Communication Disorders II
Fall, 2009
Speech-Language
Pathology Department
Course Description
Texts
Assignments
Grading Policy
Academic Integrity
Behavior Policy
Accommodations for Students with Disabilities
Outline
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Instructor: Deborah Insalaco, PhD, CCC-Sp, Licensed Speech-Language Pathologist, Teacher of the Speech and Hearing Handicapped
Room: Ketchum Hall 213 Phone: 878-5319
e-mail: insaladm@buffalostate.eduOffice Hours: M, W 11:00-11:30 AM; F 8:30-11:30AM
Class hours MW 9-10:15, KH 111
Course Description
Prerequisites: SLP 302, SLP 303, SLP 304, SLP 305
SLP 405 is designed to provide students with the basic etiology, assessment, and intervention techniques related to voice disorders, developmental and acquired motor speech disorders, aphasia, traumatic brain injury, dysphagia, and augmentative communication.
It partially fulfills the following ASHA standards:
· Standard III-B - “demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. Basic Human Communication Processes:
o Biological
o Neurological
o Psychological
o Developmental/Lifespan
o Cultural”
· Standard III-C – “demonstrate knowledge of the nature of speech, language, and communication disorders and differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following areas:
o Articulation etiologies and characteristics
o Voice and resonance, including respiration and phonation, etiologies and characteristics
o Voice and resonance disorders
o Receptive and expressive language
o Swallowing
o Cognitive aspects of communication
o Social aspects of communication
o Communication modalities”
Critical Skill Areas
Technology: ANGEL is used as a tool for this course. It allows you to view and print out assignments and PowerPoint lecture notes, to view grades, and to e-mail classmates and me. A short period of class time will be set aside for acquainting you with its attributes and functions.
The following will not be taught. You are expected to be able to use:
Writing Style: Speech-Language Pathology uses the American Psychological Association (APA) style. Become familiar with the Publication Manual, 6th edition which is available in the Reference area of the Butler Library. You will likely want to purchase a copy before you do your Master's Project as a graduate student. Butler Library has a quick guide to the 5th edition on the Butler Library website. Note that it is the 5th edition and is different from what the department asks for. See Speaking and Writing Tips.
Course Requirements
Attendance: Regular attendance and prompt arrival are required. You will miss out on assignments and oral directions on how to complete assignments if you are not present. If you are ill or cannot attend, look on ANGEL, ask a friend, or e-mail me.
Interruptions: Unless you are expecting an important call, for example, from a sick family member for whom you have primary responsibility, all cell phones and pagers should be off. Please let me know if you need to have the cell phone on. Texting during class is not considered good classroom etiquette.
Required:
Seikel, J. A., King, D. W., & Drumright, D. G. (2005). Anatomy and physiology for speech, language, and hearing, 3rd ed. Delmar. The second edition is acceptable.
Formative Assessments
Summative
Assessments
1. The first part of the pair is open book, open notes on topics that are not covered in class, only in the text.
2. The second part of the pair is closed book on topics that are specifically covered in class and the lecture notes.
Resources
Andrews, M. Manual
of voice treatment.
Arvedson, J.,
& Brodsky, L. Pediatric swallowing and feeding.
Boone, D.R.,
McFarlane, S.C., & Von Berg, S.L. (2005). The voice and voice therapy.
(7th ed.).
Brookshire, R. An
introduction to neurogenic communication problems.
Chapey, R. Language
intervention strategies in aphasia and related neurogenic communication
disorders.
Duffy, J. R.
(2005). Motor speech disorders: Substrates, differential diagnosis, and
management, 2nd ed.
Ferrand, C.,
& Bloom, R. Introduction to organic and neurogenic disorders of
communication.
Graham, M. A
clinician's guide to alaryngeal speech.
Golper, L. Sourcebook
for medical speech pathology.
Groher, M. Dysphagia:
Diagnosis and management.
Hardy, J. C. Cerebral
palsy.
Johnson, A.,
& Jackson, B. Medical speech-language pathology: A practitioner’s guide.
Logemann, J. Swallowing
disorders.
Lyon, J. Coping
with aphasia.
Love, R. Childhood
motor speech disability.
Murdoch, B.,
& Theodorus, D. Traumatic brain injury: Associated speech, language, and
swallowing disorders.
Pore, S., &
Reed, K. Quick reference to speech-language pathology.
Stemple, J. Voice
therapy.
