Csd 605: Topics in Speech and Language Disorders

Smit- Chs. 6-7

14 Phonemic errors BW—Ch. 9

21. 
    Frameworks of CLD Paul, Ch. 1
    

28 Guest lecture

October

5. 
   Causal factors Paul, Ch. 4
   

12 SLI Reed, Ch. 5

Kamhi, 1998, LSHSS

Leonard, 1998 (book)

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 Guitar, Chs. 11 & 12
    

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%).

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

Questions

Complex sentences
4. Take-home final exam. (40%)

Example of Case Study Sections for Phonology

(speech sample and analyses are not required)

1. 
   Developmental history
   
2. 
   Perceptual abilities (acuity/discrimination)
   
3. 
   Oral/structural mechanism
   
4. 
   Expressive/receptive language abilities
   
5. 
   Social/environmental factors
   
6. 
   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.

1. 
   Administer a standardized articulation test (e.g., Goldman-Fristoe, Fisher-Logemann, APP, etc.)
   
2. 
   Obtain a 50 utterance sample of connected speech. Broadly transcribe at least 25 utterances or a minimum of 100 different words.
   
3. 
   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.
   

1. 
   Phonetic inventory (initial, medial, final position)
   
2. 
   Stimulability-- is the child stimulable for sounds not produced?
   
3. 
   Syllable structure analysis
   
4. 
   Percentage consonants correct (PCC)
   
5. 
   Substitution analysis (omissions, substitutions)
   
6. 
   Phonological patterns
   
7. 
   Severity and Intelligibility (see Bleile and Shriberg et al. 1997, JSHR, 708-723)
   

8. 
   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.

1. 
   Discuss the factors that impact on the child’s speech system (e.g., genetic, language, structural, motor, perceptual, social, etc.)
   
2. 
   What is the likelihood this child will have reading difficulties?
   
3. 
   What is the long-term prognosis for the child in terms of academic/career achievement?
   

1. 
   What are the treatment targets, short- and long-term goals for the child?
   
2. 
   Describe the general approach you would use and why.