COMD 6320 MOTOR SPEECH

Fall 2005

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

Instructors:
• Michelle Aldridge, Ph.D
214-905-3142
Office: GR 4.802, Office Hours: Monday 3:00 – 4:00 pm.
• Helen Kenedi, MS CCC
214-905-3112
Office: A.128, Office Hours: Friday 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-C, III-D, III-E)
2. Describe etiologies and basic characteristics of motor speech disorders in children
and adults. (Std. 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, III-E)
4. Develop skills necessary to independently analyze the components of the speech
mechanism and plan appropriate assessment and intervention. (Std. III-C, III-D, III-E)
5. Evaluate patient progress and treatment efficacy. (Std. III-G)
6. Understand ethical issues that impact assessment and treatment of individuals with
motor speech disorders. (Std. III-H, III-I)

The text for this course is:

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

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
August 24th to October 5th . This section presented by Michelle Aldridge will provide
information regarding motor speech disorders in children. The second section of the
course will run from October 12th through November 30th . This section presented by
Helen Kenedi will provide information regarding motor speech disorders in adults.
Section 1 will be worth 45% and Section 2 will be worth 55% 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:
Test #1 30%
Project #1 15%
Test #2 10%
Test #3 30%
Project #2 15%

Grading for the course is standard:

90-100% =A
80-89% =B
70-79% =C
60-69% =D
0-59% =F
 Section 1: Pediatric Motor Speech Disorders

DATE: TOPIC & READING:

Aug. 23 General Introduction to Motor Speech Disorders

Reading: Packet, Chapter Readings section:
1. Hodge and Wellman, Management of Children with Dysarthria
(their pages) 209-247

Aug 30 Introduction to Developmental Motor Speech Disorders

Reading: Packet, Chapter Readings section:
1. Speech Characteristics of Developmental Apraxia of Speech
2. Packet, General Information section: Developmental Apraxia of
Speech handout

Sept. 6-13 Management of Childhood Dysarthria – Characteristics, Etiology,

Assessment and Intervention Strategies
Reading: Packet, Chapter Readings section:
1. Second half of Hodge & Wellman reading, Management of
Children with Dysarthria (their pages 247-275)
2. Dysarthria Table
3. Motor Speech Assessment section in packet
4. Intervention Guidelines section in packet
5. Start reading Intervention Ideas section too

Sept. 20-27 Management of Developmental Apraxia of Speech

Reading: Packet, 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

Oct. 4 TEST 1
 SECTION TWO – MOTOR SPEECH DISORDERS IN ADULTS
FALL 2004

October 11 Introduction
Neurologic Bases of Motor Speech – Chapter 3

October 18 Examination of Motor Speech Disorders – Chapters 1&2

Flaccid Dysarthria – Chapter 4

October 25 Lecture 1 Exam – 10%

Flaccid Dysarthria, cont’d.
Spastic Dysarthria – Chapter 5

November 1 Ataxic Dysarthria – Chapter 7

Hypokinetic Dysarthria – Chapter 8
Hyperkinetic Dysarthria – Chapter 9
Assign Project #2 – 15%

November 8 Unilateral Upper Motor Neuron Dysarthria – Chapter 6

Mixed Dysarthria – Chapter 10
Apraxia - Chapter 11

November 15 Apraxia, cont’d.

Dysarthria and Apraxia Intervention

November 22 Dysarthria and Apraxia Intervention, cont’d.

Formal Diagnostic Evaluations/Review
Project #2 Due – 15%

November 29 Final Exam – 30%

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 professiona l 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 diagnoses 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