BAYLOR UNIVERSITY

DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS

Spring, 2012

CSD 3308 ARTICULATION AND PHONOLOGICAL DISORDERS

Professor: Dr. Michaela J. Ritter., C.C.C./SLP

Email: Michaela_Ritter@baylor.edu

Office: Voice mail is 710-4745

Office: 254 Neill Morris Office Hours: Tuesday and Thursday: 2:00 -5:00

Available by appointment outside of office hours

Class Meeting Times: Tuesday and Thursday (9:30-10:45)

Semester Hours: 3 credit hours

TEXTBOOKS

Required Course Text.

1) Bauman-Waengler, J. (2012). Articulatory and phonological impairments: A clinical focus (4th edition). Boston: Allyn & Bacon.

2) Secord, Boyce, Donohue, Rox, & Shine. (2007). Eliciting Sounds: Techniques and Strategies for Clinicians. (2nd edition). Boston: Allyn & Bacon.

Other Required Course Material.

• The NXT response card/clicker is mandatory. Must bring to class every day. General student instructions to register your clicker on Blackboard and NXT response card user guide are available from links on the web page at http://www.baylor.edu/lib/factech/index.php?id=73497

• Powerpoint presentations are available on Blackboard and function only as an outline for topics discussed in class; consequently, the in class presentations will vary from those found on Blackboard. You will be expected to take notes, participate in all practice tasks, and respond to questions using the clicker system.

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Course Description

This course is designed to provide students a basic foundation in the prevention, assessment and treatment of articulation and phonological disorders in children. Students will initially learn foundational information related to the speech sounds of English, the anatomical-physiological mechanisms of speech production, and the normal development of speech. Students will learn about various aspects of articulation and phonological disorders, such as variables that are associated with the disorders, the role of dialects, and the differences between the different kinds of speech production disorders.

Link to American, Speech, Language, and Hearing Association (ASHA) Knowledge and Skills Acquisition (KASA):

http://www.asha.org/uploadedFiles/certification/KASASummaryFormSLP.pdf

The ASHA KASA document details the Standards for the Certificate of Clinical Competence for Speech-Language Pathologists (CCC-SLP). This document is utilized to demonstrate compliance with accreditation related to preparing students to meet ASHA certification requirements. According to the ASHA KASA, the Learning Outcomes for this course are as follows:

LEARNING OUTCOMES

The student will:

1. List and describe the structural (anatomical--physiological) mechanisms of speech production. (Standard III-C)

2. Demonstrate knowledge of the principles of articulatory phonetics and phonology and the expertise in phonetic transcription necessary to transcribe and analyze speech and to develop phonological intervention plans based on such analyses. (Standard III-C)

3. Demonstrate knowledge of basic definitions of articulation and phonology (Standard III-C)

4. Demonstrate knowledge of normal articulatory-phonological development in children, including listing of major milestones (Standard III-B)

5. Demonstrate the knowledge of the nature of specific articulation and phonological disorders and differences. (Standard III-C)

6. Explain models and theories of articulatory-phonological development and disorders in children. (Standard III-C)

7. Explain the concept of articulation differences vs. disorders in children and adults who speak English as a second language. (Standard III-C)

8. Demonstrate knowledge of the collection of information crucial to the assessment of children’s speech, including connected speech samples, articulation tests, minimal pair tasks, etc. (Standard III-D)

9. Demonstrate knowledge of the principles and methods of prevention, assessment, and intervention of children with articulation and phonological disorders. (Standard III-D)

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10. List and describe intervention principles and currently-used clinical techniques for the planning and implementation of intervention plans for children with developmental articulatory-phonological disorders. (Standard III-D)

11. Demonstrate knowledge of normal and abnormal patterns of development and the characteristics that can distinguish one from the other. (Standard III-D)

STUDENTS WITH SPECIAL NEEDS

If you have any special learning needs, please see me during the first week of class so we can be sure you get the proper accommodations. However, before seeing me you must first register with the Office of Access and Learning Accommodation (OALA) (http://www.baylor.edu/oala). OALA: 254-710-3605

Baylor Blackboard:

Syllabus, lecture notes, handouts, special announcements, and other class material will be posted on the Blackboard. The student should become familiar with the BB as quickly as possible. Inability to retrieve course information will not be an acceptable excuse for failure to acquire/master the information. If you are registered for the class then you are automatically linked to the course. You will need to check the course site at least once daily.

ACADEMIC INTEGRITY

Students in this course are expected to firmly abide by the Baylor University Student Honor Code as outlined in the Student Handbook. Students who violate the Honor Code will suffer the consequences:

Any evidence of dishonorable conduct (i.e., cheating in and out of the class for class activities such as exams and projects) as outlined in the Baylor Honor Code will result in at least an "F" in this course (http://www.baylor.edu/honorcode/index.php?id=44060).

All Honor Code violations will be reported to Baylor University’s Office of Academic Integrity right away throughout the semester and will follow the student through their entire time at the university. Please guard your ethical reputation beginning now. All books/notes/electronic devices must be out of sight during exams. All hats/caps must be removed.

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COURSE REQUIREMENTS

1. Class participation:: You are expected to attend class and participate in discussions and activities.

I anticipate that you will do all assigned readings. All readings should be completed before class on the day they are to be discussed. Please remember that lectures will be much easier to follow if you have read the day's assignment BEFORE you come to class.

