Longwood University
College of Education and Human Services
Communication Sciences and Disorders Program
VOICE DISORDERS
CSDS 625; Fall 2008
Instructor: Dr. Michele L. Norman
Class: Monday 6:15 – 9:00 pm
Office: Hull 224
Telephone: 434-395-2341
Office Hours: Monday 3-5 (LCCLL);
Tuesday 2-4:00 (Hull)
Email: normanml@longwood.edu
COURSE DESCRIPTION:
This course provides information related to the anatomical and physiological bases for the
normal production of voice as well as functional, organic, and neurogenic disorders of voice
including theories, evaluation, and therapy methods- 3 credits
REQUIRED TEXT:
Colton, R.H., Casper, J. K., & Leonard, R. (2006). Understanding Voice Problems.
Philadelphia, PA: Lippincott, Williams, & Wilkins.
Deem, J. F., & Miller, L. (2000). Manual of voice therapy (2nd ed.). Austin, TX: Pro-Ed,
Inc.
SUGGESTED SUPPLEMENTAL TEXT:
Andrews, M. L. (2006). Manual of Voice Treatment: Pediatrics through Geriatrics (3rd
ed.). Clifton Park, NY: Thomson Delmar Learning
Additional readings as assigned.
COURSE OBJECTIVES:
The following conceptual framework competencies guide the planning and delivery of
instruction in this course. Specific course objectives reflect this framework as they focus on the
needs of the students for developing skills as professionals who will be knowledgeable, caring
and ethical decision-makers.
LONGWOOD CONCEPTUAL FRAMEWORK COMPETENCIES
CFC 1 – Plan for Instruction
CFC 2 – Implementation and Management of Instruction
CFC 3 – Evaluation and Assessment
CFC 4 – Knowledge of Subject
CFC 5 – Behavior Management
CFC 6 – Communication Skills
CFC 7 – Professional Responsibilities
CFC 8 – Technology
CFC 9 – Diversity
ASHA 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.
Upon completion of this, course students should be able to:
1.
2.
3.
4.
demonstrate an understanding of the epidemiology, etiology, neuropathophysiology
and mechanisms of injury associated with voice disorders. (KASA III-C; CFC 4)
demonstrate knowledge of the characteristics of cognitive communication disorders
resulting from voice disorders (KASA III-D; CFC 4,9)
demonstrate knowledge and application of the principles and procedures underlying
diagnosis and treatment of clients with voice disorders (KASA III-D; CFC 1,2,
3,4,8,9)
demonstrate understanding of the implications of psychosocial and socioemotional
issues for clients and their families (KASA III-D; CFC 1,2,3,8)
COURSE REQUIREMENTS
1.
2.
3.
4.
Participation - Students are expected to attend and participate in class. Attendance
will be taken.
Abstracts- Review two empirical articles on voice (one pediatric and one adult)
Examinations - There will be 2 exams during the semester.
Final: Team Project and Presentations – Develop a 30 minute in-service on the
assigned topic of voice. The in-service will include handouts and a guide for
independent use. The projects include guide for good vocal hygiene; guide for
professional voice users; guide for vocal rehabilitation.
GRADING SCALE
Abstracts
20 pts
280-286=A- 287-293=A 294-300=A+
Exams
160 pts
250-259=B- 260-269=B
270-279=B+
Team Project
100 pts
220-229=C- 230-239=C
240-249=C+
Team Presentations
20 pts
TOTAL
300
pts
<219 F
ASSIGNMENTS
Abstracts: (40 pts total) Due September 8th and October 27th
You are required to complete a total of 2 abstracts on empirical articles; one in pediatric and one
on adult disorders. Each abstract is worth 20 points. All articles selected must 1) be data based
and 2) discuss a speech, language, communication, or swallowing impairment in relation to the
Voice Disorders as the focus of the problem. You must attach your abstract to a copy of the
article.
Use the abstract format provided in this syllabus. All abstracts must be typewritten, doublespaced using Times New Roman 12 point font with 1” margins on all sides. There is no page
limitation. Follow the APA (5th ed.) guidelines.
Examinations: (150 pts total) September 29th and November 17th
The examination will include information presented in class, in assigned chapters, and in
assigned additional readings. Each examination is with 75 points.
Team Presentations: (5 pts each) October 20th and November 3rd?
As a team, you will present your in-service to the class and to the Education Dept.’s Partnership
students. Your team will have 15 minutes to present. All team members will receive the same
grade.
Final: Team Project (100 pts) Due December 8th
Each team will develop an in-service on assigned voice topics. The in-service will include
handouts and a guide for independent use. The projects include guide for good vocal hygiene;
guide for professional voice users.
The in-service may include, but is not limited to, the following:
 Descriptions, Definitions, and Explanations regarding the topic
 Assessment and Evaluation Procedures
 Brochures, pamphlets, and/or flyers
 Helpful hints or tips
 Suggestions of independent activities for time outside of therapy
 Listing of various types of resources available (local, regional, national, web)
 Rehabilitation/therapeutic services available
 Description of settings available (description and explanation of least restrictive setting)
 Support group and/or counseling information
Be creative in organizing the in-service. You may create items to be used, as well as use
materials provided through other resources (if they are reliable). Include a list of ALL references
in APA format (5th ed.). All team members will receive the same grade.
