CSD 605: Topics in Speech and Language Disorders
Fall, 2006
Kamhi
Th 5:30-8:20
Course Objectives
Phonology
Students should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
Perform an oral mechanism evaluation
Use broad and narrow transcription
Compare frameworks/theories of phonological development/disorders
Describe the major stages of normal and disordered speech-sound development
Identify factors related to normal/disordered speech-sound development
Assess the speech sound system of children using a variety of tools
Analyze and interpret assessment information
Develop an intervention plan using a variety of intervention techniques
SLI
1. Demonstrate knowledge of frameworks of language disorders, definitional, and subtyping issues.
2. Identify causal factors and linguistic deficiencies associated with SLI.
3 Demonstrate knowledge about the various theoretic perspectives and principles that guide intervention
and be able develop an intervention plan to target specific language objectives.
Fluency
1.
2.
3.
Demonstrate knowledge of the nature and symtomotology of stuttering.
Identify causal factors associated with stuttering.
Develop an intervention plan to target beginning, intermediate, and advanced stuttering in
children, adolescents, and adults.
Schedule of Events
Topics
Readings
August
17 Course Overview, Definitions
Articulatory phonetics
Review of phonetic transcription
Theoretical Perspectives
BW—Chs.1-4
Smit, Ch. 1
BW- Ch. 4
Kamhi, 2005
24 Development
31
Asssessment: Phonetic and phonologic analyses
BW-Ch. 5
Nittrouer, LSHSS, 2002, 237-257
Velleman & Vihman, LSHSS, 2002, 9-24
BW-Ch. 6-7
Stimulability testing, intelligibility
Developmental Apraxia
Smit- Chs. 2-4
Ingram & Ingram, LSHSS, 2001, 271-284
Hall, LSHSS, (2000), 169-181
Forrest & Morisette, JSHLR, 1999, 187-195
Masterson (on reserve)
Kwiatkowski/Shriberg, 1998, AJSLP, 27-38
September
7 Principles of Intervention
Phonetic errors
14 Phonemic errors
(Cycle approach, minimal-maximal pair)
21 Frameworks of CLD
Treatment goals
Tyler (in Kamhi & Pollock)
BW- Ch. 8
Smit- Chs. 6-7
BW—Ch. 9
Smit- Chs. 6-7
Paul, Ch. 1
28 Guest lecture
October
5
Causal factors
12 SLI
19 Principles of Intervention
Paul, Ch. 4
Reed, Ch. 5
Kamhi, 1998, LSHSS
Leonard, 1998 (book)
Paul, Ch. 3
26 Targeting specific language structures/forms
Aux/cop, spatial prepositions, questions,
Complex sentences
November
2 Nature of Stuttering
Guitar, Chs. 1-5
9 Treatment of incipient stuttering (childhood)
Guitar, Chs. 9 & 10
30 Treatment of intermediate and advanced
Stuttering (adolescents and adults)
Guitar, Chs. 11 & 12
Recommended Reading
Bauman-Waengler, J. (2004). Articulation and phonological impairments: A clinical focus (2 nd ed).
Boston: Allyn & Bacon.
Guitar, B. (2006). Stuttering: An integrated approach to its nature and treatment. Philadelphia: Lippincott
Williams & Wilkins.
Kamhi, A., & Pollock, K. (2005). Phonological disorders in children: Clinical decision making in
assessment and intervention. Baltimore: Brookes.
Paul, R. (2005). Language disorders from infancy through adolescence (2 nd ed.). St. Louis: Mosby.
Leonard, L. (1998). Children with specific language impairment. Cambridge, MA: MIT
Other Readings
Most of the readings listed are in ASHA journals, primarily AJSLP or LSHSS. These journals can be
found in the library and on reserve. The Treatment and Resource Manual for SLP by Froma Roth and
Colleen Worthington is a good resource for therapy activities.
Course Requirements
1. 3 Reaction papers—one on each disorder type dealing with a theoretical issue or causal factor.
They are due the class period after the reading is assigned so that you can incorporate class
discussion into your reaction. (15%)
a. Brief summary of article.
b. Reaction—Did you find the information important, interesting, confusing, relevant to practice,
too theoretical? Relate to class discussion if possible.
c. Most important and most muddy point
2.
Case study on a child with a speech or language problem or person who stutters. Should look
like a diagnostic report with background information, developmental history, diagnosis,
assessment information, treatment history, treatment plan, goals, and procedures, and prognosis.
(25%).
3. Oral Presentation demonstrating treatment approach. Grading will be based in large part on how
“engaging” the presentation is. Role play and videos are a good way to present therapy
information. (20%)
Topics
Oral motor therapy: what is it and is it effective in improving speech
Treatment approaches (traditional-Van Riper, cycles, minimal contrast/maximal contrast,
language based). Present approach and research that addresses its efficacy.
Dialect variation/ bi-lingual
Developmental apraxia: Is it truly a separate disorder? How is it different than a severe
phonological disorder? How is treatment different?
Phonological disorders in special populations: cleft palate, HI.
Aux/cop
Spatial prepositions
Questions
Complex sentences
4. Take-home final exam. (40%)
Example of Case Study Sections for Phonology
(speech sample and analyses are not required)
Background and Related Information
1.
2.
3.
4.
5.
6.
Developmental history
Perceptual abilities (acuity/discrimination)
Oral/structural mechanism
Expressive/receptive language abilities
Social/environmental factors
Attentional/motivational behaviors
Most of this information can be obtained from the clinical file. If there is no information on language
abilities, you may want to give a norm-referenced language test, such as the TOLD-P, Preschool Language
Scale, and the Preschool CELF. Information about social and attentional behaviors should be based on the
interactions you have with the client during the term. The information in this entire section can be
presented in about 2-3 pages. From this information, one should have a good sense of whether the child’s
problem is limited to speech or whether other aspects of behavior are deficient.
Speech Sample
1.
2.
3.
Administer a standardized articulation test (e.g., Goldman-Fristoe, Fisher-Logemann, APP, etc.)
Obtain a 50 utterance sample of connected speech. Broadly transcribe at least 25 utterances or a
minimum of 100 different words.
List words from articulation test and conversational sample alphabetically according to the target word.
Put phonetic transcription of word alongside target word. Use “dash” convention to indicate if the
word preceded another word (e.g., dog-), followed a word (-dog) or was between two words (-dog-).
Circle imitated words.
Speech Analyses
1.
2.
3.
4.
5.
6.
7.
8
Phonetic inventory (initial, medial, final position)
Stimulability-- is the child stimulable for sounds not produced?
Syllable structure analysis
Percentage consonants correct (PCC)
Substitution analysis (omissions, substitutions)
Phonological patterns
Severity and Intelligibility (see Bleile and Shriberg et al. 1997, JSHR, 708-723)
General summary of speech system. Include a comparison of single-word vs. connected speech.
The information in this section represents the “meat” or essence of this project. For each section, you
should summarize the findings from the analysis and indicate how discrepant the child’s performance is
from normal. Stated somewhat differently, each section should include a descriptive summary of the
analysis and some interpretation of the analysis. The actual analysis should also be turned in.
Diagnosis/Prognosis
1.
2.
3.
Discuss the factors that impact on the child’s speech system (e.g., genetic, language, structural, motor,
perceptual, social, etc.)
What is the likelihood this child will have reading difficulties?
What is the long-term prognosis for the child in terms of academic/career achievement?
Remediation Plan
1.
2.
What are the treatment targets, short- and long-term goals for the child?
Describe the general approach you would use and why.