Tanner - COMD 320€¦ · Name: Kristine Tanner Office Location: 135 TLRB Office Phone:...

COMD 320 - Speech Anatomy

Fall 2018

Section 001: 177 TLRB on T Th from 1:35 pm - 2:50 pm

Instructor/TA Info

Instructor Information

Name: Kristine Tanner Office Location: 135 TLRB

Office Phone: 801-422-7045

Office Hours: Thu 3:00pm-5:00pm Or By Appointment Email: [email protected]

office hours note:: If possible, please schedule visits to minimize wait times. TA Information

Name: Brittany Mills

Email: [email protected]

Name: Amelia Jackson

Email: [email protected]

Course Information

Description

This course is designed to present specialized knowledge relevant to the understanding of speech communication. Through text, lecture, and a variety of multi-media sources, students will be introduced to the anatomical structures and physiological mechanisms essential for speech production. Specifically, the anatomy and physiology of respiration, phonation, articulation, and resonation will be covered in depth. It will also contain an overview of the neuroanatomy and neurophysiology essential to human communication. By satisfactorily completing the formative and summative evaluations of this course, the student will make progress toward ASHA’s standards for the Certificate of Clinical Competence in Speech-Language Pathology. These standards are also closely aligned

with the Department of Communication Disorders learning outcomes (LO) and the specific course learning outcomes listed below. CAA Standards addressed in this course are as follows:

• Standard IV-B: The applicant must demonstrate knowledge of the nature of basic human communication and swallowing process, including their biological, neurological, acoustic, psychological, developmental, linguistic, and cultural bases

• Standard IV-G: The applicant must demonstrate knowledge of contemporary professional issues

ComD learning outcomes addressed in this course are as follows:

• ComD LO-3: Speech: define and describe the anatomy and physiology of speech production and explain the scientific basis of measuring speech performance. Describe atypical speech sound production and identify appropriate intervention approaches.

• ComD LO-4: Scope of Practice: identify the populations served within educational, medical, and community settings by speech-language pathologists and audiologists. Demonstrate an understanding of the principles of ethical practice and the importance of graduate level training in working with individuals with communication disorders.

Learning Outcome #1: Students will demonstrate competent knowledge of the basic elements of anatomy

Learning Objectives Method of Evaluation

Feedback Mechanisms

CAA Standard

ComD LO

Students will gain a knowledge of:

