Florida International University s8

Florida International University College of Nursing and Health Sciences Communication Sciences & Disorders

PHONOLOGICAL DISORDERS SPA 5204 – FALL 2014

COURSE NUMBER SPA 5204

COURSE TITLE Phonological Disorders

SECTION 1

TIME/LOCATION Thu 5:00 to 7:40 pm - AHC3-407

COURSE CREDITS 3

CLOCK HOURS 3

FACULTY Eliane Ramos, Ph.D., CCC-SLP Phone: 305-348-6589 E-mail: [email protected] Office location: AHC3-432 Office hours: Thursdays 11:30-4:30 or by appointment

CATALOGUE DESCRIPTION Examination of normal and deviant articulatory acquisition and behavior. Presentation of major theoretical orientations and the therapeutic principles based upon them.

Summary: This course will focus on normal, delayed, and disordered child phonology. Upon satisfactory completion of the course, you will be able to understand basic principles of phonological theory and development; construct evaluation procedures to diagnose phonological differences, delays, and disorders; and develop treatment plans for clients with phonological delays/disorders.

COURSE OBJECTIVES ASHA Standards  ASHA Standards for the Certificate of Clinical Competence in Speech-Language Pathology consist of seven standards related to academic and clinical training as well as continuing education for individuals who wish to obtain/maintain certification. Standard III: Program of Study “Knowledge Outcomes” deals with academic preparation. Standard IV: Program of Study “Skills Outcomes”deals with clinical application. The table below lists the standards/objectives addressed in this course along with the activities and evaluation criteria used to verify acquisition.

Standard KASA Requirements/Objectives Learning Evaluation

1 Activities Criteria III-B Knowledge of basic human communication Exams Lectures Instructor Grading processes and their biological, acoustic, Readings psychological, developmental, linguistic and Participation cultural bases. Assignments 1 & 2 III-C Knowledge of the nature of articulation disorders Exams Lectures Instructor Grading including their correlate etiology, characteristics, Readings anatomy/physiology, acoustic, psychology, Participation development, linguistic and cultural factors. Assignments 1 & 2 III-D Knowledge of the principles and methods of Exams Lectures Instructor Grading prevention, assessment and intervention for people Readings Rubrics with articulation disorders including their impact on Participation speech and language and social aspects of Assignments 3 & 4 communication, as well as considerations of their Final project correlate anatomy/physiology, psychology, development, linguistic and cultural factors. III-E Knowledge of standards of ethical conduct, Exams Lectures Instructor Grading including an appreciation for, and ability to Readings interpret the ASHA Code of Ethics. Participation Class discussions IV-B Skill in oral and written English sufficient for entry Exams (essay Instructor Grading into professional practice. portions) Rubrics Final project Treatment presentation

In this course, your acquisition of the relevant ASHA standards will be assessed on the appropriate portions of the exams and other assignments. Your department has set a competency of 83% or better on these assessments to meet ASHA standards. Exams and assignments will be reviewed in class and students will be required to correct any incorrect responses, but this procedure will not alter grades. Students failing to attain a grade of B or better in this course will have to repeat the course and show competency in all standards. Additional remediation will be provided during course retake and a second failure to attain a grade of B or better will result in dismissal from the program as the department and university will not be able to recommend their application for ASHA certification and state licensure.

Learning Outcomes:

Given readings, lectures, demonstrations, class discussions, tests, practical exercises and projects, students will show ability to:

1. Describe and evaluate current theories of phonological/articulatory development and their relevance to phonological/articulatory disorders;

2 2. Describe typical phonological/articulatory development in English speaking children and their effect on later reading and writing skills;

3. Analyze phonologic/articulatory components of spontaneous speech samples and apply results in a treatment plan;

4. Describe dialectal variations of English and discriminate a phonological difference from a disorder;

5. Describe causal and related factors in phonological disorders and their relevance in prevention, assessment and intervention;

6. Administer and interpret results of common phonology/articulation assessment tools;

7. Describe appropriate phonological/articulation disorders prevention, assessment and intervention procedures.

8. Adapt assessment and intervention procedures to match each child’s developmental/medical history;

9. Utilize results from formal and informal assessments to devise phonological/articulatory intervention plans;

10. Identify ethical issues related to the provision of clinical services to children with phonological/articulatory disorders and their families;

11. Identify areas of needed research to increase evidence-based practice.

REQUIRED TEXT Bernthal, J., Bankson, N., & Flipsen, P. (2013). Articulation and Phonological Disorders (6th Ed.). Boston: Allyn & Bacon. ISBN-10: 0-13-261263-1 - ISBN-13: 978-0-13-261263-0

RECOMMENDED TEXTS Hodson, B. W. & Paden, E. P. (1991). Targeting Intelligible Speech (2nd Ed.). Austin: Pro-Ed.

