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Department of Speech-Language Pathology and Audiology Office: 311 Smiddy Hall Phone: 4-7089 T/TH: 11:00 - 12:00 Text: Van Riper, C. and Erickson, R. (1996). Speech Correction: An Introduction to Speech Pathology and Audiology. 9th ed. Allyn and Bacon, Boston. My lecture notes are available on 2 hour reserve at the library reserve desk. The notes also are available on-line through the library home page. The name of your TA is Eileen McHale. She is a greaduate student in Speech-Language Pathology and may be contacted at: emchale1@ithaca.edu. The purposes of this course are to help you gain an understanding of: (1) how speech and language develops in children and the many ways in which this development can be delayed or distorted; (2) the types of speech, language, and hearing problems encountered by children and adults; their causes and characteristic symptoms. I have no formal attendance policy. I do not take roll. About half of you are declared majors in the Department of Speech-Language Pathology/Audiology. The other half are taking the course presumably because you are interested in the material. I assume, therefore, that all of you have a reason to be here and your class attendance will reflect this. In addition, I hope you will take advantage of my experience with 27 years worth of students. This will be the 49th time I have taught this course. My experience consistently has been that students who attend class, pay attention, take good notes, ask questions when they are confused, and review their notes and read their text on a regular basis do well in this course. Students who do not do these things, who attempt to learn the material from the notes of someone else, who do not concentrate when they read the text, and/or attempt to prepare for an examination by cramming will not do well. Finally, I point out that the course is costing you (or someone) approximately $50 per lecture. I may not be as popular as Eric Clapton (my light show isn't as good either) but I'm more expensive. My experience has impressed upon me the need to impose only a minimum number of class rules, but I will invoke them rigorously. First, when class begins I ask that you stop talking to your neighbor and begin attending to me. Chatter during class is distracting to me and very disruptive to students around you and it will not be tolerated. Second, I ask that you do not close your notebook and begin packing for your next class until I dismiss you. I have only a limited amount of time with you each week. That time is important to me and I want it all. Finally, there will be no make-up examinations unless arrangements are made in advance or a physician's excuse is provided. Our final examination is scheduled for Tuesday, May 4th: 7:30 - 10:00 am. Put it in your PDA now. Please do not make travel arrangements until after this time. Most airline tickets are non-refundable! There will be four examinations as noted on your course outline. The fourth examination will be administered during the scheduled final examination period. All exams will consist of true-false and multiple choice questions only. Your final course grade will be based on an average of your performance on these four examinations. The grading scale for the course is as follows:
GOOD LUCK AND PLEASE FEEL FREE TO SEE ME OR YOUR TA WITH ANY PROBLEMS!
Course Outline or How to tell where we are at any given moment Unit I. Communication A. Definition B. Development Readings: Chapters 1 (pp. 1-10) Unit II. Language A. Definition B. Component 1. Syntax 2. Morphology 3. Phonology 4. Semantics 5. Pragmatics C. Development 1. Course of Development 2. Theories of Development 3. Variables Affecting Development Readings: Chapter 2 (pp. 45-55), 3 EXAMINATION 1 D. Disorders 1. Preschool a. Mental Retardation b. Hearing Loss c. Autism d. Specific Language Impairment e. Acquired Language Disorders 2. School Age a. Language-Learning Disability Reading: Chapter 6 (pp. 165-188) 3. Adult a. Definition/Incidence b. Causes c. Types Reading: Chapter 11 (pp. 375-389) Unit III. Hearing and Hearing Disorders A. Definition/Incidence B. Types of Hearing Loss 1. Conductive 2. Sensori-neural 3. Mixed C. Causes 1. Hereditary Factors 2. Maternal Rubella 3. Perinatal Hearing Loss 4. Otitis Media 5. Meningitis 6. Viral Diseases 7. Ototoxic Drugs 8. Otosclerosis 9. Acoustic Trauma 10. Meniere's Disease 11. Acoustic Tumor 12. Presbycusis D. Evaluation of Hearing Loss E. Classification of Hearing Loss F. Audiologic Management of Hearing Loss 1. Hearing Conservation Programs 2. Counseling 3. Hearing Aid Use 4. Language Instruction 5. Speech Instruction 6. Speech Reading Instruction 7. Auditory Training Reading: Chapter 13 EXAMINATION 2 Unit IV. Speech A. Definition B. Development C. Disorders 1. Articulation a. Definition/Incidence b. Criteria for Defectiveness c. Development Reading: Chapter 4 (pp. 113-117), 7 (pp. 207-231) 2. Fluency a. Definition/Incidence b. Characteristics c. Development d. Causes (1) Predisposing Factors (2) Precipitating Factors (3) Maintaining Factors Reading: Chapter 8 (pp. 251-268) 3. Cleft Palate a. Definition/Incidence b. Causes c. Classification d. Associated Problems (1) Feeding (2) Middle Ear Disease (3) Psychosocial Problems (4) Speech Development e. Management (1) Surgery (2) Prostheses (3) Therapy Reading: Chapter 10 (pp. 341-364) EXAMINATION 3 4. Cerebral Palsy a. Definition/Incidence b. Types (1) Spasticity (2) Athetosis (3) Tremor (4) Rigidity (5) Ataxia c. Associated Problems d. Speech Problems (1) Respiration (2) Phonation (3) Articulation Reading: Chapter 12 5. Voice a. Definition/Incidence b. Types of Disorders (1) Pitch (2) Loudness (3) Quality c. Causes (1) Psychosocial Factors (2) Organic Factors (a) Paralysis (b) Growths (c) Diseases (d) Hearing Loss (e) Laryngectomy d. Voice Problems in Children Reading: Chapter 4 (123-132), 9 Unit V. Cultural Differences and Speech-Language Disorders A. Introduction to Multiculturalism 1. Demographic Overview 2. Pragmatic considerations in addressing diversity 3. Cultural pluralism B. Second Language Acquisition 1. Bilingualism 2. Development of Cross-cultural communication competence 3. Education of Bilingual and Bicultural Children C. Sociolinguistics 1. Asian Americans 2. Hispanic-Latino Americans 3. African Americans 4. Native Americans D. Cultural Diversity and Communication Disorders E. Implications Readings: None Final Examination: Tuesday, May 4th, 7:30 - 10:00 am |