Ylvisaker, M.,
& Feeney, T. (1998). Collaborative brain injury intervention.
Periodicals:
American Journal of
Speech-Language Pathology
Aphasiology
Communication
Disorders Quarterly
Dysphagia
Journal of
Communication Disorders
Journal of Speech,
Language, and Hearing Research
Journal of Voice
Language, Speech, and
Hearing, Services in the Schools
You are welcome to discuss grades during office hours. If an answer has been marked incorrect, but you believe it to be correct, bring written material to support the contention.
Missed exams/assignments: If you miss an examination or cannot hand in a large assignment because of ill health or family emergency, e-mail or telephone me before the exam/due date, then obtain a physician's note. If you miss an exam for any other reason, you will receive a 0. Late homework will not receive full credit, 1/2 a point for each day late.
I encourage editing fellow’s/sister’s drafts and sharing notes. However, unless specifically noted otherwise, all work handed in must be unique. Changing a few words or the word order is not sufficient to qualify as your own work. You may not hand in work from another course for credit in this course.
There are strict rules concerning authorship. When composing a narrative you must cite appropriately. If you use the same words as someone else, you must use quotation marks and cite the author’s name, the year of publication, and the page number. Failure to do so constitutes plagiarism.
Academic misconduct refers to plagiarism or cheating on examinations or assignments, and is inconsistent with the aims and goals of Buffalo State College. Specifically, students may neither use the work of another individual without proper acknowledgment nor perform work for another individual. Other examples of inappropriate academic conduct include prior acquisition or possession of an examination or submission of false data. As a result of a sustained allegation of academic misconduct, a low or failing grade for part or all of the coursework may be given to the student at the discretion of the instructor. No penalty for an alleged instance of academic misconduct may be imposed unless the student has been apprised of the allegation, the penalty, and the procedures of due process that are available (BSC Graduate Catalog, p. 28).
If you are charged with academic misconduct, you have the right to due process according to the rules of the college. The first step in this process is discussion with me.
All students are expected to comport themselves in a manner that conveys respect, tolerance, and civility. All members of the college community are expected to contribute to the college environment to move the college community in the direction of respect for all.
I will have removed from the classroom anyone who, in my opinion, is disrupting the educational process and may pursue formal charges against the student under the college judicial system, pursuant to BSC’s Procedure Regarding Disruptive Individuals.
Accommodations for Students with Disabilities
If you have a disability or suspect that you have a disability that requires any type of accommodation to fulfill the requirements of this course, please call the Office of Disability Services at 878-4500.
|
Session |
Topic |
|
|
Week 1 |
Review of normal speech production |
Chapters 1, 3 |
|
Week 2 |
Voice disorders - types, etiologies, cultural effects |
Chapter 8 |
|
Week 3 |
Voice disorders - assessment and selected treatments |
Hmwk 2 due (topical bibliography for literature review/treatment manual) |
|
Week 4 |
Acquired dysarthria – adult onset – types, causes, characteristics |
p.294-304 |
|
Week 5 |
Acquired dysarthria – adult onset – assessment, selected treatment |
p. 309-318 |
|
Week 6 |
Cerebral palsy - types, causes, characteristics, assessment |
p. 302-307 |
|
Week 7 |
Cerebral palsy – selected techniques |
p. 318-319 |
|
Week 8 |
Dysphagia – culture, types, causes, characteristics, assessment, and selected techniques |
Chap. 16; |
|
Week 9 |
Acquired apraxia of speech – causes, characteristics, assessment |
p. 294, 307-308 |
|
Week 10 |
Acquired apraxia of speech – selected techniques |
Exam 2 pt. A – Mon. open book |
|
Week 11 |
Childhood apraxia of speech – types, causes, characteristics, assessment, and selected techniques |
p. 307-309 |
|
Week 12 |
Aphasia – types, causes, characteristics, culture |
Treatment Manual –due Wed. |
|
Week 13 |
Aphasia – assessment & selected techniques |
p. 426-427 |
|
Week 14 |
Cognition and traumatic brain injury (TBI) – types, causes, characteristics |
p. 427-434 |
|
Week 15 |
TBI – assessment and selected techniques |
Exam 3 pt. A open book |
|
CEP week/Final Exam |
Final Exam
Monday 12-14 |
Note: 7000 students will take the SLP 405 exam on Tuesday 12-9 in KH 212 from |
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