Bachelors of Science Program in Communication Disorders and Sciences:

Transcription

1 Bachelors of Science Program in Communication Disorders and Sciences: Mission: The SIUC CDS program is committed to multiple complimentary missions. We provide support for, and align with, the university, college, and department missions. The program prepares undergraduate students to obtain the B.S. degree with a major in Communication Disorders and Sciences, with course work that supports entry into graduate programs in communication disorders and sciences. The undergraduate program is broad in scope and provides the necessary pre-professional background for the academic, clinical and research aspects of the master's level degree in speech-language pathology and the clinical-doctorate level degree (Au.D.) in audiology. Program Goal: Graduates of the program interested in pursuing advanced degrees will be competitive for entry into one of the many masters programs in speech language pathology nation-wide and Au.D. programs in audiology nationwide. Objective Recognize and describe the roles of speech-language pathologists, audiologists, and speech-language-hearing scientists Recognize and explain the normal process of speech, language and hearing in the normal person recognizing cultural diversity. (ASHA Standard III-B) Understand and analyze how human communication, including speech, language and hearing, changes throughout the lifespan. (ASHA Standard III-A) Apply gained communication knowledge to your own communication strengths and challenges considering cultural correlates. (ASHA Standard III-D) Categorize communication strengths and challenges to increasing perception of ordered and disordered communication. 8. (ASHA Standard III-C) Identify and analyze prevention of (a) communication disorder or (b) a populations at risk (ASHA Standard III-D) Classify assessment and intervention for various communication challenges. 13. (ASHA Standard III-D) Learning Objectives and Measurement: Measurement An assortment of Discussion/ Lecture/ Activities/Video/Computer Activities/Projects will be completed in CDS % of all students are expected to perform with minimum competency with a grade of C or better on such assignments.

2 Communicate changing attitudes toward individuals with disability over time regarding legislation, social response, education, and intervention. 1. Explain correctly the purpose of, and how to use, phonetics. (RBT*: metacogniton/ understanding) 2. Transcribe spoken language (speech sounds, words, phrases, and connected speech) accurately using the International Phonetic Alphabet (IPA). (RBT: Procedure/Apply) An assortment of Lecture/ Discussion/Activities/Video/Audio will be completed in CDS 300. This course will address production and perception of speech sounds. Practice, in class and in homework, will increase transcription skills. 90% of all students are expected to perform with minimum competency with a grade of C or better on such assignments. 3. Analyze how speech sounds fit in the broader areas of communication: speaking, writing, spelling, listening, and reading. (RBT: Conceptual/Analyze) 4. Comprehend, define and use terms related to phonetic nomenclature. (RBT: Factual/Remember) 5. Classify the sounds of Standard American English into phonetic properties. (RBT: Procedural/Understanding) 6. Analyze non-pathological variations of Standard American English phonemes, allophones, and suprasegmentals, that can impact dialect and pragmatic elements of communication. (RBT: Conceptual/Analyze) 7. Evaluate his/her own ability to make accurate perceptual discrimination of speech sounds. (RBT: Metacognition/evaluation) *RBT=Revised Bloom s Taxonomy: knowledge/cognitive level) 1. Understand principles of acoustics as they relate to the foundations of the study of speech and hearing. 2. Understand the mechanisms of respiration, phonation, articulation, and hearing. 3. Understand models and theories of speech production and perception. 1. Identify anatomical structures of respiration, phonation, articulation, resonance, swallowing, hearing and the activities/video/exams/quizzes will be completed in CDS % of all students are expected to C or better on such assignments. An assortment of Lecture/ Discussion//Exams will be completed in CDS 314. A major portion of the course will deal with identification and labeling of anatomical

