Department of Communicative Sciences and Disorders

New York University – Steinhardt School of Culture, Education, and Human Development

Developmental Stuttering and Other Fluency Disorders (CSCD-GE-2028 801)

Course Developer: Lee Caggiano, MA CCC-SLP, BRS-FD
Course Lead: Julie Jackson, MS, CCC-SLP
Asynchronous Instructor: Lee Caggiano, MA CCC-SLP, BRS-FD
Live Session Instructor: Julie Jackson, MS, CCC-SLP
Email: [email protected]
Time: Mondays, 3:00pm-4:15pm EST | Office Hours: By appointment

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Course Description
The purpose of this course is to present the theoretical and clinical models related to the
development, diagnosis, and treatment of stuttering in children and adults. This course will
provide graduate students with the theoretical knowledge necessary to make clinical
judgments regarding diagnosis and treatment of individuals who stutter. The readings, class
discussions, guest interviews, and assignments will provide you with information that is
necessary to understand the affective, behavioral, and cognitive aspects of stuttering. Students
will engage in role-playing and experiential activities to develop listening and counseling skills
necessary in the treatment of clients who stutter. The course has three key objectives: 1) Equip
you with foundational knowledge in the field; 2) Provide you with a deep understanding of the
stuttering experience and its profound impact on the lives of individuals who stutter and their
families; and 3) Ignite and nurture your passion for becoming an effective therapist for people
who stutter.

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Readings
Required:
Henrickson, J. ( 2022). Life on Delay: Making Peace with a Stutter
Luterman, D. (2001). Counseling persons with communication disorders and their families
Austin, TX: Pro-Ed.
Preston, K. (2013). Out with it. New York, NY: Atria Paperback
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 Learning Outcomes
At the conclusion of the semester, you will be able to:
1. Realize the tremendous impact stuttering has: social, jobs, self-esteem, self-concept.
2. Examine what behaviors are most interfering in your client’s communication behaviors,
and determine realistic, functional goals.
3. Examine fluency shaping and stuttering modification techniques and determine which is
best suited to your client’s needs.
4. Select and employ a therapeutic approach that is best suited to the individual needs of
the client who stutters.
5. Interpret the difference between normal disfluency and stuttering
6. Become familiar with avoidance behaviors and the impact on communication.
7. Understand how to differentially diagnose developmental, neurogenic, and psychogenic
stuttering.
8. Examine the critical role of support in working with PWS.
9. Become familiar with counseling skills and understand the importance of acquiring skills
when working with clients who stutter and their families.
10. Understand the various stages of change, and how it is necessary for SLP and client to
understand what stage they are at.
11. Will understand the role shame and vulnerability have on the lives of PWS.
12. Realize how necessary acceptance is in successfully managing stuttering.
13. Examine the tremendous challenges and joys in working with people who stutter.
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KASA: Knowledge and Skills Acquisition

Successful participation in class and completion of assignments will help you meet the following
KASA standards:
KASA KASA Standard

IV-E1 Demonstrated knowledge of standards of ethical conduct. Class discussions

IV-C Demonstrated ability to analyze, synthesize, and evaluate knowledge Class discussions, readings,
re: the principles and methods of assessment and intervention and assignments
regarding fluency disorders

IV-F Demonstrated ability to analyze, synthesize, and evaluate Class discussions, Case
knowledge re: the processes used in research and integration of studies
research principles into evidence-based clinical practice
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Community Classroom Agreements:
● Listen respectfully without interrupting.
● Listen actively with an ear to understanding others’ views.
● Constructively critique ideas, not individuals.
● Allow everyone to speak: share space.
● Honor confidentiality
● Assume good intent but acknowledge impact.
● Use WAIT (why am I/am I not talking?)
● Avoid assumptions about any member of the community and generalizations about
social groups.
● Allow for Mistakes/Faux-Pas: There will be concerns of saying the wrong thing. Consider
these learning opportunities.
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Course Policies:
Attendance:
Attendance is expected for all course meetings. If you anticipate any accessibility challenges
for the virtual setting, please let the instructor know so that we can ensure an inclusive and
accessible experience for all participants. Personal illness, loss of an immediate family
member, religious holiday, extenuating circumstances are all granted absences.
Any unexcused absences or more than two excused absences will be discussed so that
together we can create supports to reach success.

