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Howard University

John H. Johnson School of Communications

Department of Communication Sciences and Disorders

Syllabus

CSD 563-01

PHONOLOGICAL DISTURBANCES

Fall 2010

PROFESSOR/LEAD FACULTY:

Instructor: Silvia Martinez, Ed.D. CCC-SLP

Office: CBP 254

Office Hrs.: T-W 10-3, and appt.

Email: smartinez@howard.edu

Telephone: 202-806-9310

Course Held: CBP 139A

Meeting Time: Mondays 6:40 pm - 9:00

COURSE DESCRIPTION

The focus of this course is on the systems of speakers exhibiting articulation/phonological disorders. The emphasis of the course is on diagnosis, analysis of phonological data and remediation strategies. Normal acquisition and use is discussed as a baseline for arriving at diagnosis and treatment strategies. Dialectal, diverse language and bilingual systems will also be presented to help discern differences versus disorders. Students will be offered the opportunity to develop portfolio assignments to demonstrate competencies in traditional and phonological assessment, and client education using technology to address health discrepancies in minority populations.

COURSE RATIONALE: This course will fulfill the requirements set forth by the American Speech-Language Hearing Association for course work in the area of phonological disturbances.

COURSE OBJECTIVES

By the end of the semester students will:

• Describe differences between articulation and phonological disorders

• Describe and differentiate between traditional and phonological/linguistic diagnostic procedures

• Describe and differentiate between treatment for phonetic and phonemic disorders.

• Develop an articulation test based on traditional assessment theory, rationale and methods for student portfolio

• Perform the following phonological analysis of a speech samples: Contrastive Analysis Method, Analysis of Phonetic Inventories, Syllable Structure Analysis, Consonant Production Analysis, Consonant Cluster Production Analysis, Distinctive Feature Analysis, Place and Manner Analysis, Phonological Processes Analysis

• Describe language and dialectal variations in second language acquisition and African American Dialect.

• Use measures of intelligibility and severity.

STANDARDS

• Standard III-B. The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.

• Standard III-C. The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.

• Standard III-D. The applicant must 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.

• Standard IV-G. The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the following skills outcomes(in addition to clinical experiences, skills may be demonstrated through successful performance on academic course work and examinations, independent projects or other appropriate alternative methods). Sections 1(g) and 2(g).

LEARNING OUTCOMES: (Minimal Competencies for ASHA Certification)

Standards addressed in this course are the following

• Recall normal aspects of articulation and models of early phonological development. Standard III-B

• Name and define phonological processes children use as they develop their phonologies for using and understanding speech. Standard III-B

• Describe and discuss select language and dialectal variations in phonology Standard III-C

• Plan and explain assessment and intervention strategies for determining and managing disordered phonologies Standard III-C

• Determine the effectiveness of select approaches to diagnosis and intervention for select populations using case examples. Standard IV-G

LEGEND FOR OBJECTIVES

S=Standards for CCC

*Denotes learning outcomes, which must be achieved for ASHA CCC (KASA) requirements. If an outcome is not achieved (i.e. does not meet criteria noted), the student must complete a remediation plan.

Required Texts/REadings

Required Textbook(s):

• (BB) Bernthal, J.E., Bankson, N. W. & Flipsen, P. (2009). Articulation and Phonological Dirsorders, Boston: Pearson.

• (S) Secord, W. (1981). Eliciting Sounds. San Antonio: The Psychological Corporation.

• (BK) Bleile, K. M. (1996). Articulation and Phonological Disorders. San Diego: Singular Publishing Group, Inc.

• (V) Velleman, S. (Ed.) (2002). Updates in Phonological Intervention, 23 (1). New York: Thieme.

Additional Readings

Assigned articles from American Journal of Speech-Language Pathology and Language, Speech, and Hearing Services in Schools

NOTE: This course will be posted on Blackboard. PowerPoint, lecture notes and assignments should be checked weekly.

COURSE REQUIREMENTS

• Students are required to attend classes.

• Students are required to adhere to the HU code of academic integrity for all assignments. Please ask the professor if you have any questions about expectations.

• Students are required to actively participate in all learning experiences.

• Students are required to take all exams. There will be no make-up exams unless prior approval or documentation of extenuating circumstances.

• Students are required to complete all required papers, observations and other tasks stipulated on this syllabus or announced in class.

• Students are required to make all readings and are expected to independently search readings to augment class knowledge. The references given in your textbook are a good source of supplementary readings. You may consult your professor should you want further direction.

