CDS 863 Motor Speech Disorders - College of Education



A. DEPARTMENT OF SPECIAL EDUCATION

CDS 863 Motor Speech Disorders

3 Credit Hours

B. COURSE DESCRIPTION

Prerequisite: admission to communication disorders and sciences program or by departmental permission.Study of the neurophysiology, assessment, and treatment of various motor speech disorders, including dysarthria and apraxia.

C. TEXTS

Freed. D. (2000). Motor speech disorders: Diagnosis and treatment. San Diego: Singular Publishing Group, Inc.

Velleman, S. (2003). Childhood apraxia of speech resource guide. Clifton Park: Delmar Learning.

Required Reading:

Tonkovich, J. (2002). Multicultural issues in the management of neurogenic communication and swallowing disorders in D.Battle (Ed) Communication disorders in multicultural populations. Boston: Butterworth-Heinemann.

D. COURSE OBJECTIVES

Upon completion of this course, participants will demonstrate in addition to demonstrating knowledge and competence in areas corresponding to ASHA’s CAA standards in the Knowledge and Skills Acquisition (KASA) guidelines:

1. An understanding of the neuroanatomical and neurophysiological bases of motor speech production.

2. Knowledge of neuropathologies which can result in motor speech disorders. Demonstrate basic knowledge of evaluation procedures for AOS and dysarthria in children and adults.

3. Demonstrate basic knowledge and skill associated with the selection and use of appropriate intervention methods and materials used with individuals demonstrating motor speech disorders.

E. COURSE OUTLINE

Week 1 Defining the Territory

( Perspectives on Motor Speech Disorders: A Clinical Point of View

( Neuroanatomic and Neurolinguistic Considerations

Dysarthria in Degenerative Disease

( AOS versus Dysarthria At A Glance

( Perspectives on Motor Speech Disorders: A Clinical Point of View

( Neuroanatomic and Neurolinguistic Considerations

Dysarthria in Degenerative Disease

( Flaccid Dysarthria

( A Brief Historical Review of Motor Speech Disorders

( Spastic Dysarthria

( Unilateral Upper Motor Neuron Dysarthria

( Ataxic Dysarthria

( Hypokinetic Dysarthria

( Hyperkinetic Dysarthria

( Mixed Dysarthria

Week 2 Clinical Evaluation of Motor Speech Disorders

( Overview of Evaluation Procedures and Considerations

Week 3 General Principles of Treatment

( Flaccid Dysarthria

( Spastic Dysarthria

( Unilateral Upper Motor Neuron Dysarthria

( Ataxic Dysarthria

( Hypokinetic Dysarthria

( Hyperkinetic Dysarthria

( Mixed Dysarthria

Week 4 Apraxia of Speech

Childhood Apraxia of Speech

Weeks 5 & 6 Assessment of CAS

( Preassessment Considerations

( Oral Mechanism and Motor Speech Examination

Week 7 Treatment Considerations for CAS

Dynamic Remediation Strategies for Children with Developmental Verbal Dyspraxia

Week 8 Application to the Real World- Discussion of Articles from Apraxia Library

F. COURSE REQUIREMENTS

This course has a discussion format with students reading from the texts and articles assigned to specific topic areas. Students are required to read assignments prior to scheduled class meetings. Audio and video tapes will be used to supplement course content.

1. Reference Notebook: A reference notebook containing handouts distributed in class will be compiled

into a notebook to be submitted for review. The notebook must include a typed table of contents with materials presented in class and appropriately sectioned (e.g., references contained under each major heading, dividers/tabs) pertaining to two major sections: (1) Dysarthria and (2) AOS. A separate section for AOS and CAS is required. Within each major section, a separate unit on both assessment and intervention is recommended (i.e., treatment for spastic dysarthria, assessment for CAS). Please organize the notebook so that one could easily find a reference such as assessment of respiration and/or evaluation of the motor speech mechanism. Notebooks will be graded and returned to each student. (40 points) (Due 6th week)

2. Snippets of Thought Project: For this assignment, there are three tasks. First, please go to apraxia-, an exceptional web site for childhood apraxia of speech (CAS) in children.

a. Download and/or save to a disk the following references: Guide to Childhood Apraxia of Speech for families (located in the Family Place section), and the Speech-Language Pathologist Start Guide for Apraxia (located in the Professional Place section). Please note: include only the first page of each guide in your reference notebook in the CAS section for future reference.

b. Click on The Apraxia Library icon. Download a copy of the following references for inclusion in your reference notebook:

• Backward Buildups: A Therapy Technique for Multisyllabic Words (S. Velleman)

• A Multi-focal Approach to Speech Therapy for Children with AOS (M. Crary)

• Practicing Speech Sounds, Syllables or Words Multiple Times with Preschoolers (Strode)

• Choosing Stimuli for Speech Therapy with Children Who Have Severe Apraxia of Speech (E. Strand)

• Brief Ideas for Speech Therapy for Children with Apraxia of Speech (Hammer)

• Childhood Apraxia of Speech: Key Factors in Appropriate Therapy Approach (Velleman)

• Speech Intelligibility: How to Evaluate and Provide Treatment (Pascoe)

During the last week of class, please bring these references to class as we will be discussing, as a group, the application to the clinical management of children with CAS. Be prepared to discuss each; don’t wait until class as points will be awarded for class participation ( 5 points). (Due 8th week)

c. Cognitive Exercises: There are three (3) questions that need your analysis of thought. First, do language comprehension/processing disorders co-exist in children diagnosed with CAS?. (2). Does training non-speech oral movements facilitate speech-sound production in children with motor speech disorders? and (3). Is there a relationship between disordered prosody and CAS? You may use the Apraxia Library references on the webpage in addition to outside resources to answer these questions. Each answer is to be typed, double-spaced and only 1-2 pages in length. Cite a minimum of 4 references used to formulate your answer. The question to be answered should be type at the top of the page, followed by your response and list of references. Each question is worth 10 points each. (Due 3rd and 5th weeks)

2. Examinations and Quizzes: There will be six in-class quizzes, each worth 50 points, that will be administered at the beginning of the first day of class for the week. (Due 2nd, 3rd, 4th, 5th, 7th and 8th weeks).

