SpH 575 Syllabus (2014) - 1 NEUROMOTOR SPEECH DISORDERS SPH 575, Fall 2014 Instructor: Jeannette D. Hoit, Ph.D., CCC-SLP Phones: 621-7064 Time/Place: 8:00-9:15 TTh / SLHS 409 Office: SLHS 507 Office Hrs: anytime by appointment Email: hoit@email.arizona.edu Learner Outcomes: Upon completion of this course, students will be able to: (1) describe the nature of dysarthria and dyspraxia of speech; (2) discuss the principles and methods for evaluating and managing clients with neuromotor speech disorders; (3) generate specific evaluation and management plans for clients with neuromotor speech disorders. (4) demonstrate knowledge of ethical conduct and professional issues. (5) demonstrate professional oral and written skills. Required Text: Duffy, J. (2013). Motor Speech Disorders: Substrates, Differential Diagnosis, and Management (3 rd ed.). St. Louis: Elsevier Mosby. Requirements: Requirements include participation in class discussions and activities and completion of assignments and exams (details given below) Grading: A standard grading scale will be used (90-100% = A; 80-89% = B; 70-79% = C; 60-69% = D; below 60% = E). There will be no re-grading. Course Outline: (Subject to modest revision) Reading(s) Aug 26 Overview, Review, and Preview Aug 28 Normal Speech Motor Control Ch. 1 & 2 Sept 2 Principles of Evaluation and Management Ch. 3, 15, 16, 17 of Neuromotor Speech Disorders Clark (2003) Written Article Summary Due Sept 4 Sept 9 Principles of Evaluation and Management of Neuromotor Speech Disorders Principles of Evaluation and Management of Neuromotor Speech Disorders Sept 11 Flaccid Dysarthria Ch. 4 Sept 16 Flaccid Dysarthria
SpH 575 Syllabus (2014) - 2 Sept 18 Principles of Motor Learning Maas et al. (2008) Edwin Maas, PhD Sept 23 Spastic Dysarthria Ch 5 Sept 25 Sept 30 Spastic Dysarthria Exam 1 and Case Presentation Oct 2 Discussion of Case Presentation Beukelman & Cass Faux, MS, CCC-SLP Mirenda (2005) Oct 7 Ataxic Dysarthria / Unilateral UMN Dysarthria Ch. 6 & 9 Oct 9 Hypokinetic Dysarthria Ch. 7 Oct 14 Oct 16 Oct 21 Hypokinetic Dysarthria Pharmaceutical Effects (and Side Effects) Janet L. Hawley, MS, CCC-SLP Neuroplasticity and Implications for Rehabilitation Cynthia M. Fox, PhD, CCC-SLP Case Report Due Oct 23 Hyperkinetic Dysarthria Ch. 8 Oct 28 Hyperkinetic Dysarthria Oct 30 Mixed Dysarthria Ch. 10 Nov 4 Ventilator-Supported Speech Hixon et al. (1983) Hoit et al. (2013) Nov 6 Exam 2 Nov 11 Nov 13 Nov 18 Nov 20 Nov 25 Nov 27 Veterans Day no class ALS Update Holli Horak, MD, Associate Professor of Neurology, UA Ventilator-Supported Speech Group Presentation preparation Research Papers Due Ventilator-Supported Speech Thanksgiving no class
SpH 575 Syllabus (2014) - 3 Dec 2 Dyspraxia of Speech Ch. 11 & 18 Rosenbek et al. (1973) Dec 4 Management of Childhood Apraxia of Speech Kimberly A. Farinella, PhD, CCC-SLP Dec 9 Exam 3 Dec 16 Group Presentations (8:00-10:00 am) Explanation of Assignments and Exams The following assignments and exams have been designed with two general purposes in mind: (a) to increase your knowledge of neuromotor speech disorders, and (b) to give you opportunities to develop and practice skills that will be critical to your professional success (i.e., writing and oral presentations). They represent a wide range of formats and performance demands. Article Summary: Written (5 points) and Oral (10 points) Each of you will be responsible for knowing the contents of one article and sharing it with your classmates in written and oral form. Written: Write a summary of your article that is 1-2 pages long, single-spaced. For most articles, the summary will include sections titled Introduction, Method, Results, and Discussion (this format may not be appropriate for one or two of the articles I ve assigned). Title the summary with the full reference; for example, Smith, J., Arthur, M., and Jones, R. (2009). The effect of coffee on intelligibility. American Journal of Speech-Language Pathology, 15, 213-220. The summary may be in prose or outline form, but it needs to be completely understandable to someone who has not read the article. Turn in a hard copy to me and submit an electronic copy to D2L via the Dropbox. For the Dropbox, please title your file with author(s) and year; for example "Smith et al. (2009)." Oral: Be prepared to summarize the important points of your article in class at any time. At an appropriate point in the course, I will ask you to speak briefly about your article. For example, if you have an article on treatment of ataxic dysarthria, I would likely ask you to comment on it during the section on Ataxic Dysarthria. You presentation does not need to be formal; however, you will want to be prepared by having some notes. In some cases, it may be a good idea to have a visual or two, such as a graph, table, or image to show to the class (you can use Elmo). Although this is not a formal talk, it is always important to present yourself professionally by speaking clearly and expressively and making eye contact with the class. You should also be ready to answer any questions about your article that might come up. Case Report (20 points) Due October 21, 2014 (or earlier) Each Case Report Group will be responsible for writing up the case presented in class. The report will be turned in (hard copy) and signed by all members of the group; thus, your grade
