Course Outline



University of Texas at El Paso

College of Health Sciences

Rehabilitation Sciences Department

Speech-Language Pathology Program

Spring 2020

SPLP 5363; Phon. Disorders of Voice

Instructor: Dr. Patricia Lara CCC-SLP

Office: 401

Office Hours: Mondays 11-12:00 or by appointment; please set up appointments via e-mail

I will make every effort to be in my office during office hours, but there may be times when I will be required to be at meetings, consultations that may arise, and these may conflict with my office hours. If you e-mail me, please be aware that while I will attempt to respond to your e-mails as quickly as possible, other duties such as grading, grant and manuscript preparation may not allow me to respond to you immediately. Therefore, if I have not responded within 48 working hours, please resend your e-mail.

E-mail: plara2@.utep.edu

Class days and times: Monday 2-4:50pm

Class meeting room: Campbell 203

Required Text: Sapienza, Christine & Hoffman-Ruddy, Bari. (2013). Voice Disorders, Second Ed). San Diego, Ca. Plural Publishing.

Required Readings: In addition to readings from your textbook, additional readings will be assigned.

Additional Recommended Texts:

Boone, Daniel R., McFarlane, Stephen C., Von Berg, Shelley L., Zraick, Richard I. (2009). The Voice and Voice Therapy (8th Ed.). Pearson Publishers.

Aronson, Arnold E. & Bless, Diane. (2009). Clinical Voice Disorders. Thieme Medical Publishers, New York, New York.

Course description:

This course is designed to provide the student with an understanding of the nature, causes and clinical management of functional and organic voice and resonance disorders found in various populations. Normal anatomy and physiology of the vocal and respiratory mechanism will be discussed.

Outcomes Measures:

ASHA Standards: 3.1B, 3.2B, 3.3B

UTEP Knowledge Competences: Diagnostic .5, Voice Disorders Competencies, Professional Competences

Desired Student Objectives:

Students will:

1. Identify and describe the anatomy and physiology of the voice and respiration

mechanism

2. Identify and describe the perceptual and acoustic parameters of normal and disordered

voice secondary to impairment of voice mechanism.

3. Identify and describe voice and resonance disorders according to etiology and

symptomatology; produce a differential diagnosis, prognosis, treatment

plan and preventive counseling.

4. Demonstrate the ability to produce competently written critiques of the research literature

in the area of voice and resonance disorders.

5. Demonstrate the ability to graphically and orally review and analyze the research

literature pertaining to voice and resonance disorders.

6. Describe assessment and treatment procedures used in the area of voice and resonance

disorders.

7. Demonstrate knowledge of the multicultural/multilingual variables

that influences the care of these patients.

Course Policies:

1) All assignments must be turned in at the assigned completion date and time. Late assignments will not be accepted unless the student has arranged with Dr. Lara prior to the due date.

2) Students who miss exams or assignments will not be allowed to make up the exam or assignments unless a legitimate medical excuse is provided and approved by Dr. Lara within 24 hours of the deadline. A written note from your physician is required. If the student misses an exam, you will be given an alternate exam and will be scheduled at a time that is convenient for both the student and the course instructor.

3) As much as possible, your work in this course is evaluated according to the criteria used by your colleagues, clients/patients and other professionals in a professional work environment. This is a graduate level and professional course. Therefore, professional verbal and written terminology is expected on all assignments, quizzes and exams. As such, the following criteria will be used on assignments, quizzes and examinations in this course. Errors are penalized by deduction of one point each: incorrect terminology, spelling, sentence fragments, run-on sentences, number agreement errors, improper formation of plurals and possessives, and serious violations of format conventions in reports. This is implemented to all course assignments in addition to the grading rubric established for each course assignment.

4) References: If your work requires references (most of your work does) and they are omitted or in the incorrect format, 5 points will automatically be deducted from your assignment grade.

5) You are responsible for proof reading all your work.

6) Professionalism/Class Participation:

a. This class is intended to be an interactive experience between the students and the course instructor and as such, discussions are essential to the experience. Therefore, you will come to class prepared to discuss the assigned readings. The purpose of class is to provide you with the opportunity to discuss issues for clarification, interpretation and application of the assigned readings. Class time is not the venue for the course instructor to re-read the textbook and/or assigned reading with the student. Students are responsible for keeping up with the readings assigned. Students may be asked to lead class discussions at any time during the semester and may be quizzed at any time to ensure that the student is keeping up with the readings.

b. Students are not to use cell phones, social media and e-mail while in class. This is disrespectful to the other members of the class and to the course instructor. If you have the need to have your cell phone at your desk, because of an emergency i.e. children, ill parent etc., please notify the course instructor prior to the beginning of the class. Phones should be on silent mode during class time. Students who violate this policy will be asked to excuse themselves from the room. No exceptions!

c. Exams: Some exams will be multiple choice, true or false, short answer, matching and/or essay question format. Please read questions carefully and answer the question asked. Do not write on the back of the exam paper unless directed by Dr. Lara. Do not make arrows or circles for the instructor to follow. Those responses will not be graded. Students are to place all backpacks, books, cell phones, watches, etc. in the front of the classroom during exams. Quizzes may not be made up. So please do not ask!

d. This is a professional training program and as such, students are expected to behave in a professional manner. One of these professional skills is consistent class attendance and punctuality. Failure to attend class or a pattern of tardiness will result in a decrease of 50 points from your final course grade. If you are going to be consistently late to class, please speak to the course instructor before the end of the first week of class. Students who do miss class for whatever reason are responsible for all materials missed and for ensuring that their assignments are turned in on time.

e. Illness: While it is sometimes tough to make the decision to stay home during an illness, it's important to take care of yourself when you're ill, and that means staying home. Your classmates and the course instructor will thank you and you will feel better faster. E-mail the course instructor to notify of your absence.