Topical Outline/Calendar of Weekly Requirements

|Week |Class Topics |Assignment |

|1 |Introduction |(BB) CH 1 |

| |Basic Concepts and Terminology |(BK) Section 1 (CH 1, 2, 3) |

| |Articulation versus Phonological Disorders | |

| |Review of Phonetics | |

|2 |Developmental Theories |(BB) CH 2, 3 |

| |Traditional Models |(BK) page 31-32 |

| |Linguistic Models | |

| |Psycholinguistic Models | |

| |Research Methods | |

|3 |Language and Dialect Variations |(BB) CH 8 |

| |Bilingualism |(BK) CH 8 |

|4 |African American Populations |(BB) CH 8 |

| |Contrastive Analysis Method |(BK) CH 8 |

| | |McGreggor, et al (1997) |

| | |Test proposals due, Requirement #1 |

|5 |Assessment Guidelines |(BB) CH 5 |

| |Traditional and Phonological Approaches |(BK) CH 5 |

| |Stimulability Testing |(BK) CH 7 |

| |Analysis of Phonetic Inventories | |

| |Syllable Structure Analysis | |

| |Consonant Production Analysis | |

| |Consonant Cluster Production Analysis | |

|6 |Assessment Guidelines - continued |(BB) CH 5 |

| |Contextual Testing |(BK) CH 6 |

| |Error Pattern Analysis | |

| |Distinctive Feature Analysis | |

| |Place and Manner Analysis | |

| |Phonological Processes Analysis | |

|7 |Mid-Term Exam | |

|8 |Assessment Tools for Screening and Evaluation |Students responsible for presenting to class. |

|9 |Measures of Severity and Intelligibility |(BB) CH 5 |

| |PCC |(BK) CH10 |

| |Scales of Intelligibility | |

| |Frequency of Occurrence Analysis | |

|10 |Classification of Disorders |(BB) CH 4, 6, 7 |

| |Remediation Procedures |(BK) Section IV |

| |Traditional and Linguistic | |

|11 |Facilitative Techniques |BK Section V |

| |Bombardment |(S) Each student will be assigned a sound |

| |Increasing Awareness | |

| |Facilitating Syllables and Words | |

| |Indirect and Direct Techniques | |

| |Class Demonstrations for Treating Sounds | |

|12 |The Use of Technology for Evaluating and Remediation |CAPES Software |

| | |Assigned Readings |

|13 |Final Product Presentation | |

| |Last day to complete Requirement #3 | |

| |Last day to turn in products Requirement #1 | |

| |Final Exam - TBA | |

*** The schedule dates are tentative and are subject to change in order to cover extra material, introduce special topics and host guest lecturers.

DESCRIPTION OF ASSIGNMENTS

All Students

• Assignments are to be submitted with a cover page which should include: title of the assignment, Howard Student ID #, e-mail address, course number/title; and date. This information does not have to be centered on the cover page. Each page of the assignment should include the student’s name and page number.

• Double-spacing is required for written papers. Type setting should be no smaller than 12-point font. Times New Roman or Arial font styles are preferred.

• Keep a copy of all submissions for your records.

Requirements

1. Develop an articulation test based on traditional assessment theory, rationale and methods. (100 points)

Students will develop an articulation test to demonstrate competencies addressing traditional assessment methods and rationales. Students are encouraged to be as creative as possible using guidelines provided in class and in their readings. Also, students may take advantage of assessment tools available in the clinic to gather ideas. The tool will include

• Stimulus materials

• Protocol for notating behaviors

• Manual that will describe how to use the tool and will address areas that are useful for selecting tools (template will be handed out)

• Tables that describe normal phonological development and dialectal variations

1. Remediation Technique Modeling (50 points)

Following collaborative learning models, students will explain, teach and demonstrate a remediation technique as assigned in class. Each student will be assigned a phoneme, and will choose two different treatment techniques from the Secord book. You should come prepared to ask a student to be your client, demonstrate so that all the other students model after you. Please bring all the materials needed by all students to emulate your chosen technique.

2. Facilitating Techniques Activity (100 points)

Students will be responsible of reading six articles about facilitating techniques (Pattern-Based Approaches. Oral-Motor Exercises, Phonological Awareness, Phonotactic Therapy, Minimal Pair Approach, Language-Based Intervention). These are included in your readings in Velleman, S., Ed. (2002). Go to the Howard University Libraries’ e-reserve page . You are to follow these steps:

a. Read the articles.

b. Go to Blackboard and access the Assignments Page.

c. Click on the Remediation Techniques Readings Activity. This activity is available to you during all the semester. You should respond to the multiple-choice questions in the activity. You can access this activity as many times as you want. You need to obtain a score of 270 or better in order to complete this requirement.

