A. DEPARTMENT OF SPECIAL EDUCATION
CDS 863 Motor Speech Disorders
3 Credit Hours
B. COURSE DESCRIPTION
Prerequisite: admission to communication disorders and sciences program or by
departmental permission.Study of the neurophysiology, assessment, and treatment of
various motor speech disorders, including dysarthria and apraxia.
C. TEXTS
Freed. D. (2000). Motor speech disorders: Diagnosis and treatment. San Diego: Singular
Publishing Group, Inc.
Velleman, S. (2003). Childhood apraxia of speech resource guide. Clifton Park: Delmar
Learning.
Required Reading:
Tonkovich, J. (2002). Multicultural issues in the management of neurogenic communication
and swallowing disorders in D.Battle (Ed) Communication disorders in multicultural
populations. Boston: Butterworth-Heinemann.
D. COURSE OBJECTIVES
Upon completion of this course, participants will demonstrate in addition to demonstrating
knowledge and competence in areas corresponding to ASHA’s CAA standards in the
Knowledge and Skills Acquisition (KASA) guidelines:
1. An understanding of the neuroanatomical and neurophysiological bases of motor
speech production.
2. Knowledge of neuropathologies which can result in motor speech disorders.
Demonstrate basic knowledge of evaluation procedures for AOS and dysarthria in
children and adults.
3. Demonstrate basic knowledge and skill associated with the selection and use of
appropriate intervention methods and materials used with individuals demonstrating
motor speech disorders.
E. COURSE OUTLINE
Week 1
Defining the Territory
 Perspectives on Motor Speech Disorders: A Clinical Point of View
 Neuroanatomic and Neurolinguistic Considerations
Dysarthria in Degenerative Disease
 AOS versus Dysarthria At A Glance
 Perspectives on Motor Speech Disorders: A Clinical Point of View
 Neuroanatomic and Neurolinguistic Considerations
Dysarthria in Degenerative Disease
 Flaccid Dysarthria
 A Brief Historical Review of Motor Speech Disorders
 Spastic Dysarthria
 Unilateral Upper Motor Neuron Dysarthria
 Ataxic Dysarthria
 Hypokinetic Dysarthria
 Hyperkinetic Dysarthria
 Mixed Dysarthria
Week 2
Clinical Evaluation of Motor Speech Disorders
 Overview of Evaluation Procedures and Considerations
Week 3
General Principles of Treatment
 Flaccid Dysarthria
 Spastic Dysarthria
 Unilateral Upper Motor Neuron Dysarthria
 Ataxic Dysarthria
 Hypokinetic Dysarthria
 Hyperkinetic Dysarthria
 Mixed Dysarthria
Week 4
Apraxia of Speech
Childhood Apraxia of Speech
Weeks 5 & 6 Assessment of CAS
 Preassessment Considerations
 Oral Mechanism and Motor Speech Examination
Week 7
Treatment Considerations for CAS
Dynamic Remediation Strategies for Children with Developmental
Verbal Dyspraxia
Week 8
Application to the Real World- Discussion of Articles from Apraxia Library
F. COURSE REQUIREMENTS
This course has a discussion format with students reading from the texts and articles
assigned to specific topic areas. Students are required to read assignments prior to
scheduled class meetings. Audio and video tapes will be used to supplement course content.
1. Reference Notebook: A reference notebook containing handouts distributed in class will
be compiled
into a notebook to be submitted for review. The notebook must include a typed table
of contents with materials presented in class and appropriately sectioned (e.g.,
references contained under each major heading, dividers/tabs) pertaining to two
major sections: (1) Dysarthria and (2) AOS. A separate section for AOS and CAS is
required. Within each major section, a separate unit on both assessment and
intervention is recommended (i.e., treatment for spastic dysarthria, assessment for
CAS). Please organize the notebook so that one could easily find a reference such
as assessment of respiration and/or evaluation of the motor speech mechanism.
