CSD 536 01: Stuttering Intervention

CSD 536 - Stuttering Intervention

2022 Summer Syllabus, Section 01, CRN 7916

Course Information

You are responsible for knowing this material, so please read carefully. Any changes will be announced in a Blackboard Announcement. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.

This syllabus describes the requirements and procedures for CSD 536 Stuttering Intervention, offered asynchronously online, with 2 synchronous Simucase debriefs via Zoom.

Instructor Information

Jessica Foley

Email: jessica.l.foley@UND.edu

Office: Columbia Hall 1001

2022 Summer Office Hours:
via Zoom link on Bb day/time TBD, or by appointment

Office Phone: (701) 777-3312

Course Description

A study of the theoretical bases for and the clinical management of stuttering in children and adults.

A study of the theoretical bases for and the clinical management of stuttering in children and adults.

The aim of this course is to provide knowledge of the theoretical bases of stuttering, and practical skills and knowledge of the clinical management of stuttering in children and adults. Students will gain skills in the evaluation and diagnosis of fluency disorders. Students will consider and practice treatment approaches to stuttering disorders.

Course Objectives

  • Describe theoretical bases of stuttering
  • Describe the basic anatomy and physiology of the speech mechanism
  • Evaluate connected speech samples to quantify and classify disfluencies (differentially diagnose)
  • Outline treatment approaches to stuttering disorders

Knowledge Outcomes

Standard IV-B

The applicant must have demonstrated knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The applicant must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span.

Standard IV-C

The applicant must have demonstrated knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.

Standard IV-D

For each of the areas specified in Standard IV-C, the applicant must have demonstrated current knowledge of the principles and methods of prevention, assessment, and intervention for persons with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.

Skills Outcomes

Standard V-B

The applicant must have completed a program of study that included experiences sufficient in breadth and depth to achieve the following skills outcomes:

  1. Evaluation
    1. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and relevant others, including other professionals.
    2. Select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures.
    3. Adapt evaluation procedures to meet the needs of individuals receiving services.
    4. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention.
    5. Complete administrative and reporting functions necessary to support evaluation.
    6. Refer clients/patients for appropriate services.
  2. Intervention
    a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients’/patients’ needs. Collaborate with clients/patients and relevant others in the planning process.
    b. Implement intervention plans that involve clients/patients and relevant others in the intervention process.
    c. Select or develop and use appropriate materials and instrumentation for prevention and intervention.
    d. Measure and evaluate clients’/patients’ performance and progress.
    e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients.
    f. Complete administrative and reporting functions necessary to support intervention.
    g. Identify and refer clients/patients for services, as appropriate.

Course Materials

Logan, K. J. (2022). Fluency disorders: Stuttering, cluttering, and related fluency problems (2nd ed.). San Diego: Plural Publishing. ISBN13: 978-1-63550-147-6
NOTE: You must have a version that includes an intact access code to the online content.

Rentschler, G. J. (2012). Here’s how to do stuttering therapy. San Diego: Plural Publishing.
ISBN13: 978-1-59756-386-4

Shipley, K.G. & McAffe, J. G. (2021). Assessment in speech-language pathology: A resource manual (6th ed.). Clifton Park, NY: Cengage-Delmar Learning. ISBN13: 978-1-63550-204-6

Simucase subscription (purchase at simucase.com, contact instructor for code)

Technical Requirements/Assistance

Blackboard will be used to facilitate student learning and student/instructor interaction. Blackboard is a course site with sections for announcements, course information (syllabus, instructor information, etc.) course documents (handouts, assignments, readings, etc.), links to websites, and the ability to upload assignments and take exams. The URL for Blackboard is: https://blackboard.und.edu and the log-in is your NDUS.Identifier Username and Password.

Students will use Microsoft Word to complete assignments. Students are expected to use their official UND email in the course. Visit the Office 365 Email webpage for information on your UND email and how to download/install a free version of Microsoft Office. For technical assistance, please contact UND Technical Support at 701.777.2222. Visit the University Information Technologies (UIT) website for hours, help documents, and other resources.