3 central nervous system. 2. Differentiate the physiological processes involved in respiration, phonation, articulation, resonance, swallowing, hearing, and the central nervous system. Physiological processes include both speech and nonspeech related functions. structures, using diagrams and models. Physiological functions will be presented in lectures and software self-tutorials. 90% of all students are expected to C or better on such assignments. 3. Recite anatomical and physiological information in both clinical and lay terms, through oral and written communication. 4. Identify anatomical anomalies and physiological dysfunctions related to some common communicative disorders of speech, language, swallowing, neurology, and hearing. 5. Demonstrate adequate oral and written communication skills. 1. Each student will recognize/recall definitions/labels of vocabulary/theories/paradigms in relation to articulation and phonological skills and processes. (III-B*) activities/exams/quizzes will be completed in CDS % of all students are expected to perform with minimum competency with a grade of C or better on such assignments. 2. Each student will differentiate speech sound form and speech sound function as a means of delineating between articulation and phonological development and disorder. (III-B, III-C) 3. Each student will classify vowels according to phonetic production parameters: portion of tongue involved, tongue position, degree of lip rounding, tense/lax oral musculature, and vowel duration and open/close. (III-A, III-B)) 4. Each student will classify consonants according to production features: distinctive features and/or organ of articulation, place of articulation, manner of articulation, and voicing. (III-A, III-B) 5. Each student will explain/generalize the relationship of sound, phoneme, phonemic awareness, syllable, co-articulation, and assimilation processes in relation to acquisition of skills for speaking and reading. (III-B, III-C, III-D) 6. Each student will represent/analyze spoken words/discourse with phonetic transcription

4 and diacritical markers identifying normal development and dialect. (III-B) 7. Each student will compare components of the principle theories of phonology. (III-B) 8. Each student will distinguish normal articulation and phonological development, recognizing the influences of cultural and linguistic diversity. (III-A, III-B) 9.Each student will recognize/recall functions of structures involved with a normal voice and vocal hygiene, recognizing potential voice deviation with structural variation.(iii- A, III-B, III-C, III-D) 10. Each student will differentiate parameters of the voice and vocal hygiene: vocal pitch (frequency), volume (intensity) and duration, recognizing potential etiologies with abnormal variation. (III-A, III-B, III-CIII-D) *Roman numerals designate the level expectation based on the Revised Bloom s Taxonomy 1. Student will compare and evaluate major theories of language acquisition. (IIIA, III-B) 2. Student will identify how language development relates to cognitive, social/cultural, economic, physical, moral and neurobiological development/experience. (III-A, III-B) activities/exams/quizzes will be completed in CDS % of all students are expected to perform with minimum competency with a grade of C or better on such assignments. 3. Student will organize and differentiate semantic, morphologic, phonological, syntactic, pragmatic, and metalinguistic components of language in relation to major developmental milestones and processes related to development. (III-A, III) 4. Student will explain and compare how language use varies across individuals and generate possible implications of such variation for the identification and treatment of people with communication disorders. (III-B, III-C, III-F) 5. Student will apply knowledge about language development to conduct basic language sample analyses. (III-B, III-F) 6. Student will generate predictions of how

5 dialect and second language can have a potential impact on education. (III-C) 7. Student will evaluate pragmatic expression as appropriate or inappropriate in relation to communicative competence. (III- B, III-E) 8. Student will infer language challenges in relationship to various etiologies. (IIIA, III- B) 9. Student will understand how language challenges impact education and life for all ages. (III-A, III-B, III-C, III-D, III-F, III-G) *Roman numerals designate the level expectation based on the Revised Bloom s Taxonomy 1. Identify cultural differences in communication styles of various cultural groups. 2. Distinguish between communication diversity and communication disorders in culturally and linguistically diverse (CLD) populations. activities/projects/exams/quizzes will be completed in CDS % of all students are expected to C or better on such assignments. 3. Identify cultural and linguistic variables that may impact SLP services to members of CLD groups. 4. Use ethnographic interview techniques gaining relevant understanding of client s cultural and linguistic background. 5. Identify potential limitations of standardized tests with CLD clients. 6. Describe nonstandardized methods for nonbiased assessment. 7. Demonstrate ability to evaluate, plan, modify, and implement educational program plans for serving CLD children. 8. Describe treatment techniques for CLD children with speech-language disorders. 9.Examine how personal attitude and belief system may affect ability to work with CLD clients

