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CD 5669
Phonologic Disorders
Fall 2007
Instructor: / Dr. Dawn BottsSchedule: / Tuesday/Thursday 3:30-4:45
Room: / RCOE Annex 107
Office: / RCOE Annex 203
Phone: / Office: 262-4981
Email: /
Office Hours: / MW 10:30-12:00 please make an appointment
TTH 9:00- 10:30 please make an appointment
Course Description
This course is designed to provide students with a theoretical overview of phonological development and information regarding assessment and treatment of phonologic and articulation disorders in children. Readings and discussion of current research will emphasize characteristics of phonological and articulation disorders and best practice procedures for assessment and intervention. Current issues related to cultural and linguistic diversity will be discussed.
Course Outcomes
After attending all class lectures, reading all assigned material, completing all quizzes, and participating in a class project, students will:
Outcome / ImplementationDemonstrate the ability to integrate and apply information concerning different theoretical perspectives of phonological acquisition (ASHA Standard III-B; III-C). / Resource Document: Section I, II
Demonstrate the ability to integrate and apply information concerning the causal factors and causal correlates related to phonological and articulation disorders (ASHA Standard III-B; III-C). / Resource Document: Section IV
Demonstrate the ability to integrate and apply information concerning traditional and alternative assessment measures and procedures (ASHA Standard III-D; III-F). / Midterm Examination
Final Examination
Resource Document: Sections I-VII
Demonstrate the ability to integrate and apply information concerning the definitions, development, and characteristics common to phonological and articulation disorders (ASHA Standard III-C; III-F). / Midterm Examination
Final Examination
Resource Document: Sections I, III, IV, V, and VI
Demonstrate the ability to integrate and apply information concerning ethnic, cultural, and linguistic diversity issues in educational settings (ASHA Standard III-C). / Midterm Examination
Final Examination
Resource Document: Sections V, VI, and VII
Demonstrate the ability to integrate and apply information concerning specific assessment measures appropriate to use for phonological and articulation disorders (ASHA Standard III-D: III-F). / Midterm Examination
Final Examination
Resource Document: Sections V, VI, and VII
Demonstrate the ability to integrate and apply information concerning specific intervention procedures appropriate to use for various phonological and articulation disorders (ASHA Standard III-D: III-F). / Midterm Examination
Final Examination
Resource Document: Sections V, VI, and VII
Demonstrate the ability to integrate and apply information concerning Individualized Education Plans (ASHA Standard III-D). / Resource Document: Section VI
Required Text
Bernthal, J. E., & Bankson, N. W. (2004). Articulation and phonological disorders (5th ed.). Boston, MA: Allyn and Bacon, Inc.
Course Requirements and Student Responsibilities
1. Attendance: Each student is expected to attend all class sessions. It is the policy of Appalachian State University that class attendance is considered to be an important part of a student's educational experience. Students are expected to attend every meeting of their classes, and are responsible for class attendance. No matter what basis exists for absence, students are held accountable for academic activities, and faculty may require special work or tests to make up for the missed class or classes. Students are required to call me in advance if you will miss class for any reason. In addition, students are required to meet with me to discuss makeup work for classes missed. Failure to contact me regarding absences or regarding makeup work will result in a deduction of 50 points per incident from a student’s cumulative points.
2. Participation: Each student is expected to contribute to the class both individually and in groups. Participation is defined as coming to class with completed class assignments and project work, joining in class discussions, posing questions, and sharing ideas and concerns. Your ideas and opinions are welcome in this class. Students are expected to use class time effectively and responsibly, as well as, demonstrate respect for fellow students, guest speakers, and instructors. Tardiness to class is not acceptable.
3. Professional Behavior: Each student is expected to demonstrate professional behavior in the classroom. Professional behavior includes maintaining a positive attitude, listening respectfully to others, and using appropriate channels to express concerns. Professionals attempt to solve problems constructively and maturely. Actively listening to speakers and focusing on class discussions are forms of professional behavior.
4. Assignments: Each student is expected to complete the required readings, class assignments, quizzes, and examinations by the due date indicated on the syllabus. Assignments will be turned in at the beginning of the period on the day they are due. Computer problems will not be accepted as an excuse for being late with assignments. If you are ill on the day an assignment is due, you are expected to send it with someone or else send it electronically. If an assignment is late or incomplete, you will need to make an appointment with the instructor to verbally review the material and up to 25 points may be deducted from your grade.
5. Learning Assistance Program: If you need special classroom accommodations or assistance with studying or test taking, please contact the Learning Assistance Program on campus. I will be happy to work with you on any accommodations they recommend.