Minimum Technical Skills Needed

In order to succeed in this course, at a minimum, you should be able to:

  • Computer/tablet access to Blackboard to watch assigned lectures and videos, to upload assignments, and to take quizzes/exams via Blackboard
  • Ability to download and print assignments from Blackboard
  • Ability to create and upload/scan completed assignments to Blackboard

Course Logistics

The course content is organized into 4 units. Each unit contains an introductory video, links to other resources selected to enhance your learning, guided practice exercises to support your skill development, assignments/activities, and additional readings. Assignments/activities, and an exam will be used to assess your comprehension and application of those materials. Students will engage with the content and each other via the Discussion Board.

Getting Started

What Should Students Do First?

Watch the Course Introduction video. Review the syllabus and take the Syllabus Quiz under the “Quizzes/Exam” tab on Blackboard.

How Students Should Proceed for Each Unit

On the left side course menu in Blackboard there is a “Units” tab. Inside each unit you will find all the required readings, videos, and assignments/activities for that unit.

Course Schedule

Due dates for assignments and quizzes/exams are listed in the course schedule located in Blackboard under the Syllabus and Schedule tab. Any changes to the schedule will be announced approximately one week prior to the new date. The Blackboard site will be updated regularly, and will contain important course announcements, so it must be checked often.


Many services are available to students such as writing assistance from the UND Writing Center and free online tutoring. . Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.

Course Requirements & Expectations

  • This is a condensed 6-week, graduate-level course; students must be diligent in staying on schedule and meeting deadlines. In-depth graduate-level engagement and output is expected.
  • Complete text readings and all additional readings, and watch all videos.
  • Actively participate and provide thoughtful contributions in discussion board/blog posts.
  • Complete the ungraded guided practice exercise(s)/video(s).
  • Complete all graded assignments posted in Blackboard in a timely manner.
  • You are encouraged to post your questions about the course in the FAQs discussion board forum in the Blackboard site. This is an open forum in which you and your classmates are encouraged to answer each other’s questions.
  • Following the completion of Simucases, participate in the synchronous debrief sessions via Zoom to earn ASHA competencies.



Announcements will be posted in Blackboard on a regular basis. Be sure to check the class announcements regularly as they will contain important information about class assignments and other class matters.


If you need to contact me outside of office hours, e-mail and I will respond within 48 hours or leave a voicemail and I will respond by the next business day.


The following teaching/learning methods will be used for this course:

  • Mandatory videos to be watched on Blackboard and via Simucase subscription,
  • Required readings; accompanying lecture notes will be posted on Blackboard,
  • Graded student-faculty and student-student interaction via Blackboard Discussion Board posts,
  • Ungraded disfluency count guided practice (i.e. video demonstrations to guide students through practice exercises),
  • Graded work, including practical applications completed as homework, projects, Simucases (including 2 45-minute synchronous debrief sessions via Zoom), quizzes/exams all completed via Blackboard.



Simucase Debriefs

All assignments will be submitted via Blackboard. Simucases must be completed with a “passing” score of at least 90%. Students must actively participate in Simucase debriefs and demonstrate competency to earn ASHA competencies.


Discussion Board Posts

Discussion board posts (8 in total) will be graded on completion, thoughtful thorough exploration of ideas, and a clear effort toward being an active member of the discussion boards. The quality engagement with others demonstrates the best practice of 3C&Q (Jenn Stewart-Mitchell): (a) Compliment the person on something specific you read in their post; (b) Comment on something relevant and meaningful about their post – be specific – remember your comment might not always be an agreement; (c) Connect with the post (i.e., text-to-self, text-to-literature, text-to-world) and explain your connection with clear details; (d) Question - ask a question for further thinking and reflections. Posts are due Sundays at midnight CST; however, be mindful of the timing of your posts—that is, if you post right before the deadlines, you are limiting your classmates’ opportunities to engage in discussion with your posts.

See the Discussion Board rubric under My Grades in Blackboard.



To prepare for the final exam, make sure to have read all the assigned readings, watched the posted videos, completed the ungraded guided practice exercises, and reviewed the feedback on your homework. The final will be a written open book/open note exam; you are encouraged to use your resources.

Assessment & Grading

This course is made up of a series of assignments and assessments to assist you in achieving the learning objectives. Final grades will be based on percentage of total points earned, using the following scale:

90.0 – 100%                  A

80.0 – 89.99%               B

70.0 – 79.99%               C

60.0 – 69.99%               D

<59.99%                       F

Note: grades will not be rounded up. In order to receive an "A" in the class, students need to score at least a 90.00%; a score of 89.99% will receive a "B." There will be no opportunities for extra credit.