6 1. Identify the anatomy of the outer, middle and inner ears. 2. Understand and recite the physiology involved in the normal process of hearing. activities/labs/exams/quizzes will be completed in CDS % of all students are expected to C or better on such assignments. 3. Understand the concepts of acoustics and sound measurement. 4. Be familiar with the techniques involved in the diagnostic assessment of the ear including audiometry, speech audiometry, immittance testing, otoacoustic emissions, and auditory brainstem response testing. 4. Gain knowledge and understanding of a variety of hearing disorders. 5. Gain knowledge of the various treatment options for hearing impairment. 1. Gain knowledge of the principles and methods of prevention, assessment and intervention of hearing impairment. 2. Describe the process of child assessment and intervention. An assortment of Lecture/ Discussion/Video/In class activities/exams/quizzes will be completed in CDS % of all students are expected to perform with minimum competency with a grade of C or better on such assignments 3. Knowledge of techniques and measures involved in child assessment. 4. Describe the process of adult assessment and intervention. 5. Knowledge of techniques and measures involved in adult assessment and intervention. 6. Gain awareness of the psychological, developmental, linguistic, and cultural aspects of hearing impairment. 7. Gain understanding of advocacy and consultative roles of the audiologist and speech language pathologist. 1. Identify and differentiate various qualitative and quantitative methods available for screening and assessment of speech and language disorders considering evidenced based practice. III-D, IV-G (ASHA Standard) activities/projects/exams/quizzes will be completed in CDS % of all students are expected to C or better on such assignments 2. Evaluate diagnostic instruments through the application, analysis, and synthesis of

7 psychometric principles. III-D, IV-G (ASHA Standard) 3. Administer test procedures accurately, applying test standardization principles. III-E, IV-G (ASHA Standard) 4. Integrate knowledge of cultural and linguistic differences into diagnostic procedures and processes increasing potential efficacy of diagnosis and recommended plan of care. III-B, III-C, III-D, IV-G (ASHA Standard) 5. Demonstrate appropriate interview and counseling techniques for clients with communication or swallowing disorders and their families. Talk the Talk. Code switch for increased understanding. III-B, IV-B, IV-G (ASHA Standard) 6. Apply and synthesize basic principles and methods for screening and assessing communication disorders, including RTI process, diagnostic planning; case history integration; informal assessment; and test selection, analysis, administration, and scoring. III-C, III-D, IV-G (ASHA Standard) 7. Analyze, interpret, integrate, and synthesize diagnostic information to complete interpretation, assessment, referrals, recommendations, written report. Individual educational plan (IEP) and treatment plan. III-C, III-D, IV-G (ASHA Standard) 8. Demonstrate oral and written communication skills supporting competency in the diagnostic process, including (a) oral communication skills needed for interviewing and conferencing and (b) written communication of diagnostic reports and professional correspondence. IV-B, IV-G (ASHA Standard) 9. Student will participate in reflective thinking that increases effective self-analysis and continued professional growth. These opportunities of reflection will be available in written work and oral participation. 1. Complete a minimum of 25 clinical observation hours. An assortment of Lecture/ Discussion/ Projects/Observations/Exams will be completed in CDS % of all students are expected to

8 2. Apply the process of clinical problem solving to plan intervention. C or better on such assignments 3. Develop clinical writing skills utilizing professional terminology. 4. Gain knowledge of basic clinical skills for treatment in communication disorders. 5. Prepare and conduct two treatment sessions. 6. Complete documentation related to preparing for and reporting on two treatment sessions. 7. Develop observational skills to apply academic information to clinical practice. 8. Develop critical thinking in Speech- Language Pathology. 9. Develop cultural competence..