Etiology, Evaluation and Rehabilitation of fluence disorders

Duration

15h Th

Number of credits

Lecturer

Anne-Lise Leclercq

Language(s) of instruction

French language

Organisation and examination

Teaching in the first semester, review in January

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

This course presents the etiology and the theories concerning stammering and mumbling, as well as the main assessment tools and methods of therapy. 4 h of classes will also be devoted to dysarthria.
A practical part will be dedicated to the transcription of speech disfluencies.

Learning outcomes of the learning unit

By the end of the course, students will be able to -describe the theories and etiologies relating to stammering, mumbling and dysarthria -describe and identify the major characteristics of stammering, mumbling and dysarthria -assess them -describe the treatment methods
Within the scope of the competency framework, this course chiefly targets:
-prevention competence
* by passing on clear and complete information on the risk factors linked to certain disorders * by detecting disorders as early as possible, by identifying the warning signs of speech and language disorders * by anticipating and preventing the risk of a speech and language disorder appearing and getting worse * by the early detection of speech and language disorders and by offering an appropriate plan
-assessment competence * assessing a patient from a holistic point of view * compiling a speech & language therapy medical history leading to a diagnosis * gathering information and results relating to speech & language therapy * correcting and interpreting information and results relating to an assessment
-treatment competence * treating a patient with a disorder that falls within the scope of the speech & language therapist, taking into account personal factors and environmental aspects that could influence the treatment * establishing treatment objectives * taking well-supported and justified decisions regarding the treatment -expertise competence * apply an evidence-based approach.

Prerequisite knowledge and skills

Planned learning activities and teaching methods

The course will be composed of a theoretical part and practical exercises.

Mode of delivery (face-to-face ; distance-learning)

The course will be composed of face-to-face sessions and exercises to be done at home.

Recommended or required readings

Recommended reading :
Auzou, P., Rolland-Monnoury, V., Pinto, S., & Ozsancak, C.  (2007). Les dysarthries. Marseille, France: Solal.
Guitar, B. (2014). Stuttering: An integrated approach to its nature and treatment - Fourth edition. Baltimore, MD: Wolters Kluwer.
Ramig, P. & Dodge, D. (2010). The child and adolescent stuttering treatment and activity resource guide - Second edition. Clifton Park, NY: Delmar.
Ward, D. & Scaler Scott, K. (2011). Cluttering: A Handbook of research, intervention, and education. New York, NY: Psychology Press.

Assessment methods and criteria

A written exam will be held in January and September. If students don't successfully answer the questions relating to the basic notions of the course, they will receive a fail (7/20). The practical exercises will go towards part of the exam's final score. Both parts of the course must be validated to pass the course. If the student fails one of the parts, the overall mark for the unit will be a fail, i.e. 7/20. This mark can't be higher than the overall average of the two parts or lower than the mark for the part the student has failed.

Work placement(s)

Organizational remarks

Contacts

Anne-Lise Leclercq
al.leclercq@ulg.ac.be

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