Upon completion of the course, students are expected to be able to:

• Recognize and describe the primary and secondary characteristics of fluency disorders and stuttering.
• Understand and describe the theoretical background of stuttering and the research evidence shaping current understanding
• Use tools and methods for the assessment of fluency disorders and stuttering
• Synthesize information from history and assessment and form hypotheses regarding differential diagnosis and prognosis
• Outline the guiding principles and clinical approaches for the management of stuttering
• Select an evidence-based therapeutic program and design a treatment plan for a person with a fluency disorder

The course aims to develop the following general skills:

• Search for, analyse, and synthesise data and information using the necessary technologies
• Work independently
• Work effectively in teams
• Promote free, creative, and inductive thinking

The course examines speech fluency disorders with an emphasis on stuttering. It outlines diagnostic criteria, primary and secondary symptoms, and psychosocial consequences. Multifactorial causes and leading theoretical models are discussed. Screening and assessment procedures are covered, followed by evidence-based therapeutic approaches tailored to different age groups.

The course is organised into 13 lectures:

1. Introduction: definitions (fluency, rhythm, rate, fluency disorders, developmental stuttering); epidemiological data: incidence and prevalence
2. Diagnostic criteria of stuttering: primary and secondary symptoms; emotional, psychological, social, educational, and occupational consequences; progression; risk factors for persistence
3. The multifactorial nature of stuttering: brain structure/function, genetic, linguistic and cultural factors
4. Theoretical models: “capacity and demands” model, “covert repair” hypothesis, interhemispheric interference model, multifactorial models
5. Screening and assessment: procedures and tools; case history; age-specific considerations (preschool, school-age, adolescents, adults)
6. Evaluation of stuttering symptoms: frequency, severity rating, interpretation, speech samples
7. Comprehensive evaluation: differential diagnosis, prognosis, written reports
8. Therapeutic approaches: fluency shaping and stuttering modification techniques; speech techniques; therapeutic goals; treatment effectiveness across ages
9. Preschool intervention: evidence-based programs (RESTART-DMC, Lidcombe, Palin Parent–Child Interaction); the role of parents and family
10. School-age intervention: evidence-based programs; collaboration with parents and teachers
11. Adolescence and adulthood: evidence-based programs (e.g., multifactorial individualized stuttering therapy); other approaches (e.g., Cognitive Behavioral Therapy); neurodiversity and stuttering.
12. Other fluency disorders: adult-onset, neurogenic, psychogenic stuttering; cluttering; case studies.
13. Final overview of key concepts

Course activities include:

• Creating educational material (e.g. leaflet) for parents
• Frequency measures of stuttering symptoms
• Preparing a leaflet for teachers on supporting a student who stutters
• Comparing specific therapeutic programs
• Analysing and demonstrating specific speech techniques

Final exam at the end of the semester (100% of the final grade). The exam will include short-answers and/or closed-ended (e.g., multiple-choice) questions.

Books

1. Guitar, Β. (2025). Τραυλισμός: μια ολοκληρωμένη προσέγγιση για τη φύση και τη θεραπεία του. Εκδόσεις Κωνσταντάρας.
2. Frauer, C., Ochsenkuhn, C., & Thiel, M. (2021). Τραυλισμός σε παιδιά και εφήβους. Συστατικά στοιχεία μιας πολυδιάστατης θεραπείας. Εκδόσεις Ρόδων.
3. Yairi, E., & Seery, C.,Η. (2021). Τραυλισμός: Θεμελιώδεις αρχές και κλινική άσκηση. Πασχαλίδης.

E-books and articles

1. Laiho, A., Elovaara, H., Kaisamatti, K., Luhtalampi, K., Talaskivi, L., Pohja, S., ... & Vuorio, E. (2022). Stuttering interventions for children, adolescents, and adults: a systematic review as a part of clinical guidelines. Journal of Communication Disorders, 99, 106242.
2. Downes, M., Kefalianos, E., Reilly, S., & Morgan, A. T. (2020). A systematic review of interventions for adults who stutter. Journal of Fluency Disorders, 64, 105766.
3. Brignell, A., Krahe, M., Downes, M., Kefalianos, E., Reilly, S., & Morgan, A. (2021). Interventions for children and adolescents who stutter: A systematic review, meta-analysis, and evidence map. Journal of Fluency Disorders, 70, 105843.
4. Sugathan, N., & Maruthy, S. (2021). Predictive factors for persistence and recovery of stuttering in children: A systematic review. International Journal of Speech-Language Pathology, 23(4), 359-371.

Related scientific journals

• Journal of Fluency Disorders: http://www.sciencedirect.com/science/journal/0094730X
• Journal of Speech, Language, and Hearing Research: http://pubs.asha.org/journal/jslhr
• Journal of Communication Disorders: https://www.journals.elsevier.com/journal-of-communication-disorders

https://eclass.uop.gr/courses/2576/