Spring 2005
KEAN UNIVERSITY
Union, New Jersey
MOTOR SPEECH DISORDERS IN CHILDREN AND ADULTS
Course Number:
CDD 5238
Semester Hours:
1.5
Prerequisites:
Permission of Program Coordinator
Limitation on Enrollment:
25
Required or Elective:
Elective
Catalogue Description:
The nature, diagnosis, and treatment of neuromotor disorders of speech in
children and adults.
N.B. In order to ensure full class participation, any student with a disabling
condition requiring special accommodations (e.g., tape recorders, special
adaptive equipment, special note-taking or test-taking procedures) will be
strongly encouraged to contact the professor at the beginning of the course.
For the student’s convenience, the professor’s office hours, telephone
number, and e-mail address will be listed on the syllabus.
KEAN UNIVERSITY
Union, New Jersey
MOTOR SPEECH DISORDERS N CHILDREN AND ADULTS
I.
Course Objectives:
Students will achieve growth toward being informed, dynamic professionals, as
evidenced by demonstration of proficiencies in knowledge comprehension, value
development, and skill application. Students will be able to:
A. define, understand, and categorize motor speech disorders. (K)
B. describe neurologic bases of speech movements and their pathologies. (K)
C. identify etiologies and characteristics of various motor speech disorders: dysarthrias,
apraxias, dystonias, others. (K,S)
D. demonstrate ability to assess the motor speech systems of children and adults using a
variety of tools. (K,S)
E. interpret assessment results and diagnose problems. (K,S)
F. develop intervention plans using a variety of therapeutic techniques based on
individual needs in a variety of settings. (K,S,D)
G. understand the effects of motor speech disorders on the lives of persons with these
disorders and advocate for their treatment .(K,S,D)
II.
Course Content:
A. Definitions and categories of motor speech disorders.
1. Basic definitions: dysarthria, apraxia of speech, motor speech disorders
2. Prevalence and distribution of motor speech disorders
3. Methods for studying and categorizing motor speech disorders:
a. perceptual
b. acoustic
c. physiologic
B. Neurologic bases of motor speech and its pathologies.
1. Gross neuroanatomy and major neurologic systems
2. The speech motor system
a. Final common pathway and speech
b. Direct activation pathway and speech
c. Indirect activation pathway and speech
d. Basal ganglia control circuit and speech
e. Cerebellar control circuit and speech
3. The conceptual programming level and speech
C. Etiologies and characteristics of various motor speech disorders.
1. Dysarthrias:
a. Flaccid dysarthria
b. Spastic dysarthria
c. Ataxic dysarthria
d. Hypokinetic dysarthrias
e. Hyperkinetic dysarthrias
f. Unilateral upper motor neuron dysarthria
g. Mixed dysarthrias
2. Apraxia of Speech
a. Developmental apraxia
b. Acquired apraxia
D. Assessment of the motor speech system of children and adults.
1. Interpreting neurological findings
2. Direct examination of the neuromotor speech mechanism
3. Use of standardized tests
E. Interpreting assessment results and diagnosing problems.
1. Distinguishing among the dysarthrias
2. Distinguishing dysarthrias from apraxia of speech
3. Distinguishing motor speech formother speech and language disorders
F. Developing intervention plans for chldren and adults.
1.
2.
3.
4.
”Cerebral palsy” in children and its treatments
Rehabilitation of motor speech systems
Compensatory treatments: augmentative and alternative systems
Planning for degenerating neurological conditions
G. Managing motor speech disorders in various settings.
H. Effects of motor speech disorders on the lives of individuals.
I. Advocating for persons with motor speech disorders.
III.
A.
B.
C.
D.
E.
F.
IV.
A.
B.
C.
D.
E.
V.
Methods of Instruction:
Lecture
Case presentations on videotape
Observation of motor speech evaluations and therapy
Guest speakers
Site visits
Internet searches for treatment options
Methods of Evaluation:
Examinations (K,S)
Class participation (K,S,D)
Written abstracts of journal and internet information (K,S)
Clinical evaluation demonstrations (K,S,D)
Case studies (K,S,D)
Suggested Texts:
Duffy, J. (2005). Motor speech disorders: Substrates, differential diagnosis and
management. St. Louis, MO: Mosby.