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6. Code of Academic Integrity: Please read the Code of Academic Integrity on page 34 in the general bulletin. Any instances of cheating, plagiarism or other offenses listed in the code will be taken very seriously. As faculty members we are bound by the sanctions imposed by the academic integrity board.
7. Inclement Weather: Each student is expected to adhere to the following weather policy. In the event of serious weather problems that could affect the safety and well being of students and/or instructor traveling from off-campus, the class will be postponed only if all students can be notified by telephone. See inclement weather policy on page 75 of the university catalogue. If a class needs to be rescheduled because of inclement weather, you may call Dr. Botts’ office for recorded instructions or call her home.
Course Outline and Required Readings
Date / Lecture Topic / Text Readings / Assignment Due08-21-07 / Overview
08-23-07 / Normal aspects of articulation / Chapter 1
08-28-07 / Normal aspects of articulation
08-30-07 / Early phonological development / Chapter 2 / Article Application
09-04-07 / Early phonological development
09-06-07 / Later phonological development / Chapter 3
09-11-07 / Later phonological development / RD Section I, II, III
09-13-07 / Etiology and factors related to phonologic disorders / Chapter 4 / Article Application
09-18-07 / Etiology and factors related to phonologic disorders / RD Section IV
09-20-07 / Phonological assessment procedures / Chapter 5 / Article Application
09-25-07 / Phonological assessment procedures
09-27-07 / Phonological assessment procedures
10-02-07 / Phonological assessment procedures
10-04-07 / Remediation procedures / Chapter 6 / Article Application
10-09-07 / Midterm Exam
10-11-07 / Fall Break
10-16-07 / Treatment approaches / Chapter 7 / Article Application
10-18-07 / Treatment approaches
10-23-07 / Treatment approaches
10-25-07 / Treatment approaches
10-30-07 / Treatment approaches
11-01-07 / Treatment approaches
11-06-07 / Treatment approaches
11-08-07 / Treatment approaches
11-13-07 / Language and dialectal variations / Chapter 8 / Article Application RD Section VII
11-15-07 / Language and dialectal variations
11-20-07 / Project Work Day
11-22-07 / University Holiday
11-27-07 / Phonological awareness: Description, awareness, and intervention / Chapter 9 / Article Application
11-29-07 / Phonological awareness: Description, awareness, and intervention continued / RD Due
12-04-07 / Phonological awareness: Description, awareness, and intervention
12-10-07 / Final Exam / Monday / 3:00 PM - 5:30 PM
· The instructor reserves the right to modify this schedule as necessary.
Additional Reading for Lecture Topics
Phonological Development
Carson, C. P., Klee, T., Carson, D. K., & Hime, L.K. (2003). Phonological profiles of 2-
year-olds with delayed language development: Predicting clinical outcomes at age 3. American Journal of Speech-Language Pathology, 12, 28-39.
Etiology and Factors Related to Phonologic Disorders
Bluestone, C. D., Klein, J. O., et al. (1983). Workshop on effects of otitis medial on the
child. Pediatrics, 71. 639-652.
Forrest, L. (2003). Diagnostic criteria for developmental apraxia of speech used by
clinical speech-language pathologists. American Journal of Speech-Language Pathology, 12, 376-380.
Phonological Assessment Procedures
Glaspey, M. M., & Stoel-Gammon, C. (2005). Dynamic assessment in phonological
disorders: The scaffolding scale of stimulability. Topics in Language Disorders, 25,
220-230.
Williams, A. L. (2005). Assessment, target selection, and intervention: Dynamic
interactions within a systemic perspective. Topics in Language Disorders, 25,
231-242.
Remediation Procedures
Klein, E. S. (1996). Phonological/traditional approaches to articulation therapy: A
retrospective group comparison. Language, Speech, and Hearing Services in Schools, 27, 314-323.
*Masterson, J. (1993). Classroom-based phonological intervention. American Journal of
Speech-Language Pathology, 2, 5-9.
*Weaver-Spurlock, W., & Brasseur, J. (1988). The effects of simultaneous sound-
position training on the generalization of [s]. Language, Speech, and Hearing Services in Schools, 19, 259-271.
*These articles will not be found online.
Treatment Approaches
Fey, M., (1992). Articulation and phonology: Inextricable constructs in speech
pathology. Language, Speech, and Hearing Services in Schools, 23, 225-232.
Gierut, J. A., Morrisette, M. L, Hughes, M. T., & Rowland, S. (1996). Phonological
treatment efficacy and developmental norms. Language, Speech, and Hearing Services in Schools, 27, 215-230.
