SLHS574 Speech Disorders II Spring 2013

Transcription

1 SLHS574 Speech Disorders II Spring 2013 Instructor: Kate Bunton, Ph.D. Office: 512 SPH, , Class Time: 8:00-9:15am Tuesday/Thursday, room 409 SPH Office Hours: by appointment Course Purpose and Overview: The course covers topics related to the assessment, diagnosis, and management of stuttering in adolescents and adults as well as cleft lip and/or palate and related craniofacial disorders. Learning Ojectives Stuttering: Identification and differential diagnosis of stuttering and other fluency disorders Assessment, diagnosis, and treatment of stuttering will be covered Guidelines related to treatment efficacy will also be presented Cleft Palate: Anatomy and physiology specific to cleft lip/palate and velopharyngeal function will be covered; however, each student is expected to have completed a basic course that covers head and neck anatomy. The embryologic development of the head and neck, a review of genetic factors relation to otolaryngologic disorders, and common craniofacial syndromes will be presented. Interdisciplinary and transdisciplinary team care delivery for individuals with cleft lip/palate and other craniofacial disorders will be examined with particular emphasis on ethics, dentistry, surgery, nursing, psychology, and speech pathology and audiology. Instrumental and non- instrumental approaches to assessment, diagnosis, and treatment of velopharyngeal disorders as well as speech and language disorders will be covered. The course design will be a mix of lecture, class, and student presentations of relevant material. Class demonstrations and participation will augment the development of assessment and therapeutic approaches. Students are expected to participate in and initiate class s and demonstrations. In addition, videotapes will be used to provide an exposure to the characteristics associated with these communication disorder areas. Article Review (written) (20 points): This written reflection based on a journal article will give you the opportunity to critically evaluate stuttering treatment research (limited to publications between ). Please consider the following questions: What was the purpose of the study? What were the main components of treatment? What measures were used to evaluate the treatment? How successful was the treatment? What were the strengths and weaknesses of the method for evaluating the treatment s efficacy? Use these questions to guide your summary of what you learned from the article and its potential impact on your thinking as a future Speech- Language- Pathologist. For example, what did you know/understand/believe about the topic before reading the article and what to you know/understand/believe/question

2 about the topic after reading the article? Simply summarizing the article is unacceptable, as it is not a reflection of what you learned, and you will receive the minimum points. Your written summary should be no more than 2 single- spaced pages. Due date is Tuesday, January 29 th Babyface Reaction Paper (20 points): Babyface is the story of a mother (and her family) who welcome a child with facial difference into the world. The purpose of this assignment is for you to write about your reaction to the book. There are no right or wrong reactions, mine change every year when I reread the book. Your written summary should be no more than 2 single- spaced pages. Due date is Thursday, February 21 st. Quizzes (20 points each): We will have three in- class quizzes on dates listed in the syllabus. Two will be written and the final one based on audio/video samples. Exams (50 points each): We will have two exams during the semester. They will be in- class exams and will include questions as well as case- based analysis. Dates are listed on the syllabus. The total number of points available in class is 200 points. Final grades will be assigned as a percentage of earned points/total points as follows: A=90-100%, B=80-89%, C=70-79%, D=60-70%, E=<60% Other: Any student who has a disability or conditions which may compromise that student s ability to complete the requirements of this course should notify the instructor in writing within two weeks of receiving this syllabus. This includes information regarding the use of note takers, test accommodations, and so forth. All efforts will be made to accommodate a student s needs as appropriate to the class content. Testing accommodations can typically be made in this building so the student has the same option as classmates for asking questions during exams. Any student who does not understand or accept the terms of this syllabus for any reason should notify the instructor in writing within two weeks of receiving this syllabus. Students are expected to abide by the University of Arizona Code of Academic Integrity. The website is Required Textbook: Yairi, E & Seery, C. (2011). Stuttering: Foundations and Clinical Applications. Pearson Publishing Peterson- Falzone, S., Hardin- Jones, M., & Karnell, M. (2010). Cleft Palate Speech, 4 rd edition. St. Louis, MO: Mosby Elsevier. Additional readings posted on D2L taken from the following texts: Kummer, A. (2008) Cleft Palate and Craniofacial Anomalies: Effects on Speech and Resonance, 2 nd edition. Clifton Park, NY: Thompson Del Mar Learning. Peterson- Falzone, S., Trost- Cardamone, J., Karnell, M., Hardin- Jones, M. (2006). The Clinicians Guide to Treating Cleft Palate Speech. St. Louis, MO: Mosby Elsevier.

3 Anticipated Class Schedule Date Topic Reading January 10 Adolescents, Adults, and Seniors who Stutter: Assessment January 15 Adolescents, Adults, and Seniors who Stutter: Assessment Chapter 8, 9 January 17 Adolescents, Adults, and Seniors who Stutter: Assessment Chapter 10, 11 January 22 Alternative Approaches: Devices/Pharmacology January 24 Cluttering D2L (chapter 15) January 29 Cluttering January 31 Other Fluency Disorders Mahr, G. & Leith, W. (1992) Seery (2005) February 5 Exam I February 7 Introduction to CLP: incidence & Prevalence February 12 Embryology Chapter 1 February 14 Genetics & Syndromes Chapter 2 February 19 Feeding February 21 Quiz 1; Bookclub February 23 February 26 Characteristics of Communication Disorders in CL/P Chapter 7 February 28 Characteristics of Communication Disorders in CL/P Chapter 8 March 5 Anatomy/Physiology review; Perceptual Assessment Chapter 3 March 7 Instrumental Assessment Chapter 10 March 19 Quiz 2; Perceptual evaluation practice March 21 Surgical Management Chapter 4 & 12 March 26 Dental/Orthodontic Management Chapter 5 March 28 Hearing Disorders Chapter 6 April 2 No Class April 4 No Class April 9 Quiz 3 (Listening); catch- up April 11 Assessment & Intervention Chapter 9 April 16 Assessment & Intervention Chapter 11 April 18 Assessment & Intervention April 23 Language, Cognition, & Phonology April 25 Social & Education Perspectives Chapter 13 April 30 Exam II

4 ASHA Standard III SLHS 572/574 STUTTERING Standard III Learner Outcomes Assessment Method IV A B C D E F G H B 1 Basic Sci. basic human Prev.& assmnt terv nature of Research Principles Ethical Conduct Prof. Issues Prof. Cred. Oral B 2 Written Identify the main characteristics of stuttering Differentiate between characteristics of stuttering and other fluency disorders Oral presentation assessment procedures for stuttering Class s early stuttering persistent Recognize multicultural considerations in assessing and managing stuttering Evaluate quality of scientific evidence for different stuttering Demonstrate professional oral and written skills. Class s assignment assignment assignment Oral presentation Correlates Anatomical/physiological Acoustic Psychological Developmental Linguistic Cultural

5 ASHA Standard III SLHS 574 Craniofacial Anomalies Standard III Learner Outcomes Assessment Method IV A B C D E F G H B 1 Basic Sci. basic human nature of Prev.& assmnt Research Principles Ethical Conduct Prof. Issues Prof. Cred. Oral B 2 Written embryology related to head & neck; genetics communication disorder associated with CLP assessment procedures (perceptual & instrumental) management strategies communication disorders related to CLP persistent Recognize multicultural considerations in assessing and managing stuttering Evaluate quality of scientific evidence for different CLP related communication difficulties Demonstrate professional oral and written skills. Correlates Anatomical/physiological Acoustic Psychological Developmental Linguistic Cultural