Cancio, M.L.M. & Singh, S. (2007). Functional Phonetics Workbook. San Diego: Plural Publishing. (With accompanying CDs, if you feel you need more practice with phonetic transcription.) Velleman, S. L. (1998). Making Phonology Functional: What do I do first? Boston: Butterworth- Heinemann. Williams, A. L., McLeod, S., & McCauley, R. (2010). Interventions for Speech Sound Disorders in Children. Baltimore: Paul H. Brookes.

Yavas, M. (1998). Phonology: Development and Disorders. San Diego: Singular.

3 TOPICAL OUTLINE

Date Topic Readings/Resources

08/28 Introduction Chapter 1 and Online handout

09/04 Normal Aspects of Articulation Chapter 2

09/11 Speech Sound Acquisition - Early Acquisition Chapter 3 + online handouts

09/18 Speech Sound Acquisition - Later Acquisition Chapter 3 + online handouts Assignment 1 due 09/25 Exam 1 10/02 Classification and Comorbidity in Speech Sound Chapters 4 and 5 Disorders/Factors Related t SSD 10/09 Language and Dialectal Variation Chapter 11+ online resources 10/16 Assessment Chapter 6 + online handouts Assignment 2 due 10/23 Assessment Chapter 6

10/30 Exam 2 11/06 Determining Need for Intervention and Remediation Chapter 7 and 8 Procedures 11/13 Motor-Based Treatment Approaches Chapter 9 Linguistically Based Treatment Approaches Chapter 10 Assignment 3 due 11/20 ASHA Convention – no class Treatment videos 11/27 Thanksgiving – no class 12/04 Phonological Awareness Chapter 12 Project Discussion/treatment presentations Assignment 4 due 12/11 Final project due

EVALUATION 1* Two exams (50% of final grade) 2* Four assignments (to be handed in class the week before they are due) (20% of final grade) 3* One final project (25% of final grade) 4* One treatment presentation/participation (5% of final grade)

4 Point Value of Letter Grades: 94-100 = A 73-76 = C 90-93 = A- 70-72 = C- 87-89 = B+ 67-69 = D+ 83-86 = B 63-66 = D 80-82 = B- 60-62 = D- 77-79 = C+ 59 and below = F

TEACHING STRATEGIES

Class meetings will involve group discussions, lecture, videos, and practical exercises. Supplemental materials and activities will be available online. Please check Blackboard regularly for PowerPoint entries, announcements, additional materials, etc. Sign on at: http://online.fiu.edu/ .

Description of Assignments

Assignment #1 – Basic processes: This assignment will be a series of exercises to review your understanding of the segmental and suprasegmental phonological structure of English.

Assignment #2 – Dialectal differences: This assignment will be a series of exercises where you will be asked to differentiate between phonological productions that are due to a disorder from those that are due to a difference.

Assignment #3 – HAPP-3 Assignment: You will be provided responses to the HAPP-3. You will be asked to score the test completely using the guidelines provided in the manual.

Assignment #3 - Development of Cycles program: You will develop a treatment program using the Cycles approach based on your analysis of the HAPP-3 results above.

Examinations - There will be two examinations in this course. They will consist of fill-in-the blank, short answer, and short essay questions.

Final Project - Your final project will consist of 3 parts: A) Administering formal and informal assessments to a child; B) analyzing and interpreting results of your assessment and C) designing 2 treatment programs for this child. Complete instructions for this project as well as the rubrics that will be used to evaluate it are attached at the end of the syllabus.

Treatment Presentation – You will do a brief oral presentation of one treatment program you developed for this child.

5 UNIVERSITY DROP DATE FOR THE COURSE Nov 3 is the last day to drop with a DR grade

FIU POLICIES Please review the policies page as it contains essential information regarding guidelines relevant to all courses at FIU and additional information on the standards for acceptable netiquette important for online courses. Students with Disabilities If you have a disability and need assistance, please contact the Disability Resource Center (University Park: GC190; 305-348-3532) (North Campus: WUC139, 305-919-5345). Upon contact, the Disability Resource Center will review your request and contact your professors or other personnel to make arrangements for appropriate modification and/or assistance. Sexual Harassment For information on sexual harassment, please visit: http://regulations.fiu.edu/regulation Religious Holy Days The University's policy on religious holy days as stated in the University Catalog and Student Handbook will be followed in this class. Any student may request to be excused from class to observe a religious holy day of his or her faith. Academic Integrity To view our Code of Academic Integrity, please visit: http://academic.fiu.edu/AcademicBudget/misconductweb/Code_of_Academic_Integrity.pdf

Academic Misconduct Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas, and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of Florida International

University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Students who plagiarize or cheat can be charged with academic misconduct. Penalties for academic misconduct can include up to dismissal from the University.