Late Work:
Discuss potential late assignments with your instructor for support. All assignments are
expected to be handed in by the expected deadline. If you anticipate any challenges meeting
these deadlines, please reach out to the instructor so that, together, we can consider all
options.

Participation:
Participation includes interactive questions and dialogue with peers and the instructor,
independent investigation of information, and completion of assignments. It is expected that
an environment of mutual respect and courtesy will be maintained at all times, in both oral
and written communication. In an open and supportive classroom environment, students
contribute, comment, explain, clarify to create a community of learners. This leads to richer
and more rewarding exploration of our topics and readings and will be crucial not only for
successful completion of the course but also for mastery of the material.

Active Pursuit of Help If Help Is Needed:

 Please do not let concerns, confusion, or problems accumulate until the end of term. It is
your responsibility as a graduate student to ask clarifying questions during class or through
e-mail, to meet with the instructor to discuss any issues related to course information you do
not understand, and to generate active solutions to problems that may arise during
discussions. This means reaching out through e-mail and/or scheduling a time to meet.

Academic Integrity:
All students are responsible for understanding and complying with the NYU Steinhardt
Statement on Academic Integrity.
A copy is available at http://steinhardt.nyu.edu/policies/academic_integrity.

Collaboration is highly encouraged in the class; however, when it comes to writing the final
product, it must be the individual work of each student. Using language from others’
documentation to submit as your own work is not acceptable; this is tantamount to
plagiarism. This includes using previously written documentation, using language from your
peers’ writing, or sharing your own writing with your peers. If you willingly provide your
clinical writing to a classmate for the purpose of sharing language, you will both be held
responsible. Students who do not comply with NYU’s policy related to academic integrity will
be referred to the CSD Student Progress Committee and may be at risk for dismissal from the
program.

Use of an AI Generator (e.g., ChatGPT, MidJourney, DALL-E) is explicitly prohibited unless

otherwise noted by the instructor. The information derived from these tools is based on
previously published materials. Therefore, using these tools without proper citation
constitutes plagiarism. Additionally, be aware that the information derived from these tools
is often inaccurate or incomplete. It’s imperative that all work submitted should be your own.
Any assignment that is found to have been plagiarized or to have used unauthorized AI tools
may receive a zero and / or be reported for academic misconduct.

Anti-Harassment Policy:
NYU is committed to maintaining a learning and working environment that is free of bias,
prejudice, and harassment. Harassment based upon race, gender, and/or gender identity or
expression, color, creed, religion, age, national origin, ethnicity, disability, veteran or military
status, sex, sexual orientation, marital status, citizenship status, or any other legally
protected basis is prohibited by law and undermines the character and purpose of the
University. Such harassment is illegal and against University policy, and will not be tolerated.
To learn more, visit www.nyu.edu/eo/anti-harass-policy.pdf.
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Resources for Support:
NYU CSD Academic Advising: [email protected] The CSD Academic Advisement team is
available to support your academic, clinical, professional, wellness, and personal concerns
and supports.

The Wellness Exchange: The Wellness Exchange is your greatest mental health resource at
NYU. Call the 24-hour hotline at (212) 443-9999, chat via the Wellness Exchange app
anytime, make a virtual appointment, or drop in during virtual drop-in hours about any
day-to-day challenges or health concerns.

Counseling and Wellness Services: Counseling and Wellness Services (CWS) can help with
any mental health concerns you may experience, including stress, anxiety, alcohol or drugs,
depression, eating, family issues, suicidal thoughts, and more. Visit their website to schedule
a virtual counseling appointment or for more information.