Grade weighting will be as follows:

Discussion Board = 10%

Final Exam = 15%

Assignments/Projects/Simucases = 75%

Total = 100%

Course Policies

The goal of the following course policies is to both provide a friendly and supportive learning environment, and to facilitate the growth of professional behaviors. These are your responsibilities as a student.


Students must have the ability to print and to scan and upload assignments to Blackboard. Students must have access to a computer to complete exams via Blackboard. Students must have working knowledge of Zoom to complete Simucase debriefs. Contact the instructor if you are unsure if you have adequate technology.

Assignment Policy/Late Work

All assignments are due by the dates/times posted on Blackboard. Late work is unacceptable at the graduate level and reflects poorly on your professionalism. Late assignments will be docked points on the following basis:

20% 1 day late
50% 2 days late
75% 3 days late
100% beyond 3 days

You will not be permitted to make-up quizzes/exams past the due date, unless there are significant, unforeseen events. Please contact the instructor as soon as possible if such an emergency situation arises. A written memo from a physician or other appropriate individual may be requested. Leaving early for a weekend or holiday break is not an excusable reason.


It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.


Online Professionalism

When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Netiquette is a set of rules for behaving properly online. Here are a few basic points to remember when communicating in this course:

Be scholarly. Use proper language, grammar, and spelling. Explain your thoughts, justify opinions, and credit the ideas of others by citing scholarly resources. Avoid misinforming others when you are unsure of the answer.  When discussing something and supplying a guess, clearly state that.

Be respectful. Respect the privacy of others. Do not share personal or professional information about others unless permission has been granted. Respect diversity and opinions that differ from their own. Be tactful when you communicate.

Be professional. Everyone should strive to give their best impression online. Truthfulness, accuracy, and running a final spell check are appropriate expectations for university students. Writing in a legible font and limiting the use of emoticons is considered professional behavior. Profanity and participation in hostile interactions, known as flaming, is unprofessional as well as disruptive.

Be polite. Students should address professors and instructors by the appropriate title or requested name. Students should interact online politely, just as they would be expected to do in a physical environment. Sarcasm, rudeness, and writing in all capital letters (shouting) should be avoided.

E-mail Etiquette

  1. In the Subject Line include the course number and a few words the reason for your message. For example, “CSD 536 Assignment 1.”
  2. Address your instructors appropriately. “Professor Smith” and “Dr. Smith” are appropriate ways to address your instructors. NEVER use “Hey” or other informal language.
  3. If you need a response, politely ask for one.
  4. Express your gratitude. After “Regards,” or “Sincerely,” or “Best Regards,” sign your name.
  5. Never click on “Send” before proofreading your message. Make sure you have complete sentences and that you use punctuation correctly. Check for spelling mistakes. Do not use texting abbreviations. Whenever possible, use paragraph breaks to organize your message.
  6. Allow adequate time for a reply. Your 2:00 am question will need to wait until morning for an answer. Do not assume that instructors check their emails several times a day; most instructors check their email only twice a day. A growing number of instructors check their email only once a day (professors generally receive an average of 50 messages a day).
  7. Respond to thank your instructor for answering. This is not only polite but it serves as confirmation that you received their reply.
  8. Before you send out an email to your instructor, make sure to check the syllabus and all other material you have been provided with at the beginning of the semester to see if you can answer your own question. When you miss class, contact one of your classmates before you contact your instructor to learn about homework assignments.
  9. Do not use email for concerns, complaints, grade inquiries, or date conflicts. Instead, visit your professors during office hours or make an appointment.

Videoconference Etiquette

  1. There are two required live videoconference meetings to debrief Simucases. These live online meetings are to be conducted with the same level of professionalism as in-person clinical debriefings.
  2. Cameras must be on for the debriefs.
  3. Professional conduct and language are required during the debriefs.
  4. In order to receive clinical clock hours, one must participate fully to demonstrate competency.

Course Evaluation

Near the end of the semester, you will be asked to complete an online course evaluation form (SELFI). Your feedback on the course is extremely valuable. Instructors read students’ comments carefully and use them to improve the course.