Misconduct includes:

Cheating: The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the

6 unauthorized possession of examination papers or course materials, whether originally authorized or not.

Plagiarism: The use and appropriation of another's work without any indication of the source and the representation of such work as the student's own. Any student, who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is guilty of plagiarism. As a student taking this class:  I will not represent someone else’s work as my own.  I will not cheat, nor will I aid in another’s cheating.  I will be honest in my academic endeavors.  I understand that if I am found responsible for academic misconduct, I will be subject to the academic misconduct procedures and sanctions as outlined in the Student Handbook.  I promise to adhere to FIU’s Student Code of Academic Integrity. Failure to adhere to the guidelines stated above may result in one of the following:  Expulsion: Permanent separation of the student from the University, preventing readmission to the institution. This sanction shall be recorded on the student's transcript.  Suspension: Temporary separation of the student from the University for a specific period of time.

7 Suggested additional readings: Development, Difference, and Disorder

Fabiano-Smith, L. & Goldstein, B. (2010). Phonological Acquisition in Bilingual Spanish-English Speaking Children. Journal of Speech, Language, and Hearing Research, 53, 160-178.

Gildersleeve-Neumann, C. E., Kester, E. S., Davis, B. L., & Pena, E. D. (2008). English speech sound development in preschool-aged children from bilingual English-Spanish environments. Language, Speech, & Hearing Services in Schools, 39, 314-339.

Gorman, B. K. (2012). Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners. Am J Speech Lang Pathol, 21, 109- 123. Jacewicz, E., Fox, R.A., & Salmons, J. (2011). Regional Dialect Variation in the Vowel Systems of Typically Developing Children. J Speech Lang Hear Res, 54, 448 - 470.

Pearson, B. Z., Velleman, S. L., Bryant, T. J., & Charko, T. (2009). Phonological milestones for African American English-Speaking children learning mainstream American English as a second dialect. (Report). Language, Speech, & Hearing Services in Schools , 40, p.229(16).

2. Assessment Barlow, J. A. (2001). Case Study: Optimality theory and the assessment and treatment of phonological disorders. Language, Speech, and Hearing Services in Schools, 32, 242-256.

Klein, H. B., & Liu-Shea, M. (2009). Between-word simplification patterns in the continuous speech of children with speech sound disorders. Language, Speech, & Hearing Services in Schools , 40, p.17(14). Morris, S. R. (2009). Test-Retest Reliability of Independent Measures of Phonology in the Assessment of Toddlers' Speech. Lang Speech Hear Serv Sch, 40: 46-52. Paal, S., Reulbach, U., Strobel-Schwarthoff, K., Nkenke, E., & Schuster, M. (2005). Evaluation of Speech Disorders in Children with Cleft Lip and Palate. Journal of Orofacial Orthopedics/Fortschritte der Kieferorthopädie , 66, 4. p.270(9). Preston, J.L., Ramsdell, H.L., Oller, D.K., Edwards, M.L, & Tobin, S.J. (2011). Developing a Weighted Measure of Speech Sound Accuracy. Journal of Speech, Language, and Hearing Research, 54, 1–18.

3. Intervention Perspectives, Strategies, and Techniques Baker, E. & McLeod, S. (2011). Evidence-Based Practice for Children With Speech Sound Disorders: Part 1 Narrative Review. Lang Speech Hear Serv Sch, 42, 102 - 139.

Baker, E. & McLeod, S. (2011). Evidence-Based Practice for Children With Speech Sound Disorders: Part 2 Application to Clinical Practice. Lang Speech Hear Serv Sch, 42,140 - 151.

Brumbaugh, K, M. & Smit, A. B. (2013). Treating Children Ages 3-6 Who Have Speech Sound Disorder: A Survey. Language Speech and Hearing Services in Schools, 44, 306-319.

8 Gierut, J. A. (2001). Complexity in Phonological Treatment: Clinical Factors. Language, Speech, and Hearing Services in Schools, 32, 229-241.

