Overview

Fluency Disorders is a comprehensive, graduate-level textbook with a broader scope than that of most contemporary textbooks on this subject. While most textbooks classified under “fluency disorders” only cover developmental stuttering, Kenneth Logan covers in-depth information about fluency functioning across a wide range of clinical populations—including developmental stuttering.

This brand-new textbook offers students a detailed exploration of contemporary research and thinking on (1) processes integral to fluent communication; (2) ways in which researches from various corners of speech-language pathology conceive of fluency; (3) etiologies and characteristics of disorders that affect communication fluency; and (4) practical and effective approaches to clinical assessment, prevention, and treatment for disorders that affect communication fluency.

With developmental stuttering a primary focus of the text, the book is ideal for graduate courses on developmental stuttering. However, the inclusion of information about normal aspects of fluency, fluency and communication, and the fluency characteristics of communication disorders other than stuttering allows readers to (1) describe how developmental stuttering fits within the broader framework of communication disorders; (2) explain why “fluency” is a relevant functional construct for many communication disorders; and (3) develop skills in assessing and treating fluency-related issues in a broad range of clinical populations. This approach is consistent with the current standards for clinical certification specified by the American Speech-Language-Hearing Associations Council for Clinical Certification (CFCC).

Fluency Disorders is divided into four main sections:

• • Fluency and Verbal Communication addresses general fluency-related concepts, approaches to describing fluency, and fluency characteristics of typical speakers. This section also deals with issues related to individual differences, cultural and bilingual influences, and fluency changes over the lifespan.
  • Characteristics and Etiology addresses the characteristics and etiologies of various fluency disorders, including: developmental stuttering, cluttering, acquired stuttering, and information about uncommon fluency problems.
  • Clinical Considerations provides readers with a detailed review of the research on assessing and treating fluency impairments and clear, practical explanations of how these assessments and treatments are implemented.
  • Summary and Conclusions provides readers with a summary of the main themes and concepts, as well as general conclusions about the current state of basic and applied research with fluency disorders and associated clinical practices, as well as future directions.

With specific, easy-to-follow instructions for conducting key clinical procedures, decision-making flowcharts, and basic concepts related to evidence-based practice, Fluency Disorders is truly distinguished from its counterparts.

Audience

Primary Subject: Speech and Language Pathology / Fluency and Stuttering
Secondary Subject: Speech and Language Pathology / Textbooks
Audience Level: Textbook - Desk Copy