The Steinhardt Office of Counseling and Student Services: The Office of Counseling and
Student Services is integral to the school’s educational mission of human development. They
provide a wide range of support and assistance for NYU Steinhardt students, including
programming, educational consultation, career exploration, and personal counseling. E-mail
[email protected] or visit their website for more information.

Department of CSD Feedback Portal: In order to hear and address your concerns regarding
White supremacy, systemic and systematic racism, bias, and discrimination, the CSD
Committee for Belonging, Justice, and Social Change has created portals through which you
can express feedback and concerns related to your experiences in the department. To
submit, complete the online anonymous survey or send a (non-anonymous) email to
[email protected]. Please note that the Committee does not have the authority to launch
inquiries into specific issues.

NYU Bias Response Line: The New York University Bias Response Line provides a mechanism
through which members of our community can share or report experiences and concerns of
bias, discrimination, or harassing behavior that may occur within our community. To report
an incident, complete the online Reporting Form, e-mail [email protected], or call
(212)-998-2277.

NYU Steinhardt Writing Center: The mission of the NYU Steinhardt Writing Center (SWC) is
to provide holistic writing support for Steinhardt students at any stage of the writing process.
The Center is a judgment- and stigma-free space where students can try out ideas and think
 seriously about how to best articulate them. The Center offers one-on-one sessions as well as
regular workshops throughout the semester.

Wasserman Center for Career Development: The Wasserman Center provides resources and
services to support your professional development, including workshops and webinars,
one-on-one appointments with career coaches, career fairs, and more! Email
[email protected] or [email protected].

Students with Disabilities: Students with physical or learning disabilities are required to
register with the Moses Center for Students with Disabilities (http://www.nyu.edu/csd/), 726
Broadway, 2nd Floor (212-998-4980).
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Course Requirements and Evaluation of Success

Successful completion of the following requirements will determine your grade:
All written work must :
1. Include your name
2. Include your section number
3. Be sent in a word or google doc

1. Diagnostics (Total 5 points)

Transcribe a 100-syllable sample of this TalkBank video.
1) following each disfluency, state whether it’s a typical disfluency or stutter-like disfluency
2) label the type of typical and stutter-like disfluencies you observe
3) calculate and provide the percentage of syllables stuttered within the 100-syllable sample
4) describe any secondary behaviors you observe within the 100-syllable sample

2. Midterm: ( 20 points total)

The midterm will include multiple-choice, fill-in, true/false, and/or short answer questions. It
will be asynchronous and will cover material from class lectures, class activities, and any
required readings, podcasts, and videos assigned prior to the exam.

3. Reflection Paper (15 points total)

Choose three separate speaking situations to “practice” voluntary stuttering in real-life
situations (e.g., restaurants, shops).
You will only be demonstrating easy repetitions.
You may not use a situation where your listener is someone who knows you.

Briefly describe your experiences with each situation

Include a narrative about the communicative interaction (e.g., where you pseudostuttered and
with whom), and your reactions to moments of stuttering as well as those of listeners.
Describe and label the behavioral (ie., physical), affective (i.e., emotions), and cognitive (i.e.,
thoughts) aspects of your experiences (in this order).
Use documentation from your readings, class discussions, and other hypotheses that might
explain your reactions.
Discuss the clinical applications of your experiences.

Sample Format:
Experience 1
Brief narrative
Behavioral reactions
Affective reactions
Cognitive reactions
Clinical Applications

4. Course Project ( Total 35 points)

The course project consists of developing an individual treatment plan. You will be required to
choose a client ( either from a list of volunteers who stutter or from course interview videos)
and develop a lesson plan for this client. You will be required to demonstrate knowledge of an
integrated approach to stuttering therapy, specific techniques, and ability to write objectives for
behavioral, cognitive, and affective goals. You will provide rationales for all long-term goals and
short term objectives. This will be an opportunity for you to integrate and apply what you have
learned in this course. Your rationales are a very important element in this project. They should
reflect the affective, behavioral, and cognitive components of stuttering as they apply to the
individual you are writing this treatment plan for.