3. Exams (100 points each for a total of 200)

There will be two exams: Mid-Term and Final.

GRADING CRITERIA

General Grading Rubric:

|Assignment |Points |

| | |

|Final Project |100 |

|Remediation Technique Modeling |50 |

|Test 1 |100 |

|Test 2 |100 |

|Facilitating Techniques Readings |100 |

| | |

Course Assignments and their percentage of the final grade

|Assignment |Percentage % |

|Final Project |22 |

|Modeling Technique |11 |

|Facilitating Technique |22 |

|Midterm Exam |22 |

|Final Exam |23 |

|Total % |100 |

Grading Scale

|Letter Grade |Percentage |Quality Points |

|A |90-100 |4.0 |

|B |80-89 |3.0 |

|C |70-79 |2.0 |

|D |60-69 |1.0 |

|F |70 and below |No quality points |

Other Resources:

• Articulation and Phonology

• Working with Bilingual Clients with Phonological Disorders

• Speech Sound Development and Disorders in Children and Adults

• Speech Sound Disorders: Articulation and Phonological Processes http //public/speech/disorders/SpeechSoundDisorders.htm

• Phonological Disorders in Children (bibliography available on Blackboard) professional.resources/noms/phonological.cfm

STANDARDS:

American Speech-Language-Hearing Association (ASHA)

Standards and Implementation Procedures for the Certificate of Clinical Competence. Retrieved August 9, 2006 from American Speech Language and Hearing Association () at professional.

CLASS POLICES

Attendance and Participation: Attendance and participation are required. Part of the learning process for this class is to attend classes since many of the topics and discussion of topic applications are not included in your textbook readings. Furthermore, participation is an integral part of the learning process. The presentation of the remediation technique and any assignments due will be part of this requirement. Students absent three times or more will have their final grades reduced by 10%.

Class Etiquette: Students are expected to respect each other’s opinions. Students are expected to respect the presentations by professors, invited speakers and peers by actively participating in the discussions and avoiding interfering behaviors. All cell phones must be put into the “silence” mode at the beginning of class. Under no circumstances will texting be allowed. If you are using a computer in class, make sure that it is to take notes only, surfing will not be allowed.

ACADEMIC CODE OF CONDUCT

Howard University is a community of scholars composed of faculty and students both of whom must hold the pursuit of learning and search for truth in the highest regard. Such regard requires adherence to the goal of unquestionable integrity and honesty in the discharge of teaching and learning responsibilities. Such regard allows no place for academic dishonesty regardless of any seeming advantage or gain that might accrue from such dishonesty. To better assure the realization of this goal any student en-rolled for study at the University may be disciplined for the academic infractions defined below.

Definitions of Academic Infractions

1. Academic cheating —any intentional act(s) of dishonesty in the fulfillment of

academic course or program requirements. This offense shall include (but is not

limited to) utilization of the assistance of any additional individual(s), organization,

document, or other aid not specifically and expressly authorized by the instructor or

department involved. (Note: This infraction assumes that with the exception of

authorized group assignments or group take home assignments, all course or

program assignments shall be completed by an individual student only without any

consultation or collaboration with any other individual, organization, or aid.)

2. Plagiarism —to take and pass off intentionally as one's own; the ideas, writings,

etc. of another without attribution (without acknowledging the author).

Administration of the Code

The authority and responsibility for the administration of this Academic Code of Conduct and imposition of any discipline upon any particular student shall vest in the faculty of the School or College in which the student is enrolled but may be delegated by the faculty to the Dean of the School or College in which the student is enrolled. The Dean shall be assisted in this responsibility by any faculty members and administrative officers in the School or College the Dean shall consider appropriate. Any student accused of an infraction of this Code shall have a right to a limited hearing, as described herein, of the charges against him before a committee of faculty members, at least three in number, none of whom shall be the accuser or witness to the alleged infraction. The committee may be either a standing committee of the School or College, whose responsibilities are considered appropriate by the Dean to conduct a hearing under this Code, or a committee appointed by the Dean for the special purpose of conducting only a particular hearing or all such hearings that may arise during an annual period. The hearing committee shall be chaired by a member designated by the Dean and the chairperson shall have the right to vote in cases of a tie vote.

Procedure

1. Any faculty member who has knowledge of an infraction of this Code shall assemble

all supporting evidence and identify any additional witnesses to the infraction and

make this information known to the Dean of the School or College in which the

student is enrolled as soon as possible after the date of the Infraction.

