COMD 6320 MOTOR SPEECH

Spring 2006

Tuesdays 2:30 pm. – 5:15 pm., Room J-108

Instructors:
• Lucinda Dean, MS CCC
972-883-3654
Office: Callier Richardson 1.340, Office Hours: by appointment
• Felicity Sale, MS CCC
972-883-3655
Office: Callier Richardson 1.336, Office Hours: by appointment

Purpose
The purpose of this class is to develop an understanding of the anatomy and physiology of speech
production as it relates to motor speech disorders and their treatment. Differential diagnosis will be
stressed in discussion of etiology and basic characteristics of motor speech disorders across the age
continuum.

General Objectives:
Students will:
1. Understand the anatomy and physiology of the motor speech mechanism in children and adults. (Std.
III-B, III-C, III-D)
2. Describe etiologies and basic characteristics of motor speech disorders in children and adults. (Std. III-
B, III-C, III-D)
3. Describe assessment and intervention techniques for a variety of motor speech disorders in both
children and adults. (Std. III-C, III-D, IV-G)
4. Develop skills necessary to independently analyze the components of the speech mechanism and plan
appropriate assessment and intervention. (Std. III-C, III-D, IV-G)
5. Evaluate patient progress and treatment efficacy. (Std. IV-G)
6. Understand ethical issues that impact assessment and treatment of individuals with motor speech
disorders. (Std. VI)

The text for this course is:

Section 1: Freed, Donald (2000) Motor Speech Disorders: Diagnosis and Treatment. San Diego, CA:
Singular.
Section 2: Packet

Additional optional resource: Duffy, J.R. (1995) Motor Speech Disorders; Substrates, Differential
Diagnosis, and Management. St. Louis, MO: Mosby.

This course will be split into two sections. The first section of the course will run from January 10 to
February 28. This section presented by Felicity Sale will provide information regarding motor speech
disorders in adults. The second section of the course will run from March 7 through April 25. This section
presented by Lucinda Dean will provide information regarding motor speech disorders in children. Section
1 will be worth 55% and Section 2 will be worth 45% of the final grade. You must have a passing grade on
each section of the course in order to pass the course. Reasonable attendance is required. You are
responsible for information presented in the lectures as well as information from the text.

Grading will be as follows: Grading for the course is standard:

Test #1 10% 90-100% = A
Project #1 15% 80-89% = B
Test #2 30% 70-79% = C
Project #2 15% 60-69% = D
Test #3 30% 0-59% = F
 SECTION ONE – MOTOR SPEECH DISORDERS IN ADULTS
Spring 2006

January 10 Introduction
Neurologic Bases of Motor Speech – Chapter 3

January 17 Neurological Basis of Motor Speech Exam – 10%

January 24 Examination of Motor Speech Disorders – Chapters 1&2

January 31 Examination of Motor Speech Disorders, continued– Chapters 1&2

Formal Diagnostic Evaluations
Flaccid Dysarthria – Chapter 4

February 7 Spastic Dysarthria – Chapter 5

Ataxic Dysarthria – Chapter 7
Hypokinetic Dysarthria – Chapter 8
Hyperkinetic Dysarthria – Chapter 9
Assign Project #1 – 15%

February 14 Unilateral Upper Motor Neuron Dysarthria – Chapter 6

Mixed Dysarthria – Chapter 10
Dysarthria Intervention

February 21 Apraxia - Chapter 11

Apraxia Intervention
Review
Project #1 Due – 15%

February 28 Midterm Exam – 30%

 Motor Speech Disorders
Pediatric Section
All Readings are in the Coursepack, which is divided into sections
Additional readings will be posted on blackboard

DATE: TOPIC & READING

March 14 General Introduction to Motor Speech Disorders
Reading: Chapter Readings section:
Hodge & Wellman, Management of children with dysarthria
(their pages 209-247)