• Preface
• Section 1: Fluency and Verbal Communication
  • Conceptualizing Fluency
    • Fluency and Communication
    • Dimensions of Fluency in Speech Production
    • Fluency versus Disfluency
    • Disfluency versus Stuttering
    • Fluency in the Context of Speech Production Models
    • Fluency as a Performance Indicator in Models of Reading
    • Conclusions
  • Describing Fluency
    • Goals of Fluency Assessment
    • Challenges in Fluency Assessment
    • Speech Fluency: Assessment Approaches
    • Reading Fluency: Assessment Approaches
    • Conclusions
  • Fluency Characteristics of Typical Individuals
    • Development of Speech Fluency in Childhood
    • Speech Fluency: Variations in Individuals
    • Fluency as an Indicator of Reading Performance
    • Fluency as an Aspect of Manual Communication
    • Social and Cultural Influences on Fluency
    • Speech Fluency and Second Language Acquisition
    • Speech Fluency in Adulthood
    • What is “Normal Fluency”?
    • Symptoms of Fluency Impairment
    • Conclusions
• Section 2: Characteristics and Etiology
  • Fluency and Disordered Communication
    • Stuttering and Cluttering
    • Fluency Functioning in Other Communication Disorders
  • Developmental Stuttering
    • Characteristics
      • Acoustic Characteristics
      • Developmental Characteristics
      • Anatomical and Physiological Correlates
      • Cognitive and Linguistic Correlates
      • Psychological and Temperamental Correlates
      • Social, Emotional, and Cultural Factors
      • Phenomenology
      • Media Portrayals of Developmental Stuttering
      • Role Models for People who Stutter
      • Lifespan Perspectives
      • Individual Differences
    • Developmental Stuttering as a Disability
      • Activity Limitations
      • Participation Restrictions
      • Effects of Environmental and Cultural Factors
      • Effects of Personal Factors
    • Etiology of Developmental Stuttering
      • Early Theories
      • Recent Models
      • Genetic Factors
      • Motor System Functioning
      • Auditory and Language System Functioning
      • Findings from Neuroimaging
      • Other Relevant Variables
      • Accounting for Variability
      • Multi-Level Modeling
  • Cluttering
    • Characteristics
      • Acoustic Characteristics
      • Developmental Characteristics
      • Anatomical and Physiological Correlates
      • Cognitive and Linguistic Correlates
      • Psychological and Temperamental Correlates
      • Social, Emotional, and Cultural Factors
      • Phenomenology
      • Media Portrayals of Developmental Stuttering
      • Role Models for People who Stutter
      • Lifespan Perspectives
      • Individual Differences
    • Cluttering as a Disability
      • Activity Limitations
      • Participation Restrictions
      • Effects of Environmental and Cultural Factors
      • Effects of Personal Factors
    • Etiology
      • Early Theories
      • Recent Models
      • Multi-Level Modeling
  • Acquired Stuttering
    • Characteristics and Etiologies
      • Developmental Stuttering versus Acquired Stuttering
      • Neurogenic Stuttering
      • Psychogenic Stuttering
      • Drug-Induced Stuttering
      • Phenomenology
    • Acquired Stuttering as a Disability
      • Activity Limitations
      • Participation Restrictions
      • Effects of Environmental and Cultural Factors
      • Effects of Personal Factors
  • Fluency Characteristics of Other Clinical Populations
    • Anomia/Word-Retrieval Problems
      • General Characteristics
      • Fluency Characteristics
      • Etiology
    • Language-Learning Disabilities
      • General Characteristics
      • Fluency Characteristics
      • Etiology
    • Dyslexia
      • General Characteristics
      • Fluency Characteristics
      • Etiology
    • Non-Fluent Aphasia
      • General Characteristics
      • Fluency Characteristics
      • Etiology
    • Hypokinetic Dysarthria (Parkinson’s Disease)
      • General Characteristics
      • Fluency Characteristics
      • Etiology
    • Spasmodic Dysphonia
      • General Characteristics
      • Fluency Characteristics
      • Etiology
    • Palilalia and Other Atypical Dysfluency Patterns
      • General Characteristics
      • Fluency Characteristics
      • Etiology
• Section 3: Fluency Disorders—Clinical Considerations
  • Basic Concepts in Evidence-Based Practice
    • External Sources of Evidence
    • Internal Sources of Evidence
    • The Patient’s Values and Goals
    • The Role of Clinical Expertise
    • EBP and the Treatment of Fluency Disorders
  • Fluency Assessment
    • Historical Perspective
    • Patient Interviews
    • Measuring Disfluency-Types
    • Making Stuttering Judgments
    • Informal versus Formal Assessment Protocols
    • Norm-Referenced Instruments for Use with Developmental Stuttering
    • Sampling Speech Behaviors
    • Analyzing Disfluency
    • Analyzing Stuttering
    • Assessing Use of Fluency Management Techniques
    • Assessing Speaking Rate
    • Assessing Naturalness
    • Automated Analyses and Digital Tools
    • Assessing Relevant Personal Factors
    • Assessing Relevant Environmental Factors
    • Interpreting Clinical Data
    • Differential Diagnosis
    • Estimating Prognosis
    • Forming Clinical Recommendations
    • Reporting Fluency-Related Data with Stuttering
    • Reporting Fluency-Related Data with Cluttering
    • Reporting Fluency-Related Data with other Speech-Language Impairments
  • Prevention Concepts
    • Types of Prevention
    • Application of Prevention Concepts to Developmental Stuttering
    • Application of Prevention Concepts to Cluttering
    • Evaluating Outcomes
  • Treating Developmental Stuttering
    • Historical Perspective
    • Unassisted Recover and Caseload Selection
    • Establishing Goals and Objectives
    • Challenges and Controversies in Treatment
    • Treatment Principles and Procedures
    • Measuring Clinical Outcomes
      • Defining Successful Outcomes
      • Measuring Improvement in Speech Fluency
      • Measuring Improvement in Participation
      • Measuring Changes in Relevant Personal Factors
      • Measuring Changes in Relevant Environmental Factors
    • Behavioral Approaches to Treating Preschoolers who Stutter
      • Contemporary Methods
      • Treatment Outcomes and Research
      • What Works? General Treatment Principles
      • Case Examples
    • Behavioral Approaches to Treating Older Children who Stutter
      • Contemporary Methods
      • Issues in Generalization and Maintenance
      • Treatment Outcomes and Research
      • What Works? General Treatment Principles
      • Case Examples
    • Behavioral Approaches to Treating Teens and Adults who Stutter
      • Contemporary Methods
      • Issues in Generalization and Maintenance
      • Treatment Outcomes and Research
      • What Works? General Treatment Principles
      • Case Examples
    • Assistive Devices in the Treatment of Developmental Stuttering
      • Overview of Devices
      • Applications to Treatment
      • Treatment Outcomes Research
      • What Works? General Treatment Principles
      • Case Examples
    • Self-Help Groups and Other Resources
      • The Role of Self-Help in Treatment
      • Resources for Consumers
      • Professional Associations
      • Applications to Treatment
    • Pharmacological Agents in the Treatment of Developmental Stuttering
      • The Role of Pharmacological Agents in Treatment
      • Outcomes in Experimental Research
  • Treating Cluttering
    • Historical Perspective
    • Caseload Selection
    • Establishing Goals and Objectives
    • Challenges and Controversies in Treatment
    • Treatment Principles and Methods
    • Treating Children and Teens
      • Contemporary Methods
      • Treatment Outcomes Research
      • What Works? General Treatment Principles
      • Case Examples
    • Treating Adults
      • Contemporary Methods
      • Treatment Outcomes Research
      • What Works? General Treatment Principles
      • Case Examples
    • Self-Help Groups and Other Resources
      • The Role of Self-Help in Treatment
      • Resources for Consumers
      • Professional Associations
      • Applications to Treatment
  • Treating Acquired Stuttering: Treatment Strategies
    • Historical Perspective
    • Establishing Goals and Objectives
    • Challenges and Controversies in Treatment
    • Treatment Principles and Methods
    • Treatment Approaches
      • Traditional Views
      • Contemporary Methods
      • Treatment Outcomes Research
      • What Works? General Treatment Principles
      • Case Examples
  • Facilitating Fluency in Other Clinical Populations
    • Anomia/Word-Retrieval Problems
    • Language-Learning Disabilities

