CODI 523:
Advanced Description of
Disordered Speech
Fall Semester, 2009
Instructor:
Dr Martin J. Ball
Office: 209 Burke-Hawthorne Room:
BH 216
Phone: 482-1077 Days:
T, R
Office Hours: Posted on office door Time:
11.00-12.15
E-mail: mjball@louisiana.edu
________________________________________________________________
COURSE
DESCRIPTION
This course will examine approaches to understanding the nature, assessment and remediation of articulatory and phonological disorders, mainly in children, but also including information from disorders across the life span.
COURSE OBJECTIVES
1. To discuss the difference between articulatory phonetic and phonological disorders.
2. To present a variety of data collection and assessment techniques suitable for disorders of different kinds.
3. To present a variety of intervention techniques suitable for disorders of different kinds.
4. To present a description of speech disorders of differing origins from across the life span.
5. To practice the transcription of normal and disordered speech into the symbols of the IPA.
LEARNER OUTCOMES
Upon completion of this course students should be able to:
1. review information on the nature, causes and correlates of articulatory and phonological disorders.
2. examine a variety of approaches to assessment and gain guided practice in their use.
3. review specific procedures for summarizing articulatory and phonological error patterns in written and oral form.
4. review a variety of approaches to the treatment of articulatory and phonological disorders and plan a program of clinical management.
5. transcribe both normal and disordered speech into the symbols of the IPA.
CLASS STRUCTURE
Classes will be of two types: lectures, where the basic information of the course is imparted, and practical sessions, where the oral production and transcription of a range of both English and non-English sounds will be undertaken. Some classes will consist of different amounts of time assigned to both these activities.
COURSE REQUIREMENTS
1. Students must complete assigned readings from the reading list by the suggested date on the topic outline. Students may be quizzed at anytime after deadline to assure that they are keeping up with reading assignments.
2. Perform satisfactorily on the Final examination.
3. Perform satisfactorily on the homework assignments.
GRADING
Students will accumulate points for all assignments, projects, quizzes and exams. The final grade will be based on the total number of points accumulated and expressed as a percentage (%) of the total points possible during the semester. Points will be deducted for all assignments that are turned in late unless the student presents a written excuse that is acceptable to the instructor (10% per day late). Students must make a grade of C or better in CODI 323. Extra points may be awarded for performance in class.
Grading Scale:
Letter grades will be assigned using the following scale:
90 - 100 - A
80 - 89 - B
70 - 79 - C
60 - 69 - D
Below 60 - F
Class Attendance:
1. Regular class attendance is required.
2. In case of absences from class, it is the student's responsibility to obtain any materials and information missed.
3. Students are responsible for making up all assignments within three
days of returning to class from an excused absence.
1. Cell Phones are to be OFF during class; not on silent vibrate mode. No texting in class!
2. Students are NOT allowed to leave class to make or receive cell phones calls or text messages.
3. If you expect an urgent message (e. g. to do with family illness etc), tell the instructor at the beginning of class.
4. After one warning, students who breach this policy will be asked to leave the classroom for that meeting.
ACADEMIC HONESTY
Please note the following University Regulations:
Rules and Regulations
V.
Academic Honesty
An essential rule in every class of the
University is that all work for which a student will
receive a grade or credit be entirely his or her own or be properly
documented to
indicate sources. When a student does not follow this rule, s/he is
dishonest and s/he
defeats the purpose of the course and undermines the goals of the
University.
Cheating in any form therefore can not be tolerated; and the
responsibility rests with
the student to know the acceptable methods and techniques for proper
documentation
of sources and to avoid cheating and/or plagiarism in all work submitted
for credit,
whether prepared in or out of class.
B. Definitions of Cheating and Plagiarism
1. Cheating,
in the context
of academic matters,
is the term broadly
used to
describe all acts of dishonesty
committed in the taking of tests or examinations
and in the
preparation of assignments. Cheating includes but is not limited to
such practices as gaining help from
another person or using crib notes when
taking a test, relying on a
calculator or other aids if such aids have been
forbidden, and preparing an
assignment in consultation with another person
when the instructor
expects the work to be done independently. In other words,
cheating occurs when a student makes
use of any unauthorized aids or
materials. Furthermore, any student who provides
unauthorized assistance in
academic work is also guilty of
cheating.