ACADEMIC EXPECTATIONS
No more than nine Longwood non-degree graduate hours may be counted toward a degree,
certificate or licensure program. Students are expected to apply to a Longwood graduate
program prior to enrolling in classes. At the latest, all application materials should be received
by the Graduate and Extended Studies Office before the completion of six hours.
Disability Statement:
The instructor is willing to meet reasonable accommodations for any student's documented
disability. The student should bring supporting material to the instructor during the first week of
class, including the accommodations needed, as outlined by the Learning Center at Longwood
University.
Honor Code:
Students are expected to abide by the Longwood Honor Code, and all assignments and
examinations must be pledged in order for a grade to be earned. The instructor will
investigate any suspicion of an Honor Code infraction.
Class Attendance:
Attendance in all class meetings is expected. ALL absences should be discussed with the
instructor prior to time of absence, if possible. In accordance with the Longwood Attendance
Policy, the class grade may be lowered one letter grade if the student misses 10% of class
meetings and a grade of "F" may be assigned if a student misses 25% of class meetings. If a
student is absent on a quiz or test date, without prior discussion with the instructor, the
grade will be zero.
Policy on Late Work:
All assignments are due to the instructor at the beginning of class on the assigned due date unless
otherwise arranged or notified. Work submitted late will be accepted, however a penalty will be
incurred. Five % of the total point value of the assignment will be lost for each calendar day
beyond the required submission date.
Additional Readings: TBA
Class Schedule
This schedule may be revised during the semester if necessary
Week
Date
Topic
Assignment
1
8/25
Overview of voice
2
9/1
No Class!
3
9/8
Evaluation and assessment
4
9/15
Signs & symptoms
5
9/22
Diagnosis of Problems
6
9/29
Vocal Fold Lesions
7
10/6
Pediatric Disorders
8
10/13
No Class!
9
10/20
Pediatric Disorders &
Treatment
Presentation to class
10
10/27
Adult Disorders
Abstract #2 Due
11
11/3
Adult Disorders &
Treatment
Presentation to
Partnership?
12
11/10
Laryngectomy &
Tracheotomy
13
11/17
Intervention strategies
14
11/24
Intervention strategies
15
12/1
Instrumentation training
Special & Diverse
Populations
16
12/8
Team Project
Reading
Deem CH 1& 2
Abstract #1 Due
Deem CH 3
Colton CH 8
Deem CH 8 & 9
Colton CH 4 & 5
EXAM 1
Deem CH 4
Deem CH 7
Colton CH 7
Deem CH 8
Deem CH 10
EXAM 2
FINAL: Team Project
Due
Deem CH 5
Colton CH 10
Abstract Format
Name
Date
Course name & number
Abstract #1 or 2
(double space)
Article reference in APA style (5 ed.) using hanging indentation and single space.
(double space)
th
Purpose/Problem: This statement should include the researchers’ reasons or intents for
conducting the study, research questions, and hypotheses as indicated in the article.
Methods: This is a general statement about how the researchers conducted the study.
Participants: Describe the population sample used in the study as thoroughly as possible
(age, gender, race, education, condition, etc.). How many were included? Tell how they
were recruited, what were the inclusionary and/or exclusionary criteria.
Procedures: What did the researchers do? What steps were involved? Instructions? Give
details.
Materials: What did the researchers use? What assessments and instrumentation?
Analysis: What research design was used? What were the independent and dependent
variables? What statistical methods were used? What were the co-variates?
Results: What were the outcomes? What were the findings?
Conclusions: What was the author’s interpretation of the findings? Were the research
questions answered? Were the hypotheses accepted or rejected? What were the reasons
given for the outcomes? What implications are made based on the findings? What does
the author propose as changes needed for future studies? What are the future directions
implicated in the study?
Critique: This is your opportunity to tell me what you thought of the article. I want to know
about the flaws (readability, poor design, lack of controlling for factors, inadequate
sample size, lack of diversity, confounding variables, etc.), whether you agree with the
author’s interpretations, suggestions for improving the study, and what do you think the
implications are for speech-language pathologists. Your comments should be constructive
and succinct. I want you to express your opinions, but have supporting facts for your
claims.
Team Project Grading Rubric
Voice Disorders CSDS 625; Fall 2007
Dr. Michele L. Norman
Team Authors:
Information Package
Descriptions, Definitions, &
Explanations
Assessment & Evaluation
Procedures
Brochures, pamphlets, and/or
flyers
Helpful hints or tips
POINTS
2
2
2
2
Independent Activities
2
Rehabilitation/ Therapeutic
Services
Support group/counseling
information
Additional Information
2
References
2
Accuracy of Contents
30
User-friendliness
30
Creativity
20
Presentation to Class
10
Presentation to Partnership
10
TOTAL
120
2
4
SCORE
COMMENTS