Language and Dialectal Variations
Ray, J. (2002). Treating phonological disorders in a multilingual child: A case history.
American Journal of Speech-Language Pathology, 11, 305-315.
Phonological Awareness
Ball, E. W. (1993). Assessing phoneme awareness. Language, Speech, and Hearing
Services in Schools, 24, 130-139.
Evaluation Criteria
A total of 400 points will be distributed as follows:
Midterm Exam / 100 pointsFinal Exam / 100 points
Class Presentation / 100 points
Resource Document Total Points / 100 points
Part I: / Phonological Development Theory / 20 points
Part II: / IPA / 10 points
Part III: / Speech Sound Acquisition / 10 points
Part IV: / Causal Factors and Correlates / 10 points
Part V: / Research / 20 points
Part VI: / Problem-Solving and Application / 20 points
Part V: / ASHA Guidelines / 10 points
The following grading scale will be used in this course:
A / 93 to 100 / C / 74 to 76A- / 90 to 92 / C- / 70 to 73
B+ / 87 to 89 / D+ / 67 to 69
B / 84 to 86 / D / 64 to 66
B- / 80 to 83 / D- / 60 to 63
C+ / 77 to 79 / F / 59 and below
Guidelines for Class Presentation, Midterm, and Final Examinations
The in-class midterm and final examinations will consist of application questions. The exams are designed to inform the instructor how well students have synthesized information from class lectures and readings. Readings and lecture notes should be used to support your response to questions. The midterm and the final examinations are worth 100 points. The class presentation will be determined on an individual basis and can include, but is not limited to, such activities as summarization of a peer-reviewed article, explanation of an assessment or treatment approach, or demonstration of an assessment tool. Class participants are encouraged to be creative and practical in the selection of a class presentation activity.
Guidelines for Resource Document Project
The resource document project is designed to assist students in organizing, applying, and synthesizing information from class lectures and readings. Each student will develop a resource document to provide evidence of competence, both knowledge-based and skill-based, in the diagnosis and treatment school-age language disorders. The resource document should be neatly organized in one loose-leaf notebook that is designed to serve as a handbook for future reference in clinical situations.
IMPORTANT: All entries in the resource document should be neatly typed and./or arranged, properly referenced, grammatically correct, and checked for spelling or typographical errors. An APA format (Publication Manual of the American Psychological Association - Fifth Edition) should be used. Any part of the project handed in late will be graded, minus 5 points for each day it is late, unless the student obtains approval from the instructor and makes an alternative arrangement prior to the due date. The resource document project is worth a total of 120 points.
Resource Document Section I: Phonological Development Theory
This section should contain 1) a summary of the different theoretical perspectives on phonological development. The models that should be included in this section are listed below. Section I is worth 20 points.
1. Behaviorist model / 4. Cognitive models2. Structuralist model / 5. Biological models
3. Generative phonology models / 6. Nonlinear phonology models
Resource Document Section II: International Phonetic Alphabet
This section should contain a chart of the International Phonetic Alphabet, including both consonants and vowels. Section II is worth 10 points.
Resource Document Section III: Speech Sound Acquisition
This section should contain 1) several tables containing the developmental sequence for speech sound acquisition, and 2) the definition and an example of the phonological processes listed below. Section III is worth 10 points.
1. Cluster simplification / 6. Liquid simplification2. Deaffrication / 7. Palatal fronting
3. Deletion of final consonants / 8. Stopping of fricatives and affricates
4. Final devoicing / 9. Syllable reduction
5. Initial voicing / 10. Velar fronting
Resource Document Section IV: Causal Factors and Correlates
This section should contain information you have gathered concerning various factors that may lead to, accompany, or sustain the presence of articulatory and phonologic disorders. The factors and correlates that should be included in this section are listed below. Section II is worth 10 points.
1. Otitis media / 7. Poor literacy skills2. Tongue thrusting / 8. Lower socioeconomic status
3. Missing teeth / 9. Dental braces
4. Apraxia / 10. Significant hearing loss
5. Mental retardation / 11. Family history of phonological difficulty
6. Severe language impairment in young children / 12. Removal of part of the tongue
Resource Document Section V: Research
This section should contain information you have gathered while reading assigned articles focusing on phonological development, assessment, and treatment. These articles are listed on pages 4 and 5 of the syllabus. You should select one article from each topic area and include the article in the resource document along with a discussion of how you would apply the information in the article to the clinical setting. A template is provided to assist you in the organization of this material. Section III is worth 20 points.