Format:
1. Case history (only information pertinent to the interviewee’s stuttering history)
2. Formal assessment to monitor progress of long-term goals
3. a. Two long-term goals ( behavioral and affective/cognitive)
b. Corresponding short-term goals for each long-term goal
c. Corresponding session goals for each short term goal
- Short term goals and session goals must be measurable
4. Rationales for each long-term goal, short-term goal, and session goal
- Must be supported by peer reviewed literature
- Must be supported by case history information specific to your client
 (interview information, stuttering data, avoidance/ behaviors, etc.) as well as
substantiation/efficacy from the literature
5. Homework designed to facilitate transfer (carry-over)
6. List 2-3 areas you wish you explored further during your interview
7. Reference page with at least 5 references (peer reviewed, not before 2000)

Sample Outline:
● Case history
● Assessment to monitor progress
● Long-term goal 1 behavioral- rationale ( client specific and research to back up rationale)
● STG 1- rationale
a. Session Goal 1 - rationale
b. Session Goal 2 - rationale
c. Session Goal 3 - rationale
● Homework- to aid in transfer of skills
● Long-term goal 2 affective/cognitive- rationale
● STG 2- rationale
a. Session Goal 1 - rationale
b. Session Goal 2 - rationale
c. Session Goal 3 - rationale
● Homework- to aid in transfer of skills
● 2-3 areas you wish you had explored further during your interview
● Reference page ( minimum 5 references)

5. Live Session Class Participation ( Total 25 points)

Much of what you will learn in this course will take place during live session discussions and
experiences. You must answer the course BLTs , attend class and participate in discussions,
raise questions, share your thoughts regarding asynchronous class, and be willing to
participate in class activities. You will be expected to contribute to in-class discussions each
meeting time. Contributions should be relevant, and insightful—your grade will be based on
the quality of your contributions, not the quantity. This will make this course a much greater
learning experience for us all.
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Grading

Assignment Point Breakdown

Diagnostics 5 points

Reflection Paper 15 points

Midterm 20 points

Course Project 35 points

Live Session Participation 25 points

Class Grade Requirements

Students must adhere to the academic standards of NYU (see Steinhardt Policies and Procedures webpage).

A A- B+ B B- C+ C C- D+ D F

93-100 90-92 87-89 83-86 80-82 77-79 73-76 70-72 65-69 60-64 <60

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 Developmental Stuttering and Other Fluency Disorders | Course Outline
(Course outline dates, topics and/or assignments are tentative and subject to change)

Meeting 1: Topics Readings/class discussions

(01-22-24) due for class

Introduction to class What aspect of the async material would you

Overview of stuttering most like to review?
Impact of stuttering
Our role in working with clients who stutter How do CWS define stuttering
How can we provide what our clients need?
What is necessary for a client-clinician
relationship?

Team member video: what stood out?

What do clients need from us?

Due for class:

I Stutter. But I Need You to Listen. NYT Opinion

Come to class prepared to discuss some

takeaways from the team members video

Meeting 2: Topics Readings/class discussions

(01-29-24) due for class

What causes stuttering? What aspect of the async material would you
Areas of research and contemporary theories most like to review?
Recent research
Clinical implications What present day practices are still based, in
How stuttering develops part, on the Diagnosogenic Theory?

Based on what we know of the

etiology/development of stuttering- why
might parents experience guilt?

Due for class:

Listen to at least one of the following Stutter
Talk podcasts:
#560 ( Drayna),
#564 (Macguire)
 #568 (Soo-Eun Chang)
be prepared to discuss in class

Meeting 3: Topics Readings/class discussions

(02-05-24) due for class

Assessment and diagnosis What aspect of the async material would you
SSI-4 most like to review?
Introduction to OASES
Discuss three videos (James/Chase/Josh)

Which behaviors were interfering?

Handouts: SSI-4, Eval master, Initial eval, Self eval

rating

Meeting 4: Topics Readings/class discussions

(02-12-24) due for class

Preschool stuttering What aspect of the async material would you

Diagnosis and treatment most like to review?
Treatment approaches
Working with families After watching clip of Max. Suggest possible
outcomes if using the Lidcombe approach.

