Department of Speech-Language Pathology
College of Health Professions
Sacred Heart University
SLP 550 Dysphagia: 3 credits
Prerequisite : SLP 300 SLP 340 Neuroanatomy/Neurophysiology of Speech, Language &
Swallowing; Anatomy and Physiology of Speech, Swallowing, and Hearing
Place of Course in Program: This course will give students the theoretical and clinical information need to provide services to children and adults with disorders of feeding and swallowing. It prepares students for practica and clinical practice in adult acute care, rehabilitation, and skilled nursing facilities, as well as in school, home, and community settings for children with feeding and swallowing disorders.
Course Description: This course will review normal anatomy and physiology of swallowing as well as pediatric neurodevelopment. Etiologies of dysphagia in both child and adult populations will be presented, including the role of respiratory and digestive systems and abnormalities in each that may cause dysphagia. Specific information on instruments and methods of evaluation and management in adults and children with dysphagia will be stressed. Emphasis will be placed on evidence-based and culturally sensitive practices.
Course Objectives
Upon completion of this course, students will be able to:
Identify the anatomical structures associated with feeding and swallowing on a videofluoroscopic swallow study.
ASHA Standard
IIIC
Communication
Disorder
Learning Activities Evaluation
Lectures, readings, video demonstration
Exam 1
Define the physiology of deglutition during each stage of swallowing.
IIIC
Communication
Disorder
IVB Oral/Written
Communication
Compare and contrast feeding and swallowing in adults vs. children.
IIIB Basic process
IIIC
Communication
Disorder
Lectures, readings, video demonstrations
Lectures, readings video demonstrations
Exam 1
Exam 1

Name risk factors across the developmental continuum which can lead to dysphagia, and discuss prevention.
Discuss the range of methods of clinical evaluation feeding and swallowing across the developmental continuum, including objective, instrumental assessments of swallowing, and considerations for their selection.
Describe and discuss the different types of a tracheostomy tubes and their impact on phonation and swallowing
Generate evidence-based goals and recommendations (e.g. adaptive equipment, compensatory strategies, consultations, food/drink consistencies, meal supervision, prefeeding treatment, and swallow maneuvers) based on feeding and swallowing evaluation findings.
Describe the non-oral options for nutritional intake with reference to ethical guidelines, issues, resources, and strategies related to service delivery across settings.
Discuss issues of family-centered and culturally sensitive practice in dysphagia for children and adults
IIIC
Communication
Disorder
IIID Prevention, assessment, intervention
IIIC
Communication
Disorder
IIID Prevention, assessment, intervention
IVB Oral/Written
Communication
IIIC
Communication
Disorder
IIID Prevention, assessment, intervention
IIIH Professional credentials
IIIC
Communication
Disorder
IIID Prevention, assessment, intervention
IIIF Evidencebased practice
IIIC
Communication
Disorder
IIID Prevention, assessment, intervention
IIIE Ethics
IIIC
Communication
Disorder
IIID Prevention, assessment, intervention
IIIE Ethics
Lectures, readings, case samples
Exam 1
Lectures, readings, guest speakers, video demonstrations, case studies
Instructor grade of evaluation
Case Study I
Readings, lectures, class discussion; guest speakers, video examples
Exam II
Lectures, readings, case studies
Instructor grade of dysphagia treatment plan and demonstration
Lectures, readings, demonstration
Exam II
Lectures, readings, guest speakers, role play, case studies
Exam II; Case study II

Summarize procedures and regulations germane to dysphagia
IIIC IIIC practice, HIPAA regulations, ICD-9 codes, reimbursement rules,
IIID Prevention, collaboration with medical personnel,
IIID Prevention, paraprofessionals, etc. play, case studies
Essay Exam study II credentials,
Readings
Groher, M & Crary, M. (2009). Dysphagia: Clinical management in adults and children.
St. Louis:
Mosby.
Course Requirements and Grading Criteria
Assignments
Exam I
Exam II
Case Study I
Case Study II
Treatment Plan and Demonstration
Total Possible Points
Points
30
30
10
10
20
100
Letter Grade
A
SHU Grade Criteria
Grade Range
93-100
Grade Points
4.0

A-
B+
B
B-
C+
C*
90-92
87-89
83-86
80-82
77-79
73-76
3.67
3.33
3.00
2.67
2.33
2.00
C-*
D+*
D*
F
70-72
67-69
60-66
0-59
1.67
1.33
1.00
0.00
* Note: the following grades are not available for Graduate Courses: C-, D+, D
Course Policies

Academic Honesty : A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University.(University Student Handbook)

Attendance and Class Participation : Students are expected to attend each classattendance will be taken. Each student is expected to read assigned material prior to class and participate in class discussions. Students may be called on to answer questions and provide opinions during discussions. Students who miss class are responsible for content. Any student who misses a class has the responsibility for obtaining copies of notes, handouts, assignments, etc. If additional assistance is still necessary, an appointment should be scheduled with the instructor. Class time is not to be used to go over material with students who have missed class.

Submission of work taken directly from another source (e.g. lesson plan copied from a book, the internet, or material developed by another student) will be considered plagiarism and grounds for no credit on the assignment. Students are encouraged, however, to use a variety of resources in obtaining ideas and illustrations that will help them complete assignments independently. See the APA Guide for the correct method to cite other authors' work.

University policy dictates that students must seek the instructor's permission to record class lectures.

All cell phones/pages must be turned off during class time.

Students are required to show conduct consistent with professional standards as discussed in class when conducting on-site observations.


Work done outside of class must be reasonably correct in mechanics (e.g. spelling, grammar, punctuation, etc.). Points will be deducted for inadequate work.

All typed assignments completed outside of class must be double-spaced, using
Times, Times New Roman, or Arial font. All font sizes for typed assignments must be size 11-12. Any font size less than 11 or larger than 12 will be returned for re-typing to required font size.

APA style is required for written papers, including table, figure, and graph formats, references and citations, and appropriate professional language use.

In ALL work, use person-first language to be consistent with IDEA. Emphasize the person more than the disability (i.e., a child with Down syndrome, NOT a Down syndrome child).

Student work will be returned as promptly as possible.

All assigned work is due at the beginning of class on the due date designated in the course syllabus. Work submitted late will receive an automatic 5-point reduction from the earned grade. Students are encouraged to submit all assignments on time.

Competency : In this course, your knowledge will be assessed on the appropriate portions of the exams, or other assignments. The American Speech-Language Hearing
Association has set a competency of 80% or better on these assessments to meet certification standards. Students failing to attain the set criteria on a required competency assessment will be provided a remediation plan and an additional attempt to pass the competency. If students do not pass the competency a second time, one additional remediation will be provided. For students failing to attain the set criteria on a required competency assessment after the third attempt, the department and university are not able to recommend their application for ASHA certification and state licensure, even though they may receive an acceptable course/clinic grade or exceed the minimum
GPA.
ADA Policy
Students with disabilities needing academic accommodation should register with and provide documentation to Jandersevits Learning Center; no accommodations can be provided without written recommendations from JLC.