7) Active Learning Assignments – (ASHA Integration of Clinical Practice and Research, 2005). Some of the assignments for this course will be completed in groups. Please keep in mind that while group work may not be the individual student’s preference, these assignments are designed to encourage teamwork and collaboration since you will be expected to work as part of a treatment team once you graduate and working as a Speech Language Pathologist regardless of the setting (i.e. private practice, clinic, school, hospital, nursing home or home health).

8) Because the material contained in the PPT is the intellectual property of the course instructor or the publisher of the text book, students may not copy, distribute, share, reproduce or sell any lecture notes, videos, recordings or any other course material. This includes posting of any class material on the web for any reason. Audio, video recordings, and/or taking pictures of PPT slides is not permitted. Therefore, students are encouraged to take notes, participate in class discussions and take notes.

9) You are directed to know the professional expectations for this academic program and the policy and procedures for accomplishing all assignments as described in the Clinical Handbook.

Course Format and Methods of Instruction:

Classes will consist of lecture, discussion and group work pertaining to the various topics. Practical sessions, where assessment procedures and treatment techniques will be undertaken. Some classes will consist of different amounts of time assigned to both these activities.

Course Content:

See below (Please note that this outline is tentative and may be modified throughout the course; additional assignments may be added based on the instructor’s evaluation of the students understanding of course material.)

|Date |Topics Of Discussion |Reading Assignments |

|Jan. 27 |Anatomy and Physiology of Respiration, Phonation, and Resonance |Ch. 1 and 2 |

|Feb. 3 |Continue: Anatomy and Physiology of Respiration, Phonation and Resonance. |Ch. 1 and 2 |

| |In Class lab: TBA | |

|Feb. 10 |Assessment and Diagnosis: History, Past Medical and Current Medical History (e.g., medications, hearing|Ch. 3 an 4 |

| |status, reflux) | |

| |Psychosocial, Developmental and Genetic Aspects, Voice Use History | |

|Feb. 17 |Laryngeal Pathologies and Disorders: |Ch. 5 and 6 |

| |Structural, Neuropathologic, Idiopathic, Functional/Behavioral | |

|Feb. 24 |Continue: Laryngeal Pathologies and Disorders: |Ch. 5 and 6 |

| |Structural, Neuropathologic, Idiopathic, Functional/Behavioral | |

| |In Class lab: Perform perceptual analysis (e.g., voice quality, observation of breathing, speaking | |

| |technique) from video/audio samples that provide patient interview, conversation and reading samples, | |

| |and other performance tasks. | |

|Mar. 2 |Mid-term exam |On-line |

|Mar. 9 |Specific Populations |Ch. 9 and 10 |

| |Alaryngeal Voice, Aging Voice, Pediatric Voice, Professional Voice, | |

| |Paradoxical Vocal Fold Motion/Vocal Cord Dysfunction (PVFM/VCD), | |

| |Transgender and Transsexual Voice | |

|Mar. 16 |Spring Break |No Class |

|Mar. 23 |Continue: Specific Populations |Ch. 9 and 10 |

| |Alaryngeal Voice, Aging Voice, Pediatric Voice, Professional Voice, | |

| |Paradoxical Vocal Fold Motion/Vocal Cord Dysfunction (PVFM/VCD), | |

| |Transgender and Transsexual Voice | |

|Mar. 30 |Continue: Specific Populations |Ch. 9 and 10 |

| |Alaryngeal Voice, Aging Voice, Pediatric Voice, Professional Voice, | |

| |Paradoxical Vocal Fold Motion/Vocal Cord Dysfunction (PVFM/VCD), | |

| |Transgender and Transsexual Voice | |

| |In class lab: Perform analysis of pitch on an audio sample using PRAAT | |

|April 6 |Management of Voice Disorders: |Ch. 7, 8 and 11 |

| |Evidence-Based Practice, Outcomes Measures, Behavioral, Medical/ | |

| |Surgical, Education and Counseling, Collaborative Input | |

|April 13 |Continue: Management of Voice Disorders: |Ch. 7, 8 and 11 |

| |Evidence-Based Practice, Outcomes Measures, Behavioral, Medical/ | |

| |Surgical, Education and Counseling, Collaborative Input | |

| |In class lab: Demonstrate technical knowledge of communication devices (e.g., electrolarynges, | |

| |tracheotomy tubes, | |

| |speaking valves) by providing the information to the rest of the class members. | |

|April 20 |Continue: Management of Voice Disorders: |Ch. 7, 8 and 11 |

| |Evidence-Based Practice, Outcomes Measures, Behavioral, Medical/ | |

| |Surgical, Education and Counseling, Collaborative Input | |

| |In Class Lab: Demonstrate therapeutic evidence-based practice techniques in role-play with appropriate | |

| |materials | |

|April 27 |Professional Issues: |Readings to be assigned |

| |Licensure, Scope of Practice, Endoscopy Training (see ASHA, 2004b, 2004c), Reimbursement and Coding, | |

| |Documentation | |

| |Group Assignment Presentation | |

|May 4 |Final Exam | |

Course Assignments:

