ECSF

Fluency course

Specific competencies related to fluency for the Ba/Ma-course

The graduate must demonstrate proficiency in:

Prevention

1. Detecting high risk in an early stage, by means of screening.
2. Carrying out, processing, interpreting appropriate detection instruments.
3. Giving relevant information concerning speech-language development and disorders.
4. Coaching, training or advising individuals or groups.

Assessment

5. Planning, executing, evaluating and adjusting various assessments of the client and client system using standardized procedures where possible.
6. Processing, analyzing and interpreting qualitative and quantitative information.
7. Formulating, adjusting and reporting on the (differential) diagnosis and referral to appropriate services.

Intervention

8. Developing an intervention plan, adapted to the needs of the client and client system.
9. Applying appropriate interventions, based on available evidence, in a systematic way, following methodological procedures, evaluating and adjusting appropriately.
10. Reporting on the intervention outcomes, future management, and prognosis.

The graduate must also demonstrate proficiency in:

11. Self-evaluation and discussion of one's own professional acts.
12. Participation on a regular basis in professional development opportunities.
13. Cooperating with colleagues and working in a multidisciplinary context.
14. Scientific reading of clinical and research literature.

To acquire these competencies, students must demonstrate:

A. Knowledge of:

Phenomenology

Definitions on fluency and fluency disorders (developmental, neurogenic, & psychogenic stuttering, and cluttering).
Fluency development.
Overt and covert features of fluency disorders
Psychosocial impact of fluency disorders
Onset and development of stuttering.
Prevalence and incidence (diff. populations).

Causal and maintaining variables

Neurological factors.
Genetic factors.
Linguistic factors.
Psychosocial factors.
Learning factors.

Assessment,evaluation, and diagnosis

Screening.
Interview procedure.
Qualitative and quantitative assessment of overt and covert features of fluency disorders and related behaviors in different age groups (preschool & school-age children, adolescents & adults).
Data analysis (interpreting and determining the functional relation between assessment data).
ICF implementation.
Diagnosis.
Post-assessment interview (communicating assessment information to the client and significant others, e.g. parents, teachers).
Evaluation report writing.

Intervention

Historical and contemporary treatment approaches, including fluency shaping and stuttering modification approaches
Direct vs. indirect treatment, individual vs. group treatment, client system, treatment in different age groups (preschool & school-age children, adolescents & adults).
In depth knowledge of at least 1 specific intervention approach.
Intervention plan.

B. Initial therapeutic skills in:

Prevention

Analyzing disfluency and discriminating normal disfluency from a fluency disorder.
Applying screening procedures.
Providing appropriate information.
Advising in depth assessment or referring to other professions.

Assessment

Decision making in the process of diagnosis.
Applying a limited number of assessment instruments, both formal and informal, for different age groups.
Analyzing and interpreting qualitative and quantitative data from relevant sources.
Making recommendations arising from differential diagnosis.

Intervention

Outline planning of 1 intervention approach and demonstration of specific techniques, selected based on the available published outcome evidence.
Applying therapy materials and programs.
Working with parents.
Defining priorities, short, medium and long term goals including termination criteria for therapy and longer term monitoring.

General

Applying appropriate social, communication, and counseling skills to inform, advise, and provide feedback to clients, and relevant others.
Consulting with clients and relevant others concerning intervention priorities .
Reflecting on one's personal therapeutic intervention.
Justifying the choices of therapeutic intervention to the client and relevant others.
Systematic evaluation of intervention.
Reading and evaluating literature.

C. Attitudes reflecting professional and ethical standards:

Accessibility.
Service oriented.
Flexibility.
Critical attitude and reflection.
Sensitive listening.
Openness to learn.
Result oriented.
Recognition of one's own limitations.
Abiding by ethical standards.
Willingness to work in a team.