Course Syllabus

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SPA6236

3 Credit Hours

 

Table of Contents

Instructor Information 

  • Instructor: Lauren Bislick (Wilson), PhD, CCC-SLP (she/her/hers)
  • Office Location: HPAII room 101X and IC719 (ARC Lab)
  • Office Hours (virtual hours):
    • Please email me to set  up an appointment:
    • Tuesday 2 pm - 5 pm
    • Thursday 12 pm - 1 pm

 

Course Information

  • Term: Fall 2022
  • Course Number: SPA6236
  • Course Name: Motor Speech Disorders in Adults and Children
  • Credit Hours: 3 Credit Hours
  • Thursday, 1:30pm-4:20pm
  • Class Location: HS O106
  • Course Modality: P

 

Enrollment Requirements 

  • Graduate Student in Communication Sciences and Disorders

 

Course Description

This course is designed to provide you with fundamental knowledge of the nature, evaluation and management of acquired and developmental motor speech disorders - including the dysarthrias, apraxia of speech, and other neurologic speech disturbances. Video case presentations, clinical assignments, group discussions/activities, low stakes quizzes, and exams will be used to supplement in-person lectures and required reading to stimulate integration of didactic material. 

Course Objectives

As the instructor of this course, I hope you will: 

  • Develop critical thinking skills related to the assessment and management of sensorimotor speech disorders
  • Understand the neuroanatomical underpinnings and subsystem manifestations of the dysarthrias and apraxia of speech
  • Learn to conduct a motor speech examination
  • Understand the evidence-based support for motor speech evaluation and treatment approaches
  • Recognize the importance of considering all levels of disablement when providing treatment for people with sensorimotor speech disorders

 

Course Materials and Resources

Required Materials/Resources

  • Duffy, J.R. (2019).  Motor speech disorders: Substrates, differential diagnosis and management, 4th Ed.  St. Louis: Mosby-Year Book, Inc.
  • Access code for Duffy online resources: http://evolve.elsevier.com/Duffy/motorspeech/
    • Please note that you MUST have access to the online resources for the 2019 text book, you can either get this by purchasing a new text book or by purchasing the online resources separately for $25.00.  Course assignments will utilize the client videos provided by the online resources. 

Supplemental and Recommended Readings

  • These readings, primarily articles, are included as appropriate within the module content and noted in the course schedule
  • Yorkston, K.M., Beukelman, D.R., Strand, E.A., & Bell, K.R. (2010).  Management of motor speech disorders in children and adults.  Austin:  PRO-ED, Inc.

 

Student Learning Outcomes

By the end of the course you will meet the following learning outcomes as demonstrated by success on exams, quizzes, patient video activities, and case studies

  • Describe the different motor speech disorders and the associated neuropathophysiology 
  • Identify deviant speech characteristics and confirmatory signs/symptoms specific to each type of dysarthria and apraxia of speech 
  • Describe methods of assessment and treatment for motor speech disorders
  • Recommend appropriate assessment and treatment methods for the different motor speech disorders
  • Incorporate the ICF WHO model in management of motor speech disorders

 

Course Activities

Course activities and the corresponding weeks and dates are listed on the course schedule. 

Assignments

  • 1) MSD Matrix: “Type” and “Treatment” of motor speech disorders matrix (13%)   

An excel spreadsheet with two separate tabs is available here. Students are expected to fill in the matrices as we move through the relevant material in class and in the readings. Due 12/8 by 1:00 pm. 

 

You are expected to work though the video and audio clips per the course schedule. In addition, your group is to chose one of the case video options and present on assessment and treatment ideas for your “case”. Cases will be graded on accuracy and completeness. Due dates will vary depending on Group. 

 

Exams and Quizzes

  • Exams (x 2) : Two examinations (25% each)

Format will be primarily short answer, multiple choice, multiple answers, and matching.  Exams will be asynchronous, but will be strictly monitored via Proctor Hub and Respondus. Proctor hub accesses your computers video capture abilities and views your surroundings and also documents whether or not you leave your screen or open other tabs on your computer. Respondus LockDown Browser® is a custom browser that locks down the quizzing environment within Canvas.The only resource you are permitted to use for the exam is your BRAIN and your study guide (see below for more on the study guide). For Exam 1, the only resource you are permitted to use for the exam is your BRAIN. For Exam 2, you may also use your completed study guide.

You will be given a 24 hour window to complete each exam, however, you must complete the exam within one 3 hour period.

Exam 2 Required Study Guide: It is required that you complete and turn in a study guide via Webcourses prior to taking Exam 2. If you fail to turn in a study guide prior to Exam 2 you will receive a zero on your exam. I will provide you with a template of topic areas and potential exam questions. This guide must be typed and well organized. It can be organized in any format (e.g., tables, figures, pictures, bullet points, etc.). This study guide is meant to assist you in studying and completing the exam efficiently, but it is also meant to serve a longer term purpose and act as a reference when you are working.  