  • When the time comes, please note which aspects of the course helped you learn—and which aspects might be modified to help future students learn more effectively.
  • Please note that the course evaluations are anonymous and that instructors will not see the results until after the grades for the course are submitted, allowing you to provide honest and constructive feedback.
  • If you have feedback throughout the course, please let your instructor know.

Tips for Success

Plan ahead so that you will have time to seek assistance in order to achieve your best possible quality of work, as no extra credit is available. Last-minute completion of readings and assignments is not a good idea. Consider working with a study group as you can work to support each other’s learning. Spend some time reviewing past material before tackling new information and relate new information as much as possible to something you’ve already learned. Schedule an appointment or join the Zoom office hours if you need further explanations or help with any class assignments.

Resolution of Problems

Should a problem occur, you should speak to your instructor first. If the problem is not resolved, meet with the instructor. If the problem continues to be unresolved, go to the department chair, and next to the college Dean. Should the problem persist, you have the right to go to the Provost next, and then to the President.

University of North Dakota Policies & Resources

Academic Integrity

Academic integrity is a serious matter, and any deviations from appropriate behavior will be dealt with strongly. At the discretion of the professor, situations of concern may be dealt with as a scholastic matter or a disciplinary matter.

As a scholastic matter, the professor has the discretion to determine appropriate penalties for the student’s workload or grade, but the situation may be resolved without involving many individuals. An alternative is to treat the situation as a disciplinary matter, which can result in suspension from the University, or have lesser penalties. Be aware that I view this as a very serious matter and will have little tolerance and/or sympathy for questionable practices. A student who attempts to obtain credit for work that is not their own (whether that be on a paper, quiz, homework assignment, exam, etc.) will likely receive a failing grade for that item of work, and at the professor’s discretion, may also receive a failing grade in the course. For more information read the Code of Student Life.

Access and Opportunity, Disability Support, & Medical Services

The University of North Dakota is committed to providing equal access to students with documented disabilities. To ensure access to this class and your program, please contact Disability Services for Students (DSS) to engage in a confidential discussion about accommodations for the classroom and clinical settings. Accommodations are not provided retroactively. Students are encouraged to register with DSS at the start of their program. More information can be obtained by email UND.dss@UND.edu or by phone at 701.777.2664.


UND is committed to maintaining a safe learning environment while providing quality learning experiences for our students. COVID-19’s continued presence within our UND community may necessitate changes in classroom management as the academic year progresses. As such, UND asks students and instructors to be flexible when necessary to promote a safe environment for learning. Please do not attend an in-person class or lab if you are feeling ill, particularly if you are experiencing symptoms of COVID-19, or if you have been directed by health professionals to quarantine or isolate. If you are not able to attend class or lab, please notify your instructor as soon as possible and discuss options for making up any missed work in order to ensure your ability to succeed in the course. If you will have an extended absence due to serious illness or other uncontrollable circumstances, you may request an absence notification through the Office of Student Rights and Responsibilities. Similarly, if your instructor is ill they may need to cancel class or temporarily move your course to online delivery to ensure that you are able to complete the course successfully.  Instructors may require students to wear masks in the classroom or in the laboratory as a preventative measure designed to facilitate uninterrupted classroom engagement and to facilitate health and safety in the classroom.   If your instructor does require masks in class or in a laboratory, you are expected to comply with that request.

UND also strongly encourages all members of the University community, including students, to get vaccinated, seek out testing when needed, and model positive behavior both on- and off-campus to foster a healthy and safe learning environment for all students. Individuals who would like to discuss disability accommodations regarding masks should contact the Disability Services for Students (DSS) office at 701.777.2664 or UND.dss@UND.edu. Individuals who are unable to wear a mask due to a sincerely held religious belief should contact the UND Equal Opportunity and Title IX Office at 701.777.4171 or UND.EO.TitleIX@UND.edu.

Religious Accommodations

UND offers religious accommodations, which are reasonable changes in the academic environment that enable a student to practice or observe a sincerely held religious belief without undue hardship on the University. Examples include time for prayer or the ability to attend religious events or observe a religious holiday. To request an accommodation, complete the student religious accommodation request form. If you have any questions, you may contact the Equal Opportunity & Title IX Office.

Pregnancy Accommodations

Students who need assistance with academic adjustments related to pregnancy or childbirth may contact the Equal Opportunity & Title IX Office or Academic Affairs to learn about your options. Additional information and services may be found at Pregnancy Resources.

