Louisiana State University Health Sciences Center

INDEPENDENT STUDY (SPTHAUD 6298)

ARTICULATION AND PHONOLOGICAL DISORDERS
Fall 2014
Tuesdays 8:30 am 11:30 am, 3 Credit Hours
INSTRUCTOR: Meher Banajee
OFFICE: By appointment
Phone: 504-568-4344
Email: mbanaj@lsuhsc.edu
CATALOG DESCRIPTION OF COURSE:
This course provides an overview of speech sound production disorders and their etiology
in children. Procedures for the assessment and phonological analysis of child speech will
be discussed. Treatment approaches for phonological and articulation disorders
(including establishment, generalization and maintenance phases of treatment) will be
addressed.
COURSE OUTLINE:
1. Normal aspects of articulation; phonetics brief review
Overview of phonology: distinctive features; generative, natural and non-linear
phonology
2. Early development of phonology, articulation, and speech perception
3. Later phonological development
4. Etiology/factors related to articulation and phonological disorders
5. Assessment of articulation and phonological disorders
Analysis and interpretation of assessment data
6. Remediation concepts, principles and methodologies
7. Treatment approaches
8. Dialectical considerations in assessment and intervention
COURSE OBJECTIVES:
The following objectives will be addressed through lecture, discussion, and independent
study. Students will:
1.
Become knowledgeable about articulation and phonological development
2.
Become familiar with models, theories and philosophies that provide the basis
for practice in articulation/phonological disorders
3.
Understand articulation and phonological disorders, types, and casual and
related patterns
4.
Become knowledgeable of the anatomy and physiology of the speech
mechanism with consideration to the articulation system

5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Become familiar with characteristics of normal, delayed and disordered

communication patterns of individuals with articulation/phonological
disorders
Become familiar with issues in definition, identification and treatment
procedures for individuals with articulation/phonological disorders including
individuals from culturally and/or linguistically diverse backgrounds
Become informed about auditory considerations in treatment
Become knowledgeable about considerations for organic disorders
Become knowledgeable about assessment and diagnosis of articulation and
phonological disorders
Identify major tests of speech sound production and demonstrate professional
proficiency with no fewer than two different tests
Become knowledgeable about intervention methods, techniques and materials
Become familiar with various articulation and phonological treatment
programs
Develop a rationale for the selection of appropriate remediation targets
Become informed about computer-based assessment and intervention
programs.

SKILLS OUTCOMES:
Upon completion of the course, the student will achieve the following skills
outcomes:
1. Collect case history information concerning an individual with an
articulation/phonological disorder
2. Create a protocol for assessment and diagnosis of articulation and phonological
disorders
3. Administer various types of assessment procedures used with individuals with
articulation and phonological disorders
4. Write an assessment report and intervention plan for an individual with an
articulation/phonological disorder
REQUIRED TEXTS:
Bernthal, J.; Bankson, N. & Flipsen, P. (2013). Articulation and Phonological Disorder:
Speech Sound Disorders in Children. (7th ed.). Saddle River, NJ: Pearson Education, Inc.
Bleile, K. (2014). Manual of Articulation and Phonological Disorders: A Book for
Students and Clinicians. (3rd ed.) New York: Cenage Learning
OTHER REQUIRED TEXTS:
Kamhi, A. & Pollock, K. (2005). Phonological Disorders in Children: clinical decision
making in assessment and intervention. Baltimore, MD: Paul Brookes
Hodson, B. & Paden, E. (1991). Targeting Intelligible Speech (2nd ed.). Austin: Pro-ed.

These books will be available at the reserve desk at the LSUHSC library. Please see
course schedule for required readings from these texts.
Please remember that all required readings are exactly that (i.e. REQUIRED).
All readings need to be completed before each class. All students are expected to
come to class PREPARED, and to ask and answer questions. Examinations will
include questions from assigned readings. Also points will be taken off for those
students who do not come to class prepared and are unable to answer questions
from the assigned readings.
OTHER MATERIALS:
The instructor will provide students with outlines of class notes prior to class
sessions. These will be posted on Moodle evening before class (Monday evening).
The purpose of the class notes is to guide the discussion and not to substitute for the
required readings assigned for that class. Students are required to print these out and
have them available during class or if they choose to, they can follow along on their
laptops and write additional notes.
CLASS ATTENDANCE POLICY:
Attendance is required in all classes. Students are allowed no more than three (3)
absences (regardless of the reason). However, if you must miss class because of an
illness, injury, or emergency situation it is necessary to let the instructor know as soon
as you know you will not be in class that day. It is then the students responsibility to
find out information that was covered that day in class. Following a THIRD absence,
points will be taken off from the miscellaneous category (see grading information
below). A letter will also be sent to the department chair, informing her of the
absences. An absence will be defined as missing more than 30 minutes of any
particular class session.
Use of cell phones, text messaging, study for another class or doing work other than
what is being done in class is strictly prohibited in class as it is felt that this is
extremely distracting and disrespectful of fellow classmates and the instructor. Points
will be taken off for any of these disruptions in class from the miscellaneous category.
E-MAIL:
Students are required to check their e-mail at least once per day to receive
information such as class cancellations, classroom changes, due dates, etc. The
course will be conducted through Moodle. Course syllabus, information about
assignments, lecture materials and grades will be posted to Moodle.

