November, 2009

KEAN UNIVERSITY

UNION, NEW JERSEY

DISORDERS OF PHONOLOGY AND ARTICULATION

Course Number: 5229

Semester Hours: 3

Prerequisites: None

Limitation on enrollment: 25

Required course for all students in the master’s program in Speech-Language Pathology

Catalog Description:

Major theories of normal and disordered speech sound development; individualized assessment and intervention techniques for children and adults.

N.B. In order to ensure full class participation, any students with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, special note-taking or test-taking procedures or interpreters) will be strongly encouraged to contact the professor at the beginning of the course. For the students’ convenience, both the professor’s phone number and email address is listed on the syllabus.

KEAN UNIVERSITY

UNION, NEW JERSEY

DISORDERS OF PHONOLOGY AND ARTICULATION

I.  Course Objectives:

Students will achieve growth toward becoming informed, dynamic professionals, as evidenced by demonstration of proficiencies in knowledge comprehension, disposition development and skill application. Students will:

A.  define and categorize the sound system of English phonemes (knowledge, skills).

B.  describe the primary stages of typical speech sound development and various factors that may influence it (knowledge).

C.  identify, analyze and differentiate the etiologies and characteristics of phonetic and phonemic disorders of speech sound production (knowledge).

D.  screen and assess the speech sound system of children and adults using a variety of tools (knowledge, skills, values).

E.  interpret assessment results and diagnose problems (knowledge, skills).

F.  design intervention plans using a variety of therapeutic techniques based on diagnoses, individual needs and personal preferences (knowledge, skills, values).

G.  identify the effects of disorders of phonology and articulation on the lives of person with these disorders and advocate for their treatment (knowledge, skills, values).

II.  Course Content:

A.  Standard American English phonology

1.  Consonant and vowel charts

2.  Place-Organ-Manner-Voicing classifications

3.  Distinctive Feature classifications

4.  Phonological processes

B.  Speech Sound Development

1.  Prelinguistic stages

2.  Proto-words and early words (first 50 words)

3.  Relation between babbling and word production

4.  Phonological rule learning

5.  Normative data regarding phonetic inventory

6.  Normative data regarding phonological processes

7.  Metaphonological development

8.  Bilingualism and multicultural influences

C.  Phonetic versus phonemic disorders

1.  Differentially diagnostic and characteristic error patterns

2.  Etiological differences and concomitants

3.  Performance differences and remediation requirements

D.  Assessment strategies

1.  The components of the assessment process

a.  Case history information gathering

b.  Oral peripheral examination

c.  Hearing screening

d.  Speech sound inventory

e.  Process inventory

2.  Standardized measures, such as:

a.  Templin-Darley Test of Articulation

b.  Fisher-Logemann Test of Articulatory Competence

c.  Goldman-Fristoe Test of Articulation – 2

d.  McDonald Deep Test

e.  Hodson Assessment of Phonological Patterns-III

f.  Bernthal-Bankson Test of Articulation and Phonology

g.  Kahn-Lewis Phonological Analysis

3.  Meta-analyses (Klein)

4.  Data collection and analysis forms

5.  Stimulability testing data

6.  Spontaneous speech sampling

E.  Diagnoses

1.  Phonetic disorder

a.  Delay or disorder

b.  Severity rating considerations

c.  Target sound selection criteria

2.  Phonological disorder

a.  Delay or disorder

b.  Severity rating considerations

c.  Target process selection criteria

F.  Intervention planning

1.  Phonetic disorders

a.  Traditional approach

b.  Sensori-motor approach

c.  Specific techniques for each sound

d.  Sound modification techniques

e.  Stabilization and carryover techniques

f.  Modifications for school-based treatment

2.  Phonemic disorders

a.  Distinctive feature therapy

b.  Minimal opposition contrast therapy

c.  Maximum opposition contrast therapy

d.  Metaphon/Imagery therapy

G.  Impact of speech sound disorders

1.  Behavioral consequences

2.  Linguistic/academic consequences

3.  Considerations of parental/family expectations and attitudes

III.  Methods of Instruction

A.  Lectures, supported by PowerPoint.

B.  Case student presentations and discussions.

C.  Hands-on participation in analyzing phonetic and phonemic inventories.

D.  Small group projects.

IV.  Methods of Evaluation

A.  Examinations (knowledge, skills)

B.  Class participation (knowledge, skills, values)

C.  Review of group projects (knowledge, skills)

V. Suggested Text:


Bauman-Waengler, J. (2008) Articulatory and phonological impairments: A clinical

focus. Boston: Allyn and Bacon.

VI. Bibliography

Print

Current Works

Bauman-Waengler, J. (2009). Introduction to Phonetics and Phonology: From Concepts to Transcription. Boston: Allyn & Bacon.