Gierut, J. A., Morrissette, M. L., & Ziemer, S. M. (2010). Nonwords and generalization in children with phonological disorders. American Journal of Speech-Language Pathology, 19, 167-177.

Lof, G. L., & Watson, M. M. (2008). A nationwide survey of nonspeech oral motor exercise use: implications for evidence-based practice. Language, Speech, & Hearing Services in Schools , 39, p.392(16).

Mackie, E. (1996). Oral-motor activities for young children. E. Moline, IL: LinguiSystems.

Mackie, E. (1996). Oral-motor activities for school-aged children. E. Moline, IL: LinguiSystems.

McAllister, T. & Hitchcock, E. (2012). Investigating the Use of Traditional and Spectral Biofeedback Approaches to Intervention for /r/ Misarticulation. Am J Speech Lang Pathol, 21, 207 - 221.

McCauley, R. J., Gregory, L.S., Schooling, L.T., and Frymark, T. (2009). Evidence-Based Systematic Review: Effects of Nonspeech Oral Motor Exercises on Speech. Am J Speech Lang Pathol, 18, 343-360.

Muttiah, N., Georges, K., & Brackenbury, T. (2011). Clinical and Research Perspectives on Nonspeech Oral Motor Treatments and Evidence-Based Practice. Am J Speech Lang Pathol, 20, 47 - 59.

Powell, T W (July 2008). An integrated evaluation of nonspeech oral motor treatments.(Clinical Forum: Epilogue). Language, Speech, & Hearing Services in Schools , 39, p.422(6).

Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: beyond the basics. Language, Speech, & Hearing Services in Schools , 39, p.3 (18).

Tyler, A. A., Lewis, K. E., Haskill, A.& Tolbert, L. C. (2002). Efficacy and Cross-Domain Effects of a Morphosyntax and a Phonology Intervention. Lang Speech Hear Serv Sch, 33, p. 52-66.

4. Reading/Phonological Awareness Gernand, K. L., & Moran, M. J. (2007). Phonological awareness abilities of 6-year-old children with mild to moderate phonological impairments. Communication Disorders Quarterly , 28, 4. p.206(10).

Frome Loeb, D, Gillam, R. B., Hoffman, L., Brandel, J. & Marquis, J. (2009). The Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children With Language Impairments and Poor Reading Skills. Am J Speech Lang Pathol,18 376-387.

9 Peeters, M., Verhoeven, L., Van Balkom, H., & De Moor, J. (2008). Foundations of phonological awareness in pre-school children with cerebral palsy: the impact of intellectual disability. Journal of Intellectual Disability Research , 52, p.68(11).

Preston, J.L., Hull, M., & Edwards, M. L. (2013). Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children With Histories of Speech Sound Disorders. Am J Speech Lang Pathol, 22, 173-184.

Robertson, E. K., Joanisse, M. F., Desroches, A. S., & Ng, S. (2009). Categorical speech perception deficits distinguish language and reading impairments in children. Developmental Science , 12, 5, p.753(15).

Rvachew, S., & Grawburg, M. (2006). Correlates of phonological awareness in preschoolers with speech sound disorders. Journal of Speech, Language, and Hearing Research , 49, p.74(14).

Sices, L., Taylor, H. G., Freebairn, L., Hansen, A., & Lewis, B. (2007). Relationship between speech- sound disorders and early literacy skills in preschool-age children: impact of comorbid language impairment. Journal of Developmental & Behavioral Pediatrics , 28, p. 438(10).

Wellman, R. L., Lewis, B. A., Freebairn, L.A., Avrich, A.A., Hansen, A. J., & Stein, C. M. (2011). Narrative Ability of Children With Speech Sound Disorders and the Prediction of Later Literacy Skills. Lang Speech Hear Serv Sch, 42, 561 - 579

5. Tutorials and other research of interest Edeal, D. M. & Gildersleeve-Neumann, C. E. (2011). The Importance of Production Frequency in Therapy for Childhood Apraxia of Speech. Am J Speech Lang Pathol, 20, 95 - 110.

Roberts, J., Long, S. H., Malkin, C., Barnes, E., Skinner, M., Hennon, E. A., & Anderson, K. (2005). A comparison of phonological skills of boys with fragile X syndrome and Down syndrome. Journal of Speech, Language, and Hearing Research , 48, p.980(16).

Stein, C. M., Millard, C., Kluge, A., Miscimarra, L. E., Cartier, K. C., Freebairn, L. A., Hansen, A. J., Shriberg, L. D., Taylor, H. G., Lewis, B. A., & Iyengar, S. K. (2006). Speech Sound Disorder Influenced by a Locus in 15q14 Region. Behavior Genetics , 36, 6. p.858.

