Welcome to our class website! Please be sure to check back at least once or twice a week for announcements and assignments.
ANNOUNCEMENTS: Please visit our class project websites
5/6/11: Please remember to bring the lecture outline for Apraxia of Speech with you this Sunday, 5/8/11. Also, your abstracts/critiques are due - if you do not submit it by email before Sunday, you will have to bring hard copies of both your paper and the two articles with you to hand in. Student 472 - I need to hear from you regarding the Alice/CLD assignment. You are now QUITE late.
5/5/11: Quiz Recovery Nos. 3 and 4 are both available on Google Docs. The deadline for submission of recovery assignment 3 is 11:59pm Tuesday 5/10/11 (just before midnight), for assignment 4, it is 11:59pm Thursday 5/12/11.
5/2/11: All grades up to and including Quiz 4 have been posted. Item analysis revealed that there were no questions that could be thrown out, and because three students earned a 95 (which is a solid "A"), there was no curve applied. There will probably be recovery assignments for both Quizzes 3 and 4, and there will be an announcement via the usual methods some time in advance of their being posted.
4/30/11: Both parts of the lecture for tomorrow on Mixed Dysarthrias and Apraxia of Speech are now posted on Google Docs in the Lecture Outlines folder.
4/29/11: The week has just slipped right by! The lecture outlines are not ready to be posted yet. Please check back tomorrow evening after sunset - if they are not posted by 9pm I will copy them for you.
4/28/11: There has been some confusion about due dates. The syllabus has been revised a few times, but because the revised due dates were announced verbally in class, I neglected to update the original document posted on Google Docs. Apparently, some of you also forgot to write down the new due dates, hence, the confusion. The webpages assignment (hard copies of your three 1-page summaries) is due this Sunday, May 1st. The abstract/critique assignment is due Sunday, May 8th. The diagnostic observation worksheet and written evaluation is due the last day of class, Sunday, May 15th.
Don't forget that you have a quiz this Sunday, May 1st, covering whatever was covered in the last lecture.
4/25/11: 1) There is a grading rubric posted in the Course Documents folder regarding the webpage assignment and the critique assignment. Please download and read it carefully. 2) There is still time for you to turn in the CLD/Educational Model assignment, as well as the first Quiz Recovery. Remember that the quiz recoveries will not be accepted after the deadline, which is still Wednesday, 4/27/11 at 11:59pm. The second quiz recovery is due Saturday, 4/30/11, at 11:59am.
4/21/11 The first quiz recovery has been emailed to you. It covers Freed Chapter 3 and the material covered in the first lecture (Introduction to MSD and Review of Neuroanatomy). Because of the religious holidays, you will have a grace period until Monday evening, 4/25/11, at 9pm, to complete it and email it to me. Many of you are eager to improve your scores, which is a worthy aim, however, the most important goal of this exercise is for you to further integrate and understand the material. Keep that as your primary goal, with the secondary goal of raising your scores. Late submissions will not be accepted. Several students have not acknowledged any of my messages to them this week - bear in mind that although we are not meeting this Sunday, we are not on vacation. Please tweet or text your friends.
4/20/11: URGENT MESSAGE TO ALL STUDENTS. YOU WILL RECEIVE AN EMAIL TONIGHT DETAILING THE OPPORTUNITY TO "RECOVER" PART OF YOUR QUIZ GRADES. THIS IS AN OPPORTUNITY FOR LOW GRADES TO BE RAISED SUBSTANTIALLY. EVERY STUDENT SHOULD EMAIL ME WITH AN ACKNOWLEDGEMENT THAT THEY HAVE READ AND UNDERSTOOD THE TERMS OF THE QUIZ GRADE RECOVERY. IF I DO NOT RECEIVE AN ACKNOWLEDGEMENT FROM YOU, THEN IT WILL BE ASSUMED THAT YOU ARE NOT INTERESTED IN PARTICIPATING AND THE STUDENT WILL CONTINUE TO ASSUME FULL RESPONSIBILITY FOR THEIR ORIGINAL QUIZ GRADES.
THE FIRST QUIZ RECOVERY WILL BE DUE BY EMAIL 72 HOURS AFTER IT IS POSTED (WITH A SHORT GRACE PERIOD). THEREAFTER, QUIZ RECOVERIES WILL BE POSTED IN 48-HOUR CYCLES. AS QUIZ RECOVERIES ARE POSTED, AN ANNOUNCEMENT WILL GO UP HERE AND A TWEET WILL GO OUT.