Bernstein, D. & Tiegerman-Farber, E. (2009). Language and Communication Disorders in Children. Boston: Allyn & Bacon.

Bernthal, J.E. (2004). Articulation and phonological disorders. Boston: Allyn and

Bacon.

Bleile, K. (2004). Manual of articulation and phonological disorders: Infancy through

adulthood. Clifton Park, NY: Thomson Delmar Learning.

Bleile, K. (2002). Evaluating articulation and phonological disorders when the clock is

running. American Journal of Speech-Language Pathology, 11, 243-249.

Body, R & McAllister, L. (2009). Ethics in speech and language therapy. Hoboken,

NJ: Wiley John & Sons, Inc.

Fogel, P. T. (2008). Foundations of communication sciences and disorders. Florence,

KY: Cengage Learning.

Guilford, A.M., Graham, S.V. & Scheuerle, J. (2006). The speech-language

pathologist: From novice to expert. Boston: Pearson Publishing.

Hayden, D. & Square, P., (2000). VMPAC: Verbal motor production assessment for

Children. San Antonio, TX: The Psychological Corporation.

Haynes, W.O., & Pindzola, R.H. (2008). Diagnosis and evaluation in speech pathology. Boston: Allyn & Bacon.

Hegde, M.N. & Davis, D. (2010). Clinical methods and practicum in speech-language pathology. Florence, KY: Cengage Learning.

Hicks, P.L. (2007). Opportunities in speech-language pathology careers. New York: McGraw-Hill.

Hodson, B.W., (2004). Hodson assessment of phonological patterns, Austin, TX: Pro-

Ed.

Howard, S. & Heselwood, B. (2005). Clinical phonetics and phonology. St. Louis,

MO: Elsevier.

Hulit, L.M.& Howard, L.R.(2006). Born to talk: An introduction to speech and language development. Boston: Allyn & Bacon.

Kent, R.D. (2009). Plural handbook of speech & language disorders in children. San

Diego, CA: Plural Publishing.

Kuder, S.J. (2008). Teaching students with language and communication disabilities. Boston: Allyn & Bacon.

Langdon, H.W. (2008). Assessment and iIntervention for communication disorders in culturally & linguistically diverse populations. Clifton Park, NY: Delmar Learning.

McAllister, L.& Lincoln, M. (2005). Clinical education in speech-language pathology. Hoboken, NJ: Wiley John & Sons.

Murdoch, B.E. (2009). Acquired speech and language disorders. Hoboken, NJ: Wiley John & Sons, Inc.

Pappas, N.W. & McLeod, S.(2009). Working with families in pediatric speech- language pathology. San Diego, CA: Plural Publishing.

Schraeder, P. (2008). A guide to school services in speech-language pathology. San Diego, CA: Plural Publishing.

Shipley, K.G. & McAfee, J.G. (2004). Assessment in speech-language pathology. Florence, KY: Cengage Learning.

Seminal Works

Aase, D., Hovre, C., Krause, K., Schelfhout, S., Smith J. & Carpenter, L.J. (2000).

Contextual test of articulation. Eau Claire, WI: Thinking Publications.

Amiot, A. (1998). Policy, politics, and the power of information: The critical need for

outcomes and clinical trials data in policy-making in the schools. Language,

Speech, and Hearing Services in Schools, 29, 245.

Bankson, N.W. & Bernthal, J.E., (1990). Bankson-Bernthal test of phonology.

Chicago: Applied Symbolix.

Barlow, S.M. (1999). Handbook of clinical speech physiology (with CD-ROM).

San Diego, CA: Singular Publishing Group, Inc.

Battle, D.E. (1998). Communication disorders in multicultural populations (2nd edition).

Boston: Butterworth-Heinemann.

Bernhardt, B.H. & Holdgrafer, J. (2001). Beyond the basics I: The need for strategic

sampling for in-depth phonological analysis. Language, Speech and Hearing

Services in Schools, 32, 18-27.

Bernhardt, B.H. & Holdgrafer, J. (2001). Beyond the basics II: Supplemental sampling

for in-depth phonological analysis Language, Speech and Hearing Services in

Schools, 32, 28-37.

Caruso, A.J. & Strand, E.A. (1999). Clinical management of motor speech disorders in

children. New York: Thieme.

Davis, B.L. & MacNeilage, P.F. (1995). The articulatory basis of babbling. Journal of

Speech and Hearing Research, 38, 1199-1211.

Dawson, J.I. & Tattersall, P. J. (2001). Structured photographic articulation test-II.

DeKalb, IL: Janelle Publications.

Flahive, L.K. & Lanza, J.R. (1998). Phonological processing: Just for kids. East

Moline, IL: LinguiSystems.