Notebooks will be graded and returned to each student. (40 points) (Due 6th week)
2. Snippets of Thought Project: For this assignment, there are three tasks. First,
please go to www.apraxia-kids.org, an exceptional web site for childhood apraxia of
speech (CAS) in children.
a. Download and/or save to a disk the following references: Guide to Childhood
Apraxia of Speech for families (located in the Family Place section), and the
Speech-Language Pathologist Start Guide for Apraxia (located in the
Professional Place section). Please note: include only the first page of
each guide in your reference notebook in the CAS section for future
reference.
b. Click on The Apraxia Library icon. Download a copy of the following
references for inclusion in your reference notebook:
 Backward Buildups: A Therapy Technique for Multisyllabic Words (S.
Velleman)

A Multi-focal Approach to Speech Therapy for Children with AOS (M.
Crary)
 Practicing Speech Sounds, Syllables or Words Multiple Times with
Preschoolers (Strode)
 Choosing Stimuli for Speech Therapy with Children Who Have Severe
Apraxia of Speech (E. Strand)
 Brief Ideas for Speech Therapy for Children with Apraxia of Speech
(Hammer)
 Childhood Apraxia of Speech: Key Factors in Appropriate Therapy
Approach (Velleman)
 Speech Intelligibility: How to Evaluate and Provide Treatment
(Pascoe)
During the last week of class, please bring these references to class as we
will be discussing, as a group, the application to the clinical management of
children with CAS. Be prepared to discuss each; don’t wait until class as
points will be awarded for class participation ( 5 points). (Due 8th week)
c.
Cognitive Exercises: There are three (3) questions that need your analysis of
thought. First, do language comprehension/processing disorders co-exist in
children diagnosed with CAS?. (2). Does training non-speech oral movements
facilitate speech-sound production in children with motor speech disorders? and
(3). Is there a relationship between disordered prosody and CAS? You may use
the Apraxia Library references on the webpage in addition to outside resources to
answer these questions. Each answer is to be typed, double-spaced and only 1-2
pages in length. Cite a minimum of 4 references used to formulate your answer.
The question to be answered should be type at the top of the page, followed by
your response and list of references. Each question is worth 10 points each. (Due
3rd and 5th weeks)
2. Examinations and Quizzes: There will be six in-class quizzes, each worth 50 points,
that will be administered at the beginning of the first day of class for the week. (Due
2nd, 3rd, 4th, 5th, 7th and 8th weeks).
G. ADDITIONAL REQUIREMENTS FOR GRADUATE STUDENTS IN 700-LEVEL
Not Applicable
H. EVALUATION METHODS
Grades will be determined by a percentage of total points possible on six in-class quizzes
(each worth 50 points), a reference notebook (40 points), and the snippet thoughts project
(35 points).
Grading Scale
A = 90 - 100%
B = 80 - 89%
C = 70 - 79%
D = 60 - 69
I. STUDENT PROGRESS
Students are responsible for monitoring their progress in the course and computing their
grades continually as each assessment and/or course requirement is returned to them by the
instructor. Following each examination, each student will be informed of his/her performance
on that test and how that compares with the rest of the class. The instructor will provide
students with written information on their progress in the course at least once prior to the
mid-point of the course.
J. ATTENDANCE POLICY
College Of Education Attendance Policy: Absences equating to 20% of class meetings will result in
automatic failure. Class sessions missed as a result of late entry into class will be counted as
absences. The student is responsible for presenting the instructor with a reason for absences in order
to be given opportunity to make up missed work. Adequate reasons for class absences include
personal illness, death or serious illness in the immediate family, or participation in an approved
University activity.
CD Program Attendance Policy: The following is a uniform attendance policy for the Communication
Disorders (CD) program and will be enforced by all CD faculty.
1. Regular attendance is expected throughout the semester and will be recorded each class period.
2. The student should call the Department secretary (859-622-4442) and leave a message for the
instructor prior to the class absence. Include in the message your name and course number and
reason for the absence. It is not necessary to call the instructor directly.
3. A maximum of three absences will be allowed for DAY CLASSES. Subsequent absences will
result in the lowering of the final grade (e.g., 4= one grade lower, 5= two grade lower, 6= three
grades lower, and 7= failure in the course).