2. Plagiarism is a specific
type of cheating. It occurs when a
student passes off as
his or her own the ideas or words of
another person, when s/he presents as a
new and original idea or product
anything which in fact is derived from an existing
work, or when s/he makes use of any
work or production already created by
someone
else without giving credit to the source. In short, plagiarism is the
use
of unacknowledged
materials in the preparation of assignments. Thus, the
student must take care to avoid
plagiarism in research or term papers, art
projects, architectural designs,
musical compositions, science reports, laboratory
experiments,
and the like.
C. Penalties
The
University considers both cheating and plagiarism serious offenses. The
minimum penalty for a student guilty of either dishonest act is a grade
of "zero" for the
assignment in question. The maximum penalty is dismissal
from the University.
All assignments are deemed to be individual’s work only. Any breach of the above regulations will be dealt with severely.
COURSE EVALUATION
Students will have the opportunity to evaluate the course by completing the student evaluation of instruction administered by the university towards the end of the semester.
EMERGENCY EVACUATION PROCEDURES
A map of this floor is posted near the elevator marking the
evacuation route and the Designated Rescue Area. This is an area where
emergency service personnel will go first to look for individuals who need
assistance in exiting the building. Students who may need assistance
should identify themselves to the teaching faculty.
COURSE SPECIFIC
Non-English transcription
1.
Ball, M. J., Müller, N.,
Rutter, B. and Klopfenstein, M. (forthcoming) My client’s using non-English
sounds! A tutorial in advanced phonetic transcription. Part 1: Consonants. Contemporary
Issues in Communication Sciences and Disorders.
2.
Ball, M. J., Müller, N.,
Klopfenstein, M. and Rutter, B. (under review) My client’s using non-English sounds!
A tutorial in advanced phonetic transcription. Part 2: Vowels and Diacritics. Contemporary
Issues in Communication Sciences and Disorders.
3.
Rutter, B., Klopfenstein,
M., Ball, M. J., and Müller, N. (under review) My client’s using non-English
sounds! A tutorial in advanced phonetic transcription. Part 3: Prosody and
Atypical Sounds. Contemporary Issues in Communication Sciences and
Disorders.
Models of Speech Production and Perception
4.
Paper to be announced.
5.
Paper to be announced
Articulatory versus phonological disorders
6. Ball, M. J. and Müller, N. (2002) The use of the terms phonetics and phonology in the description of disordered speech. Advances in Speech-Language Pathology, 4, 95-108.
Clinical Phonology Theories
Chapters
from Ball, M. J., Müller, N. and Rutter, B. (in press 2009) Phonology for
Communication Disorders.
Assessment: PROPH, PROP, PACS
Chapters from
Edward Arnold; and
7.
Ball, M. J. and Müller, N. (1997) A comparison of two
phonological profiles. Journal of Communication Disorders, 30, 171-204.
Sonority
8.
Code, C. and Ball, M. J. (1994) Syllabification in
aphasic recurring utterances: contributions of Sonority Theory. Journal of Neurolinguistics,
8, 257-265.
9.
Klopfenstein,
M. and Ball, M. J. (2009) An analysis of the sonority hypothesis and
cluster realization in a child with phonological disorder. Unpublished ms.
Thomas
10.
Ball, M.
J., Manuel, R. and Müller, N. (2004) Deapicalization and Velodorsal
Articulation as Learned Behaviors: A Videofluorographic Study. Child
Language Teaching and Therapy, 20,
153-162.
Susan
11.
Ball, M.
J., Müller, N. and Damico, H. (2003) Double Onset Syllable Structure in
a Speech Disordered Child.
Robert
13.
Müller, N., Ball, M. J.
and Rutter, N. (2008) An
idiosyncratic case of /r/ disorder: Application of principles from Systemic
Phonology and Systemic Functional Linguistics. Asia-Pacific
Journal of Speech, Language and Hearing, 11, 269-281.
Clive
14.
Ball,
M. J., Code, C., Tree, J., Dawe, K. and Kay, J. (2004) Phonetic and
phonological analysis of progressive speech degeneration: a case study. Clinical
Linguistics and Phonetics, 18, 447-462.
15.
Ball, M. J. Rutter, B.
and Code, C. (2008) Phonological Analyses of a case of Progressive
Speech Degeneration. Asia-Pacific Journal
of Speech, Language and Hearing, 11, 305-312.
Jarrod
Papers from Advances in Speech-Language Pathology, 8 (3), including:
16.
Müller, N., Ball, M. J. and Rutter, B. (2006) A
Profiling Approach to Intelligibility Problems.
