Department of Speech-Language Pathology
College of Health Professions
Sacred Heart University
SLP 585 Voice and Velopharyngeal Disorders: 3 credits
Prerequisite: SLP 210 Phonetics; SLP 300 Anatomy and Physiology of Speech, Swallowing &
Hearing; SLP 320 Speech Science
Place of Course in Program: This course will provide students with the knowledge and skills
necessary to understand, assess, and treat disorders of the voice of both pharyngeal and
velopharyngeal origin, as well as the needs of speakers with laryngectomy or glossectomy. It is
a necessary part of the preparation to work with clients in medical speech-language pathology
settings.
Course Description: This course presents the anatomy, physiology, and embryology of the
head and neck involved in the onset, development and maintenance of disorders of the voice as
well as structural malformations of the palate and velopharynx in children and adults.
Assessment procedures for speech, resonance, and velopharyngeal dysfunction are illustrated
with case studies, and no-tech, low-tech, and high-tech treatment procedures are covered in
detail. Consideration will be given to laryngectomee rehabilitation with emphasis on surgical
voice restoration. 3 credits; Lecture/Laboratory format.
Course Objectives
Upon completion of this course,
students will be able to:
Define the embryological,
anatomic, and neurological bases
of vocal behavior, and
physiological processes of normal
phonation and resonance;
Describe respiration, phonation,
resonance and articulation as
related to modulation of voice and
resonance.
Identify etiologies and describe
characteristics of vocal and
resonance pathologies (e.g.,
benign, malignant, congenital, and
neuropathologic) including
incidence and prevalence.
Identify measurable variables as
ASHA Standard
Learning Activities
Evaluation
IIIB
Communication
Processes
Lectures, readings,
laboratory
demonstrations
Instructor
grade on
Essay Exam
IIIC
Communication
Disorders
Lectures, readings,
video
demonstrations
Instructor
grade on
Essay Exam
IIID Methods of
Lectures, readings,
Instructor
related to modulation of voice and
resonance (e.g., acoustic,
aerodynamic,
perceptual)
Prevention,
Assessment,
Intervention
video and lab
demonstrations;
student oral
presentations/
demonstrations
grade on Oral
presentations
Recognize the needs of specific
and culturally diverse populations
(e.g., transgender, transsexual,
mutational falsetto, and English
Language Learners) with regard to
voice and resonance
IIID Methods of
Prevention,
Assessment,
Intervention
IIIF Evidencebased Practice
IIIC
Communication
Disorders
IIID Methods of
Prevention,
Assessment,
Intervention
Lectures, readings,
guest speakers,
class discussion
Instructor
grade on
Essay Exam
Lectures, readings,
cooperative learning
groups; problembased learning
activity
Instructor
grade on
Group
presentations
on assessment
IIIC
Communication
Disorders
IIID Methods of
Prevention,
Assessment,
Intervention
IVB Oral/Written
Communication
IIIC
Communication
Disorders
IIID Methods of
Prevention,
Assessment,
Intervention
IIID Methods of
Prevention,
Assessment,
Intervention
Lectures, readings,
guest speakers,
cooperative learning
groups
Instructor
grade on
“Healthy Voice”
brochure
assignments
Lectures, readings,
guest speakers,
cooperative learning
groups; laboratory
demonstrations
Instructor
grade on
student
laboratory
exam
Lectures, readings,
laboratory
demonstrations
Instructor
grade on
laboratory
exam
IIID Methods of
Prevention,
Assessment,
Lectures, readings,
video and laboratory
demonstrations;
Instructor
grade on
student
Outline a complete evaluation
protocol and identify clinically
appropriate assessment tools,
including history, acoustic and
aerodynamic measures,
perceptual ratings, imaging, and
electroglottography, etc., the
various types of voice and
resonance disorders
Identify techniques for prevention
of voice disorders and promotion
of vocal wellness (e.g.,
vocal hygiene, avoiding
phonotrauma) in varied clinical,
educational, cultural, and
occupational settings.
Outline the anatomical and
physiological changes in patients
with tracheostomies. Identify
procedures for assessing
communication needs and
speaking valve selection.
Describe a clinically appropriate
alaryngeal voice assessment
protocol, including stimulability,
insufflation testing, prosthesis
fitting, and modality selection, etc.
Describe evidence-based
treatment approaches and
supportive outcomes to alaryngeal
speech
production: behavioral, medical
(including pharmacological),
surgical, and combination
strategies
Describe the anatomic and
physiologic changes that result
from cleft lip and palate, and the
surgical interventions available
Enumerate the assessment and
management techniques
appropriate to each stage of
development for children with
craniofacial anamolies (CFA)
List the specialized training
requirements for instrumental
evaluations of laryngeal and
velopharyngeal function.
Describe the multidisciplinary
teams necessary to manage voice
and resonance disorders of
various origin and define the role
of the SLP in each.
Intervention
research paper
research minipaper I
III Communication
Disorders
IIID Methods of
Prevention,
Assessment,
Intervention
III Communication
Disorders
IIID Methods of
Prevention,
Assessment,
Intervention
IVB Oral/Written
Communication
IIIG Professional
Issues
IIIH Professional
credentials
IIID Methods of
Prevention,
Assessment,
Intervention
IIIG Professional
Issues
IIIH Professional
credentials
Lectures, readings,
video and laboratory
demonstrations;
research paper
Instructor
grade on
student
research minipaper II
Lectures, readings,
video and laboratory
demonstrations;
information booklet
Instructor
grade on
student minibooklet for
families of
children with
CFA
Lectures, readings,
class discussion
Essay Exam
Lectures, readings,
class discussion;
problem-based
learning activities
Essay Exam
Readings
Boone, D., McFarlane, S., Von Berg, S. & Zraic, R. (2009). Voice and voice therapy-8th Ed.
Boston: Allyn & Bacon.
Peterson-Falzone, S. Hardin-Jones, M., & Karnell, M. (2009). Cleft palate speech-4th Ed. St.
Louis: Mosby.
Course Requirements and Grading Criteria
Assignments
Points
Final Essay Exam
30
Student Research Paper
10
Oral Presentation I
10
Oral Presentation II (Assessment)
10
“Healthy Voice” brochure
10
Laboratory Exam
10
Mini-research paper
10
Family information booklet
10
Total Possible Points
100
SHU Grade Criteria
Letter Grade
Grade Range
Grade Points
A
93-100
4.0
A-
90-92
3.67
B+
87-89
3.33
B
83-86
3.00
B-
80-82
2.67
C+
77-79
2.33
C*
73-76
2.00
C-*
70-72
1.67
D+*
67-69
1.33
D*
60-66
1.00
F
0-59
0.00
*Note: the following grades are not available for Graduate Courses: C-, D+, D
Course Policies
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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).
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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.