  • Quizzes:
    • 1 quiz to assess current knowledge of neurologic basis of speech (2%).

This quiz is open book/open note. I suggest reading Ch 2 in your Duffy text prior to taking this quiz. You may take this quiz up to three times, your highest grade will be recorded. Complete by Thursday 9/1.

    • Self assessment/retrieval quizzes will be embedded in the modules to assess your knowledge aid your understanding of the material (portion of your participation grade, see below).

 

Class Participation (10%)

    • Discussion posts
    • Reflection papers 
    • In-class activities
    • Completion of retrieval quizzes (aka self assessments)
    • Additional activities, such as polls, embedded into the course modules

    Class participation is 10% of your total grade. Failure to complete these assignments will impact your grade. Failure to regularly attend class will impact your grade. 

    Resources/actions

    For this course you should have regular access to the internet and participate in both asynchronous and synchronous activities.  Further, you should plan to spend up to six hours a week, outside of our scheduled weekly meetings, to complete the required readings, viewing  videos, and other course activities. 

    There is no extra credit available for this course.

Activity Submissions

  • All assignments should be uploaded and submitted via Webcourses.
  • Exams and quizzes will be administered  via Webcourses
  • Discussion posts, in-class activities, group assessments, and study guides should be submitted via Webcourses

 

Participation

Class participation is 10% of your total grade. Participation activities are listed above under assignments. Failure to complete these assignments and attend class will impact your grade. 

Make-up Exams and Assignments

Per university policy, you are allowed to submit make-up work (or an equivalent, alternate assignment) for authorized university-sponsored activities, religious observances, or legal obligations (such as jury duty). If this participation conflicts with your course assignments, I will offer a reasonable opportunity for you to complete missed assignments and/or exams. The make-up assignment and grading scale will be equivalent to the missed assignment and its grading scale. In the case of an authorized university activity, it is your responsibility to show me a signed copy of the Program Verification Form for which you will be absent, prior to the class in which the absence occurs. In any of these cases, please contact me ahead of time to notify me of upcoming needs.

***I acknowledge that our current situation with COVID-19 may also impact your ability to complete assignments in a timely manner if you, a family member, or your roommate contract the virus. These situations will be handled on an individual basis. Please reach out if you have any concerns or issues. 

Assessment and Grading Procedures

The table shows the weight distribution for each assignment.

Assignment

Percentage of Grade

MSD Matrix

13%

DPDS case study

25%

Exam 1

25%

Exam 2

25%

Quiz 1

2%

Participation

10%

Total

100%

 

The table shows the range for each letter grade and uses a plus/minus system.

Letter Grade

Percent

A

100% to 94%

A-

< 94% to 90%

B+

< 90% to 87%

B

<87% to 84%

B-

< 84% to 80%

C+

< 80% to 77%

C

< 77% to 74%

C-

< 74% to 70%

D

< 70% to 60%

F

< 60% to 0%

 

Course Schedule

Click on link to access the course schedule.

Synchronous in-person meetings will be held Thursday afternoons (1:30pm - 4:20pm). Each week you are expected to complete the assigned readings and associated DPDS videos prior to our in-person meetings, Participation activities, such as the weekly low stakes quizzes and group and individual class assignments will be due at the end of the day on Friday. 

Syllabus Change Policy:

Every effort will be made to cover the topic areas listed in the course schedule within the given time-line.  The professor, however, reserves the right to delete, shorten, append, or otherwise adjust the content, form, and/or sequence of the course material and/or course assignments.  Changes to the syllabus will be discussed via announcements and during synchronous meetings. 

 

ASHA’s Knowledge and Skills Acquisition (KASA) Areas:  This course meets the following KASA standards:

 KASA Number           KASA General Area                                           Aspect or SLP Disorder Area           Specified Aspects Addressed       Assessment 

IV-A

Prerequisite Knowledge of the biological sciences

 