*** Dyslexia

• • • Non-Fluent Aphasia
    • Hypokinetic Dysarthria (Parkinson’s Disease)
    • Spasmodic Dysphonia
    • Palilalia and Other Atypical Disfluency Patterns
• Section 4: Summary and Conclusions
  • Primary Themes
    • Etiology and Characteristics
    • Assessment
    • Prevention
    • Treatment
  • Future Directions
    • Developmental Stuttering
    • Cluttering
    • Acquired Stuttering

About The Author

Kenneth Logan, PhD, CCC-SLP

Kenneth J. Logan, PhD, CCC-SLP has specialized in the assessment and treatment of stuttering within university settings for more than 20 years. Since 1995, he has been on the faculty in the Department of Communicative Disorders at the University of Florida. During that time, he has taught courses, supervised clinical activities, and conducted research on fluency and fluency disorders. For the past six years, he has served as Associate Editor of the Journal of Fluency Disorders. In addition, he has served as a referee for the Journal of Speech, Language, and Hearing Research', the American Journal of Speech-Language Pathology, and the Journal of Acoustical Society of America. Dr. Logan has given dozens of presentations on stuttering at national and international conferences, and he has authored nearly 20 stuttering-related articles in peer-reviewed journals. He is co-author of the Test of Childhood Stuttering'', a recently published assessment tool for use with children. His current research focuses on the effects of behavioral treatments and assistive devices with teens and adults who stutter.

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