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Speech Language Pathology Homepage

Module 1: Introduction to Speech Pathology and Audiology

Instructional Goals covered in this module:

• Understand the educational and professional requirements to specialize and operate within the bounds of speech language pathology and audiology based on regulatory and legislative standards within one's jurisdiction.
  
• Explain the anatomical and physiological aspects necessary for the structures and functions of communication.
  
• Understand the basic concepts of the communication discipline and key communication disorders across the lifespan.

Module 1: Lessons 1: A Profile of Speech Language Pathologists (SLPs) and Audiologists.

Student Learning Outcomes:

• Describe the required educational backgrounds and professional practice of speech, language, and hearing scientists, audiologists, and speech-language pathologists.
• Identify the regulatory practice requirements for professions in audiology and speech-language pathology by local agencies and professional organizations.

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• Communication Science and Disorders: From Science to Clinical Practice.

• Discussion Post: Educational background, professional activities, certification, and licensure of a speech-language pathologist and an audiologist. (Completion time: 120 minutes)

Module 1: Lessons 2: Anatomy and Physiology of Speech and Language and basic concepts.

Student Learning Outcomes:

• Recognize the meanings of the terms Audiology, Speach, and Language.
• Identify the structures and functions of the central and peripheral nervous systems.
  
• Recognize each lobe of the brain and its corresponding functions in the cerebrum and cerebellum related to speech or language.
• Explain the process of respiration, phonation, resonation, and articulation for speech language production.

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• Audiology
• What Is Speech? What Is Language?
• Brain and the Nervous System
• Speech & Language
• Mapping the Brain
• Understanding Voice Production

• Discussion and Labeling Activity: The different structures of the brain. (Completion time: 80 minutes)

Module 1: Lesson 3: Communication and its Disorders.

Student Learning Outcomes:

• Recognize the differences between speech disorders, language disorders, and hearing disorders.
• Explain how communication is adversely affected by hearing, speech, and language disorders.
  
• Recognize the meanings of the terms impairment, disability, handicap, disorder, and difference, and how they affect communication.
  
• Recognize the difference among these speech and/or language disorders: Aphasia, apraxia of speech, auditory processing disorder, dysarthria, dysphagia, perceptive language disorder, phonological disorder, pragmatic language disorder, and stuttering.
  

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• What is a Speech-Language Pathologist?
• Communication Sciences and Disorders: From Science to Clinical Practice
• Disorder, Disability or Difference: What’s the Right Term?
• Impairment, Disability, and Handicap
• Youth and Speech and Language Disorders

• Module 1: Quiz

• Discussion Post: How do hearing, speech, and language disorders adversely affect communication? (Completion time: 60 minutes)

Module 2. Articulation & Phonological Disorders

Instructional Goals covered in this module

• Examine the distinctions between articulation disorders and phonological disorders pertaining to human development.

Module 2: Lesson 1: Articulation and phonation through the life cycle.

Student Learning Outcomes:

• Compare and contrast between articulation and phonological disorders.
• Differentiate between the causes of articulation and phonological disorders in children and adults.
  
• Distinguish between the major factors contributing to the severity of articulation and phonological disorders.
  
• Compare and contrast the language disorders that can be related to articulation and phonological disorders in children, including developmental and learning disabilities, hearing disorders, OMD's, cleft palate, dysarthria, and apraxia.
  
• Compare and contrast the difference between organic and functional articulation and phonological disorders in children.
  
• Evaluate the treatment measures for different articulation and phonological disorders.
  
• Assess the factors that contribute to the identification of articulation and phonological disorders, such as referral, formal and informal measures, and information from a language sample.
  

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• Speech Sound Disorders: Articualtion and Phonological Disorders
• Speech Sound Disorders: Articulation and Phonological Disorders
• Assessment of Articulation and Phonological Disorders
• Speech Sound Disorders-Articulation and Phonology
• Severity Rating Scales/Guidelines for Speech/Language Communication Services - Articulation Severity Rating Scale
• Assessment of Articulation and Phonological Disorders
• Phonological Awareness: What You Need to Know
• Speech Sound Disorders: Articulation and Phonology
• Assessment of Articulation and Phonological Disorders
• Speech Sound Disorders: Articulation and Phonological Disorders

• Module 2: Quiz

• Discussion Forum: Identification and treatment of articulation and phonological disorders. (Completion time: 120 minutes)

Module 3: Language Acquisition & Disorders in Children

Instructional Goals covered in this module:

• Understand the key processes and systems utilized in communication and the associated disorders.
• Evaluate the key language disorders and the areas of language in children.
  