• The subdivisions of anatomy/physiology

• Anatomical orientation and planes

• General body systems

• The four general

• Midterm 1 • Final exam

Objective scores

IV-B 3

tissue types • Nomenclature

and naming conventions

Learning Outcome #2: Students will demonstrate competent knowledge of the

anatomy and physiology of respiration

Learning Objectives

Method of Evaluation

Feedback Mechanisms

CAA Standard

ComD LO


• The support structure of respiration

• The muscles of inspiration

• The muscles of expiration

• The physics of respiration

• The physiology of respiration

• Volumes and capacities

• The pressure curves of speech

• Quiz 1 • Clinical

Experience 1


Objective scores

IV-B

IV-G

3

4

• The effects of posture on speech

• Muscular activity during respiration


anatomy and physiology of phonation


Feedback Mechanisms

CAA Standard

ComD LO


• The framework of the larynx

• Laryngeal membranes

• Lamina propria

• Laryngeal musculature

• Laryngeal functions for speech

• Voice disorders

• Quiz 2 • Quiz 3 • Clinical

Experience 2


Objective scores

IV-B

IV-G

3

4


anatomy of articulation and resonation

Learning Objectives


Feedback Mechanisms

CAA Standard

ComD LO


• Quiz 4 • Quiz 5

Objective scores

IV-B

IV-G

3

4

• The articulators

• Bones of the face and cranial skeleton

• Dentition and cavities of the vocal tract

• Muscles of the face and mouth

• Muscles of the velum

• Cleft palate

• Clinical Experience 3



anatomy/physiology and mechanisms of swallowing

Learning Objectives


Feedback Mechanisms

CAA Standard

ComD LO


• The gastrointestinal tract

• The muscles of the pharynx

• The innervation of swallowing

• Muscular

• Quiz 6 • Midterm 2 • Final exam

Objective scores

IV-B

IV-G

3

4

activity during swallowing


neuroanatomical and neurophysiological correlates of speech


Feedback Mechanism

s

CAA Standar

d

ComD LO


• Divisions of the nervous system

• Gross anatomy of the CNS

• Higher functioning of the cerebral cortex

• CVA • TBI • Neuropathology

associated with communication disorders

• Quiz 7 • Clinical

Experience 4

• Final exam

Objective scores

IV-B

IV-G

3

4

Learning Outcome #7: Students will demonstrate competent knowledge and

ability in academic reading and analyzation

Learning Objectives


Feedback Mechanisms

CAA Standard

ComD LO


• Various topics discussed in the

• Research article assignments

• Discussion days

• Clinical

Objective scores

IV-B

IV-G

3

4

literature regarding speech anatomy

• Various topics regarding voice, respiration, neurological, and structural disorders of speech

experiences • Midterm 1 • Midterm 2 • Final exam

Prerequisites

PD Bio 220

Materials

Item Price (new)

Price (used)

Foundations of Speech and Hearing Required

by Hoit, J

Learning Outcomes

Basic Anatomy

Students will demonstrate competent knowledge of the basic elements of anatomy. Anatomy and Physiology of Respiration

Students will demonstrate competent knowledge of the anatomy and physiology of respiration. Anatomy and Physiology of Phonation

Students will demonstrate competent knowledge of the anatomy and physiology of phonation. Anatomy of Resonation and Articulation

Students will demonstrate competent knowledge of the anatomy of articulation and resonation. Neuroanatomical and Neurophysiological Correlates of Speech

Students will demonstrate competent knowledge of the neuroanatomical and neurophysiological correlates of speech.

Grading Scale

Grades Percent

A 93% A- 90% B+ 87% B 83% B- 80% C+ 77% C 73% C- 70% D+ 67% D 63% D- 60% E 0%

Assignment Descriptions

Tests There will be 3 tests in this class: 2 midterms and a final. The 2 midterms are 100 questions each, the final is 150 questions. The final will be comprised of approximately 75 questions covering comprehensive material, and 75 questions covering new material. Questions for all tests will be multiple choice, A-F, true/false, and matching. Questions will come from the book and lecture, as well as discussion days and the research articles. See the course schedule below for dates.

• Test 1: ch. 2, 3, research articles • Test 2: voice disorders, ch. 4, 5, research articles • Test 3: ch. 7, 8, and all other material

Quizzes Quizzes will be in class, at the end of each chapter lecture. Quizzes will be 10 questions, closed book, closed note, closed neighbor, and will be short answer/fill-in-the-blank. See the course schedule below for dates

• Quiz 1: Breathing and Speech Production • Quiz 2: Laryngeal Function and Speech Production • Quiz 3: Voice Disorders • Quiz 4: Velopharyngeal-nasal Function and Speech Production • Quiz 5: Pharyngeal-oral Function and Speech Production • Quiz 6: Swallowing • Quiz 7: Brain Structures

Research Articles Students will read 7 research articles over the course of the semester, and answer questions based on the article. Some questions will be comprehension questions and others will be critical thinking-type questions. Article questions will be due on Fridays and a discussion on the article will occur the following Tuesday. These discussions are to clarify difficult topics/aspects of the article. There will be 10 questions. Discussion Days Discussions will be held the following Tuesday after a Research Article or a clinical experience is due. Come to class with questions, and ready to contribute to the discussion. Clinical Experiences Clinical experiences are a way for you to apply what you have learned in class and in your reading to real-life patients. You will watch a video, and then answer some questions about the video, and integrate what you are learning with what you have seen in the video. You should not need to spend more than one hour completing these assignments, and bullet points are fine for your answers. The main objective of this assignment is to help you synthesize the information learned in lecture and see how it applies with what is taking place in the clinic setting. Each question will be graded on a pass/fail basis. It is a really good idea to save your responses in a word doc and then paste all answers into Learning Suite once it is all completed, to avoid losing work. TA’s will review all responses and ward points based on completeness.

