency and its Disorders. | Speech Language Pathology | NextGenU.org
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Recognize the primary behaviors of stuttering; single-syllable word repetitions, syllable repetitions, sound repetitions, and inaudible sound prolongations.
- Compare the difference between primary and secondary stuttering behaviors.
- Recognize what contributes to the onset, development, and continuity of stuttering.
- Outline the characteristics of chronic stuttering.
- Recognize the following assessments: dysfluency types, frequency of dysfluencies, presence of clusters, duration of dysfluencies, assessment of variability, assessment of psychological reaction and avoidance behaviors, assessment of locus of control of behavior, and assessment of environmental demands and expectations.
- Explain the difference between stuttering-like and non-stuttering-like speech disfluencies.
- Understand the difference between the two primary types of treatment for stuttering: stuttering modification versus fluency shaping.
- Understand how the treatment of children who are beginning to stutter differs from the treatment of adolescents and adults who are chronic stutterers.
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Students mustMark as done
Required Learning Resources and Activities
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Students mustView
Read the first four paragraphs of the overview section. (3 minutes)
ASHA
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Students mustView
Read the first and fourth paragraphs of the signs and symptoms section. (1 minute)
ASHA
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Students mustView
Read the entire handout. (8 minutes)
Mayo Clinic Foundation for Medical Education and Research - 2021
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Students mustView
Read pg. 352 starting at "Key Assessment Parameters" through page 361 up to "Assessment Aim's and Procedures." (35 minutes)
Research Gate - 2012
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Students mustView
Read from the start of the article up until the section called "risk factors for stuttering." (3 minutes)
American Academy of Pediatrics and American Speech-Language-Hearing Association - 2015
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Students mustView
Read the "treatment" tab up until "service delivery." (45 minutes)
ASHA
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Students mustView
Read section labeled "Treatment for Stuttering." (2 minutes)
ASHA
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Students mustMark as done
Activity
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Students mustViewStart discussions: 1
In this activity, you will evaluate and discuss the primary and secondary stuttering behaviors and then evaluate and discuss three main assessment procedures for individuals who stutter.
Step 1: Write a 300-700 word discussion post explaining primary vs. secondary stuttering behaviors and the three main assessment procedures for individuals who stutter. All references should follow 7th Edition APA formatting. See the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
Step 2: To share your work, click on the button at the bottom of the screen labeled “Add a new discussion topic” and include the title "Discussion: Stuttering Behaviors and Assessment Procedures" in the subject line.
Step 3: To complete the activity, you will need to comment on at least one post made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, or asking thought-provoking questions. If a peer comments on your post, please reply. To post a reply, click on the particular discussion, then click on “Reply.”OPTIONAL Step 4: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”