• Assess the impact of socialization and acculturation on language development.

Module 3: Lesson 1: Communication and Language Disorders.

Student Learning Outcomes:

• Summarize how thoughts are created, sent, and received.
  
• Examine the processes and systems that underlie speech and language development.
  
• Recognize the service delivery settings with adults including acute care, in-patient rehabilitation, long-term care, and out-patient clinic.
  
• Explain the different service delivery settings with adults including acute care, in-patient rehabilitation, long-term care, and out-patient clinic.
  

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• The Communication Process
• What Do Acute Care Speech Language Pathologists Do?
• School-Based Service Delivery in Speech-Language Pathology

• Discussion Post: The Communication Process. (Completion time: 75 minutes)

Module 3: Lesson 2: Understanding language disorders.

Student Learning Outcomes:

• Examine the three main language disorders: expressive language disorder, receptive language disorder, and mixed receptive-expressive language disorder.
• Differentiate among three areas of language and how they can become disordered: form, content, and use.
  
• Summarize the components needed to conduct an assessment for young children.
  
• Examine seven communication problems and how they can impact children in school: speech sounds, language and literacy, social communication, cognitive communication, feeding and swallowing, stuttering, and voice.
  
• Compare and contrast the differences among language disorder, learning disability, and dyslexia.
  
• Evaluate different aspects of language development that are especially difficult for school-age children with language disorders in the primary and secondary grades.
  
• Differentiate between the IDEA Part B and Part C in regards to service delivery to children with language disorders.
  
• Distinguish between the screenings and comprehensive assessments used to evaluate language disorders in students in the primary and secondary grades.
  
• Distinguish among four common intervention target areas used by speech-language pathologists who treat school-age children (5 to 10) with language disorders.
  

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• Assessment and Evaluation of Speech-Language Disorders in Schools
• Speech and Language Services in Schools
• Dyslexia and developmental language disorder: same or different?
• Types of Learning Disabilites
• Speech and Language Services in School
• School-Based Service Delivery in Speech-Language Pathology
• Spoken Language Disorders
• Spoken Language Disorders

• Language Disorders: What You Need to Know
• Types of Communication Disorders Treated by SLPs

• Discussion Post: IDEA Laws. (Completion time: 50 minutes)

Module 3: Lesson 3: Socialization and Acculturation.

Student Learning Outcomes:

• Illustrate the relationship between using, speaking, and understanding the language of a community.
• Illustrate the intricate relationship between culture and communication.
  
• Differentiate between the processes of socialization and acculturation.
  
• Examine the implications of a mismatch between the culture of the home and the culture of the school.
  
• Illustrate how dialects are formed.
  

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• Social Development Theory
• Language, Society, and Culture
• Acculturation .
• Language Socialization Across Learning Spaces
• Being Mindful of Cultural Differences
• Communication Sciences and Disorders: From Science to Clinical Practice

• Module 3: Quiz

• Discussion Post: Culture and Communication. (Completion time: 30 minutes)

Module 4: Special Topics in Speech-Language Pathology

Instructional Goals covered in this module:

• Understand the process of oral functions and disorders.
  
• Understand the impact of neurological disorders on language development and processes.

Module 4: Lesson 1: Swallowing Disorders.

Student Learning Outcomes:

• Summarize the normal processes involved in feeding and swallowing.
• Describe three potential causes of swallowing disorders in children and three in adults.
  
• Outline the clinical and instrumental procedures that correlate to evaluating dysphagia including: case history, oral mechanism exam, VFSS, FEES, laryngoscopy, and upper endoscopy.
  
• Outline the speech-language pathologist's role in assessing and the treatment of swallowing disorders in children and adults.
  

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• Pediatric Dysphagia
• Feeding and Swallowing Disorders in Children
• Swallowing Disorders in Adults
• Adult Dysphagia
• Swallowing and Feeding Disorders
• SLP Careers Specializing in Dysphagia

• Feeding and Swallowing Disorders in Children
• Swallowing Disorders in Adults

• Discussion Post: Feeding and Swallowing. (Completion time: 45 minutes)

Module 4: Lesson 2: Neurological Language Disorders.

Student Learning Outcomes:

• Outline the five primary causes of brain damage that result in communication disorders in adults.
• Explain how Broca's, Wernicke's, and global brain damage influences the type of language disorder.
  
• Explain the communication impact of each of the following language impairments: spoken language expression, spoken language comprehension, written expression, and reading comprehension.
  