• Clinical Experience 1: Respiration • Clinical Experience 2: Phonation • Clinical Experience 3: Articulation • Clinical Experience 4: Comprehensive Case

Grading Policy

An evaluation (grades) of how well a student comprehends reading and lecture material will be based upon seven quizzes, four clinical experiences, two midterm exams, and a final examination. The two midterms will be administered in the Testing Center, while the final will be held in the classroom at a pre-determined time. The final will be comprehensive in nature, measuring a student's knowledge of concepts presented throughout the semester. There will be no makeup or late quizzes or exams given without a written

medical excuse.

Clinical experiences are designed to help students begin to apply knowledge gained from this course in clinical settings. Experiences will involve an online video and worksheet. The grading scale includes rounding adjustments. That is, a 93.0 is the lowest

score that will receive an "A" grade. A 92.9 will be an "A-", and so forth. As a general rule, exam grades will not be graded on a curve. Any grade adjustment will always maintain the relative order of grades among students and will never lower an individual's exam score. As this semester is the first using the Hoit text and this semester's tests have not yet been administered to previous classes, the midterms and final grade averages may be lower than anticipated. If this is the case, scoring may be re-evaluated. If you catch a typo in an exam, please notify a TA. Unless in the case of a typo or mis-key, test questions and points

are not negotiable.

Extra credit will be administered on an individual basis. If, toward the end of the semester, you would benefit from extra credit, contact Dr. Tanner for details. Extra credit assignments have the potential to receive 5 points-- equivalent to half the points of a research article assignment. Participation Policy

iClicker questions will appear throughout lectures and will be a way of testing your understanding of the reading and lecture material. Questions will be intermittent throughout the Powerpoints. Half of a point will be awarded for participation, and half of a point will be awarded for getting the question correct. On "Discussion days", material from the research articles will be discussed. On discussion days, participation and attendance will still be measured via iClicker.

Please prepare questions that you have about the research articles to make the discussion day interactive and useful to you. Attendance Policy

The best way to succeed in ComD 320 is to attend class, take notes on the readings, and study the Powerpoints. Though the Powerpoint material may closely resemble the text, I may use many resources (e.g. videos of patients, clinical expertise, research paper discussions, etc.) that are invaluable to your education and your grade in the class. Remediation Plan

Please review the above CAA learning standards carefully and gauge your learning throughout the semester. The knowledge and skills described are core components for this class. If you are having difficulty establishing these competencies, please see Dr. Tanner as early in the semester as possible. It is your responsibility to seek extra help if you need it. You may set an appointment at any point in the semester to discuss questions you might have or clarify conceptual problems with any material.

Assignments

Assignment Descriptions

Research Article #1

Due: Friday, Sep 14 at 11:59 pm

Quiz #1

Due: Thursday, Sep 20 at 11:59 pm

Breathing and Speech Production. Quiz will be administered in class. Clinical Experience 1


Research Article #2


Research Article #3

Due: Friday, Oct 05 at 11:59 pm

Quiz #2

Due: Tuesday, Oct 09 at 11:59 pm

Laryngeal Function. Quiz will be administered in class. Clinical Experience 2


Exam 1

Due: Tuesday, Oct 16 at 10:00 am

Exam 1 Research Article #4


Quiz #3


Voice Disorders. Quiz will be administered in class. Research Article #5


Quiz #4


Velopharyngeal-nasal Function and Speech Production. Quiz will be administered in class. Research Article #6

Due: Friday, Nov 02 at 11:59 pm

Quiz #5

Due: Thursday, Nov 08 at 11:59 pm

Pharyngeal-oral function and Speech Production. Quiz will be administered in class. Clinical Experience 3


Exam 2

Due: Wednesday, Nov 14 at 9:00 pm

Exam 2 Quiz #6

Due: Tuesday, Nov 27 at 11:59 pm

Swallowing. Quiz will be administered in class. Research Article #7


Clinical Experience 4

Due: Friday, Dec 07 at 11:59 pm

Quiz #7

Due: Tuesday, Dec 11 at 11:59 pm

Bain Structures and mechanisms. Quiz will be administered in class. Final Exam

Due: Monday, Dec 17 at 2:00 pm

Final exam

University Policies

Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and every instructor's expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards. Preventing Sexual Misconduct

