CSDS 522: Advanced Study in Articulation and Phonology
Fall 2009
Instructor:
Contact Info:
Office:
Office Hours
Lissa Power-deFur, Ph.D., CCC-SLP
powerdefured@longwood.edu 434.395-2369 O
Hull 257 or at LCCLL
Class time and location:
Tuesdays 6:15 – 9 pm Hull 128
Monday 11:45 – 1:00 LCCLL
Tuesday 5:30 – 6:15 in Hull
Wednesday 11 – 12 LCCLL
Thursday 9 – 10 Hull
Course Description: Etiology, evaluation, and treatment of articulation and phonologic
disorders, with clinical application of current research. 3 credits.
NOTE: Students are expected to have mastered phonetic transcription and have a working
knowledge of anatomy and physiology associated with articulation.
Texts
Bernthal, J.E. , Bankson, N.W., and Flipson, P. (2009). Articulation and phonological
disorders: Speech sound disorders in children. 6th edition. Boston: Pearson.
Bleile, K.M. (1996). Articulation and phonological disorders: A book of exercises. 2nd
edition. Clifton Park, N.Y.: Thomson Delmar Learning.
Recommended: Bauman-Waengler, J. (2009). Introduction to phonetics and
phonology: From concepts to transcription. Boston: Pearson. OR your own phonetics text.
Additional Readings
American Speech-Language-Hearing Association. (2007). Childhood Apraxia of Speech
[Technical Report]. Available from www.asha.org/policy.
Kummer, A. (2005, December 27). Ankyloglossia: To clip or Not to Clip? That’s the
Question. The ASHA Leader. 10 (17) 6 – 7, 30. (available at
http://www.asha.org/about/publications/leader-online/archives/2005/051227/f051227a.htm)
Language, Speech, and Hearing Services in Schools Clinical Forum on Nonspeech Oral Motor
Treatments:
Powell, T. W. (2008). Prologue: The use of nonspeech oral motor treatments for
developmental speech sound production disorders: Interventions and interactions.
Language, Speech, and Hearing Services in Schools. 39. 374 – 379.
Ruscello, D.M. (2008). Nonspeech oral motor treatment issues related to children
with developmental speech sound disorders. Language, Speech, and Hearing Services
in Schools. 39. 380 – 391.
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Lof, G.L. & Watson, M. M. (2008). A nationwide survey of nonspeech oral motor
exercise use: Implications for evidence-based practice. Language, Speech, and
Hearing Services in Schools. 39. 392 – 407.
Lass, N.J. & Pannbacker, M. (2008). The application of evidence-based practice
to nonspeech oral motor treatment. Language, Speech, and Hearing Services in
Schools. 39. 408 – 421.
Powell, T.W. (2008). Epilogue: An integrated evaluation of nonspeech oral motor
treatments. Language, Speech, and Hearing Services in Schools. 39. 422 – 427.
U of Iowa’s Phonetic Library for information on phoneme production.
http://www.uiowa.edu/~acadtech/phonetics
IPA Symbols:
Assignments that require phoneme coding shall use IPA symbols, either by hand or
computer. Students should download the Pepper font to be able to produce IPA symbols
electronically. You can download it from the Waisman Center at
http://www.waisman.wisc.edu (search for pepper font). They have a complete manual you
may want to download as well.
ASHA Knowledge and Skills Acquisition (KASA) Standards (applicable to this course)
 Standard III-C Demonstrate knowledge of the nature of speech, language, hearing,
and communication disorders and differences and swallowing disorders, including their
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 the disorders.
Objectives
Upon completion of this course, students should be able to:
1. Accurately use terms commonly associated with articulatory and phonological
disorders.
2. Distinguish between articulation and phonological impairments.
3. Conduct a phonetic inventory on preschool aged child and analyze the child’s
development of articulation and phonological processes in comparison with normal
development and the child’s cultural linguistic diversity.
4. Administer and score articulation and phonological assessments. Analyze results
and diagnose whether the child has an articulation or phonological disorder. The
analysis shall account for the phonological rules of different cultures/languages to
differentiate between differences and disorders.
5. Develop intervention plans for articulation and phonological disorders that reflect
knowledge of various approaches and the ability to differentially identify the
approach most suitable based on diagnostic information.
6. Create materials for parents and teachers that will assist them in facilitating the
child’s articulation development or remediation.
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7. Demonstrate the ability to critically evaluate current research articles published in
refereed journals and discuss the clinical implications of such research findings
through both written and oral communication.
Honor Code:
Students are expected to abide by the Longwood University Honor Code at all times.