Notice of Nondiscrimination

It is the policy of the University of North Dakota that no person shall be discriminated against because of race, religion, age, color, gender, disability, national origin, creed, sexual orientation, gender identity, genetic information, marital status, veteran’s status, or political belief or affiliation and the equal opportunity and access to facilities shall be available to all. Concerns regarding Title IX, Title VI, Title VII, ADA, and Section 504 may be addressed to Donna Smith, Assistant Vice President for Equal Opportunity & Title IX and Title IX/ADA Coordinator, 102 Twamley Hall, 701.777.4171, UND.EO.TitleIX@UND.edu or the Office for Civil Rights, U.S. Dept. of Education, 230 S. Dearborn St., 37th Floor, Chicago, IL 60604 or any other federal agency.

Reporting of Discrimination, Harassment, or Sexual Misconduct

If you or a friend has experienced sexual misconduct, such as sexual harassment, sexual assault, domestic violence, dating violence, or stalking, please contact the Equal Opportunity & Title IX Office or UND’s Title IX Coordinator, Donna Smith, for assistance: 701.777.4171; donna.smith@UND.edu; or visit the Title IX webpage. You may also contact the Equal Opportunity & Title IX office if you or a friend has experienced discrimination or harassment based on a protected class, such as race, color, national origin, religion, sex, age, disability, sexual orientation, gender identity, genetic information, pregnancy, marital or parental status, veteran's status, or political belief or affiliation.

Faculty Reporting Obligations Regarding Discrimination, Harassment, or Sexual Misconduct

It is important for students to understand that faculty are required to share with UND’s Title IX Coordinator any incidents of sexual misconduct or of discrimination or harassment based on a protected class that they become aware of, even if those incidents occurred in the past or are disclosed as part of a class assignment. This does not mean an investigation will occur if the student does not want that, but it does allow UND to provide resources to help the student continue to be successful at UND. If you have been impacted by discrimination, harassment, or sexual misconduct, you can find information about confidential support services on the Equal Opportunity & Title IX webpage..

UND Cares Program

How to Seek Help When in Distress

We know that while college is a wonderful time for most students, however, some students may struggle or have issues that arise. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please visit the UND Cares Program Webpage.

How to Recognize When a Student is in Distress

The term “distressed” can mean any of the following:

  • Student has significant changes in eating, sleeping, grooming, spending, or other daily activities.
  • Student has cut off or minimized contact with family or friends.
  • Student has significant changes in performance or involvement in academics, sports, extracurricular, or social activities.
  • Student describes problems (missing class, not remembering, destructive behavior) that result from experiences with drinking or drugs.
  • Student is acting withdrawn, volatile, tearful, etc.
  • Student is acting out of character or different than usual.
  • Student is talking explicitly about hopelessness or suicide.
  • Student has difficulty concentrating or difficulty carrying on a normal conversation.
  • Student has excessive dependence on others for company or support.
  • Student reports feeling out of control of one’s emotions, thoughts, or behaviors.

Land Acknowledgement Statement

Today, the University of North Dakota rests on the ancestral lands of the Pembina and Red Lake Bands of Ojibwe and the Dakota Oyate - presently existing as composite parts of the Red Lake, Turtle Mountain, White Earth Bands, and the Dakota Tribes of Minnesota and North Dakota. We acknowledge the people who resided here for generations and recognize that the spirit of the Ojibwe and Oyate people permeate this land. As a university community, we will continue to build upon our relations with the First Nations of the State of North Dakota - the Mandan, Hidatsa, and Arikara Nation, Sisseton-Wahpeton Oyate Nation, Spirit Lake Nation, Standing Rock Sioux Tribe, and Turtle Mountain Band of Chippewa Indians.

Additional Resources

It is my goal to foster an environment of mutual respect in which everyone feels comfortable voicing their opinions, sharing their stories, and learning about potentially heavy or personally relevant material. If, at any point, you feel like the information covered in this class elicits thoughts, feelings, or concerns that you would like to discuss further, don’t hesitate to reach out to me, or the UND Counseling Center (701-777-2127).

Further, if you experience extenuating circumstances, sexual violence, identity-based harm, or any other personal crisis during the semester, don’t hesitate to reach out to me so we can provide academic assistance and help you in this course, and put you in contact with the appropriate resources and services (if needed).