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SPPA 6150 Syllabus and Course Outline, J. Hillenbrand,2017
SPPA 6150
Seminar: Research Methods in Speech-Language Pathology and Audiology`
Course Description
This course deals with methods and procedures for gathering, reducing and analyzing data to reach conclusions concerning hypotheses regarding communication processes and disorders.
I. Grading:
a. Exam:30%
b. Project:70%
The project grade will be based on your oral presentation (35%), your written paper (50%), and your contributions to the discussion of your colleagues' presentations (15%). The exam will be a combination of short answer, short essay, and possibly multiple choice. The date for the exam will be announced at least a week in advance. There will be no final exam, although we will meet the Monday of finals week to finish the last of the oral presentations.
As you can see, your grade will be based primarily on your project. The project is described in detail in a separate document. Your grade for the project will be determined by: (1) your oral presentation (35%), (2) your written paper (50%), and (3) the contributions you make to seminar discussions (15%).
Due date for written report of project: Monday, August8th
II. Attendance
I will not keep track of attendance during the lecture portion of the course, but attendance is mandatory for all oral presentations. You will lose one half of a letter grade for each unexcused absence. Sample valid excuses: childbirth, brain injury, kidnapping (bring ransom note), invited address to U.N. General Assembly (bring note from U.N. Secretary General).Presentations will be given in two long sessions on August 11 and 15, 9 am-2 pm. These dates should not conflict with your clinic schedule. If that turns out to be wrong, you will need to let me know immediately.
III. Miscellaneous
Office: CHHS 4468
Phone: 387-8066
Office Hours: M, W after class, or by appointment
Homepage:homepages.wmich.edu/~hillenbr
Email:
IV. Knowledge and Skills
This course will contribute to the development of your knowledge and skills related to KASA Standard IV-F:Knowledge of processes used in research and the integration of research principles into evidence-based clinical practice.The course content will be presented through lecture and class discussion and will be assessed by an exam and by the evaluation of an oral presentation and a paper describing your project.
NOTE: It is important to recognize that ASHA Academic Accreditation standards are now based upon students demonstrating competencies across a wide range of areas rather than simply completing a course sequence successfully. Therefore, it is conceivable that a student could receive a passing grade in a course, but fail to demonstrate competency across all of the topics covered in that course. If you fail to demonstrate competencies in a particular area through organized class activities (tests & assignments), you may have to complete additional work (i.e. remediation) in that area before a passing grade can be assigned.
V. Academic honesty, diversity, religious observance, and student disabilities
You are responsible for making yourself aware of and understanding the policies and procedures in the Undergraduate and Graduate Catalogs that pertain to Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. [The policies can be found at under Academic Policies, Student Rights and Responsibilities.] 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 your instructor if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.
For information on the Code of Honor, and general academic policies on such issues as diversity, religious observance, and student disabilities, see and
SPPA 6150 Seminar: Analysis of Communication Disorders
Course Outline
I. Overview: Course content and course objectives
II. Kinds of Research
A. experimental vs. descriptive
B. independent variables, dependent measures, and parameters
C. classification variables and criterion variables
III. Factorial designs and the concept of an interaction
IV. Types of Descriptive Research
A. comparative research
B. developmental research
1. how to determine what is changing as a function of age
2. separating the effects of experience from those of maturation
C. correlational research
1. scatter plots, regression lines, and the Pearson r
2. the coefficient of determination
3. common problems with the interpretation of correlational data
D. survey research
1. theexperimenter demand effect
2. cognitive dissonance
3. wording effects (denotation vs. connotation)
4. context effects
5. sampling problems
6. intuitive vs. empirical methods of survey construction
IV. Some Criteria for Evaluating Research
A. reliability vs. validity
B. internal vs. external validity
C. factors that influence internal validity
1. history artifacts
2. maturation artifacts
4. experimenter bias (Rosenthal Effect, Hawthorne Effect)
5. statistical regression
IV. Research Designs
A. between-subjects vs. within-subjects designs
B. single-subject and small-N research
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