4/19/11: Please note that there are still three students who have not submitted their articles (249, 472, 887). TO EVERYONE: As you begin reading over your articles, bear in mind that you should follow the assignment carefully - abstract and critique one article (paying particular attention to methods (tasks, stimuli, participants, etc.), results (statistical significance), and the discussion of future directions. You use the other article as a basis of comparison for your critique - generally speaking, you should read both articles and choose the one you think has the most flaws or the most room for improvement for the critique portion. Alternatively, you critique the on that has the more basic information, and use the other if it appears to shed more light because of, for instance, more experimental questions or more tasks, etc. Don't forget that there is a "future directions" section that you have to make up yourselves based on the experiments you read. As always, feel free to email me with any questions.
4/18/11: The following students have not submitted two articles that they intend to use for their critiques: 249, 472, 887. The assignment is now LATE. This is unfair to your fellow students who submitted their articles for approval already, as well as unfair to me. GET YOUR ARTICLES IN TO ME BY EMAIL NOW. YOU CANNOT DO YOUR CRITIQUES WITHOUT HAVING YOUR ARTICLES REVIEWED. YOU HAVE UNTIL MIDNIGHT TOMORROW (all night tonight and all day tomorrow, Tuesday) TO GET THEM TO ME BY EMAIL. I WILL HAVE TO CONSIDER ASSESSING LATE PENALTIES IF YOU DO NOT.
GET YOUR ARTICLES IN TO ME, NOW.
For the 4/27 assignment, there are a few simple yes/no questions. However, you must cite a specific document and page for your responses - don't just answer "yes" or "no." There are also a few questions that require thinking and consideration, and for which there will be no apparent answer in the readings.Feel free to use internet sources and provide your source (including a weblink, if appropriate) with your responses.
4/14/11: Please be sure your websites are from different sources. Pages that contain a lot of internal links can still be valuable, as long as the internal links also contain quality information - so you have to decide if the value of the links outweighs the fact that the links are only internal ones.
Some of you have already submitted and received feedback on your two critique articles. Those of you who have not, I will review your article abstracts after you submit them on Sunday, but there is no guaranteed timeframe within which I will give you feedback.
I have posted the assignment that you will do in lieu of attending a lecture on 4/24 in the Course Documents folder for anyone who would like to get a head start on it. It is posted in both MS Word and Word Perfect formats (the MS Word document has a clear icon, but the WP document has a blank icon). This is the assignment that is due by 11:59pm on Wednesday, 4/27. You will submit it by email and receive the assignment back the same way.
You should already have printed pages 11-13 and 20-22 of the School-Based SLP document. You will also need page 23. When writing your homework, you may also want to use a recent ASHA publication about special education eligibility as a guide.
4/13/11: Webpages that contain interactive tutorials are fine to use, as long as they contain some sort of consumer (parents, kids, SLP students, professionals, etc) information or are there to teach you something. This includes tutorials that are part of university (.edu) systems. Many universities and university libraries post their labs and tutorials online. The one thing I DON'T want is a bunch of lectures or powerpoints that have been posted by various instructors - those don't really qualify as "webpages," rather, they're just online papers.
For your critiques: more pitfalls to watch out for. Don't use two articles that were written by the same author or basically the same team of authors. In many instances, specialists write paper after paper after paper, and comparing them to each other isn't very useful. Be sure that your papers have SOMETHING in common with each other, for instance, similar treatments and different subject pool, or different treatments for the same disorder in similar subjects. The papers must detail experiments - no reviews or clinical forums. Try to avoid single-case studies unless they have either 1) treatment or 2) outcomes in common. For instance, two case-studies of the same prosody intervention for two different disorders, or two different voice treatments for the same disorder. This is not exhaustive - so if you have any doubts about the compatibility of your two papers, run them by me.
Remember, if I only get your abstracts on Sunday, you will have to wait for feedback.
4/11/11: In response to questions about the webpages assignment. I apologize if I was either unclear or misspoke. The webpages you seek should be the type that are geared toward educating some consumer group - parents, SLPs, medical professionals, children, etc., or, for a "bad" webpage, the type that claims to be educational but really is more self-serving. To illustrate: last semester I had a similar assignment to do for one of my doctoral classes. The topic was "acoustics" and "psychoacoustics" (actually, it was "acoustics" only, but 5 out of the 7 students misunderstood and did "psychoacoustics" as well). One webpage is reliable, the other isn't - the assignment was to find pages that reviewed acoustics for use by students. See if you can glance at these pages and figure out which is which. We'll talk about it Sunday.