Freed, D. (2000). Motor speech disorders; Diagnosis and treatment. San Diego, CA:
Singular Thomson Learning.
Yorkston, K., Beukelman, D., Strand, E., & Bell, K. (1999). Management of Motor
Speech Disorders in children and Adults, 2nd Edition. Austin, TX: Pro-ed.
VI.
Resources and References:
Articles:
Clark, H. (2003). Neuromuscular treatments for speech and swallowing: A tutorial.
American Journal of Speech-Language Pathology, 12, 400-415.
Dromey, C, & Benson, A. (2003). Effects of concurrent motor, linguistic, or cognitive
tasks on speech motor performance. Journal of Speech, Language and Hearing Research,
46, 1234-1236.
Forrest, K. (2003). Diagnostic criteria of developmental apraxia of speech used by
clinical speech-language pathologists. American Journal of Speech-Language Pathology,
12, 376-380.
Garcia, J., & Dagenais, P. (1998). Dysarthric sentence intelligibility: contribution of
iconic gestures and message predictiveness. Journal of Speech, Language, and Hearing,
41, 1282-1294.
Hall, P. (2000). A letter to the parent(s) of a child with developmental apraxia of speech.
Language, Speech, and Hearing Services in Schools, 31, 179-181.
Kent, R., Kent, J., Duffy, J., Thomas, J. Weismer, G., & Stuntebeck. (2000). Ataxic
dysarthria. Journal of Speech, Language, and Hearing Research, 43 1275-1289.
Kent, J., Kent, R., Rosenbek, J., Weismer, G., Martin, R., Sufit, R., & Brooks, B. (1992).
Quantitative description of the dysarthria in women with amyotrophic lateral sclerosis.
Journal of Speech and Hearing Research, 35, 723-733.
Lewis, B., Freebairn, L., Hansen, A., Iyengar, S., & Taylor, H. (2004). School-age
follow-up of children with childhood apraxia of speech. Language, Speech, and Hearing
Services in Schools, 35, 122-140.
Maner, K. J., Smith, A., & Grayson, L. (2000). Influences of utterance length and
complexity on speech motor performance in children and adults. Journal of Speech,
Language, and Hearing Research, 4,. 560-573.
Marshall, R., & Karow, C. (2002). Retrospective examination of field rate-control
intervention. American Journal of Speech-Language Pathology, 11, 3-16.
Nijland, L. & Maassen, B. (2003). Evidence o f motor programming deficits in children
diagnosed with DAS. Journal of Speech, Language and Hearing Research, 46, 437-450.
Schulz, G. (1999) Speech and oral motor learning in individuals with cerebellar atrophy.
Journal of Speech, Language, and Hearing Research, 42 1157-1175.
Solomon, N., Robin, D., & Luschei, E. (2000). Journal of Speech, Language, and
Hearing Research, 43, 256-267.
Yorkston, K., Strand, E. & Kennedy, M. (1996) Comprehensibility of dysarthric speech:
implications for assessment and treatment planning, American Journal of SpeechLanguage Pathology, 5, 55-66.
Video
Burns, M. Assessing and treating neurogenic geriatric communication disorders.
Rockville, MD: American Speech-Language-Hearing Association.
Haarbauer-Krupa, J. Oral-motor skills: Development and implication for speaking and
eating. West Lafayette, IN: Purdue University
Lauter, J & Kent, R. Communication neuroscience: Putting the brain at your
“fingertips”, Rockville, MD: American Speech-Language-Hearing Association.
Duffy, J. Assessment of Motor Speech Disorders, Rockville, MD: American SpeechLanguage-Hearing Association.
Electronic
CD Rom: Motor Speech Disorders, San Diego: Singular Thomson Learning
ASHA Special Interest Division #2 Listserve. Neurogenics.
Neurology Webforum: Http://neuro-www.mgh.harvard.edu/forum
www.apraxia–kids.org
www.speechlanguagelearning.com/dysarthria.html