Stokes, S. F., & Surendran, D. (2005). Articulatory complexity, ambient frequency, and functional load as predictors of consonant development in children. Journal of Speech, Language, and Hearing Research , 48, 3. p.577(15).

Teoh, A. P. & Chin, S. B. (2009). Transcribing the Speech of Children With Cochlear Implants: Clinical Application of Narrow Phonetic Transcriptions. Am J Speech Lang Pathol,18, 388-401.

FINAL PROJECT (DUE ON DEC 11, 2014)

10 Your final project consists of 3 parts: Part 1 can be done in groups of 2 or 3. Parts 2 and 3 are to be done individually based on the data you collected in Part I. Please keep in mind that you will need several weeks to complete this project. If you wait until the end of the semester to get started, your final project will most likely be unsatisfactory.

1) Find a child or adult who produces at least 5 sounds in error. (For the purposes of this project, the errors can be developmental, i.e., expected in young normally developing children. If that is the case, when scoring your tests and analyzing your data assume that the child is at least 1 year older than his/her actual age.) Complete the following:

a.i) Administer 1 formal articulation test a.ii) Complete stimulability testing for appropriate phonemes a.iii) Administer 1 phonological process test a.iv) Gather a spontaneous speech sample of at least 50 utterances a.v) Audio record all your assessment and turn the audio in (digital format preferred) along with your finished project

2) Complete the following analysis (individually) a.i) Score all tests according to the manual’s instructions a.ii) Transcribe the speech sample in broad phonetic transcription (format to be discussed in class) a.iii) Complete a comprehensive analysis of the speech sample (using Velleman’s forms) a.iv) Write a summary of all findings (in a report format) and include: (a.iv.1) All test results and interpretation (a.iv.2) A comparison of results obtained in formal tests and spontaneous speech discussing the strengths and weaknesses of each. (a.iv.3) A discussion of evidence-based research needed to improve your ability to assess/treat this child

3) Using the results from the above analyses, generate specific goals, procedures, and rationale for management of this client. Write two management programs: 1) traditional, and 2) phonological. Use the following subheadings in your management programs. a.i) Goals a.ii) Objectives a.iii) Phonemes to be trained a.iv) Procedures, stimuli and rationale for using these

11 Student: _____ Class: SPA 5402 Term: Fall 2014 Florida International University College of Nursing and Health Sciences CSD – COMMUNICATION SCIENCES AND DISORDERS FINAL PROJECT EVALUATION RUBRIC Qualities & Criteria Low Middle High Point Value 0 to 1* 2 to 3 4 to 5 BASIC CLINICAL SKILLS Test forms and phonetic Test forms and phonetic Test forms and phonetic Assessment Administration    and scoring transcription show many errors transcription have few errors that transcription are completed and and final scoring is incorrect do not seriously affect final scoring scored accurately. Total = ___/5 CRITICAL THINKING Assumes data is valid. Content has some Analyzes findings and SKILLS*    inaccuracies and findings are not content is accurate. 1)Data Analysis Does not detect  fully analyzed. inconsistencies. 2)Rationale/Reasoning  Evaluates and synthesizes Lacks depth of inquiry.   Includes data evaluation and data and views information 3)Recommendations  Ignores bias. synthesis, but reasoning is critically superficial. 4)Discussion of evidence  Content has inaccuracies. base  Treatment recommendations  Cognitive level is knowledge-  Treatment recommendations are congruent with findings and based only. are congruent with most of the appropriate for client profile.  Does not cite sources when findings and client’s profile is partly taken into consideration. Total = ___/15 making statements.  Recommendations for future  Unable to articulate research are clearly and Recommendations for future recommendations for future  concisely articulated. research. research are not well articulated. WRITING SKILLS*  Structure of paper is  Content is somewhat  Material is well organized  Organization/Logic disconnected with little or no organized; not all sections or and comprehensive. Logical logical flow of ideas and paragraphs flow in a logical order. order to ideas and natural Grammar  organization of content. There is some disconnect between transition of paragraphs. ideas. Total = __/5  Many errors in grammar  Few, if any, errors in errors in (spelling, punctuation, sentence  Minimal errors in grammar grammar (spelling, structure and paragraphing). (spelling, punctuation, sentence punctuation, sentence structure structure and paragraphing). and paragraphing). TOTAL POINTS=___/25

COMMENTS - *NOTE: If paper or presentation is not completed, the section is not scored