Theoretical knowledge & specific therapeutic skills
Phenomenology, causal and maintaining variables (4 credits)
This module will provide a comprehensive and critical review of the
phenomenology of fluency disorders. The speech-language therapist (SLT) will
gain a thorough understanding of various types of stuttering and cluttering.
He/she will be able to demonstrate a detailed understanding of the nature of
stuttering as well as the possible effects of the disorder on the functioning,
activity and participation level.
The SLT will gain a thorough understanding of various factors that have been
identified or are hypothesized to be involved in the etiology, development and
maintenance of stuttering. Acknowledging that this knowledge is highly dynamic
and in need of continuous updating, the component on causal and maintaining
variables is not limited to sharing the current state of knowledge, but also to
provide the SLT with the opportunity to acquire the necessary tools and research
strategies needed for continued professional and scientific development.
At the end of this module, the SLT will be able to integrate the knowledge gained
on prevention, assessment and intervention.
Assessment, evaluation and diagnosis (4 credits)
The goal of this module is for students to develop a detailed theoretical and
clinical knowledge of and high level of skill in the various components of
assessment, evaluation and diagnosis of clients with fluency disorders.
Intervention (7 credits)
The goal of this module is for students to gain knowledge and to develop a critical
attitude towards different aspects and elements of fluency treatment from a
broad perspective i.e. the treatment process and outcomes, therapeutic
relationship, one's own attitudes and therapeutic skills, and scientific
As a consequence, students must be able to make critical decisions for
intervention and to formulate these into an evidence-based dynamic treatment
plan tailored to the clients needs. In addition they must be able to acquire and optimize the necessary specific and
nonspecific therapeutic skills and methods.
The emphasis is on continuous reflection to provide the client with best practice.