1. Write a diagnostic report for a hypothetical patient. (50 pts). Students will be provided with a hypothetical case study that will require the student to develop a voice usage history form, The case study report must be in the form of a patient diagnostic report. Your report must include background and history, patient complaints (signs and symptoms), assessment tasks and results. You will make up all the information other than what is provided for you below.

Rationale: This assignment is designed to provide the student the opportunity to practice writing a voice diagnostic and evaluation report.

Due Date: Feb. 17

Case Study Grading Rubric

|Requirements |Points Assigned |

|Background and History |10 |

|Patient complaints (signs and symptoms) |10 |

|Assessment tasks must be appropriate for the assigned case study |10 |

|Report format (includes frequency, prognosis and appropriate referrals) |10 |

|Voice usage history form |10 |

Case studies:

a. 5-year old male diagnosed with vocal nodules and is the middle child in a family of 5

b. 45- year old female with Spasmodic Dysphonia that started after a tooth and gum

infection

c. 68- year old male with total laryngectomy, post radiation X 6 months and currently on

chemotherapy treatments scheduled 2 times a week

d. 33-year old transwoman on hormones that are not medically supervised

e. 38-year old male with diagnosis of puberphonia who is employed in the telemarketing

field

f. 54-year old female district attorney with diagnosis of intermittent dysphonia X 3 months

Case study assignment:

Aguilar-A

Alderete-B

Aragon-C

Cano-D

Carrera-E

Castillo-F

Chavez-A

De Alba-B

Dominguez-C

Lopez A.-E

Lopez I.-F

Magalde-C

Marivani-A

Mark-D

Mclain-B

Munoz-D

Orozco-E

Parilla-F

Smith-A

Zamora-C

2. Develop appropriate interventions, goals and recommendations for the hypothetical patient that you were assigned in #1. (50 points), Due Date: March 30

3. Select or develop outcome assessment tools to monitor treatment progress for the hypothetical patient assigned in #1 based on the treatment plan you developed in assignment 2. (50 points) Date Due: March 9

4. Complete a therapy note, therapy progress report, Medicare assessment form, or individualized education program (IEP) for the hypothetical patient assigned in #1. (50 points), Due Date: April 13

5. Write out instructions for the hypothetical patient assigned in #1 for therapy techniques, explanations of problems, and progress in lay terminology. (50 points), Due Date: April 20

6. Group Assignment: Complete a search on information on reflux prevention, vocal hygiene, medication side effects, allergies and their effect on voice, smoking and head and neck cancers. You are to create and present patient education materials to the class. Include considerations for specific populations (e.g., those in specific occupations such as teachers, singers, and actors, as well as transgender and transsexual individuals and non-English speakers). (50 points)

Group Membership:

Group 1: Aguilar, Alderete, Aragon, Cano (reflux prevention)

Group 2: Carrera, Castillo, Chavez, De Alba (medication side effects)

Group 3: Dominguez, Lopez A., Lopez I., Magalde (vocal hygiene)

Group 4: Marivani, Mark, Mclain, Munoz (allergies and their effect on voice)

Group 5: Orozco, Parilla, Smith, Zamora (smoking and head and neck cancers)

Due Date: April 27

| |

University Statement on Academic Integrity:

The University of Texas at El Paso prides itself on its standards of academic excellence. In all matters of intellectual pursuit, UTEP faculty and students must strive to achieve excellence based on the quality of work produced by the individual. In the classroom and in all other academic activities, students are expected to uphold the highest standards of academic integrity. Any form of scholastic dishonesty is an affront to the pursuit of knowledge and jeopardizes the quality of the degree awarded to all graduates of UTEP. It is imperative, there, that the members of this academic community understand the regulations pertaining to academic integrity and that all faculty insist on adherence to these standards.

Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonest includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, and any act designated to give unfair advantage to a student or the attempt to commit such acts. Proven violations of the detailed regulations, as printed in the Handbook of Operating Procedures (HOP) and available in the Office of the Dean of Students and the homepage of the Dean of Students at utep.edu., may result in sanctions ranging from disciplinary probation, to failing a grade on the work in question, to a failing grade in the course, to suspension or dismissal, among others.

ADA:

If you have or suspect a disability and need accommodations, you should contact the Center for Accommodations and Support Services (CASS) at 747-5148. You can also e-mail the office at or go by Room 106, Union Building East. For additional information, visit the CASS website at utep.edu/cass

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