Website: http://www.tcd.ie/Broad_Curriculum/cfc/index.php

For full details of assessment/examination regulations for Broad Curriculum cross-faculty courses please familiarise yourself with the following Assessment and Examination Regulations at

On successful completion of this module, students should be able to

1. 
   use the symbols of the extension to the International Phonetic Alphabet (ExtIPA) for the transcription of disordered speech as well as the symbols for the transcription of voice quality VoQS
   
2. 
   apply phonetic transcription skills to the analysis of samples of disordered speech.
   

Speech Acoustics and Clinical Applications of Experimental Techniques

3. 
   Describe the basic concepts of speech acoustics, relating them to speech production and perception
   
4. 
   conduct technical analyses, interpret results and relate theory and data to clinical practice
   

1. 
   The principles of phonetic transcription using the IPA are revisited and the ExtIPA notation is introduced.
   
2. 
   Speech samples representative of common speech disorders are transcribed and analysed.
   

Speech Acoustics and Clinical Applications of Experimental Techniques

1. 
   The course provides a short introduction to basic acoustics, relating the main concepts to speech production (source filter theory) and to the correlated auditory categories (pitch, loudness, quality).
   
2. 
   Through wide and narrow band spectrographic analysis the basic concepts are revisited and demonstrated. Students are taught how to segment broadband spectrograms, and how to identify the spectral characteristics of individual classes of speech sounds in a rudimentary way, and consideration is given as to how hearing loss in specific frequency regions is likely to affect people's ability to discriminate specific classes of speech sounds.
   
3. 
   Pitch analysis is introduced and the spectral correlates of voice quality illustrated. Non-acoustic techniques, such as electro-palatography (EPG) and airflow measurement may also be briefly introduced.
   
4. 
   An attempt is made throughout to provide an overview of how instrumental techniques can be used not only for research, but also to assist in the analysis, diagnosis and (sometimes) the remediation of speech disorders.
   

Clinical Phonetics

Ball, M.J., Rahilly, J. and Tench, P. (1996). The Phonetic Transcription of Disordered Speech. London: Singular Publishing.

Handbook of the International Phonetic Association. (1999). Cambridge: Cambridge University Press.

Ladefoged, P. & Johnson, K. (2010). A Course in Phonetics (6 ed.): Wadsworth, Cengage

Ladefoged, P. (2001). Vowels and Consonants: An Introduction to the Sounds of Language. Oxford: Blackwell.

Wells, J. (1982). Accents of English. Cambridge: Cambridge University Press.
Speech Acoustics and Clinical Applications of Experimental Techniques

Ladefoged, P. (1999). Elements of Acoustic Phonetics. Chicago, University of Chicago Press. Illustrations will involve excerpts from the following sources. Copies of these can be consulted at the CLCS Phonetics and Speech Laboratory.

Fry, D. (1979). The Physics of Speech, Chapter 10. Cambridge, Cambridge University Press.

Hardcastle,W. and Gibbon, F. (2005). Electropalatography as a research and clinical tool: 30 years on, in A Figure of Speech: a Festschrift for John Laver, W. Hardcastle and J. Mackenzie Beck eds., Lawrence Erlbaum Associates, New Jersey, pp 39-63.

Kane, P. and Ní Chasaide, A (1992). A. Voice source analysis: a comparison of dysphonic and normal voice, in Journal of Clinical Speech and Language Studies, 2, pp 17-29.

Ladefoged, P. & Johnson, K. (2010). A Course in Phonetics (6 ed.): Wadsworth, Cengage

MacKenzie Beck, J. (2005). Perceptual analysis of voice quality: the place for vocal profile analysis, in A Figure of Speech: a Festschrift for John Laver, W. Hardcastle and J. Mackenzie Beck eds., Lawrence Erlbaum Associates, New Jersey, pp 285-322.

Gobl, C., & Ní Chasaide, A. (2010). Voice source variation and its communicative functions. In W. J. Hardcastle, J. Laver & F. E. Gibbon (Eds.), The Handbook of Phonetic Sciences (2 ed., pp. 378-423). Oxford: Blackwell Publishing Ltd.