Suspicion of any violation will be investigated and university policy will be followed. The
Longwood Honor Code can be found at
http://www.longwood.edu/judicial/the%20philosophy%20of%20The%20Honor%20Code.htm#P
hilosophy%20of%20the%20Honor%20Code
Students shall write the Academic Pledge on each assignment before submission. Failure to
do so shall results in a 2 point deduction on each assignment.
Disability Statement:
The instructor is willing to meet reasonable accommodations for any students with a
documented disability. The student should submit supporting material to the instructor. This
includes the necessary accommodations as outlined by the Disability Support Center at
Longwood University (http://www.longwood.edu/disability). This information must be submitted
within the first 7 calendar days of class.
Blackboard:
Announcements, course documents, quizzes, and grades will be posted on Blackboard.
Students are encouraged to check Blackboard regularly and bring copies of the course
documents to class.
Class Schedule
1
Date
Topic (General Outline)
Readings
Aug 25
Overview, Basic Concepts,
Oral mechanism exam
Phonetics and Phonological
Competency Exam
Normal Aspects of Articulation
Phonology Theories
Normal Development
Acquisition Strategies
Etiology and factors related
to speech sound disorders
Bernthal, Bankson, &
Flipson (BBF), Ch 1
Bleile, Ch 1 – 4
BBF, Ch 2
Bleile Ch 5, 6, 7, 9
BBF, Ch 3
Bleile, Ch 8
BBF, Ch 4
Kummer article
B. Bleile Ch 1 - 4
Assessment: independent
analysis
BBF, Ch 5
Bleile, Ch 10 - 13
B. Bleile, Ch 10,
11, 12, 13
2
Sept 1
3
Sept 8
4
Sept 15
5
Sept 22
Assignments
Due
A. Competency
Assessment
B. Bleile, Ch 5,
6, 7, 8, 9
Phonetic
intervention
topic due
3
6
Sept 29
7
Oct 6
8
Oct 13
Oct 20
9
Oct 27
10 Nov 3
11 Nov 10
Assessment: relational
analysis
Phonetic Inventory analysis
Apraxia of speech
Differential diagnosis of
speech sound disorders, with
and without multiple
disabilities
No Class Fall Break
Standardized assessment
demonstration
Assessment to Intervention:
goal and target selection
Intervention approaches
13 Nov 24
Intervention approaches
continued
Dialect and accent
modification
Oral Motor Therapy
14 Dec 1
Presentations
As assigned
15 Dec
Final
12 Nov 17
BBF, Ch 5
Bleile, Ch 10 - 13
ASHA apraxia
technical report
C. Oral
Mechanism
Exam
D. Prevention
E. Phonetic
Inventory
D. Standardized
Assessment
BBF, Ch 5, 6
Bleile, Ch 14,15,16, 17
BBF, Ch 7
Bleile, Ch 18,19,20, 21
BBF, Ch 7
BBF, Ch 8
Bleile, Ch 8
LSHSS articles
B. Bleile, Ch 14,
15, 16, 17
B. Bleile Ch 18,
19, 20, 21
G. Evaluation
Project
H. Treatment
study guide
I. Oral motor
paper
J. Intervention
Presentations
Quizzes
Final
Learning Activities
A.
B.
C.
Phonetics and Phonology Competency Assessment.
a. Students must attain 85% on this competency assessment before completion of
the course.
b. Aug 26 (will be offered twice more during the semester).
Completion of specified Exercises in Articulation and Phonological Disorders: A Book
of Exercises. (25 points)
a. Students shall complete the activities by the date specified. Each student is
responsible for reviewing the work of another student. See form for tracking
completion and review on Blackboard. Due as assigned, form demonstrating
completion is due November 17.
Oral Mechanism Competency Examination. In class, Sept 22. (20 pts).
a. Students will demonstrate completion of an oral mechanism examination,
including recording and analysis, on a partner.
b. The oral mechanism examination on the Clinic Education site shall be used.
c. Points will be awarded based on accuracy of administration and completion of
form, directions to your client.
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D.
E.
F.
G.
H.
I.
J.
Prevention Project. Due Sept 29. (20 pts)
a. Develop a handout for parents or teachers on articulation and phonological
development and hints to facilitate the development of correct articulation and
phonology a child with an articulation or phonological disorder. (In groups of 3.)
Be sure to present at a vocabulary level appropriate for parents. Each group will
present in class.
b. (7 pts development content; 7 points facilitation; 6 points presentation for
audience).