Quiz 1

IV-B

Basic Human Communication Processes

Neurological

Neurological bases of human communication

Quiz 1; Exam 1

IV-B

Basic Human Communication Processes

Speech

Anatomical/physiological

Quiz 1; Exam 1

IV-C Knowledge

Knowledge of Disorders

Speech Sound Production

Etiologies; Characteristics

Exam 1; Exam 2; Final Presentation

IV-D Knowledge

Knowledge of Principles & Methods

Speech Sound Production

Prevention; Assessment; Intervention

Exam 2; Matrix; Final Presentation

IV-C Knowledge

Knowledge of Disorders

Voice and Resonance

Etiologies; Characteristics

Exam 1; Matrix; Final Presentation

IV-D Knowledge

Knowledge of Principles & Methods

Voice and Resonance

Assessment; Intervention

Exam 2; Matrix; Final Presentation

IV-C Knowledge

Knowledge of Disorders

Social Aspects of Communication

Etiologies; Characteristics

Exam 1; Final Presentation

IV-C Knowledge

Knowledge of Disorders

Alternative and Augmentative Communication

Etiologies; Characteristics

Exam 1; Matrix; Final Presentation

IV-D Knowledge

Knowledge of Principles & Methods

Alternative and Augmentative Communication

Assessment; Intervention

Exam 2; Matrix; Final Presentation

IV-F Knowledge

Research & integration of research principles into evidence based practice

 

Exam 2; Final Presentation

 

Statement about Remote Instruction

Using Zoom for Remote Instruction (If we are forced to go remote)

If our class needs to move to a remote platform due to effects of the COVID-19 pandemic, this course will use Zoom for some synchronous (“real time”) class meetings. Meeting dates and times will be scheduled through Webcourses@UCF and should appear on your calendar.

Please take the time to familiarize yourself with Zoom by visiting the UCF Zoom Guides at <https://cdl.ucf.edu/support/webcourses/zoom/>. You may choose to use Zoom on your mobile device (phone or tablet).

While using synchronous tools, such as Zoom, situate yourself in a quiet, private environment as possible. This will help you stay clear of disturbances. Treat your attendance as you would for a regularly scheduled in person course. This means avoiding being in vehicle, public location, or other settings which may distract from your learning.

Things to Know About Zoom:

  • You must sign in to my Zoom session using your UCF NID and password.
  • The Zoom sessions are recorded.
  • Improper classroom behavior is not tolerated within Zoom sessions and may result in a referral to the Office of Student Conduct.
  • You can contact Webcourses@UCF Support at <https://cdl.ucf.edu/support/webcourses/> if you have any technical issues accessing Zoom.

 

 

Flexibility and Accountability

I recognize and understand the difficult times we are all in. The COVID-19 pandemic impacts us all in many ways, including physical, mental, emotional, financial, academic, and professional. For that reason, I will work with all of you to accommodate any challenges you may be encountering and to provide the tools and support necessary for you to succeed. I will also understand the necessity of prioritizing other aspects of your life, such as dependents, and will work with you to make the best decisions regarding your success in this course. However, this does not mean that I will not hold you accountable, especially in terms of class attendance, participation, and contributions. Therefore, I ask that you inform me in writing (email or Canvas) of any class absences, missed or late assignments, or days where you will be attending the class but won’t be able to make meaningful contributions (by having your cameras and microphones on and participating in our class activities).

Required Statements Regarding COVID-19

I recognize and understand the difficult times we are all in. The COVID-19 pandemic impacts us all in many ways, including physically, mentally, emotionally, financially, academically, and professionally. I will work with you on challenges you may be encountering and to provide support to help you succeed. However, please keep in mind that I will hold you accountable, especially in terms of class attendance, participation, and contributions.

Masks

UCF expects that all members of our campus community who are able to do so get vaccinated, and we expect all members of our campus community to wear masks indoors, in line with the latest CDC guidelines. Masks are required in approved clinical or health care settings.

Please be considerate of others in our classes that may be immunocompromised or may be living with someone who is immunocompromised or a child under that age of 12 that cannot be vaccinated. Additionally, please keep your clients in mind when deciding whether of not to mask up. 

COVID-19 and Illness Notification

Students who believe they may have been exposed to COVID-19 or who test positive must contact UCF Student Health Services (407-823-2509) so proper contact tracing procedures can take place. Students should not come to campus if they are ill, are experiencing any symptoms of COVID-19 or have tested positive for COVID-19.

Students should contact their instructor(s) as soon as possible if they miss class for any illness to discuss reasonable adjustments that might need to be made. When possible, students should contact their instructor(s) before missing class.

In Case of Faculty Illness

If the instructor falls ill during the semester, there may be temporary changes to this course, including having a backup instructor take over the course or going remote for a short time. Please look for announcements or mail in Webcourses@UCF or Knights email for any temporary alterations to this course.

University Services and Resources

Academic Services and Resources

A list of available academic support and learning services is available at UCF Student ServicesLinks to an external site.. Click on "Academic Support and Learning Services" on the right-hand side to filter.  

Non-Academic Services and Resources

A list of non-academic support and services is also available at UCF Student ServicesLinks to an external site.. Click on "Support" on the right-hand side to filter.  

If you are a UCF Online student, please consult the UCF Online Student GuidelinesLinks to an external site. for more information about your access to non-academic services.