POLICY FOR SUBMITTING ASSIGNMENTS:

Assignments can be e-mailed to the instructor or a hard copy can be given to the
instructor but do not wait until the last minute to submit them. No excuses will be
accepted for late assignments. Two points will be deducted for each day the
assignment is late. Computers are available in the COMD student computer lab as
well as in the library. Feedback will be given to students who would like assistance
on their assignments or for me look over their assignments before submitting the final
copy. However, feedback will not be given if assignments are submitted for feedback
a day before or on the day they are due.
GRADING POLICY:
Grades will be assigned according to the following table:
90% - 100%
A
80% - 89%
B
70% - 79%
C
60% - 69%
D
Below 60%
F
COMPLIANCE:
If you need course adaptations or accommodations because of a disability, if you have
emergency information to share with the instructor, or if you need special
arrangements in case the building must be evacuated, please make an appointment
with the instructor or with the office of student affairs as soon as possible. This course
adheres to the dishonesty policies of LSUHSC
FORMATIVE ASSESSMENT AND COURSE REQUIREMENTS:
1. Class presentations: All classes will start promptly at 8:30 am. In lieu of quizzes
and since the class size is small all students will be required to complete 2 class
presentations based on the reading material assigned for that class. Each
presentation will account for 10% of the students grade. As an incentive a
student scoring at least 85% on these presentations will not have to take the final
exam.
2. Comprehensive Final exam (25 points): will consist of a combination of objective
questions and short answer questions. It will be a comprehensive exam based on
all of the information covered in the coursework.
3. Assessment (25 points): Each student will demonstrate proficiency in the
administration, scoring and interpretation of one standardized test designed to
assess speech sound production. For each test, the student will submit a tape/video
recording of the administration, full-word phonetic transcriptions, and completed
test protocol. A report should be completed after administration of the tests. This
should include background information, behavioral observations as well as a
summary and interpretation of test results. A template for the report will be

provided. Finally reflections on administration of the tests (one paragraph in

length) should also be completed and turned in with the project.
4. Treatment and lesson plan project (25 points): The student will use the above
information collected to complete a treatment plan and a daily lesson plan for the
data set.
a. The treatment plan will include long term goals and a hierarchy for
treatment objectives for the above articulation/phonological errors. The
goals and objectives will be written in behavioral and measureable terms.
b. The lesson plan will include procedures and activities needed to carry out
the goals and objectives. Template for the lesson plan will be provided.
Requirement Summary:
Quizzes
Assessment
Analysis/treatment
Miscellaneous
Comprehensive Final exam

20 points
25 points
25 points
10 points
20 points
100 points

Tentative class schedule

August 19, 2014
Introduction
August 26, 2014 (All students)
Normal aspects of articulation (contd. Ch. 2)
September 2, 2014 (Bullock)
Early phonological development (B & B Ch. 3, KB Ch. 3)
September 9, 2014 (Diamond)
Later Phonological development (B & B Ch. 3, KB Ch. 3)
September 16, 2014 (Kiger)
Etiological factors (B& B Ch. 4)
September 23, 2014 (Stahl)
Etiological factors (B& B Ch. 5)
September 30, 2014 (Bullock)
Assessment and diagnosis (B & B Ch. 6, KB Ch. 4, Hodson Ch. 1 & 2)

October 7, 2014 (Diamond)

Assessment and diagnosis (Contd.). Analysis (target sound selection and goal
determination) (KB Ch. 7)
October 14, 2014 (guest lecture)
Sensory basis for articulation disorders (guest lecture)
October 21, 2014 (Dr. Banajee)
Oral mechanism exam and lab (Assessment project due)
October 28, 2014 (Kiger)
Intervention (B& B Ch.8, KB Ch. 8, Kamhi & Pollack Ch. 8, Hodson Ch. 3)
November 4, 2014 (Stahl)
Treatment approaches for phonological and articulation disorders (B & B Ch. 9, KB Ch.
7)
November 11, 2014 (All students)
Treatment of phonological and articulation disorders (Contd.) (Oral motor handouts,
Kamhi and Pollack Ch. 12, Hodson Ch. 4, B & B Ch. 10)
November 18, 2014 (Dr. Banajee)
Writing goals and objectives and hierarchies for intervention and lesson plan
November 25, 2014 (Dr. Banajee)
Dialect variations (B & B Ch 11)
December 3, 2012
Final exam (Treatment project due)
Policies and procedures related to student conduct:
http://alliedhealth.lsuhsc.edu/administration/professionalconduct.pdf
Guidelines for students with disabilities:
http://alliedhealth.lsuhsc.edu/Administration/ADAPolicy.pdf
Academic standards:
http://alliedhealth.lsuhsc.edu/Admin/academicstandards.aspx
Academic calendar:
http://alliedhealth.lsuhsc.edu/Administration/AcademicCalendar.aspx
Catalog/Bulletin:
http://catalog.lsuhsc.edu/