How
to Reach Me
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Office: |
Cramer Hall 230J |
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Lab: |
Cramer Hall 230T |
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Office Hours: |
Monday 11:30-12:30,
Tuesday 11-12, Friday 11-12 |
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Phone: |
414-288-5190 |
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Email: |
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†
purchase at Book Marq *
on electronic reserve at Raynor Library (https://marquette.ares.atlas-sys.com/ares/) ‡
webpage on Internet |
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‡ |
American Speech-Language-Hearing
Association. (2007). Childhood Apraxia of Speech [Position Statement].
Available from http://www.asha.org/docs/pdf/PS2007-00277.pdf. |
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‡ |
American
Speech-Language-Hearing Association. (2007). Childhood Apraxia of Speech
[Technical Report]. Available from http://www.asha.org/docs/pdf/TR2007-00278.pdf. |
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† |
Bauman-Waengler, J. (2011). Articulatory and Phonological Impairments:
A Clinical Focus. Fourth Edition. |
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* |
Goldstein, B. (2001). Transcription of Spanish and
Spanish-Influenced English. Communication
Disorders Quarterly, 23(1), 54-60. |
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* |
Harris, K.L., & Moran, M.J. (2006)
Phonological features exhibited by children speaking African American English
at three grade levels. Communication
Disorders Quarterly, 27(4), 195-205. |
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‡ |
Pollock, K. et al. (2001). Phonological Features of
African American Vernacular English (AAVE). Available from http://www.rehabmed.ualberta.ca/spa/phonology/Features.htm.
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* |
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* |
Smit, A.B., Hand, L.,
Freilinger, J., Bernthal, J. & Bird A. (1990). The |
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* |
Stoel-Gammon, C. (1985).
Phonetic inventories, 15-24 months: A longitudinal study. Journal of Speech and Hearing Research,
28, 505-513. |
Computerized
Profiling website
Phonological
processes in CP 970
Transcription practice (.mp3 files)
Impaired
speakers transcription worksheet
Impaired
speakers transcription key
Project 1
Project 3
Project 4
Speaker 1
Speaker 2
Speaker 3
Speaker 4
Speaker 5
Terminology
to review for Exams
The
link for a review document may not work (i.e., you’ll see “The page cannot be
found”) until a week before before that exam.
Sample
Questions to review for Exams
The
link for a review document may not work (i.e., you’ll see “The page cannot be
found”) until a week before before that exam.
Course
Outline
Topics
to be covered in each class are listed in the table below, along with the texts
that should be read. The PDF links will let you download all the Powerpoint
slides shown in class for a given unit. The PDF link for a given unit may not
work (i.e., you’ll see “The page cannot be found”) until a few days before we
begin that unit in class.
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Dates |
Class Topics |
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PDF
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1/12 |
Course
organization & requirements Phonetics
terminology: a review Phonetic
transcription: a review Types
of speech sound disorders |
Shriberg
(1997) |
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1/14 1/16 |
Phonological
theory & clinical application: distinctive feature theory, generative
phonology, markedness, natural phonology, nonlinear phonology |
Shriberg
& Kent (2003) [if needed] |
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MLK Day 1/19/15 |
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1/21 1/23 1/26 |
Normal
phonological development: prelinguistic vocalization, infant speech
perception, first 50 words, early phonetic inventories, linguistic
perception, phonological rule development, vowel and consonant mastery,
cluster development, intelligibility gains, morphophonemic development |
Stoel-Gammon
(1985) Smit
et al. (1990) |
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1/28 1/30 2/2 2/4 2/6 2/9 |
Diagnosis:
evaluation vs. assessment, screening, emerging phonology, perception and
production, sound recording, single-word articulation tests, conversational
speech sampling, stimulability testing |
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2/11
Wed |
First Examination |
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2/13 2/16 2/18 2/20 2/23 |
Phonological
analysis: relational and independent analyses, variability, homonymy,
severity ratings, intelligibility |
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2/25 2/27 3/2 3/4 |
Determining
targets for intervention: frequency of target sound(s), consistency of error,
phonetic interdependence, contribution to homonymy, naturalness of error,
feature distance, number of positions affected, order of acquisition,
stimulability, ease of teaching, morphological status of target sound(s),
phonological knowledge, resources available |
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3/6 |
Dialectal
variation and assessment: types of dialects, social stratification, features
of Spanish-influenced English, features of African American English |
Pollock
(2001), Goldstein (2001), Harris & Moran (2006), |
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Spring Break 3/8-3/15 |
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3/16 3/18 3/20 |
Dialectal
variation (cont.) |
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3/23
Mon |
Second Examination |
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3/25 3/27 3/30 4/1 |
Intervention
for residual articulation disorders: steps in phonetic therapy, remediation
of singletons, remediation of clusters |
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Easter holiday 4/2-4/6 |
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4/8 4/10 4/13 4/15 4/17 4/20 |
Intervention
for speech delay: goal attack strategies, minimal pair contrasts, natural
processes, maximal opposition, multiple opposition, multiple vowel errors |
B-W,
, |
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4/22 4/24 |
Characteristics
of speech-sound disorders in special populations: children with intellectual
disability, neurological impairment, orofacial anomalies |
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4/27 4/29 |
Developmental
apraxia of speech: prevalence, assessment, clinical criteria, intervention |
ASHA
(2007) |
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5/1 |
catch-up |
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5/4
Mon |
Final Examination |
8:00-10:00 am |
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