Frattali, C.M. (1999). Measuring outcomes in speech-language pathology. New York:

Thieme Medical Publishers.

Fudala, J.B. (2000). Arizona articulation proficiency scale, Third Revision. Los

Angeles, CA: Western Psychological Services.

Goldman, R. & Fristoe, M. (2000). Goldman-Fristoe 2 Test of Articulation. Circle

Pines, MN: American Guidance Service, Inc.

Hixson, P.K., Toleman, C.F., Benedict, L.A., Riddle, L.S. & Medwetsky, L. (2000).

Articulation severity index. Rochester, NY: Rochester Hearing and Speech

Center.

Hodson, B.W. Scherz, J. & Strattman, K. (2002). Evaluating communicative abilities of

a highly unintelligible preschooler. American Journal of Speech-Language

Pathology, 11, 235-242.

Hoffman, P. & Norris, J. (2002). Phonological assessment as an integral part of

language assessment. American Journal of Speech-Language Pathology, 11, 230-

235.

Kahn, L.M. & Lewis, N.P. (2002). Khan-Lewis phonological analysis, Second Edition

Circle Pines, MN: American Guidance Service, Inc.

Kissel, J.S. & Kissel-Thomas, E. (1997). O-M Mats: An oral-motor myofunctional

approach to speech for s, ch, sh, l and r. East Aurora, NY: Slosson Educational

Publications, Inc.

Klein, E. (1996). Clinical phonology: Assessment and treatment of articulation disorders

in children and adults. Clifton Park, NY: Thomson Delmar Learning.

Lippke, B.A., Dickey, S. E., Selmar, J. W. & Soder, A. L. (1997). Photo articulation

test, Third Edition. Austin, TX: Pro-Ed.

Lowe, R.J. (1996). Workbook for the identification of phonological processes (2nd ed.).

Austin, TX: Pro-Ed.

Marshalla, P. (2000). Oral-motor techniques in articulation and phonological therapy.

Kirkland, WA: Marshalla Speech and Language.

McCune, LO. & Vihman, M.M. (2001). Early phonetic and lexical development: A

productivity approach. Journal of Speech, Language and Hearing Research, 44,

670-684.

McLeod, S. van Doorn, J. & Reed, V. (2001). Consonant cluster development in two-

year-olds: General trends and individual difference. Journal of Speech,

Language and Hearing Research, 44, 1144-1171.

Miccio, A. (2002). Clinical problem solving: Assessment of phonological disorders.

American Journal of Speech-Language Pathology, 11, 221-229.

Secord, W.A. & Donohue, J.S. (2002). CAAP: Clinical assessment of articulation and

phonology. Greenville, SC: Super Duper Publications.

Smit, A.B.(2003) Articulation and phonology resource guide for school-age children

and adults. Clifton Park, NY: Thomson Delmar Learning.

Tyler A. & Tolbert, L. (2002). Speech-language assessment in the clinical setting.

American Journal of Speech-Language Pathology, 11, 215-220.

Velleman, S. (2003). Childhood apraxia of speech resource guide. Clifton Park, NY:

Thomson Delmar Learning.

Wilcox, K. & Morris, S. (1999). Children’s speech intelligibility measure. San

Antonio, TX: The Psychological Corporation.

Williams, A.L. (2000). Multiple oppositions: Case studies of variables in phonological

intervention. American Journal of Speech-Language Pathology, 9, 282-288.

Yavas, M. (1998) Phonology: Development and disorders. Clifton Park, NY: Thomson

Delmar Learning.

Yavas, M. & Goldstein, B. (1998). Phonological assessment and treatment of bilingual

speakers. American Journal of Speech-Language Pathology, 7, 49-60.

Web Resources

American Speech-Language-Hearing Association. www.asha.org

Articulation Problems. www.kidsource.com

Childhood Apraxia of Speech Association. www.apraxia-kids.org

Developmental Phonological Disorders. www.members.tripod.com/Caroline_Bowen/

National Center for Voice and Speech. www.ncvs.org

Speechville Express. www.speech-express.com

Software

American Guidance Services (2002). Goldman Fristoe-2 Test of Articulation and Khan

Lewis Phonological Analysis AGS ASSIST (Automated system for scoring and

interpreting standardized tests) Computer Software.

Computerized Articulation and Phonology Evaluation System (2001). The

Psychological Corporation.

LucentSpeech: Speech Made Easy (2003). EZSpeech Therapist.

Picture Gallery (2000). The Psychological Corporation.

SCIP: Sound Contrasts in Phonology (2006). Thinking Publications.

Systematic Articulation Training Program Accessing Computers (2002) SATPAC

Speech.

Departmental collection of assessment and treatment software programs.

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