O'Halpin, R. (1990). Contrastive Stress in Profoundly Deaf Speakers: an Auditory and Acoustic Analysis Before and After Training. Unpublished M.Litt Thesis, CLCS, TCD.
Assessment Details

Clinical Phonetics

Speech Acoustics and Clinical Applications of Experimental Techniques

Dr.K.McTiernan

On successful completion of this module, students should be able to:

1. 
   Identify, compare and contrast major theories of contemporary neuropsychology and cognitive psychology
   
2. 
   Outline the major theoretical perspectives in neuropsychology and cognitive psychology and evaluate the theoretical conclusions analytically
   
3. 
   Outline and critically evaluate different methodological approaches within Neuropsychology
   
4. 
   Evaluate the application of neuropsychological knowledge to understanding human cognition
   
5. 
   Contextualise the practical and theoretical importance of neuropsychology and cognitive psychology in clinical settings
   
6. 
   Apply cognitive and neuropsychology theory to the practice of speech and language therapy
   

1. 
   The Cognitive Neuropsychology Course aims to provide an in depth exploration of human cognition and the neurological basis of behaviour. 
   
2. 
   The course focuses on normal cognition and neuropsychology and includes the following topics: normal brain structure and function, attention, perception, multiple memory systems, encoding and retrieval processes, the role of knowledge, language, and reasoning.
   

1. 
   Normal brain structure and function and illustration of how normal brain function can be better understood by the study of abnormal functioning.
   
2. 
   Key topics in neuropsychology of perception: mechanisms underlying facial and object recognition; the somatosensory; damage and recovery of sensory/motor functions; visual pathways and agnosia.
   
3. 
   Contemporary debates in the neuropsychology of memory: types of amnesia, implications for memory structures and processes, neuropsychological assessment and recovery of function.
   
4. 
   Topics in neuropsychology of language: laterality, production & comprehension, structure and function, role of temporal lobes, aphasia.
   
5. 
   Review of research on the neuropsychology of attention & mental representations: propositions and images; split brain research, laterality
   
6. 
   Neuropsychology of the frontal lobe: problem solving, individual differences, movement and movement disorders, handedness and sex differences, dementia
   
7. 
   Cognitive Theories: perception, attention, memory, language and thought, problem solving, intelligence
   
8. 
   Theories of motivation and emotion
   
9. 
   Learning Theory: conditioning, instrumental learning, operant conditioning, behaviour modification
   

Bhatnagar, S.C. (2008). Neuroscience: For the study of communicative disorders. Lippincott Williams & Wilkins.

Carlson, N. (2010). Foundations of Physiological Psychology. Allyn & Bacon.

Eysenck, M.W. & Keane, M.T. (2010). Cognitive psychology: A student’s handbook. East Sussex: Psychology Press.

Gazzaniga, M. (2000). Cognitive Neuroscience, a reader. Blackwell.

Gladwell, M. (2006). Blink: The power of thinking without thinking. Penguin.

Kolb, B. & Whishaw, I. (2009). Fundamentals of Human Neuropsychology.

Lund, N. (2003; 2014). Language and thought. London: Routledge

Martinez, J.L. & Kesner, R.P. (2012). Neurobiology of learning and memory. London: Academic Press.

Robertson, I. (1999). Types of thinking. London: Routledge.

Robertson, I. (2003). Plasticity and rehabilitation. Elsevier H.Sciences.

Sacks, O. (1985). The man who mistook his wife for a hat. Duckworth and Co.

Shadden, B.B., Hagstrom, F., & Koski, P.R. (2008). Neurogenic communication disorders: Life stories and the narrative self.  Oxford: Plural Publishing.  

Sternberg, R.J. & Sternberg, K. (2012). Cognitive psychology (6^th ed.). Belmont, CA: Cengage.

Stirling, J. (2008). Introducing Neuropsychology. Psychology Press.

Taylor, J.B. (2008). My stroke of insight: A brain scientist’s personal journey. Penguin Group/Viking.

One 3-Hour Exam Paper (70%).

Independent of any mark achieved by students on continuous assessment assignments, students are required to achieve a mark of at least 35 per cent on the examination and achieve a minimum mark of 40 per cent on three questions within each examination paper in order to be considered satisfactory.


One Written assignment (30%). Details of the continuous assessment written assignment will be distributed, in lecture 2, on a separate hand-out.

Due at 12 noon, 27^th February 2015.





Module Code SL2007

Module Name ASSESSMENT SPEECH VOICE FLUENCY

ECTS weighting 15

Semester/term taught Michaelmas term

Contact Hours 72 hours lectures/ SDL contact, assignments 120 hours.