After watching clip of Luterman counseling

parents. What are possible therapy outcomes
of not involving parents versus working with
parents as “co-therapists.” What are some
challenges that could arise?

Given high rate of recovery for preschoolers,

what is best practice for providing information to
parents

Due for class:

Stuttertalk # 246
Handouts- FES, Stuttering severity rating
DX assignment
 Meeting 5 Topics Readings/class discussions
(02-19-24) due for class

Treating school-age children who stutter What aspect of the async material would you
Techniques most like to review?
Concomitant disorders
Due for class:
Voluntary stuttering
Complete Preston’s Out With It.
Group Practice
Watch the interviews “Team Discussions”
Come to class with 2 takeaways from each
interview and be prepared to discuss in class
Handouts- Tally sheets

Meeting 6 Topics Readings/class discussions

(2-26-24) due for class

Working with Attitudes and Emotions What aspect of the async material would you
Avoidance behaviors most like to review?
Group Therapy
How would you explain secondary behaviors to a
client or parent of a CWS?

Due for class:

Stuttertalk Episode #590
Josette Tugander “Best 3 days of my life”
Stuttertalk Episode #619
Stuttering Foundation Podcast
Our Journeys: The Power of Support & Advice
to Therapists

Meeting 7 Topics Readings/class discussions

(03-04-24) due for class

Therapy/Techniques What aspect of the async material would you

Adolescents and adults most like to review?
Avoidance behaviors
Group Therapy What are the benefits/risks of avoiding?
Differential diagnosis
Due for class:
Guest Speaker Stuttering Foundation Podcast
Melissa Fuller: “No apologies—living with
neurogenic stuttering”

Complete Henrickson’s Life on Delay: Making

Peace with a Stutter

Meeting 8 Topics Readings/class discussions

(03-11-24) due for class

Midterm Week Midterm

No Live Class

(03-18-24)

Spring Break
No Live Class

Meeting 9 Topics Readings/class discussions

(03-25-24) due for class

Functional goals What aspect of the async material would you

—behavioral, affective, and cognitive most like to review?

IEP goals Which interfering behaviors did you notice in the

Functional Goal writing practice async videos?

Case studies
Due for class:
Stuttertalk episode #594
Ennio Vescio
“I no longer skeeve my stuttering”
 Meeting 10 Topics Readings/class discussions
(04-01-24) due for class

Role of Support and counseling What aspect of the async material would you
Benefit of support most like to review?
Involving parents in the process
What’s the role of support in working with PWS?
Introduction to counseling
Counseling skills Due for class:
Role-plays Magic Question Friends video
Complete Luterman’s Counseling Persons
With Communication Disorders and Their
Families
Reflection Paper

Meeting 11 Topics Readings/class discussions

(04-08-24) due for class

Introduction to counseling What aspect of the async material would you

Counseling skills most like to review?

Role-plays Magic Question What messages would you like to convey to

parents about support?
Introduction to counseling
Stages of change Due for class:
Motivational interviewing Stuttertalk Episode #236. Caggiano:
Solution-focused brief therapy What did you notice about Dr. Luterman’s
counseling style?

Meeting 12 Topics Reading/class discussions

(04-15-24) due for class

Introduction to counseling What aspect of the async material would you

Stages of change most like to review?
Motivational interviewing
Solution-focused brief therapy What were some takeaways from watching the
student role play?

​Due for class:

Stuttertalk episode # Counseling, Dr. DiLollo
Fill out Stages of Change form and be prepared to
share with class.
Handouts- Stages of Change

Meeting 13 Topics Reading/class discussions

(04-22-24) due for class

Introduction to counseling What aspect of the async material would you

Acceptance most like to review?

Due for class: Stuttertalk episode #588. Mary

McLoughlin and Chris Constantino.
“Vulnerability”

Meeting 14 Topics Reading/class discussions

(04-29-24) due for class

Reading Day Due for class: Course Project

No Live Class
***04/30/24***