Murray State University

Course Syllabus Outline

DEPARTMENT:	Wellness and Therapeutic Sciences Division of Communication Disorders
COURSE NUMBER:	CDI 684	CREDIT HOURS: 3	Class Schedule
INSTRUCTOR:	Creighton Miller	mick.miller@murraystate.edu	Office Hours
TITLE:	Experimental Phonetics mick.miller@murraystate.edu/cdi684
CATALOG DESCRIPTION:	A study of etiology, assessment and treatment of the oral cleft and other craniofacial anomalies. Includes a survey of the roles of the various specialists represented on the oral cleft team.
PURPOSE:	This course is designed to extend the foundation knowledge of the speech-language pathology student relevant to the nature of cleft palate and to assist the student with acquisition of knowledge about the development, assessment, and treatment of cleft palate and other disorders of the head and neck.
COURSE OBJECTIVES:	Through class lectures, discussions and projects, the student will demonstrate the ability to ¹ ;
A.	communicate detailed knowledge about the development of the face, head and neck (3,4,8),
B.	use a detailed, relevant, and working knowledge base to discuss orally or in writing information concerning the anatomy and physiology of the face, head, and neck (3,4,8),
C.	critically review current reports on the neurological and other causal aspects of craniofacial anomalies (3,4,5,8),
D.	effectively asses and diagnose communication disorders related to craniofacial disorders in accordance with a sound knowledge base and ASHA's preferred practice patterns for resonance and nasal airflow and orofacial myofunctional assessments (4,5,6),
E.	critically evaluate the significance of culture and ethnicity in the development, diagnosis, and treatment of craniofacial anomalies (2,3,4,5,6),
F.	identify and communicate knowledge about the roles and responsibilities of each member of the interdisciplinary craniofacial team (4,5,6,8),
G.	effectively develop and manage treatment plans for individuals with communication disorders resulting from craniofacial anomalies as a productive member of a craniofacial/cleft palate team (1,3,4,5).
CONTENT OUTLINE:	Course schedule, syllabus, pretest Development of the face, head and neck Neurological aspects of craniofacial anomalies The craniofacial team: Roles, responsibilities Craniofacial disorders Cleft palate and issues related to clefts Issues of diagnosis and treatment
INSTRUCTIONAL ACTIVITIES:	This is a reading/speaking intensive course. Students will review extensive materials on craniofacial disorders and will also be involved in large and small group discussions that focus on assessment and diagnosis of craniofacial disorders. Role play and debate will be used to help illustrate the process of working as a team member of an interdisciplinary craniofacial/cleft palate team and understanding the roles and responsibilities of all team members.
FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES:	Students will participate in supervised clinical observations and analyses of velopharyngeal incompetence on video and/or audio recordings.
RESOURCES:	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.
GRADING PROCEDURES:	On-demand Tasks: Recount the development of the face, head and neck by identifying from diagrams or photographs the primordia and the branchial arch and pouch derivatives of these primordia. Show how this development is relevant to the development of craniofacial deficits and clefts (Course Objective A). List the nerves of the branchial arches and pouches and derivatives that are innervated by these nerves (Course objectives a and B). Use the weekly new vocabulary terms appropriately to discuss issues and describe features or characteristics related to specific disorders, specialists, assessment and treatment disorders (Course objectives B,C and F). Assume the expertise of an assigned role as a member of an interdisciplinary craniofacial/cleft palate team in an assessment/diagnostic conference (Course objectives C,D,F and G). From video and audio tapes, evaluate the speech behaviors resulting from velopharyngeal deficits using your own instrument (Course objective D). Portfolio Task: Review current literature and internet resources on services and multicultural issues related to assessment and treatment of craniofacial disorders (Course objectives E and F). Review two recent items in the literature that highlight diagnostic and/or treatment methodology or philosophy related to velopharyngeal deficits (Course objective D). Critically evaluate the preparation and learning outcome of all course tasks, both on-demand tasks and portfolio tasks A and B. Other Assessment Tasks: Quizzes, midterm and final examinations. Points earned in course assessments will be transformed to percentage values and the departmental grading scale will be used to determine the student's final grade. There are no makeups for missed weekly assignments, each of which contributes to the course 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.
ATTENDANCE POLICY:	Class attendance and participation are mandatory, and grades may be adjusted to reflect noncompliance. The student is responsible and accountable for all assigned readings including those that are not specifically addressed in lectures and/or discussions.
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
TEXT AND REFERENCES:	Text: Bzoch, K. R. (1997). Communication disorders related to cleft lip and palate. Fourth Edition. Austin: Pro-Ed. Reference: Brodsky, L. Holt, L. and Ritter-Schmidt, D. H. (1992). Craniofacial anomalies: An interdisciplinary approach. St. Louis, MO: Mosby Year Book.
PREREQUISITES:	Graduate standing in Communication Disorders and permission.