• Explain the characteristics of Broca's, Wernicke's, global, and mixed non-fluent aphasias.
  
• Explain the following treatment options for aphasia: community aphasia groups, computer-based treatment, multimodal treatment, and conversational coaching.
  

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• Traumatic Brain Injury
• Speech and Language
• Aphasia.
• Aphasia Definitions
• Aphasia

• Module 4: Quiz

• Discussion Post: Language Impairments. (Completion time: 90 minutes)

Module 5: Types of Speech Disorders

Instructional Goals covered in this module:

• Understand the characteristics and types of fluency and the impact on speech.
• Understand the characteristics of phonation disorders and their impact on communication.
• Understand the impact of velopharyngeal dysfunction and oral-facial clefts on speech language.
  

Module 5: Lesson 1: Fluency and its Disorders.

Student Learning Outcomes:

• Recognize the primary behaviors of stuttering; single-syllable word repetitions, syllable repetitions, sound repetitions, and inaudible sound prolongations.
• Compare the difference between primary and secondary stuttering behaviors.
  
• Recognize what contributes to the onset, development, and continuity of stuttering.
  
• Outline the characteristics of chronic stuttering.
  
• Recognize the following assessments: dysfluency types, frequency of dysfluencies, presence of clusters, duration of dysfluencies, assessment of variability, assessment of psychological reaction and avoidance behaviors, assessment of locus of control of behavior, and assessment of environmental demands and expectations.
  
• Explain the difference between stuttering-like and non-stuttering-like speech disfluencies.
  
• Understand the difference between the two primary types of treatment for stuttering: stuttering modification versus fluency shaping.
  
• Understand how the treatment of children who are beginning to stutter differs from the treatment of adolescents and adults who are chronic stutterers.

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• Childhood Fluency Disorders
• Childhood Fluency Disorders
• Stuttering ; Symptoms and Causes
• Assessment of Stuttering Disorders in Children and Adults ® Chapter in A Guide to Clinical Assessment and Professional Report Writing in Speech-Language Pathology.
• Stuttering in Toddlers & Preschoolers: What's Typical, What's Not?
• Fluency Disorders
• Stuttering ; Speech

• Discussion Post: Describe primary and secondary stuttering behaviors and the assessment procedures for individuals who stutter. (Completion time: 70 minutes)

Module 5: Lesson 2: Voice and its Disorders.

Student Learning Outcomes:

• Explain the causes and characteristics of phonation (voice) disorders.
• Recognize aided and unaided augmentative communication systems.
  
• Explain the causes of both congenital cerebral palsy and acquired cerebral palsy.
• Recognize the diseases that cause dysarthria in adults.
• Describe the 5 perceptual speech characteristics of dysarthria including: respiration, phonation, articulation, resonance, and prosody.
• Compare the differences and similarities of dysarthria in individuals with cerebral palsy and adults with dysarthria.
• Explain the difference between velopharyngeal function, velopharyngeal insufficiency, velopharyngeal incompetence, and velopharyngeal mislearning.
• Explain what a cleft lip or palate is, what can cause it, and the symptoms.

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• Voice Disorders
• Augmentative, and Alternative Communication
• Causes and Risk Factors of Cerebral Palsy
• Dysarthria - Symptoms and Causes
• Dysarthria in Adults
• Dysarthia in Adults
• Cerebral Palsy: Hope Through Research
• Velopharyngeal Dysfunction
• Cleft Lip and Cleft Palate
• Cleft lip and cleft palate

• Dysarthria .
• Speech Therapy for Children with Dysarthria
• The Role of Speech Language Pathologists in Voice Therapy

• Module 5: Quiz

• Discussion post: Comparison of symptoms for adults with dysarthria symptoms and individuals with dysarthria caused by cerebral palsy. (Completion time: 60 minutes)
• Discussion Post: A speech-language pathologist's role in the care of an individual with an oral-facial cleft and an individual with a phonation (voice) disorder. (Completion time: 60 minutes)

Module 6: Audiology: Hearing and its Disorders

Instructional Goals covered in this module:

• Understand the basic concepts of audiology and the hearing impacts.
• Analyze the process for screening, treatment, and diagnosis in audiology.

Module 6: Lesson 1: Principles of Audiology.

Student Learning Outcomes:

• Understand what the profession of audiology is designed to accomplish.
• Explain what constitutes a hearing loss.
  
• Describe the following causes of hearing loss and how they contribute to hearing loss: ear infections, injury/trauma, aging, exposure to prolonged or excessive noise, and medications that are toxic to the ear.
  
