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DEPARTMENT: |
Wellness & Therapeutic Sciences |
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COURSE NUMBER: |
CDI 624 CREDIT HOURS: 3 |
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INSTRUCTOR: |
Creighton Miller |
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TITLE: |
Voice Disorders |
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CATALOG DESCRIPTION: |
Study of voice pitch, quality, and intensity; including etiology, diagnosis, and therapy for functional and organic problems. Course includes a study of alaryngeal speech. |
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PURPOSE: |
To assist the student in the development of skills in the diagnosis and treatment of functional and organic disorders of voice. |
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COURSE OBJECTIVES: |
After completing this course students will be able to1 ; |
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A. |
Describe the anatomy and physiology of normal voice production (3,8), |
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B. |
Perform differential diagnosis of voice disorders (3,4,5), |
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C. |
Demonstrate the ability to use computer-aided voice analysis in diagnosis and treatment of voice disorders (3,4,5,6), |
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D. |
Demonstrate the ability to write comprehensive diagnostic reports on clients with voice disorders (1,4,5), |
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E. |
Demonstrate the ability to plan and treat the hyperfunctional voice disorders of children and adults (3,4,5,6), |
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F. |
Demonstrate the ability to plan and treat voice related communication deficits of individuals with special problems, such as congenital and acquired neurogenic disorders and hearing loss (3,4,5,6), |
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G. |
Demonstrate the ability to use appropriate counseling strategies when treating clients with voice disorders (3,4,5,6). |
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CONTENT OUTLINE: |
TOPIC |
TEXT |
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Syllabus, overview, pretest Midterm Examination Voice history, examination, testing Final Examination |
1 2 3 4 5 6
7 8 9 10,11 12
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INSTRUCTIONAL ACTIVITIES: |
The class format will be lecture/discussion with additional laboratory activities designed to encourage students' acquisition/integration of clinical research skills through application to real problems and reflection upon the principles underlying voice production. Emphasis on extension and refinement of the physical/physiological knowledge base to go beyond information and skills provided in the undergraduate curriculum. The goal of these activities is the enhancement of students' professionalism in clinical practice. Audiovisual materials, anatomic models and laboratory instrumentation will be used to enhance students' learning. |
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FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES: |
Observation of voice diagnostics and voice therapy in the MSU Diagnostic and Remediation Center. |
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RESOURCES: |
Text and assigned readings, facilities of the MSU Diagnostic and Remediation Center, audio, video and textual resources in the Department of Special Education materials room and the Waterfield Library, College of Education ATCOM Laboratory and the speech science laboratories in the Department of Special Education. |
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GRADING PROCEDURES:
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Student learning will be evaluated through a series of scheduled and unscheduled Performance Events: Scheduled assessments will include two essay examinations; a Midterm Examination (25%) and a Final Examination (25%). The course activities will include a number of unannounced On-Demand Activities including reflective in-class writing assignments and problem-solving activities requiring student collaboration in groups and general class discussion. In conjunction with an in-class presentation on an assigned voice disorder (see below) these participatory activities will constitute an additional 25% of the student's course grade. Portfolio Activities: Students will develop an 8-to-10 citation annotated bibliography to be used in a classroom presentation on the etiology, manifestation, diagnosis, and treatment of an assigned voice disorder or aspect of intervention with vocal pathologies. The bibliography must be based on recent literature and must be incorporated into an Internet Web Page at or prior to the time of the class presentation. Each student will also develop a Clinical Sourcebook (25%) of useful voice diagnostic/therapy materials, such as dual copies of readings for collecting voice samples, good quality drawings or pictures to use when describing the vocal mechanism and how it works to clients, relaxation techniques, etc. This sourcebook is a major class requirement, intended to serve as a professional tool for clinical activities in voice therapy, and the score on this activity will constitute an additional 25% of the course grade. The class presentation and sourcebook projects should be of appropriate quality as to meet Portfolio Expectations for the CDI program. Scores earned in course assessments will be averaged to give percentage values and the departmental grading scale will be used to determine the student's final grade. A=90%-100%, B=80-89%, C=70-79%, D=60-69%, E=0-59% The division of Communication Disorders uses a Pretest/Posttest system to evaluate course effectiveness only; scores on these tests have no bearing upon student grades. |
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ATTENDANCE POLICY: |
Class attendance and participation in course activities are required, and grades may be adjusted to reflect noncompliance. Students are expected to discuss any absences with the instructor as soon as possible; preferably in advance |
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ACADEMIC HONESTY POLICY: |
Any instance of academic dishonesty will result in a failing grade for the course and may result in further disciplinary action by Murray State University. |
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TEXT AND REFERENCES:
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TEXT: Colton, R. and Casper, J. (1996). Understanding voice problems: A physiological perspective for diagnoisis and treatment. 2nd ed. Baltimore, MD: Williams & Wilkins. REFERENCES: Andrews, Moya L. (1995). Manual of voice treatment. San Diego: Singular Publishing Group. Aronson, A. (1990). Clinical voice disorders. New York; Thieme-Stratton. Bless, D. M. and Abbs, J. H., eds. (1983). Vocal fold physiology. San Diego; College-Hill Press. Boone, D. R. (1991). Is your voice telling on you? San Diego; Singular Publishing Group Boone, D. R. and McFarlane, S. C. (1988). The voice and voice therapy. 5th ed. Englewood Cliffs, NJ; Prentice-Hall. |
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PREREQUISITES: |
Graduate standing in Communication Disorders and permission. |
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