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.eduOffice Hours: F 8:30-11:30; Th 11-12
Class meeting hours: Thursday 8:30-10:15 AM Ketchum Hall 118
This is a required course. Pre-req's include SLP 511, Neural Processes of Communication. This course provides an understanding of adult and child neuromotor speech disorders with a focus on neurological bases, prevention, differential diagnosis, and treatment.
Course Objectives
Topics include neurological bases, prevention, assessment, and treatment of the following:
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”
o “cultural”
· 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 articulation disorders
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 articulation 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 Intervention - articulation
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:
Duffy, J. R. (2005). Motor speech disorders: Substrates, differential
diagnosis, and management (2nd
ed.).
Love, R. J. (2000). Childhood motor speech disability. Needham Heights, MA: Allyn
& Bacon.
Recommended:
Bear, M. F., Connors, B. W., & Paradiso, M. A. (2007). Neuroscience: Exploring the brain (3rd ed.). Lippincott,
Williams, & Wilkins.
Nolte, J. & Angevine, J. (most recent). Human
brain in photographs and diagrams. St. Louis, MO: Elsevier Mosby.
Boone, D.R., McFarlane, S.C., Von Berg, S.L, & Zraick, R. I. (2010). The voice and voice therapy
(7th ed.).
Boston, MA: Allyn & Bacon.
Brookshire, R. H. (2007). Introduction to neurogenic communication disorders
(7th ed.).
St. Louis, MO: Mosby.
Summative Assessments
·
One Research Paper on Treatment (Individual)
25 pts
Choose a specific disorder, for instance, not apraxia, but developmental apraxia
of speech. Describe the disorder briefly (1 page) from a physiological or
functional point of view. Then describe at least two treatment methods (1-2
pages) and include data on effectiveness and efficacy (1 page). Do cite
references appropriately in the text and in a reference list. Add appendices,
if warranted.
·
Oral Presentation (Group) 20 pts
This is a small group project. Choose one of the
patient case studies on the CD ROM by Freedman. I will pass a copy to each
group. Describe further the symptoms; for example, when Freedman notes
sequencing errors in apraxia, you state the target and the patient's error.
Next describe the treatment already performed (if cited) and describe 1 or 2
treatments you consider appropriate. Make a handout for the class. (No need to
make copies. Send it to ANGEL.)
· In-Class Final Exam (Individual, closed book) 20 pts.
Formative Assessments
· 5 Homework Assignments (Individual) 5 pts each
·
One
in-class quiz (Individual, open book) 10 pts.
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 |
Review of CNS and PNS |
Duffy 1 |
|
Week 2 |
Childhood apraxia of speech- assessment |
Love 5 |
|
Week 3 |
Childhood apraxia of speech- treatment |
Love 5 |
|
Week 4 |
Childhood dysarthria of cerebral palsy - syndromes and assessment |
Love 3, 6 |
|
Week 5 |
Childhood lower motor neuron dysarthria (LMN) - syndromes and assessment |
Love 4 |
|
Week 6 |
Childhood dysarthria - speech management UMN |
Love 7 & 8 |
|
Week 7 |
Childhood dysarthria - speech management LMN |
Love 7 & 8 |
|
Week 8 |
Assessment of adult motor speech disorders |
Duffy 1, 3, 15 |
|
Week 9 |
Flaccid dysarthria and ataxic dysarthria |
Duffy 4, 6, 17; Boone pp. 103-109, 124 |
|
Week 10 |
NO CLASS – SPRING BREAK |
|
|
Week 11 |
Spastic and upper motor neuron dysarthria |
Duffy 5, 9, 17; Boone p. 110 |
|
Week 12 |
Hypokinetic, hyperkinetic dysarthria- |
Duffy 7, 8, 17; Boone, p. 111-122 |
|
Week 13 |
Mixed dysarthria |
Duffy 10, 17; Boone, p. 124-128 |
|
Week 14 |
Acquired apraxia - diagnosis |
Brookshire p. 511-525 |
|
Week 15 |
Acquired apraxia - treatment |
|
|
CEP week |
FINAL 7:40-9:30 |
Closed Book |
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