2. Upon being notified of an alleged infraction of this Code, the Dean shall, as soon as

possible, consider the weight of the assembled evidence and, if the Dean considers the

evidence sufficient to warrant further action the Dean shall notify the alleged offender

of the charge(s) against him/her together with a designation of a hearing time and place

where the accused may respond to the charge(s). The hearing date shall be as soon as

possible after notification to the accused of the charge(s) against him/her. The Dean

shall similarly notify the hearing committee members of the time and place of the

hearing together with identification of the accuser and accused.

3. The "limited hearing" authorized by this Code is not an adversarial proceeding.

Constitutional principles of "due process" are not applicable to these proceedings. The

faculty member concerned shall present the case for the University. Both shall be

allowed to present witnesses and evidence in support of their positions concerning the

charge(s). However, no legal counsel for either side shall be allowed. The members of

the hearing committee may question the accused and the accuser and examine all

evidence presented. The standard of proof for the proceeding under this Code shall be

the standard of "substantial evidence." The proceedings may be tape-recorded but will

not be transcribed.

4. After the hearing of the charge(s) against the accused, the hearing committee shall, in

closed session, vote by secret ballot to sustain or reject the charge(s). If the charges are sustained, the committee shall then recommend the disciplinary penalty to be imposed upon the student. The chairperson of the committee shall transmit the results and recommendation of the hearing committee to the Dean as soon as possible after the hearing.

5. Upon receipt of the results and recommendations of the hearing committee, the Dean shall, as soon as possible, notify the student of these results and recommendations, including notification that the student may appeal directly to the Dean for mitigation of any disciplinary penalty recommended by the hearing committee. The student shall have five working days to make such appeal from date of receipt of notification.

6. After hearing any appeal from a student, the Dean shall be authorized to determine the appropriate academic penalty under the circumstances. The Dean may sustain the recommendation of the Committee concerning the penalty or may reduce or increase the severity of the penalty. The Dean's decision shall be communicated to the student as soon as possible and shall be final.

Penalties

The minimum disciplinary penalty imposed upon a student found to have committed an infraction(s) of this Code shall be no credit for the course assignment or examination in which the infraction(s) occurred; however, a more severe penalty, such as failure in the course involved or suspension from the University, may be imposed depending upon the nature and extent of the infraction(s).

Howard University Student Manual - page 38

()

Adopted by the Board of Trustees

January 24, 1987

STUDENTS WITH DISABILITIES

All students registered with the university are eligible for services, including testing, note-taking, assistive technology, interpretative services for the deaf and hard-of-hearing, and reading services. . As soon as a student is admitted to the University, he or she must submit a Self-Disclosure of a Disability form to the Office of Special Students Services along with:

• A copy of the documentation of the specific disability must be provided at the time of intake

• Information regarding the student’s academic history (transcripts, IEP, etc.)

• A copy of the class schedule (if applicable).

The Office of the Dean for Special Student Services may be reached at 202-238-2420 or by fax at 202-588-9755.

Name ___________________

Evaluation of Articulation Test

Develop an articulation test based on traditional assessment theory, rationale and methods. (100 points)

Students will develop an articulation test to demonstrate competencies addressing traditional assessment methods and rationales. Students are encouraged to be as creative as possible using guidelines provided in class and in their readings. Also, students may take advantage of assessment tools available in the clinic to gather ideas. The tool will include

• Stimulus materials

• Protocol for notating behaviors

• Manual that will describe how to use the tool and will address areas that are useful for selecting tools (template will be handed out)

• Tables that describe normal phonological development and dialectal variations

Test Scores = 100 points

|Covers all areas of the template provided = 60 | |

|Includes developmental norms and other resource materials = 5 | |

|Addresses multicultural issues = 10 | |

|Measures minimum phonological segments in various positions = 5 | |

|Stimuli are user friendly = 5 | |

|Response form is appropriate = 5 | |

|Quality of overall project is appropriate for graduate level = 10 | |

|Total | |

Name _________________________

Evaluation of Remediation Technique Modeling

Following collaborative learning models, students will explain, teach and demonstrate a remediation technique as assigned in class. Each student will be assigned a phoneme, and will choose two different treatment techniques from the Secord book. You should come prepared to ask a student to be your client, demonstrate so that all the other students model after you. Please bring all the materials needed by all students to emulate your chosen technique. (50 points)

Total Points: 35 (each is worth 5 points)

|1 |Use of professional language 5 | |

|2 |Presents two distinct techniques 10 | |

|3 |Demonstration appropriate for peer learning experiences 10 | |

|4 |Demonstrates knowledge of Secord’s material (type of method) 10 | |

|5 |Used adequate materials as required by technique 5 | |

|6 |Demonstrates adequate hygiene 5 | |

|7 |Responds adequately to questions by peers 5 | |

| |Total | |

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