Phonetic Inventory. Due Oct 6. 50 points.
a. Each student shall gather and analyze a speech sample on a normally
developing child ages 15 months to 3 years of age. See further directionson
Blackboard.
Standardized Assessment. Due Oct 20. (75 pts).
a. Create a table or other graphic organizer to compare and contrast the
articulation assessments. Information should include purpose, target population,
normative population, unique characteristics, and your reflection on
administration.
b. The following assessments must be included: Apraxia Profile, Arizona Articulation
Proficiency Scale, Bernthal-Bankson Test of Phonology, Goldman-Fristoe Test of
Articulation, Hodson Assessment of Phonological Patterns Kaufman Speech Praxis
Test, , Khan-Lewis Phonological Analysis 2, Fisher-Logemann Test of Articulation.
c. You will be asked to demonstrate administration of a portion of the test with your
team during class, including submission of your test form.
d. Each person will be asked to be a child with a speech sound disorder who is the
subject of the assessment.
e. (5 points per assessment; 15 points administration; 10 points form completion; 10
points child with speech sound disorder).
Evaluation of Child with Articulation/Phonological Disorder. Due Nov 10.
a. Conduct and analyze articulation and phonological assessment of a highly
unintelligible child. See additional instructions on Blackboard. 100 points.
Treatment Approaches Study Guide. Due Nov 17. (50 pts)
a. Create a study guide with a table or other graphic organizer that compares
major intervention methods.
b. Information should include philosophy, target population, method, evidence to
support the efficacy of this approach.
c. The following treatment methods should be included: Traditional Discrimination,
Phonetic Placement, Traditional Production Training, , Sensory-Motor/Context
Utilization, Core Vocabulary, Minimal Pair Contrast Therapy, Multiple Oppositions,
Cycles, Language Approaches.
d. Include reference list of at least 3 sources (your text may be one source).
NonSpeech Oral Motor Treatment (NSOMT). Due Nov 24.( 25 pts).
a. Write a 1 – 2 paper summarizing the research supporting and refuting the use of
oral motor exercises with children with articulation and phonological disorders.
Include references.
Phonetic intervention strategies. Due Dec 1. (25 pts).
a. With a partner, prepare a presentation for the class on typical production errors
and a minimum of 5 strategies for remediation of phonetic errors. Be prepared
to demonstrate the error and teach the class the strategies.
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K.
L.
b. Sign up on the Blackboard Wiki site by Sept 15.
Quizzes. In-class or blackboard quizzes will be offered periodically to assess mastery
of key terminology and concepts. 50 points total.
Comprehensive Final Exam. 60 points
Policy on Late Assignments: Students are expected to submit assignments on the due date.
Work may be submitted late but there will be a 5% penalty each 24 hour period after due
date until date of actual submission. Students with a significant personal emergency, may
get an extension if approved by the instructor in advance. Students requesting such an
extension should be prepared to offer an explanation of the problem and a reasonable
proposal for an alternative due date.
Requirement
A. Competency assessment
Point Value
Must attain 85%
B. Bleile activities
25
Form due Nov 17.
C. Oral Mechanism
20
Sept 22
D. Prevention
20
Sept 29
E. Phonetic Inventory
50
Oct 6
F. Standardized assessments
75
Oct 20
G. Evaluation
100
Nov 10
H. Treatments Study Guide
50
Nov 17
I.
25
Nov 24
J. Phonetic Intervention Strategies
25
Dec 1
K. Quizzes
50
As assigned
L. Final
60
December 9
NSOMT Paper
Your Points
Due Date
By end of course
500
Grading Scale:
A
A+ (98 – 100%); A (92- 97%); A- (90 – 91%)
B
B+ (88 – 89%); B (82 – 87%); B- (80 – 81%)
C
< 80%
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Resources
Bleile, K. M. (2004). Manual of articulation and phonological disorders: Infancy through
adulthood. 2nd edition. Clifton Park, N.Y.: Thomson Delmar Learning.
Bleile, K.M. (2006). The late eight. San Diego: Plural Publishing.
Kamhi, A.G., & Pollock, Karen E. (2005). Phonological Disorders in Children: Clinical Decision
Making in Assessment and Intervention. Baltimore: Paul H. Brookes Publishing Co.
McLeod, S. (2007). The International guide to speech acquisition. N.Y.: Thomson Delmar
Learning.
Secord, W. A. (2007). Eliciting sounds: Techniques and strategies for clinicians. N.Y.: Thomas
Delmar Learning.
Velleman, S. (2003). Childhood apraxia of speech: Resource guide. NY: Thomson Delmar
Learning.
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