CSDS 630
CRANIOFACIAL ANOMALIES
Longwood University
Robert Mayo, Ph.D., CCC-SLP, Adjunct Instructor
Phone: 336-334-3022
E-mail: r_mayo@uncg.edu
FALL 2011
COURSE SYLLABUS
Course Description
Etiology and management of communication disorders related to cleft lip, cleft palate,
and associated disorders with emphasis on interdisciplinary management. (1 credit hour)
Required Text
Kummer, A.W. (2001). Cleft Palate and Craniofacial Anomalies: Effects on Speech and
Resonance, 2nd Edition. Clifton Park, NY: Delmar Cengage Learning.
Other Assigned Readings: TBA
Additional Resources (not required)
Bzoch, K. R. (1997). Communicative Disorders Related to Cleft Lip and Palate (4th ed.).
Austin, TX: ProEd.
Golding-Kushner, K. J. (2001). Therapy Techniques for Cleft Palate Speech and Related
Disorders. United States: Singular-Thomson Learning.
Peterson-Falzone, S. J., Hardin-Jones, M. A., Karnell, M. P. (2001). Cleft Palate Speech
(3rd ed.). St. Louis: Mosby.
Shprintzen, R. J. (1997). Genetics, Syndromes, and Communication Disorders.
SanDiego, CA: Singular Publishing Group.
Shprintzen, R. J. (1999). Syndrome Identification for Speech-Language Pathology, An
Illustrated Pocketguide. San Diego, CA: Singular Publishing Group.
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
CFS 2 – Implementation and Management of Instruction
CFC 3 – Evaluation and Assessment
CFC 4 – Knowledge of Subject
2
Longwood Conceptual Framework Competencies
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-B: Demonstrate knowledge of basic human communication and
swallowing processes, including their biological, neurological, acoustic, psychological,
developmental, and cultural bases.
Standard III-C: Demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders and differences and swallowing disorders, including their
etiologies,
characteristics,
anatomic/physiological,
acoustic,
psychological,
developmental and linguistics 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, developmental, and
linguistic and cultural correlates of the disorders.
Upon completion of this course, students should be able to:
1. Demonstrate knowledge of embryonic development related to the process of
clefting and describe etiological factors involved (CFC 4, KASA III-B, C).
2. Demonstrate knowledge of the differences between normal and cleft lip and
palate anatomy and physiology (CFC 4, KASA III-B).
3. Classify different types of cleft lips and palates (CFC 4, KASA III-B, C).
4. Demonstrate understanding of clinical and speech/language/resonance
characteristics of major craniofacial anomalies including cleft lip/palate (CFC 1,
2, 3, 4, KASA III-B, C, D).
5. Demonstrate knowledge of the role of the speech-language pathologist in a team
approach to assessment and management of patients with cleft lip/palate (CFC 1,
2, 3, 4, KASA III-B, C, D).
6. Demonstrate ability to apply diagnostic and treatment procedures to individuals
with cleft lip/palate (CFC 1, 2, 3, 4, KASA III-D, C, D).
3
Course Requirements
1. Participation: Students are expected to attend and participate in class.
Attendance will be taken.
2. Assessment of Learning (Exam): Students enrolled in the course for academic
credit will be given one cumulative examination to be taken later in the semester.
Grading Scale:
Course Examination
100 points
90 – 100
80 – 89
70 – 79
≤ 69
A
B
C
F
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 day of class, including the accommodations needed, as outlined by the
Learning Center at Longwood University.
Honor Code and Class Attendance
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.
Attendance at 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 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 examination date, without prior discussion with the
instructor, the grade will be zero.
Class Schedule
Date: September 23, 2011
Topics:
Morning Session:
Craniofacial Development
Velopharyngeal Structure & Function
Etiological Factors
Overview of Craniofacial Anomalies and Types of Cleft
Afternoon Session:
Associated Communication Disorders and Their Assessment
4
Class Schedule
Readings and Website Viewing:
1. Kummer, Chapters 1-5, 7-9, 11-18
2. View website – ‘Development of the Face and Palate Animation’ at:
http://www.indiana.edu/~anat550/hnanim/face/face.html
3. American Cleft Palate-Craniofacial Association, Parameters for Evaluation and
Treatment of Patients with Cleft Lip/Palate or Other Craniofacial Anomalies,
(2007).
http://www.acpa-cpf.org/teamcare/Parameters07rev.pdf
4. Kuehn and Henne article, ‘Speech Evaluation and Treatment for Patients with
Cleft Palate.’ American Journal of Speech-Language Pathology, 12, 103-109,
(2003).
Listen to hypernasal speech samples at:
http://www.acpa-cpf.org/EducMeetings/speechSamples/index.htm
Date: September 24, 2011
Topics:
Morning and Afternoon Sessions:
Associated Communication Disorders and Their Assessment (continued, if needed)
Interdisciplinary Team Approach
Speech-Language Intervention
Readings:
1. Kummer, Chapter 18 and 21.
2. TBA
Additional Websites for Review
http://www.asha.org/SIG/05/About-SIG-5/
http://www.acpa-cpf.org/teamcare/ccteam.htm
http://www.acpa-cpf.org/
http://www.cleftline.org/
http://www.operationsmile.org
http://www.smiletrain.org/
http://www.hopkinsmedicine.org/craniofacial/References/Links.cfm?Category=All