SpH 575 Syllabus (2014) - 4 will reflect the group's effort. The report must include a section on Observations, Evaluation Plan, and Management Plan. The contents of the report will be discussed in more detail in class. Exams (3 x 25 points = 75 points) There will be three exams. Details regarding how to prepare for them will be discussed in class. NOTE: Exam 3 will have a take home portion that will require listing (and describing briefly) management approaches for different neuromotor-related signs/symptoms. It will make your task much easier if you work on this throughout the semester. Short Research Paper (20 points) Due November 20, 2014 Select from the following seven topics for your short research paper (3 students per topic): olivopontocerebellar atrophy, Creutzfeldt-Jacob disease, Guillain-Barre syndrome, Isaac s syndrome, Lyme disease, Wilson s disease, or locked-in syndrome. Write a short research paper (4-6 pages, double spaced) on your chosen topic in which you cover general information about the disorder and information about its associated neuromotor speech disorder(s). you may also mention language and cognitive impairments in some cases, but the focus should be on speech. Submit your paper to the D2L Dropbox. Group Presentation (20 points) December 16, 2014 (8:00-10:00 am) The group presentations will be based on your short research papers. You will work in groups to develop a short talk on your common topic and present it to the class on the final exam day. Your presentation must not exceed 10 minutes (I m strict about this!), with an additional 5 minutes for questions and discussion. You should use visual aids (powerpoint slides) that are simple and uncluttered and have font large enough to read. Your delivery should be characterized by clear and fluent speech, appropriate rate of speech, and good posture and eye contact. You will be expected to answer questions about your topic. It is best if you give all three members of your group a chance to speak. The grade will be based on the overall group effort and each member will receive the same grade. Ungraded Activities (0 points) There will be some ungraded activities that are designed to facilitate learning, integrate concepts, apply knowledge, and help the instructor monitor students mastery of the material. Class Policies 1. Absences: Students are expected to attend class unless there is an unavoidable circumstance such as illness or emergency. Attendance may be taken periodically. Anyone who is chronically absent may have their grade lowered or be dropped from the class. All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion. Absences pre-approved by the UA Dean of Students (or Dean designee) will be honored. 2. Please turn off all cell phones and pagers during class. If you must take a call for emergency purposes, please do so by placing your phone s ringer on silent or vibrate and leave the room to answer your phone.
SpH 575 Syllabus (2014) - 5 3. Incomplete Grade Policy: Incomplete grades will be given ONLY in special circumstances as outlined in the university s policy. See: http://catalog.arizona.edu/2006-07/policies/grade.htm 4. Threatening Behavior: Threatening behavior is prohibited at the University of Arizona. Threatening behavior means any statement, communication, conduct or gesture, including those in written form, directed toward any member of the University community that causes a reasonable apprehension of physical harm to a person or property. See http://policy.web.arizona.edu/threatening-behavior-students for the University s policy. 5. Accessibility and Accommodations: It is the University s goal that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, please let me know immediately so that we can discuss options. You are also welcome to contact Disability Resources (520-621-3268) to establish reasonable accommodations. 6. All students are expected to know and abide by the Code of Academic Integrity. Conduct prohibited by the Code consists of all forms of academic dishonesty, including, but not limited to: cheating, fabrication, facilitating academic dishonesty, and plagiarism as set out and defined in the Code of Conduct, failure to observe rules of academic integrity established by the faculty member for a particular course; and attempting to commit any act prohibited by the Code. A violation of the Code may result in a report of the incident being sent to the Dean of Students and a copy of that report being filed in the student s departmental records. The complete Code of Academic Integrity can be found at http://deanofstudents.arizona.edu/policies-and-codes/code-academic-integrity 7. Statement of Copyrighted Materials: Students are advised that all lecture notes, lectures, study guides and other course materials disseminated by the instructor to the students, whether in class or online, are original materials and as such reflect intellectual property of the instructor or author of those works. All readings, study guides, lecture notes and handouts are intended for individual use by the student. Students may not distribute or reproduce these materials for commercial purposes without the express written consent of the instructor. Students who sell or distribute these materials for any use other than their own are in violation of the University s Intellectual Property Policy (available at http://www.ott.arizona.edu/uploads/ip_policy.pdf). Violations of the instructors copyright may result in course sanctions and violate the Code of Academic Integrity. 8. Change in Syllabus: This syllabus is a tentative document and is subject to change with reasonable advance notice. The policies on grading and absences will NOT change.
ASHA Standards (SLHS 575 - Fall, 2014) Learner Outcomes for SLHS Coursework Relative to ASHA 2014 Standards Learner Outcomes IV-B 1 Basic Processes Articulation 2 Fluency 3 Voice and Resonance 4 Language 5 Hearing 6 Swallowing 7 Cognitive Aspects of Communication 8 Social Aspects of Communication 9 Aug/Alt Communication IV-D IV-E IV-F IV-G IV-H V-A V-B V-B V-B Prevention, Assess, and Intervention Ethics Research Professional Issues Professional Credentials Professional Communication Skills Evaluation Intervention Interaction and Personal Qualities 1. Describe the nature of dysarthria and dyspraxia of speech 2. Discuss the principles and methods for evaluating and managing clients with neuromotor speech disorders 3. Generate specific evaluation and management plans for clients with neuromotor speech disorders 4. Demonstrate knowledge of ethical conduct and professional issues 5. Demonstrate professional oral and written skills X X X X X X X X X X X X X