In accordance with Title IX of the Education Amendments of 1972, Brigham Young University prohibits unlawful sex discrimination against any participant in its education programs or activities. The university also prohibits sexual harassment-including sexual violence-committed by or against students, university employees, and visitors to campus. As outlined in university policy, sexual harassment, dating violence, domestic violence, sexual assault, and stalking are considered forms of "Sexual Misconduct" prohibited by the university. University policy requires all university employees in a teaching, managerial, or supervisory role to report all incidents of Sexual Misconduct that come to their attention in any way, including but not limited to face-to-face conversations, a written class assignment or paper, class discussion, email, text, or social media post. Incidents of Sexual Misconduct should be reported to the Title IX Coordinator at [email protected] or (801) 422-8692. Reports may also be submitted through EthicsPoint at https://titleix.byu.edu/report or 1-888-238-1062 (24-hours a day). BYU offers confidential resources for those affected by Sexual Misconduct, including the university's Victim Advocate, as well as a number of non-

confidential resources and services that may be helpful. Additional information about Title IX, the university's Sexual Misconduct Policy, reporting requirements, and resources can be found at http://titleix.byu.edu or by contacting the university's Title IX Coordinator. Student Disability

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB. Academic Honesty

The first injunction of the Honor Code is the call to "be honest." Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. "President David O. McKay taught that character is the highest aim of education" (The Aims of a BYU Education, p.6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid

academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct. Inappropriate Use Of Course Materials

All course materials (e.g., outlines, handouts, syllabi, exams, quizzes, PowerPoint presentations, lectures, audio and video recordings, etc.) are

proprietary. Students are prohibited from posting or selling any such course materials without the express written permission of the professor teaching this course. To do so is a violation of the Brigham Young University Honor Code.

Mental Health Concerns

Mental health concerns and stressful life events can affect students’ academic performance and quality of life. BYU Counseling and Psychological Services (CAPS, 1500 WSC, 801-422-3035, caps.byu.edu) provides individual, couples, and group counseling, as well as stress management services. These services are confidential and are provided by the university at no cost for full-time students. For general information please visit https://caps.byu.edu; for more immediate concerns please visit http://help.byu.edu. Plagiarism

Intentional plagiarism is a form of intellectual theft that violates widely recognized principles of academic integrity as well as the Honor Code. Such plagiarism may subject the student to appropriate disciplinary action administered through the university Honor Code Office, in addition to academic sanctions that may be applied by an instructor. Inadvertent plagiarism, which may not be a violation of the Honor Code, is nevertheless a form of intellectual carelessness that is unacceptable in the academic community. Plagiarism of any kind is completely contrary to the established practices of higher education where all members of the university are expected to acknowledge the original intellectual work of others that is included in their own work. In some cases, plagiarism may also involve violations of copyright law. Intentional Plagiarism-Intentional plagiarism is the deliberate act of representing the words, ideas, or data of another as one's own without providing proper attribution to the author through quotation, reference, or footnote. Inadvertent Plagiarism-Inadvertent

plagiarism involves the inappropriate, but non-deliberate, use of another's words, ideas, or data without proper attribution. Inadvertent plagiarism usually results from an ignorant failure to follow established rules for documenting sources or from simply not being sufficiently careful in research and writing. Although not a violation of the Honor Code, inadvertent plagiarism is a form of academic misconduct for which an instructor can impose appropriate academic

sanctions. Students who are in doubt as to whether they are providing proper attribution have the responsibility to consult with their instructor and obtain guidance. Examples of plagiarism include: Direct Plagiarism-The verbatim copying of an original source without acknowledging the source. Paraphrased Plagiarism-The paraphrasing, without acknowledgement, of ideas from another that the reader might mistake for the author's own. Plagiarism Mosaic-The borrowing of words, ideas, or data from an original source and blending this original material with one's own without acknowledging the source. Insufficient Acknowledgement-The partial or incomplete attribution of words, ideas, or data from an original source. Plagiarism may occur with respect to unpublished as well as published material. Copying another student's work and submitting it as one's own individual work without proper attribution is a serious form of plagiarism. Respectful Environment

"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their comments to and about others... We hear derogatory and sometimes even defamatory comments about those with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however inadvertent or unintentional. "I worry particularly about demeaning comments made about the career or major choices of women or men either directly or about members of the BYU community generally. We must remember that personal agency is a fundamental principle and that none of us has the right or option to criticize the lawful choices of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010 "Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a constitution with the School of the Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010