• Compare and contrast the following types of hearing loss: conductive, sensorineural, and mixed.
  
• Describe the difficulties in understanding speech for people with different kinds of hearing loss.
  
• Explain how to conduct pure-tone testing, speech testing, otoacoustic emissions, and tests of the middle ear.

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• What is an Audiologist?
• Type, Degree, and Configuration of Hearing Loss
• Hearing Loss
• Type, Degree, and Configuration of Hearing Loss
• Types of Hearing Impairment
• Speech Testing
• Tests of the Middle Ear
• Pure-Tone Testing

• Discussion Forum: Pure-tone testing, speech testing, otoacoustic emissions, and tests of the middle ear. (Completion time: 90 minutes)

Module 6: Lesson 2: Audiology in Practice.

Student Learning Outcomes:

• Outline the purpose of the following instruments or tests when examining hearing: tympanogram, otoscope, otoacoustic emissions machine, and audiometer.
• Examine the purpose of a tuning fork in audiology and how it relates to audiometry when modern tests are not available.
  
• Examine the purpose of using brainstem auditory evoked responses and otoacoustic emissions.
  
• Compare and contrast the implications of the various results of the following basic hearing tests: tympanometry, acoustic reflexes, otoacoustic emissions, pure tone audiometry, and speech audiometry.
  

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• 6 – Basic Hearing Evaluation
• Ear Examination
• Recommended Procedure Rinne and Weber tuning fork tests
• BAER - Brainstem Auditory Evoked Response
• 6 – Basic Hearing Evaluation

• Recommended Procedure Rinne and Weber Tuning Fork Tests
• Ear Examination

• Module 6: Quiz

• Discussion Post: Interpret different types of hearing tests results. (Completion time: 90 minutes)

Module 7. Audiological Rehabilitation and Education

Instructional Goals covered in this module:

• Understand the process for speech and language development in children and the impact on communication.

Module 7: Lesson 1: Fluency and its Disorders.

Student Learning Outcomes:

• Explain how prelinguistic severe to profound deafness affects child development in vocabulary, sentence structure, speaking, academic achievement, and social functioning.
• Understand communication development in deaf children who have parents who are deaf from those with parents who have normal hearing.
  
• Explain the speech and language development in children with hearing impairments related to vocabulary, sentence structure, and speaking.
  
• Outline the two types of assessments speech-language pathologists conduct for children with hearing impairments.
  
• Describe the following intervention services for children with hearing impairments: early intervention, special education, technology, and learning language.
  
• Understand the communication options available for children with hearing impairments, including the use of speech, listening, writing, and sign communication.
  
• Explain the concept of "bilingual-bicultural" education for children who are deaf.
  

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• Effects of Hearing Loss of Development
• Hearing Loss in Children
• Effects of Hearing Loss on Development
• Speech and Language Therapy
• Hearing Loss Treatment and Intervention Services
• How People with Hearing Loss Learn Language
• Developing Language and Writing Skills of Deaf and Hard of Hearing Students: A Simultaneous Approach
• Bilingualism.

• Making Choices About Communication

• Module 7: Quiz

• Discussion Post: Prelinguistic Deafness and Communication Skills. (Completion time: 60 minutes)

Module 8. Addictive habits related to speech pathologies

Instructional Goals covered in this module:

• Understand the physiopathology behind organic and functional damage in essential organs for speech and communications.

Module 8: Lesson 1 : Substance Use and Speech Disorders and Pathologies.

Student Learning Outcomes:

• Describe how problematic use of different substances causes sensory motor alterations in the speech system.

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• Drugs and the Voice: Does Cocaine affect the Voice?
• Otolaryngology manifestations of cocaine abuse.
• Impact of oral and oropharyngeal cancer diagnosis on smoking cessation patients and cohabiting smokers
• Drug-induced vocal cord damage

• Voice Case of the Week: The Effects of Alcohol on the Voice

Module 8: Lesson 2 : Substance Use and Audiological Pathologies.

Student Learning Outcomes:

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• Sudden Sensorineural Hearing Loss Due to Drug Abuse
• Opioid Drugs and Sensorineural Hearing Loss
• Analysis of drug-induced hearing loss by using a spontaneous reporting system database

• Hearing Loss’ Connection To Drug And Alcohol Addiction
• Drug-Induced Ototoxicity

• Module 8: Quiz

• Discussion post: A speech-language pathologist's role in the care of individuals with audiological problems. (Completion time: 90 minutes)

Final Exam

• Final Exam

Course and Self Evaluation & Certificate

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• Course Evaluation
• Self Evaluation