4/10/11: I have graded Quiz 2 and the grades can be viewed in the Grades folder. A different curve was applied so that the top grade became a 95. Many of you who had trouble on the first quiz did much better. However, a few of you are still struggling. Feel free to email, make an appointment to meet before class on Sunday, or stay afterward - this is voluntary. I have also calculated your grades so far with weighted averages, which you can also view in the Grades folder. Most of you will notice that your grades aren't as bad as you thought.
4/10/11: I have extended the due date for the assignment due 4/24. Please read below.
4/10/11: The original syllabus has April 17 as the due date for the Webpages assignment and May 1 as the due date for the critique. Due dates are now May 1 for the webpages and May 8 for the critique. The deadline for submitting the two articles for your critique is still April 17. If you locate them online, you may email them both to me, otherwise, you must provide me with a copy of the actual paper. The due date for the required observation/mock assessment is May 15. You will be given the worksheets by April 17.
4/9/11: The grades for Quiz 1 are available in the Grades folder in Google Documents. I am available after class from 4:45 to 5:45 to address any specific questions you may have. Don't worry - it's just the first quiz.
4/8/11. In response to a question I received by email: Quizzes cover only what was included in the lecture the week before. However, you are responsible for the accompanying readings (whatever parts correspond to what was covered in the lecture). In other words, wherever we left off in the lecture last week is also the point you are responsible for in the textbook.Last week, we started Etiologies of Flaccid Dysarthria, but only sections that we completed will be covered on the quiz. Any question I ask from any of the readings will have obvious answers if you have done the readings.
All three lecture outlines for Spastic, UUMN, and Ataxic Dysarthria are now available. In addition, the guidelines for the webpage assignment have been posted to the Course Documents folder.Take a look at it and bring any questions with you on Sunday.
4/4/11 Please let me know by Sunday 4/10/11 which MSD you are choosing for your webpage assignments. There are 6 MSDs and 23 of you - so there should be no more than 4 of you on any one topic. If too many of you choose the same ones, we will have to have a lottery. You should also start considering how you will construct your own informational webpages, and bear in mind that you should be prepared to present in class. This assignment is due May 1st (week 6). PLEASE NOTE: If anyone would like to tackle an MSD that is not being covered in class (such as conversion disorder, palilalia, neurogenic stuttering, etc.), please let me know and I will consider it. You may also focus on a particular etiology, as long as you focus on the accompany MSD.
4/3/11 FYI - I have never let students take exam questions away from class. During most semesters, we have the luxury of time on our side to answer questions and look into problematic areas in more depth. Because our semester is so short, I will do something slightly different. I will post a Google document after each quiz that will contain corrected information from any quiz question that six or more students get wrong. Any question answered wrongly by 17 students or more will be dropped from the quiz grade and the quiz will be re-normed on the remaining questions.
ASSIGNMENTS (in addition to what is already on the syllabus): Posted 4/6/11. In the coursepack: to supplement your knowledge of neuroanatomy, please read selections 1 (Farinella) and 3 (Duffy). At some point during the dysarthria units, be sure to read selection 8 (Hodge) and be ready to discuss it throughout all of the treatment sections of the upcoming dysarthria units.
Posted 4/5/11. In place of the lecture on 4/24 (Easter Sunday). You will need to read the CLD documents and the educational model documents below, in addition to two cases that will be distributed in class. There will be a written homework assignment that must be turned in via email by 11:59pm Wednesday 4/27/11. You may send documents in either MS Word or Word Perfect format (but not .pdf - it needs to be in a format that I can edit). Papers will be marked and returned to you with comments via email. A mini-unit on CLD and educational model will be included in the May 8th lecture on differential diagnosis and management.
Throughout the semester, we will discuss the concept of "medical model versus educational model" of speech-language pathology services. The Rowley Standard set a major legal precedent for the establishment of minimum guidelines for a Free and Appropriate Public Education (FAPE). The opinion and dissent issued by the Supreme Court on this case can be found here. In addition, please access the document in the Educational Model documents folder and print out pages 11-13 and 20-22 (go by the page numbers on the document itself, not what it says on the document reader). Read the Rowley document, and the pages assigned in the folder, and bring copies with you to class next Sunday, 4/3/11.
Video links:
Pseudobulbar Affect - click on the "Etiology Video" to view
Acoustics