A cognitive approach to phonology:
17. Ball, M. J. (2003) Clinical applications of a cognitive phonology. Phoniatrics, Logopedics, Vocology, 28, 63-69.
18.
Ball, M. J. and Müller, N. (2009) Clinical Phonology.
In Wei, L., and Cook, V. (Eds.) Contemporary
Applied Linguistics, Volume 2: Language for the Real World.
TEXT
There is no course text as such, but either of the following may be found useful:
Bernthal, J.,
Bankson, N. and Flipsen, P. (2008) Articulation and Phonological Disorders, 6th
edition.
Creaghead,
N., Newman, P. and Secord, W. (1989). Assessment and Remediation of
Articulatory and Phonological Disorders, 2nd Edition.
Supplementary
Ball, M. J. and Kent, R. (Eds) (1997) The New Phonologies.
Ball, M., Rahilly, J. and Tench, P. (1996) The Phonetic
Transcription of Disordered Speech.
Elbert, M. and Gierut, J. (1986) Handbook of Clinical Phonology.
Fletcher, P. and Garman, M. (Eds) (1979) Language acquisition.
2nd Ed. Cambridge:
Grunwell, P.
(1987) Clinical Phonology.
Grunwell, P. (1990) Developmental Speech Disorders.
Ingram, D. (1981) Procedures for the phonological analysis of
children’s language.
Ingram, D.
(1989) First Language Acquisition.
Ingram, D. (1989) Phonological Disability in children. 2nd Ed. London: Cole and Whurr.
Locke, J. (1983) Phonological acquisition and change.
Shriberg, L.
and Kwiatkowski, J. (1980) Natural Process Analysis.
Yavaş, M. (1998) Phonological development and disorders.
Schedule
|
Week |
Day & date |
Topic |
|
Assignment |
|
1 |
T August 25 |
Non-English transcription 1: Consonants |
Article 1 |
|
|
R August 27 |
Non-English transcription 2: Vowels & Diacritics |
Article 2 |
|
|
|
2 |
T September 1 |
Non-English transcription 3: Prosody |
Article 3 |
|
|
R September 3 |
Non-English transcription 4: Atypical sounds |
Article 3 |
|
|
|
3 |
T September 8 |
Models of speech production & perception: Levelt |
Article 4 |
|
|
R September 10 |
Models of speech production & perception: Wells, etc |
Article 5 |
|
|
|
4 |
T September 15 |
Articulatory versus phonological disorders |
Article 6 |
|
|
R September 17 |
Clinical Phonology theories 1 |
Chapters from Ball et al 2009 |
|
|
|
5 |
T September 22 |
Clinical Phonology theories 2 |
Chapters from Ball et al 2009 |
|
|
R September 24 |
Assessment: PROPH & PROP |
Handout & article 7 |
|
|
|
6 |
T September 29 |
Assessment: PACS |
Handout & article 7 |
* Assignment 1 hand-in date |
|
R October 1 |
FALL |
BREAK |
|
|
|
7 |
T October 6 |
Private study: prepare |
|
|
|
R October 8 |
For assignment 2 |
|
|
|
|
8 |
T October 13 |
Sonority 1 |
Article 8 |
|
|
R October 15 |
Sonority 2 |
Article 9 |
|
|
|
9 |
T October 20 |
Thomas |
Article 10 |
|
|
R October 22 |
Susan |
Article 11 |
|
|
|
10 |
T October 27 |
Robert |
Article 12 |
|
|
R October 29 |
Robert |
Article 13 |
|
|
|
11 |
T November 3 |
Clive |
Article 14 |
|
|
R November 5 |
Clive |
Article 15 |
|
|
|
12 |
T November 10 |
Jarrod |
Special issue inc. |
|
|
R November 12 |
Jarrod |
Article 16 |
* Assignment 2 hand-in date |
|
|
13 |
T November 17 |
Jarrod |
|
|
|
R November 19 |
ASHA |
CONVENTION |
|
|
|
14 |
T November 24 |
A cognitive approach to clinical phonology |
Articles 17 & 18 |
|
|
R November 26 |
THANKS |
GIVING |
|
|
|
15 |
T December 1 |
A cognitive approach to clinical phonology |
Articles 17 & 18 |
|
|
R December 3 |
Revision |
|
|
|
|
16 |
|
EXAM |
|
|
* Hand-in day for homework assignments