 

UCF Policy Statements

Academic Integrity

Students should familiarize themselves with UCF’s Rules of Conduct at <https://scai.sdes.ucf.edu/student-rules-of-conduct/Links to an external site.>. According to Section 1, “Academic Misconduct,” students are prohibited from engaging in

  1. Unauthorized assistance: Using or attempting to use unauthorized materials, information or study aids in any academic exercise unless specifically authorized by the instructor of record. The unauthorized possession of examination or course-related material also constitutes cheating.
  2. Communication to another through written, visual, electronic, or oral means: The presentation of material which has not been studied or learned, but rather was obtained through someone else’s efforts and used as part of an examination, course assignment, or project.
  3. Commercial Use of Academic Material: Selling of course material to another person, student, and/or uploading course material to a third-party vendor without authorization or without the express written permission of the university and the instructor. Course materials include but are not limited to class notes, Instructor’s PowerPoints, course syllabi, tests, quizzes, labs, instruction sheets, homework, study guides, handouts, etc.
  4. Falsifying or misrepresenting the student’s own academic work.
  5. Plagiarism: Using or appropriating another’s work without any indication of the source, thereby attempting to convey the impression that such work is the student’s own.
  6. Multiple Submissions: Submitting the same academic work for credit more than once without the express written permission of the instructor.
  7. Helping another violate academic behavior standards.
  8. Soliciting assistance with academic coursework and/or degree requirements.

Responses to Academic Dishonesty, Plagiarism, or Cheating
Students should also familiarize themselves with the procedures for academic misconduct in UCF’s student handbook, The Golden Rule <https://goldenrule.sdes.ucf.edu/Links to an external site.>. UCF faculty members have a responsibility for students’ education and the value of a UCF degree, and so seek to prevent unethical behavior and respond to academic misconduct when necessary. Penalties for violating rules, policies, and instructions within this course can range from a zero on the exercise to an “F” letter grade in the course. In addition, an Academic Misconduct report could be filed with the Office of Student Conduct, which could lead to disciplinary warning, disciplinary probation, or deferred suspension or separation from the University through suspension, dismissal, or expulsion with the addition of a “Z” designation on one’s transcript.

Being found in violation of academic conduct standards could result in a student having to disclose such behavior on a graduate school application, being removed from a leadership position within a student organization, the recipient of scholarships, participation in University activities such as study abroad, internships, etc.

Let’s avoid all of this by demonstrating values of honesty, trust, and integrity. No grade is worth compromising your integrity and moving your moral compass. Stay true to doing the right thing: take the zero, not a shortcut.

Course Accessibility Statement

The University of Central Florida is committed to providing access and inclusion for all persons with disabilities. Students with disabilities who need access to course content due to course design limitations should contact the professor as soon as possible. Students should also connect with Student Accessibility Services (SAS) <http://sas.sdes.ucf.edu/Links to an external site.> (Ferrell Commons 185, sas@ucf.edu, phone 407-823-2371). For students connected with SAS, a Course Accessibility Letter may be created and sent to professors, which informs faculty of potential course access and accommodations that might be necessary and reasonable. Determining reasonable access and accommodations requires consideration of the course design, course learning objectives and the individual academic and course barriers experienced by the student. Further conversation with SAS, faculty and the student may be warranted to ensure an accessible course experience.

Campus Safety

Emergencies on campus are rare, but if one should arise during class, everyone needs to work together. Students should be aware of their surroundings and familiar with some basic safety and security concepts.

  • In case of an emergency, dial 911 for assistance.
  • Every UCF classroom contains an emergency procedure guide posted on a wall near the door. Students should make a note of the guide’s physical location and review the online version at <http://emergency.ucf.edu/emergency_guide.htmlLinks to an external site.>.
  • Students should know the evacuation routes from each of their classrooms and have a plan for finding safety in case of an emergency.
  • If there is a medical emergency during class, students may need to access a first-aid kit or AED (Automated External Defibrillator). To learn where those are located, see <https://ehs.ucf.edu/automated-external-defibrillator-aed-locationsLinks to an external site.>.
  • To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to <https://my.ucf.eduLinks to an external site.> and logging in. Click on “Student Self Service” located on the left side of the screen in the toolbar, scroll down to the blue “Personal Information” heading on the Student Center screen, click on “UCF Alert”, fill out the information, including e-mail address, cell phone number, and cell phone provider, click “Apply” to save the changes, and then click “OK.”
  • Students with special needs related to emergency situations should speak with their instructors outside of class.
  • To learn about how to manage an active-shooter situation on campus or elsewhere, consider viewing this video (<https://youtu.be/NIKYajEx4pk (Links to an external site.)>).

Deployed Active Military

Students who are deployed active duty military and/or National Guard personnel and require accommodation should contact their instructors as soon as possible after the semester begins and/or after they receive notification of deployment to make related arrangements.