Schedule

Date Column 1 Column 2

T Sep 04 Tuesday

First day of school Intro to Course

Basic Anatomy

Chapter 1

W Sep 05 Wednesday

Clinical Experience 1 Opens

Th Sep 06 Thursday

Intro to Course

Basic Anatomy

Chapter 1

T Sep 11 Tuesday

Breathing and Speech Production

Chapter 2

Th Sep 13 Thursday


Chapter 2

F Sep 14 Friday

Research Article #1 Research Article 1 due

T Sep 18 Tuesday

Discussion Day


Chapter 2

Th Sep 20 Thursday

Quiz #1 Breathing and Speech Production

Chapter 2

Quiz 1

F Sep 21 Friday

Clinical Experience 1 Closes Clinical Experience 1 due

T Sep 25 Tuesday

Laryngeal Function

Chapter 3

Th Sep 27 Thursday

Laryngeal Function

Chapter 3

F Sep 28 Friday

Research Article #2 Research Article 2 Due

T Oct 02 Tuesday

Clinical Experience 2 Opens Discussion Day

Laryngeal Function

Chapter 3

Th Oct 04 Thursday

Laryngeal Function

Chapter 3

F Oct 05 Friday


T Oct 09 Tuesday

Quiz #2 Discussion Day

Laryngeal Function

Chapter 3

Quiz 2

W Oct 10 Wednesday

Th Oct 11 Thursday

Exam 1 Opens No Class

Exam 1 begins. Check testing

center for hours.

F Oct 12 Friday


M Oct 15 Monday

Exam 1 ends. Check out

closes at 10:00 am. Check

testing center for hours.

T Oct 16 Tuesday

Exam 1 Closes Voice Disorders

Th Oct 18 Thursday

Voice Disorders

F Oct 19 Friday


T Oct 23 Tuesday

Quiz #3 Discussion Day

Voice Disorders

Quiz 3

Th Oct 25 Thursday

Velopharyngeal-nasal Function

Chapter 4

F Oct 26 Friday


M Oct 29 Monday


T Oct 30 Tuesday

Quiz #4 Velopharyngeal-nasal Function

Chapter 4

Quiz 4

Th Nov 01 Thursday

Pharyngeal-oral Function

Chapter 5

F Nov 02 Friday


T Nov 06 Tuesday

Discussion Day

Pharyngeal-oral Function

Chapter 5

Th Nov 08 Thursday

Quiz #5 Pharyngeal-oral Function

Chapter 5

Quiz 5

F Nov 09 Friday

Clinical Experience 3 Closes

Exam 2 Opens

Exam 2 begins. Check testing

center for hours.

Clinical Experience 3 due

M Nov 12 Monday

Withdraw deadline

T Nov 13 Tuesday

No class. Time allotted for

exam.

W Nov 14 Wednesday

Exam 2 Closes Exam 2 ends. Check testing

center for hours.

Th Nov 15 Thursday

Test 2 Ends

Swallowing

Chapter 8

T Nov 20 Tuesday

Friday Instruction No class.

W Nov 21 Wednesday

No Classes

Th Nov 22 Thursday

Thanksgiving Holiday No class.

M Nov 26 Monday


T Nov 27 Tuesday

Quiz #6 Swallowing

Chapter 8

Quiz 6

W Nov 28 Wednesday

Chapter 7

Brain Structures

Th Nov 29 Thursday

Chapter 7

Brain structures

F Nov 30 Research Article #7 Research Article 7 due

Friday

T Dec 04 Tuesday

Discussion Day

Chapter 7

Brain Structures

Th Dec 06 Thursday

Brain Structures

Chapter 7

F Dec 07 Friday


T Dec 11 Tuesday

Quiz #7 Brain Structures

Chapter 7

Quiz 7

Th Dec 13 Thursday

Last Day of Classes

Final Prep

F Dec 14 Friday

Fall Exam Preparation

(12/14/2018 - 12/14/2018)

Sa Dec 15 Saturday

First Day of Fall Final Exams

(12/15/2018 - 12/20/2018)

M Dec 17 Monday

Final Exam:

177 TLRB

11:00am - 2:00pm

Final Exam

Tanner - COMD 320€¦ · Name: Kristine Tanner Office Location: 135 TLRB Office Phone:...

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