Western Michigan University s2

SPPA 2050 Speech Anatomy and Physiology

WESTERN MICHIGAN UNIVERSITY Department of Speech Pathology & Audiology SPPA 2050: Speech Anatomy and Physiology Instructor: Stephen Tasko Spring, 2013 Office: Rm. 4478 Tues & Thurs 8:00-9:15 AM Phone: 387-8049 HHS 1093 e-mail: [email protected] website: http://homepages.wmich.edu/~stasko Credit Hours: 3 Office hours: Tues 9:30-10:30 AM Prerequisites: Consent of instructor or SPPA 2030; SPPA 2040; PHYS 1070 and 1080; MATH 1140.

NOTE: Student majoring in SPPA must also register for a 1 credit Speech Anatomy and Physiology Lab (Phil Walcott, instructor). This is a one hour lab course that accompanies SPPA 2050.

Course Description: From the undergraduate handbook…A study of respiration and phonation, with emphasis on their function in speech production and speech perception. The course includes a detailed study of the structures involved, including neurology.

In my own words…This course focuses on the structure (anatomy) and function (physiology) of the body parts involved in the normal production of speech. You may have learned, or undoubtedly will learn that the sounds we typically call “speech” consists of time varying oscillations in air pressure. These pressure changes are the consequence of the speaker voluntarily generating and regulating air pressures within their body, from the lungs to the lips. Since bodily movements generate such pressure variations, one order of business will be to learn, with some degree of detail, what those parts are and how they do what they do. However, the learning does not end there. It turns out the “lineage” of this speech signal runs quite deep, through a variety of muscles that help generate the relevant movements, through the nerves that activate these muscles to the brain structures presumed to control the whole business. All will be discussed in this course, to varying degrees of detail.

Course Objectives:  Students should be able to use standard descriptive terminology for the anatomy and physiology of the speech production mechanism.  Students should develop a basic understanding of the complex biological events that occur during speech production.  Students should develop an appreciation for how the integrated study of structure (anatomy) and function (physiology) can impact the practice of speech-language pathologists.

ASHA Knowledge and Skills:  Standard III-A. Knowledge of the principles of Biological Sciences; Social and Behavioral Sciences  Standard III-B. Knowledge of Basic Human Communication Processes. Biological, neurological, acoustic, psychological, developmental/lifespan.

Required Text:  Gilroy, A.M., MacPherson, B.R. & Ross, L.M. (2012). Atlas of Anatomy. 2nd edition, Thieme. (This is a brand new edition. However, the first edition is just fine).  Hixon, T.J., Weismer, G., & Hoit, J. (2008) Preclinical Speech Science. Plural Publishing.  On line course materials: http://homepages.wmich.edu/~stasko

Additional Sources (Many are available in HHS LRC):  Behrman, A. (2007) Speech and Voice Science San Diego: Plural  Kapit, W., Elson, L. (2001). The Anatomy Coloring Book. Benjamin Cummings.  Abrahams, P.H., Hutchings, R.T., Marks, S.C., & Marks, S.C. (1998). McMinn's Color Atlas of Human Anatomy. 4th Ed. Mosby. SPPA 2050 Speech Anatomy and Physiology

 Perkins, W.H. & Kent, R.D. (1986). Functional Anatomy of Speech, Language & Hearing. Needham Heights MA: Allyn & Bacon.  Seikel, J.A., King, D.W. & Drumright, D.G. (2000). Anatomy & Physiology for Speech, Language & Hearing 2nd Ed. San Diego: Singular.  Zemlin, W.R. (1998). Speech & Hearing Science: Anatomy & Physiology 4th Ed. Needham Heights MA: Allyn & Bacon.  Netter, F.H. (2006). Atlas of Human Anatomy. 4rd Ed. Saunders. – Earlier or later editions of the Netter atlas will work just fine too.

Course Requirements Evaluation: Each student’s final grade will be based on the average score over four tests (three term tests and one final test). The final test will be comprehensive, with emphasis on the material following test #3.

Test # 1 Jan 24, 2013 20% Test # 2 Feb 19, 2013 25% Test # 3 March 28, 2013 25% Final Test: Tuesday, April 23, 2013 10:15-12:15 pm 30% 100%

Grade disputes: Students who take issue with an assigned grade have a window of two weeks (following receipt of the grade) to discuss the concern with me. After this two-week window, the student should consider the grade final.

Punctuality: Absences from scheduled exams without prior approval of the instructor will result in a test score of zero. An illness that precludes you from taking the exam at the set time and location will require medical documentation. NO EXCEPTIONS.

Attendance: While attendance is not mandatory for this course, I may check attendance (1) to help me get to know you, (2) to assist in assessing borderline grading situations, and (3) to evaluate student requests for special instructional help. If attendance is regular, students should feel free to request assistance during scheduled office hours.

Grading scheme: 93-100: A 88-92: BA 83-87: B 78-82: CB 73-77: C 70-72: DC 65-69: D below 65: E

Accommodation for Disabilities If you have a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) that requires some form of accommodation, you must contact Ms. Beth Denhartigh at 387-2120 and/or at [email protected] at the beginning of the semester. I cannot provide any specific accommodation unless a disability determination has been made. Finally, a reminder… You are responsible for making yourself aware of and understanding the policies and procedures in the Undergraduate (pp. 274-276) [Graduate (pp. 26-28)] Catalog that pertain to Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.