PLMDOF-Disorders of Fluency

Module Provider: Clinical Language Sciences
Number of credits: 10 [5 ECTS credits]
Terms in which taught: Spring term module
Pre-requisites: PLMCI1 Communication Impairment 1
Non-modular pre-requisites:
Modules excluded:
Module version for: 2017/8

Module Convenor: Dr David Ward


Summary module description:
This course will build and elaborate on the concepts and theories outlined in the disorders of fluency component of the Communication Impairment1 module, taken in the second year. In particular students will have an opportunity to explore in depth, current theories as to how stuttering and cluttering arise and develop from a number of perspectives: language, motoric, psychological, genetic and neurological.

The main focus is of this module is on the understanding of these perspectives, and how they might be seen to interact, but the relationship between theoretical positions and therapeutic practice will also be discussed.

To enable students to understand the theoretical bases of stuttering and cluttering: how various theories cannot be seen as mutually exclusive, but instead may interact. and how they enhance good practice in fluency therapy.

Assessable learning outcomes:

By the end of the course is expected that students will be able to: critically evaluate theories relating stuttering to linguistic, motoric, neurological, genetic and psychological variables explain how theories interact to provide a multifactorial explanation of stuttering understand the current perspectives on core components in cluttering and how these relate to therapeutic methods and procedures identify/justify the need for future research foci for stuttering and cluttering. Students will also gain an understanding of how cognitive and behavioural approaches can b ecombined in effective fluency therapy.

Additional outcomes:
Students will be able to apply theoretical knowledge to clinical situations. Students will understand how knowledge of linguistic, neurological and psychological aspects of stuttering and cluttering can enhance the client’s therapeutic experience.

Outline content:
Students will study theories on stuttering which look at neurological underpinnings including cortical and subcortical processing studies, theories about dopamine transmission and drug therapies. Linguistic perspectives will place disorders of fluency within speech and language processing models such as that of Levelt (1991), whilst motor speech perspectives on stuttering and cluttering will be examined from both acoustic and physiological perspectives. Students will also learn about a possible genetic influence in stuttering.

Factors which may be active factors as to whether stuttering persists or not will also be examined. Theories on psychological profiling and responses to auditory feedback will be examined within this context.

Brief description of teaching and learning methods:
Teaching will combine lectures with practical analysis sessions and workshops. Some speech laboratory sessions will be included where students get hands on experience with the analysis of disfluent speech.

Contact hours:
  Autumn Spring Summer
Lectures 10
Practicals classes and workshops 5
Guided independent study 85
Total hours by term 100.00
Total hours for module 100.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Other information on summative assessment:
2,000 word essay to be submitted in week 2 of the summer term.

Formative assessment methods:

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information:

Length of examination:

Requirements for a pass:

Reassessment arrangements:
Reassesment by September.

Additional Costs (specified where applicable):

Last updated: 31 March 2017

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