March 21 Assessment of Childhood Dysarthria and Apraxia

and 28 Reading: Chapter Readings section
1.Speech Characteristics of Developmental Apraxia of Speech
2. General Info Section: Developmental Apraxia of Speech handout

March 28
and April 4 Management of Childhood Dysarthria- Characteristics, Etiology,
Assessment and Intervention Strategies
Readings: Chapter Readings section,
1. second half of Hodge and Wellman reading (their pages 247-275)
2. Dysarthria table
3. Motor Speech Assessment section
4. Intervention Guidelines section
5. Begin reading Intervention Ideas section

April 11
and 18 Management of Developmental Apraxia of Speech
Readings: from Chapter Readings section:
1. Treatment of Developmental Apraxia of Speech: Integral Stimulation
Methods, by Strand and Skinder
2. Remediation: Motor Programming Approaches to DAS
3. Intervention Guidelines section
4. Intervention Ideas section

April 25 Test 2
This course has been designed to ensure that students demonstrate required knowledge and ability
as outlined in the Standards and Implementations for the Certificate of Clinical Competence in
Speech-Language Pathology. The specific standards addressed in this course are:

Standard III-A
The applicant must possess skill in oral and written communication sufficient for entry into
professional practice.
Demonstrated via class discussion, class projects and final exam.

Standard III-D
The applicant must demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders and differences and swallowing disorders, including the etiologies,
characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic
and cultural correlates. Specific knowledge will be demonstrated in this class in the area of motor
speech disorders.
Provided via class lectures, readings, videotapes, audiotapes, slides and demonstrated via class
discussion, class projects and final exam.

Standard III-E
The applicant must possess knowledge of the principles and methods of prevention and
assessment, and intervention for people with communication and swallowing disorders, including
consideration of anatomical/physiological, psychological, developmental, and linguistic and
cultural correlates of the disorders.
Provided via class lectures, readings, videotapes, audiotapes, slides and demonstrated via class
discussion and final exam.

Standard III-F
The applicant must demonstrate knowledge of standards of ethical conduct.
Provided via class lecture and readings and demonstrated via class discussion.

Standard III-G
The applicant must demonstrate knowledge of processes used in research and the integration of
research principles into evidence-based clinical practice.
Provided via class lecture and readings and demonstrated via class project.

Standard III-H
The applicant must demonstrate knowledge of contemporary professional issues.
Provided via lectures, readings and demonstrated via class discussion and final exam.

Standard III-I
The applicant must demonstrate knowledge about certification, specialty recognition, licensure,
and other relevant professional credentials.
Provided via lectures and readings and demonstrated via class discussion.
Motor Speech Disorders

Students will:

1. Describe the normal anatomy and physiology of speech production in a developmental

framework across the age continuum.
2. Describe the processes pathophysiological speech production in a developmental
framework across the age continuum
3. Describe/identify characteristics of motor speech disorders in a developmental
framework across the age continuum.
4. Describe/demonstrate knowledge impact of cognitive, behavioral and medical status on
motor speech disorders.
5. Describe the process for evaluation/assessment of motor speech disorders in a
developmental framework across the age continuum.
6. Describe compensatory techniques, facilitation techniques and environmental
modifications for the patient with motor speech disorders, ie. describe existing treatment
procedures.
7. Interpret, integrate and synthesize information to develop a diagnosis and make
appropriate recommendations for intervention/a treatment plan.
8. Describe/develop setting appropriate interventions plans.
9. Discuss and develop measurable and achievable goals that would meet a client’s needs
and target functional outcomes.
10. Demonstrate knowledge of terminology to be used for documentation/report writing of
motor speech disorders.
11. Identify roles and responsibilities of other professionals on the rehabilitation team.
12. Identify standards of ethical conduct as they relate to the practice of motor speech
disorders.
13. Discuss cultural issues that relate to motor speech disorders.

As measured by:
Successful completion of exams
Successful completion of class projects
Successful completion of in class exercises
Participation in class discussion