e. conduct an oral-motor examination; all with 83% or better accuracy. Based on lectures, independent research, case studies, and class room discussions, students will be able to: a. demonstrate strategies and techniques for improving respiratory support; b. strategies and techniques for improving phonatory function; c. strategies and techniques for improving resonatory Case studies; characteristics; Detailed knowledge about written paper III-D, IV-B, intervention for motor d. strategies and techniques for improving articulatory and oral G speech disorders. IV-D, performance all with 83% or better accuracy. presentation V-A, B Students will develop a written intervention plan including specific strategies and programmatic model to increase intelligibility and/or comprehensibility of a person with a specific type of motor speech disorder at the 83% accuracy criteria. Students will pass an oral presentation at least 83% to demonstrate specific intervention techniques to increase intelligibility/comprehensibility to the class SLP 6550 In order to demonstrate knowledge of the mature of severe/profound communication impairments, including anatomical, physiological, neurological, developmental, psychological, linguistic and cultural bases and etiologies of severe/profound communication disorders the student will: IV-B, C, D Compare and contrast anatomical and physiological considerations including oral and postural reflexes The knowledge of that affect speech and device access and severe/profound neurological diseases and conditions that lead to communication severe/profound communication disorders. impairments leading to a Exam III-B, C, D 6550 recommendation of Describe environmental affects on the SLP augmentative/alternative development of communication intention including communication negative learning, learned helplessness, and the “Cycle of Discouragement”. Identify barriers to the use of a communication aid including opportunity and access barriers Explain neurologically based communication disorders including dysarthrias of speech, developmental and acquired apraxia of speech, and
e. conduct an oral-motor examination; all with 83% or better accuracy. Detailed knowledge about intervention for motor speech disorders. Based on lectures, independent research, case studies, and class room discussions, students will be able to: a. demonstrate strategies and techniques for improving respiratory support; b. strategies and techniques for improving phonatory function; c. strategies and techniques for improving resonatory characteristics; d. strategies and techniques for improving articulatory performance all with 83% or better accuracy. Students will develop a written intervention plan including specific strategies and programmatic model to increase intelligibility and/or comprehensibility of a person with a specific type of motor speech disorder at the 83% accuracy criteria. Students will pass an oral presentation at least 83% to demonstrate specific intervention techniques to increase intelligibility/comprehensibility to the class Case studies; written paper and oral presentation III-D, IV-B, G IV-D, V-A, B SLP 6550 SLP 6550 The knowledge of severe/profound communication impairments leading to a recommendation of augmentative/alternative communication In order to demonstrate knowledge of the mature of severe/profound communication impairments, including anatomical, physiological, neurological, developmental, psychological, linguistic and cultural bases and etiologies of severe/profound communication disorders the student will: Compare and contrast anatomical and physiological considerations including oral and postural reflexes that affect speech and device access and neurological diseases and conditions that lead to severe/profound communication disorders. Describe environmental affects on the development of communication intention including negative learning, learned helplessness, and the “Cycle of Discouragement”. Identify barriers to the use of a communication aid including opportunity and access barriers Explain neurologically based communication disorders including dysarthrias of speech, developmental and acquired apraxia of speech, and Exam III-B, C, D IV-B, C, D
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