1I. CSD Major – Attendance Policy:

The attendance policy of the College of Arts & Sciences states: “To earn course credit in the College of Arts and Sciences, a student must attend at least 75% of all scheduled class meetings. Any student who does not meet this minimal standard will automatically receive a grade of ‘F’ in the course.” As a CSD Major, you are basically expected to attend all classes. In the event you are unable to attend a class session, it is your responsibility to obtain (a) class notes and/or handouts from another student, and (b) any changes in the class schedule. You are also expected to take tests on time. If you are ill, it is your responsibility to notify the instructor prior to the time of the test. If you miss a test without prior approval from your instructor, you will be subject to receiving a zero for the test. When returning from the illness, it is the student’s responsibility to take the makeup exam within 3 days or the student will automatically receive a zero for the test.

LATE ASSIGNMENTS/TESTS--10 POINTS LOST PER DAY

III. Quiz Fun 3: There will be three in-class quizzes. These quizzes will be based on the assigned readings and/or class discussions/activities. (10% of total grade)

IV.: Exams 4: There will be three in-class exams plus the final examination. These exams will be based on assigned readings and class discussions/activities. (80% of total grade)

Exam 1 (20%) 100 points possible

Exam 2 (20%) 100 points possible

Exam 3 (20%) 100 points possible

Exam 4 (final exam) (20%) 100 points possible

V. Application Project: Articulation /Phonological Cards +Storybook (PAI) activity. 10% possible

GRADING CRITERIA

93-100 A 90-92 A-

88-89 B+

80-87 B

78-79 C+

70-77 C

60-69 D , Below 59.5 F

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Application Project Explained: Articulation /Phonological Cards +Storybook Project

A. Articulation Cards With Storybook Project 100 points possible

I. Required Cards: 2 sets of Articulation Cards (5 by 8 cards required) II. II. Story Book: Use as many words from the story book containing the appropriate sounds as possible. A. Set 1: /s/ (30 cards) B. Set 2: /r/ (30 cards)

III. Each Set of Articulation Cards (5X8) must contain:

a. 10 picture cards with the initial sound in words (5 from story)

b. 10 picture cards of the final sound in words(5 from story)

c. 10 picture cards using clusters in words(5 from story)

d. All picture cards must have the targeted word TYPED BELOW the picture. MUST BE IN LOWER CASE.

e. All cards must have a sentence TYPED on the back OF THE CARD using the targeted word in a sentence. The targeted word must be at the end of each of the sentences.

a. A minimum of 5 out of the 10 selected words in the different word positions (i.e. initial, final, clusters) must be from the chosen storybook for a total of a minimum of 15 per set; the other words must be related to the story topic.

III. Specific Directions:

1. MUST use 5X8 Note Cards for this assignment

2. Find a picture or photo of the targeted stimuli (or picture card)

3. Place the picture or photo on a 5 by 8 Note Card with the word typed under the picture card. On the back of each card type a sentence using the targeted word at the end of the sentence.

4. Laminate your cards (preferred): bonus points

5. Turn in Book and Cards on the date listed. Cards and book must be placed in a box or container of your choice. This will be your organization tool.

6. Mark selected words from the book on the correct page in the book with sticky notes or Velcro.

7. Must be organized:

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COURSE OUTLINE

Course Outline/Schedule

WEEK TOPIC READINGS

1

January 10

Syllabus Review

Assignments

*Review of key terminology and concepts in phonetics, phonology, and articulation

Syllabus

Chapter 1

2

January 17

Terminology, Phonetics versus Phonemes: Clinical Implications

Chapter 1 and 2

3

January 24Articulatory Phonetics

Chapter 2

Quiz 1: Chapter 1 (January 26th)

4

January 31Phonetic Transcription and Diacritics Chapter 3

5

February 7Begin Chapter 4: Theory

Exam 1: February 7th –(Ch 1-3 & class notes)

Chapter 4

6

February 14

Theory: Phonology

Assigned readings: Secord

Chapter 4

Set I: Artic Cards (February 16th )

7 Ch 4--Theories Quiz 2: (Chapter 4)—Feb 23rd

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February 21 Ch 5--Normal Phonological Development

8

February 28Ch 5--Normal Phonological Development

Chapter 5

9

March 6

Exam 2: Chapters 4 and 5 and notes

Ch 6—Begin Appraisal: collection of data

Exam 2: March 6th

Chapter 6

10

March 20

Ch 6: Appraisal: collection of data

Articulation Tests

Spontaneous speech sample

Chapter 6

Secord’s text: readings

Set 2 due March 22nd: Articulation Cards

11

March 27

Ch 8: Begin Diagnosis: Phonetic versus Phonemic

Chapter 8

Quiz 3 (March 29th)—Chapter 6 and notes

12

April 3

Goal writing/Treatment Plan

Ch 9: Begin Therapy for Articulation Errors

Exam 3 (chapters 6 and 8 and class notes)—April 3rd

Chapter 9

13

April 10

Therapy for Articulation Errors

Therapy Sequence

Chapter 9

14

April 17

Therapy for Articulation Errors

Treatment of Phonemic ErrorsChapter 9 and 10 & Secord

15 Dialects and English as a Second Chapter 7and Chapter 11

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April 24Language

Specific Disorders and Differences

April 30 and May 1 Study Days No classes meet

Final Exam

May 5

Final Examination:

Saturday, May 5th, 9am-11am

Final Exam *7, 9, 10, 11 plus class notes and readings

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