Increases students' understanding of characteristics of speech fluency, dysfluency and stuttering in adults and children. Students learn about ramifications potentially linked to stuttering. Students develop knowledge and skills for assessing and providing intervention strategies that reduce stuttering behaviours and decrease associated negative attitudes about speaking.
- Fluent and dysfluent speech, primary and secondary stuttering.
- Motor and neurologic factors in stuttering.
- Linguistic factors in stuttering.
- Affective factors in stuttering, Cognitive Behaviour Therapy (CBT) and social skills training
- Complexity perspectives in relation to stuttering.
- Qualitative and quantitative types of speech pathology assessment and analysis processes pertinent to appraising fluency and stuttering.
- Fluency management intervention approaches.
- Fluency shaping intervention approaches.
- Assessment, service delivery models and intervention planning for clients from diverse backgrounds.
- Intervention issues and planning for paediatric stuttering.
- Measuring change in areas of stuttering related to behaviours, cognition, affect and participation.
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||identify qualities of fluent and dysfluent speech and characteristics of primary and secondary stuttering.||Knowledge of a discipline|
|2||analyse factors that influence stuttering (e.g. motor, neurologic, linguistic and affective).||Knowledge of a discipline|
|3||demonstrate qualitative and quantitative types of assessment and analysis processes pertinent to appraising fluency and stuttering.||Knowledge of a discipline||Communication and social skills|
|4||evaluate and demonstrate intervention approaches for people who stutter, including fluency management, fluency shaping, Cognitive Behaviour Therapy (CBT) and social skills training.||Knowledge of a discipline||Communication and social skills|
|5||formulate an intervention plan for paediatric stuttering and describe alternative service delivery models.||Knowledge of a discipline||Communication and social skills|
|6||evaluate how an outcome measure such as the Wright and Ayre Stuttering Self-Rating Profile (WASSP) measures change in areas of stuttering related to behaviours, cognition, affect and participation.||Knowledge of a discipline||Communication and social skills|
|7||describe appropriate strategies for assessing and treating fluency disorders in people from culturally and linguistically diverse backgrounds.||Cultural competence|
- Guitar, B & McCauley, R, 2010, Treatment of stuttering: established and emerging interventions, 1st edn, Wolters Kluwer Health/Lippincott Williams & Wilkins, Philadelphia, PA.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 2
Please check the international course and fee list to determine the relevant fees.