4. For EVENING CLASSES or CLINICAL PRACTICUM COURSES, 1 approved absence will be
allowed;
5. Any absence to an examination requires 24 hour prior notice. If less than 24 hour notice is given,
the instructor may require documentation to determine if the absence will be approved and if a
make-up will be permitted.
6. Students will be responsible for obtaining class notes and handouts from other students in the
class in the event of an absence.
K. NOTIFICATION OF THE LAST DAY TO DROP THE COURSE
June 11, 2008
L. DISABILITIES STATEMENT
If you are registered with the Office of Services for Individuals with Disabilities, please make an
appointment with the course instructor to discuss any academic accommodations you need. If you
need academic accommodations and are not registered with the Office of Services for Individuals with
Disabilities, please contact the office on the third floor of the Student Services Building, by email at
disabilities@eku.edu or by telephone at (859) 622-2933 V/TDD. Upon individual request, this
syllabus can be made available in alternative forms.
M. ACADEMIC INTEGRITY STATEMENT
Academic Integrity Statement: Students are advised that EKU’s Academic Integrity policy
will strictly be enforced in this course. The Academic Integrity policy is available at
www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the
Office of Academic Integrity.
Course P/N
CDS 863
Course Title
Motor Speech Disorders
CONCEPTUAL FRAMEWORK ELEMENTS
CF1: Knowledge - Enables candidates to construct understanding of the complexity and
richness of the teaching/learning process.
CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all
students.
CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student
learning and development.
CF4: Technology - Focuses on preparing candidates who are able to use educational
technology to help all students learn.
CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning
for all students
RELATIONSHIP TO:
College of Education Conceptual Framework
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
CF1
CF2
CF3
CF4
CF5
K, KA1
K
K
TEACHER STANDARDS (2008)
STANDARD 1:
STANDARD 2:
STANDARD 3:
STANDARD 4:
STANDARD 5:
STANDARD 6:
STANDARD 7:
The teacher demonstrates applied content knowledge
The teacher designs and plans instruction
The teacher creates and maintains learning climate
The teacher implements and manages instruction
The teacher assesses and communicates learning results
The teacher demonstrates the implementation of technology
Reflects on and evaluates teaching and learning
STANDARD 8: Collaborates with colleagues/parents/others
STANDARD 9: Evaluates teaching and implements professional development
STANDARD 10: Provides leadership within school/community/profession
Kentucky Teacher Standards – Advanced
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
TS1
TS2
TS3
TS4
TS5
TS6
TS7
TS8
TS9
TS10
K,
K
K
K
KA1
EKU GOALS
EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by
attracting, developing and educating a diverse student, faculty, and staff population.
EKU-G2. To continuously assess and improve the services and infrastructure of the University
to support and maintain high quality programs.
EKU-G 3. To promote learning through high quality programs, research, and support services.
EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural
opportunities and problem-solving abilities for members of the University community.
EKU-G5. To increase and enhance external and internal constituency engagement, while
maintaining a connection with the southeastern region of Kentucky.
EKU Goals
EKU-G1
EKU–G2
EKU-G3
EKU-G4
EKU-G5
KERA Initiatives
Identify the initiative number(s) for each category
Learner
Program of
Program of
Goals/Academic
Studies:
Studies: Skills &
Expectations
Understandings
Concepts
Core Content
EPSB Themes
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
Code of
Leadership
Diversity
Technology
Literacy
Ethics
SPA
American Speech-Language-Hearing Association
STANDARD I: Degree
STANDARD II: Institution of Higher Learning
STANDARD III: Program of Study – Knowledge Outcomes
III-A
III-B
X
III-C
X
III-D
X
III-E
III-F
X
III-G
III-H
STANDARD IV: Program of Study – Skills Outcomes
IV-A
X
IV-B
IV-C
IV-D
IV-E
IV-F
IV-G
STANDARD V: Assessment
V-A
V-B
STANDARD VI: Speech-Language Pathology Clinical Fellowship
VI-A
VI-B
VI-C
VI-D
STANDARD VII: Maintenance of Certification