Disorders
of Voice
Spring, 2010
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,
Ph.D., CCC-Sp, Licensed Speech Pathologist, Teacher of the Speech and Hearing
Handicapped
Room: Ketchum Hall 213 Phone:
878-5319
e-mail: insaladm@buffalostate.edu
Office Hours: to be arranged,
tentatively F
Class meeting hours: Monday
The course provides students
with an understanding of the nature, etiology, diagnosis, and intervention of
voice disorders in adults and children. Theoretical and practical
applications of these principles are presented.
COURSE OBJECTIVE
The students will develop an
understanding of the causes, characteristics, and clinical needs of persons
across cultures that are dysphonic. At the completion of this course each
student should also be able to
It partially fulfills the
following ASHA standards:
·
Standard III-C -
“demonstrate knowledge of the nature of speech, language, hearing disorders and
differences, including their etiologies, characteristics,
anatomical/physiological, acoustic, psychological, developmental, and
linguistic and cultural correlates. Specific knowledge must be demonstrated in
the following areas:”
o etiologies and
characteristics of voice and resonance disorders
·
Standard III-D –
“possess knowledge of the principles and methods of prevention, assessment, and
intervention for people with communication and swallowing disorders, including
consideration of anatomical/physiological, psychological, developmental, and
linguistic and cultural correlates of disorders”
o prevention, assessment, and
intervention for voice and resonance disorders
·
Standard IV-G –
“complete a program of study … to achieve the following skills outcomes:
o Diagnosis, screening,
intervention – voice and resonance
o “adhere to the ASHA Code of
Ethics and behave professionally”
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.
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.
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.
REQUIRED TEXT
Boone,
D.R.,
Assignments
Summative Assessments
·
Final
Examination (Individual)
(20 pts.).
This will be a closed-book, in-class examination.
Formative Assessments
·
3 Treatment
Article summaries (Group
of 3) 5 pts.
each
Choose a recent (last 10 years) article on a treatment applicable to people affected
by the impairment we are currently discussing. Include the citation, a brief
description of the treatment (1 paragraph) and the type of study (case study,
etc.). This will allow you to make a comment on the level of evidence for the
treatments. Present the treatment in class for 3 min. and post your article
summary on ANGEL. Each group member will have a turn presenting an article. I
do expect the group members to assist!
·
4 Homework
Assignments (Individual)
5 pts each
One of these will be a short write-up of what you did during the screening of
the music students.
·
One
Diagnostic Evaluation (Individual)
25 pts.
Watch the first case study on the text’s DVD, CS.1, Differential Diagnosis
of a Complex Voice Disorder. Write the Background for 12 pts. and then the Assessment, Impressions, and Recommendations
sections for 13 pts. Use the Clinic’s template. You will have the opportunity
to write a draft, then final copy.
·
One Quiz (Individual) (10 pts.). This will be an in-class, open-book
examination.
·
One
Exhaustive Bibliography on a Treatment (Individual) (10 points). Choose one of Boone et al.’s
facilitating approaches and research it. Find as many references for it as you
can and determine the level of evidence for it. To avoid duplication of
facilitating approaches you will let me know which approach you have chosen.
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, e-mail or telephone
me before the exam/due date, then obtain a physician's note. Late homework will
not receive full credit, 1/2 a point for each day late.
This is a guideline:
A =
100-95
B- = 82-80
A- =
94-90
C = 79-75
B+=
89-87
E
= <74
B =
86-83
I encourage editing
fellow's/sister's drafts and sharing notes. However, unless specifically noted
otherwise, all work handed in must be unique. 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.
Failure to do so constitutes plagiarism. Penalties range from a “0” for the
question to “0” for the course at my discretion.
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 Disability Services
Office at 878-4500.
|
Week |
Topic |
|
|
Week 1 |
Introduction, normal voice
and kinds of disorders |
|
|
|
Assess Voice
Class (Music Ed. Dept) students |
In the Clinic
Voice Room, afternoon |
|
Week 2 |
Organic voice disorders |
|
|
Week 3 |
Neurogenic voice disorders:
vocal fold paralysis and spasmodic dysphonia only; Psychogenic disorders |
|
|
Week 4 |
NO CLASS – PRESIDENTS’ DAY |
|
|
Week 5 |
Functional voice disorders |
|
|
Week 6 |
Voice evaluation |
|
|
Week 7 |
Voice evaluation con.’t |
Ch. 6 con.’t |
|
Week 8 |
Voice therapy - children |
|
|
Week 9 |
Voice therapy - adolescents |
|
|
Week 10 |
NO CLASS - SPRING BREAK |
|
|
Week 11 |
Voice therapy – adults,
professional voice users |
Ch. 7 con’t |
|
Week 12 |
Management and therapy for
special problems |
|
|
Week 13 |
Voice therapy following
treatment for laryngeal cancer |
|
|
|
Assess Voice
Class (Music Ed. Dept) students |
In the Clinic
Voice Room, afternoon |
|
Week 14 |
Therapy for Resonance
Disorders |
|
|
Week 15 |
Therapy for Resonance
Disorders |
|
|
CEP Week |
FINAL EXAM 9:40-11:30 |
Closed book |
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