Apply to USF Now | Graduate Admissions | Events & Workshops | Giving to the Office of Graduate Studies

Graduate Course Proposal Form Submission Detail - SPA6222

Edit function not enabled for this course.


Current Status: Approved, Permanent Archive - 2009-06-03
Campus:
Submission Type:
Course Change Information (for course changes only):
Comments:


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1563 2008-06-25
     
    Department College Budget Account Number
    Communication Sciences and Disorders BC USF01TPA121900 10000
     
    Contact Person Phone Email
    Ruth Bahr 43182 rbahr@cas.usf.edu

  2. Course Information

    Prefix Number Full Title
    SPA 6222 Advanced Fluency Disorders

    Is the course title variable? N
    Is a permit required for registration? Y
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Adv. Fluency Dis.
     
    Course Online? Percentage Online
    -

    Prerequisites

    None

    Corequisites

    Course Description

    This course covers characteristics of people who stutter, the morphology of stuttering in children and adults, motor and linguistic processes of normal speech, theories of causes of stuttering, and methods for evaluating and treating stuttering.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    This course will provide students seeking a Masterís degree in Speech-Language Pathology with the knowledge required by the American Speech-Language-Hearing Association (ASHA).

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    This course is an elective for those students in our Masterís program. It provides essential information for students who desire to work with clients who stutter. It would also be of interest to students who want to focus their career on children and adults who stutter.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    2 times

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Current knowledge on the scientific and evidence-based literature is required to teach the course. Direct, intensive experience treating people with fluency disorders is also desirable. A minimum of a master's degree and ASHA CCC's are essential requirements for teaching the course.


  4. Other Course Information

    A. Objectives

    By completing this course, students will acquire knowledge about: (1) basic processes related to fluency disorders, in particular, the linguistic and motoric bases of speech production, (2) the nature of fluency disorders, including the etiologies, characteristics, anatomical/ physiological, acoustic, psychological, developmental, and linguistic and cultural correlates of fluency disorders, (3) principles and methods of prevention, assessment, and intervention for people with fluency disorders, including consideration of anatomical/ physiological, psychological, developmental, and linguistic and cultural correlates of fluency disorders.

    B. Learning Outcomes

    This course is designed to provide a knowledge and skills acquisition (KASA) experience for students who are preparing to apply for the Certificate of Clinical Competence (CCC) in Speech-Language Pathology from the American Speech-Language-Hearing Association (ASHA).

    C. Major Topics

    1) Definitions, symptomatology, epidemiology of fluency disorders

    2) Best practices in the assessment of early (emerging) stuttering

    3) Best practices in the management of early (emerging) stuttering

    4) Best practices in the assessment of school-age (beginning) stuttering

    5) Best practices in the management of school-age (beginning) stuttering

    6) Best practices in the assessment of teenage/adult (intermediate/advanced) stuttering

    7) Best practices in the management of teenage/adult (intermediate/advanced) stuttering

    D. Textbooks

    Bernstein Ratner, N. & Tetnowksi, J. (Eds.) (2006). Current issues in stuttering research and practice. Mahwah , NJ : Lawrence Erlbaum.

    Guitar, B. (1998). Stuttering: An integrated approach to its nature and treatment (2nd Edition). Baltimore : Williams and Wilkins.

    Manning, W.H. (1996). Clinical decision making in the diagnosis and treatment of fluency disorders. Albany , NY : Delmar.

    Yairi, E. & Ambrose, N. (2005). Early Childhood Stuttering: For Clinicians by Clinicians. Austin , TX : ProEd.

    Current scholarly articles from peer-reviewed journals will also be used to supplement t

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    G. Assignments, Exams and Tests

    H. Attendance Policy

    I. Policy on Make-up Work

    J. Program This Course Supports


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.