Total 304 hours

Lecturers – J. Linklater, Z. Greene, Dr. M. Smith, Dr. C. Jagoe

1. 
   synthesize knowledge and critically evaluate the diagnostic process related to speech, voice and fluency disorders and disorders of Feeding, Eating, Drinking Swallowing (FEDS) (programme outcome 1, 4, 5)
   
2. 
   describe and identify aetiologies of disorders of voice and speech production and FEDS. (programme outcome 2, 4)
   
3. 
   describe and interpret the impact of symptoms related to structural, neurological and sensory impairments on speech, voice, fluency and FEDS. (programme outcome 2, 4)
   
4. 
   construct and rationalize a plan for assessment that will allow categorization and differentiation of speech, voice, and fluency disorders to generate appropriate diagnoses. (programme outcomes 1, 2, 4, 5)
   
5. 
   construct and rationalize a plan for assessment that will allow differentiation of factors impacting on FEDS (programme outcomes 1, 2, 4, 5)
   
6. 
   analyze assessment data provided relating to speech, voice, fluency disorders and/or FEDS (programme outcome 1, 2)
   
7. 
   plan appropriate case history enquiry related to data on speech, voice, fluency disorders and/or FEDS, and link the outcome of their interpretation to the formulation of both a profile and a differential diagnosis. (programme outcomes 1, 2, 4, 5)
   

This module introduces students to assessment models, principles and techniques relevant to disorders of speech, voice, fluency, and feeding, eating, drinking and swallowing (FEDS) as well as to principles of decision-making in assessment of disorders of speech voice and fluency and FEDS.

1. 
   Principles of assessment within an ICF framework; Assessment of speech; Theories of speech motor control; Implications for assessment of speech.
   
2. 
   Developmental speech disorders; Nature and assessment of developmental dysarthria, phonological disorder and developmental verbal dyspraxia.
   
3. 
   Developmental dysarthria: Causative factors and diagnostic groups; classification; models of assessment; associated impairments.
   
4. 
   Developmental Verbal Dyspraxia: Description, assessment and classification; associated factors and consequences; approaches to assessment: structuring and implementing assessment
   

5. 
   Phonological delay and disorders: Factors affecting input, perception and processing; models of speech processing (Stackhouse & Wells, 1997); assessment models and approaches; description and categorisation of profiles.
   
6. 
   Craniofacial anomalies: Definition of terms, gross anatomy of velopharyngeal sphincter, classification of cleft types, linguistic development, speech developments, velopharyngeal dysfunction, team members and roles, assessment techniques and procedure.
   
7. 
   AAC: Definition of augmentative and alternative communication; classification of use of AAC; terminology associated with AAC; aided and unaided systems; principles of assessment; participation model of assessment
   
8. 
   Voice and its disorders: Terminology and epidemiology; models of dysphonia; nature & presentation of voice disorders in children, adolescents and adults. Diagnostic framework; assessment process and procedures, analysis and evaluation.
   
9. 
   Fluency Disorders in children and adults: The nature of developmental/childhood, late onset/acquired stuttering, and diagnostic practice across the range of fluency disorders.
   
10. 
    Acquired Motor Speech: Dysarthria: neuropathology of dysarthria; effects of neurological impairments on the speech motor control.
    
11. 
    Apraxia of Speech (AOS): neuropathology of  AOS. Controversies on motoric vs linguistic theories on nature of AOS. Issues in differential diagnosis. Assessment: models of assessment.  Structural, physiological, motor, linguistic, cognitive, medical, communicative, behavioural and psychosocial variables.  Assessment templates: standard and non-standard assessments with critical evaluation of same; perceptual assessments; neurophysiological and cognitive neuropsychology models. Non verbal apraxias and their relationship with AOS.
    
12. 
    Assessment of feeding, eating, drinking and swallowing. Formal and informal procedures. Team members. Bedside swallow assessment.
    
    
    

Bloodstein, O. & Berstein Ratner, N. (2007). A Handbook on Stuttering. Thomson Delmar.

Bothe, A. (2004). Evidence-Based Treatment of Stuttering. Mahwah NJ: LEA.

Curlee, R. and Conture, E. (2007). Stuttering and Related Disorders of Fluency. Third Edition, Thieme Medical Publishers, Inc.

Duffy, JR. (2005). Motor Speech Disorders:Substrates, differential diagnosis and management. St Louis: Elsevier Mosby.

Freed, D. B. (2012). Motor Speech Disorders: Diagnosis and Treatment. New York: Delmar. 2^nd Edition

Lowit, A, & Kent, R. (2011). Assessment of Motor Speech Disorders.  San Diego: Plural.

Yorkston, K.M. Beukelman, D., and Strand, E. (2010). Management of motor speech disorders in children and adults. Austin TX: ProEd. 3^rd Edition 

Weismer, G. (2007). Motor Speech Disorders. San Diego: Plural Publishing.

Ballard, K., Granier, J. and Robin, D. (2000). Understanding the nature of apraxia of speech: Theory, analysis, and treatment. Aphasiology. 14 (11) 969-995.

Bowen, C. (2009) Children’s Speech Sound Disorders. Chichester, UK: Wiley-Blackwell.