G. ADDITIONAL REQUIREMENTS FOR GRADUATE STUDENTS IN 700-LEVEL

Not Applicable

H. EVALUATION METHODS

Grades will be determined by a percentage of total points possible on six in-class quizzes (each worth 50 points), a reference notebook (40 points), and the snippet thoughts project (35 points).

Grading Scale

A = 90 - 100%

B = 80 - 89%

C = 70 - 79%

D = 60 - 69

I. STUDENT PROGRESS

Students are responsible for monitoring their progress in the course and computing their grades continually as each assessment and/or course requirement is returned to them by the instructor. Following each examination, each student will be informed of his/her performance on that test and how that compares with the rest of the class. The instructor will provide students with written information on their progress in the course at least once prior to the mid-point of the course.

J. ATTENDANCE POLICY

College Of Education Attendance Policy: Absences equating to 20% of class meetings will result in automatic failure. Class sessions missed as a result of late entry into class will be counted as absences. The student is responsible for presenting the instructor with a reason for absences in order to be given opportunity to make up missed work. Adequate reasons for class absences include personal illness, death or serious illness in the immediate family, or participation in an approved University activity.

CD Program Attendance Policy: The following is a uniform attendance policy for the Communication

Disorders (CD) program and will be enforced by all CD faculty.

1. Regular attendance is expected throughout the semester and will be recorded each class period.

2. The student should call the Department secretary (859-622-4442) and leave a message for the

instructor prior to the class absence. Include in the message your name and course number and

reason for the absence. It is not necessary to call the instructor directly.

3. A maximum of three absences will be allowed for DAY CLASSES. Subsequent absences will

result in the lowering of the final grade (e.g., 4= one grade lower, 5= two grade lower, 6= three

grades lower, and 7= failure in the course).

4. For EVENING CLASSES or CLINICAL PRACTICUM COURSES, 1 approved absence will be allowed;

5. Any absence to an examination requires 24 hour prior notice. If less than 24 hour notice is given,

the instructor may require documentation to determine if the absence will be approved and if a

make-up will be permitted.

6. Students will be responsible for obtaining class notes and handouts from other students in the

class in the event of an absence.

K. NOTIFICATION OF THE LAST DAY TO DROP THE COURSE

June 11, 2008

L. DISABILITIES STATEMENT

If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the office on the third floor of the Student Services Building, by email at disabilities@eku.edu or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in alternative forms.

M. ACADEMIC INTEGRITY STATEMENT

Academic Integrity Statement: Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity.

|Course P/N |Course Title |

|CDS 863 |Motor Speech Disorders |

|CONCEPTUAL FRAMEWORK ELEMENTS |

|CF1: Knowledge - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process. |

|CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all students. |

|CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learning and development. |

|CF4: Technology - Focuses on preparing candidates who are able to use educational technology to help all students learn. |

|CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning for all students |

RELATIONSHIP TO:

College of Education Conceptual Framework

|K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments |

|CF1 |CF2 |CF3 |CF4 |CF5 |

|K, KA1 |K |K | | |

|TEACHER STANDARDS (2008) |

| |

|STANDARD 1: The teacher demonstrates applied content knowledge |

|STANDARD 2: The teacher designs and plans instruction |

|STANDARD 3: The teacher creates and maintains learning climate |

|STANDARD 4: The teacher implements and manages instruction |

|STANDARD 5: The teacher assesses and communicates learning results |

|STANDARD 6: The teacher demonstrates the implementation of technology |

|STANDARD 7: Reflects on and evaluates teaching and learning |

|STANDARD 8: Collaborates with colleagues/parents/others |

|STANDARD 9: Evaluates teaching and implements professional development |

|STANDARD 10: Provides leadership within school/community/profession |

Kentucky Teacher Standards – Advanced

|K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments |

|TS1 |

|EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse|

|student, faculty, and staff population. |

|EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quality programs. |

|EKU-G 3. To promote learning through high quality programs, research, and support services. |

|EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural opportunities and problem-solving abilities for |

|members of the University community. |

|EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining a connection with the southeastern region |

|of Kentucky. |

EKU Goals

|EKU-G1 |EKU–G2 |EKU-G3 |EKU-G4 |EKU-G5 |

| | | | | |

KERA Initiatives

|Identify the initiative number(s) for each category |

|Learner Goals/Academic |Program of Studies: |Program of Studies: Skills &|Core Content |

|Expectations |Understandings |Concepts | |

| | | | |

EPSB Themes

|K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments |

| |Diversity |Technology |Literacy |Code of Ethics |Leadership |

SPA

|American Speech-Language-Hearing Association |

|STANDARD I: Degree |

|STANDARD II: Institution of Higher Learning |

|STANDARD III: Program of Study – Knowledge Outcomes |

|III-A |

|III-B X |

|III-C X |

|III-D X |

|III-E |

|III-F X |

|III-G |

|III-H |

|STANDARD IV: Program of Study – Skills Outcomes |

|IV-A X |

|IV-B |

|IV-C |

|IV-D |

|IV-E |

|IV-F |

|IV-G |

|STANDARD V: Assessment |

|V-A |

|V-B |

|STANDARD VI: Speech-Language Pathology Clinical Fellowship |

|VI-A |

|VI-B |

|VI-C |

|VI-D |

|STANDARD VII: Maintenance of Certification |

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