Dodd. B. (2005). Differential diagnosis and treatment of children with speech disorder. London: Whurr.

Pascoe, M., Stackhouse, J. & Wells, B. (2006). Children’s speech and literacy difficulties 3: Persisting speech difficulties in children. London: Wiley

Kamhi, A. (2006). Combining research and reason to make treatment decisions. Language Speech and Hearing Services in Schools, 37, 255-256.

McLeod, S. and Bleile, K. (2004). The ICF: a framework for setting goals for children with speech impairment. Child Language Teaching and Therapy, 20, 199-219.

Broomfield, J. and Dodd, B. (2004). The nature of referred subtypes of primary speech disability. Child Language Teaching and Therapy, 20(2), 135-151.

Aronson, A.E., Bless, D. Clinical Voice Disorders (2009) 4^th Edition. Thieme Medical Publishers, New York

Boone, D.R., McFarlane, S.C., vonBerg, S.L., Zraic, R.I., Voice & Voice Therapy. (2009). Publ. Allyn & Bacon

Butcher, P., Elias, A., Cavalli, L., (2007) Understanding and Treating Psychogenic Voice Disorder: A CBT Framework. Publ., Wiley

Colton, R., Casper, J.K., Leonard, R., (2011) 4^th Edition. Understanding Voice Problems; A Physiological Perspective for Diagnosis & Treatment. Publ.  Lippincott Williams & Wilkins

Fawcus, M., Freeman, M., (2001) Voice Disorders and Their management. Publ., Wiley

Gallena, S.K. (2007). Voice and Laryngeal Disorders: A Problem -Based Guide with Voice Samples. Publ.Mosby

Hunt, J., (2003) Working With Childrens’ Voice Disorders. Publ., Speechmark

Martin, S., (2000) Working with Voice Disorders. Publ. Speechmark

Mathieson, L., (2001) Greene & Mathieson’s The Voice and its Disorders. 6^th Edition. Publ., Wiley

Ramage, L., Morrison, M., Nichol, H., (2000). Management of the Voice and its Disorders. Pub., Singular

Sapienza, C., Hoffman, B., (2008). Voice Disorders. Plural Publishing

Stemple, J.C., Glaze, L., Klaben, B., (2009) Clinical Voice Pathology: Theory & Management. Plural Publishing

Stemple, J.C., Fry, L.T., (2009). Voice Therapy: Clinical Case Studies. Plural Publishing.

Sataloff, R.T., Hawkshaw, M.J. and Anticaglia, J. (2005). Clinical Assessment of Voice. Publ. Plural Publishing Inc.

Independent of any mark achieved by students on continuous assessment assignments, students are required to achieve a mark of at least 35 per cent on the examination and achieve a minimum mark of 40 per cent on three questions within each examination paper in order to be considered satisfactory.

Continuous Assessment 1 - Essay: Individual product (15%). Due 12th December

Continuous Assessment 2 - Group Product (25%). Due 13th November (Dr. M. Smith, F. Hill)

Lecturers – Dr. C. Jagoe, Dr. I.P. Walsh

1. 
   Describe and critically evaluate the nature of developmental and acquired language and communication impairments, applying both medical and social model of disability frameworks (Programme Outcomes 1-4)
   
2. 
   Apply principles of evidence-based decision making in planning and evaluating assessments of individuals with developmental or acquired disorders of language and communication; (Programme Outcomes 1-4)
   
3. 
   Select and rationalise assessment models appropriate to individuals with language and communication impairments; (Programme Outcomes 1-4)
   
4. 
   Develop, describe and rationalise a formal plan appropriate for the assessment of individuals with language and communication impairments; (programme Outcomes 1-4)
   
5. 
   Explain orally and/or in writing the rationale for selection of particular assessment models and tools. (Programme Outcomes 1-4)
   
6. 
   Integrate information gathered through assessment to develop an overall profile of an individual’s communicative competence, highlighting strengths, weaknesses and possible areas for intervention. (Programme Outcomes 1-4)
   

The aims of this module are to introduce students to person-centred models of assessment, including assessment models, principles and techniques relevant to disorders of language and communication, as well as the core principles of decision-making in assessment of individuals with suspected impairments of language and communication within a multidisciplinary team context.

1. 
   Aphasia Acquired Language Disorders: Historical and current perspectives on aphasia; Exploring the experience of having aphasia; Models of assessment in adult aphasia; Issues for consideration during the acute, post acute and chronic stages of illness; Functional, social and psychosocial approaches to assessment. Cognitive neuropsychological model of language processing;  Sentence production and comprehension; Progressive versus non-progressive aphasia - assessment considerations. Assessment of acquired disorders of written language.
   
2. 
   
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