School of Communication Sciences and Disorders
Developmental Speech Disorders
Clinical Application in Developmental Speech Disorders
CSD – 9619b/9629s - Course Syllabus – Winter 2015
Instructor:
Contact:
Professor Brooke Rea, M.Cl.Sc., SLP(C) Reg. CASLPO
Please contact Prof. Rea regarding issues about class content using the message feature on the OWL website.
Course Manager: Professor Susan Schurr
Contact:
Please contact Sue at [email protected] regarding course scheduling, logistics, and OWL website issues
Class Times: Tuesday – 10:00 am – 11:30 am and 2:00 – 3:30 pm - Room 1548
TA:
Contact:
Lab Times:
Lindsay Wilk
Please contact Lindsay regarding Clinical Application issues at [email protected]
Monday – 3:00 pm – 5:00 pm - Room 1548
Required Text:
Bleile, K. M. (2004). Manual of articulation and phonological disorders: Infancy through Adulthood. Second
Edition. Albany: Thomson / Delmar Learning.
Unfortunately this text is no longer available and the newest edition is a significant departure from this 2004 publication. It is recommended that you
borrow a text from a Year 2 student if possible. One copy of the first edition is available for use in the Maureen Williams Library. Copies of the 2004
edition may also be available through Amazon or alibris. The newest edition will be available in the bookstore.
Recommended Texts:
1. Bauman-Waengler, J. (2012). Articulation and Phonological Impairments: A Clinical Focus. Fourth Edition.
Allyn and Bacon. All required readings from this text are available on OWL.
2. Williams, A.L., McLeod, S. and McCauley, R. J. (2010.) Interventions for speech sound disorders in children.
Baltimore, MD: Brookes Publishing. All required readings from this text are available on OWL.
Additional Readings from:
Rvachew, S. & Brosseau-Lapre, F. (2012). Developmental Phonological Disorders: Foundations of Clinical
Practice. San Diego, CA: Plural Publishing, Inc. – Available on OWL
We will read and discuss extensive material from the Bleile and Bauman-Waengler books. The largest amount of the course content will come from
the Bleile book and from the readings found on WebCT OWL. The Bauman-Waengler book will provide additional case examples and clinical
procedures, but it is not necessary to purchase this textbook. Video examples from the Williams, McLeod and McCauley book will be used in class
and lab to illustrate phonological intervention programs.
OWL Course Website:
Many of the required course readings as well as lecture slides are available on the CSD9619b OWL site. Lab materials are available on the CSD9629s
OWL Site. Some materials and announcements may be issued directly to your UWO email address.
Class Objectives:
The goals for students in this course are threefold. Students will: 1) review pertinent literature and appraise evidence about phonological theories,
development, assessment procedures and intervention approaches, 2) have opportunities to make clinical decisions and apply procedures in
assessment and intervention, and 3) practice and become proficient in the use of specific phonological assessment and intervention procedures.
Specific Objectives:
a) To acquire an understanding (through course readings and class lectures) of the major developmental and clinical issues in child phonology and an
understanding of the current theoretical and clinical approaches to assessment and treatment.
b) To be able to exhibit an understanding of class materials by engaging in a discussion of the major concepts, by applying concepts to case
examples, or by practicing clinical procedures on a weekly basis.
c) To be able to apply basic information in phonological development, assessment and intervention when making clinical decisions. Practical
examples and situations will be provided to allow students opportunities to solve problems that are frequently encountered in clinical practice.
d) To be able to demonstrate or exhibit knowledge of assessment and treatment techniques which will be presented in class.
e) To be able to accurately administer and interpret several standardized and non-standardized tests.
Lab Objectives:
Students will be provided opportunities to: 1) administer selected assessment procedures and analyze assessment findings, 2) organize and prepare a
coherent, written report of assessment findings, 3) write treatment goals and intervention plans that match the needs of children with speech sound
disorders, and 4) select intervention approaches and activities that appropriately meet the needs of children.
Course/Lab requirements:
1. Students are expected to maintain the same high standards of conduct and moral judgment in the classroom as will be expected when they
become Speech-Language Pathologists. Both students and the instructor will behave in a manner that is welcoming, supportive, and respectful
of cultural and individual differences at all times. Conduct that could distract fellow students or the instructor during a lecture must be
avoided.
2. Attendance and participation in all classes is required. The hours allotted, material covered, and skills developed are necessary to fulfill
certification and registration requirements with provincial (CASLPO) and national (SAC) licensing bodies in Speech Language Pathology.
Attendance will be monitored.
3. Completion of pre-class tasks as outlined in the syllabus allows for productive class involvement. Lecture slides and most required and
recommended readings are available on OWL.
4. Assignments are due during the class on the due date indicated. Every effort will be made to evaluate and return them in a timely manner.
Students who have questions regarding the marks given on an assignment or exam are encouraged to present them to the course instructor in
writing no later than one week after the assignment or exam is returned. Written appeals of the final decision reached by the course instructor
should be addressed to the School Director. Finally, enquiries may be made with the Office of the Ombudsperson. Please consult the website
of the Faculty of Graduate Studies for further details on appeals to grades (www.uwo.ca/grad )
5. In accordance with UWO’s medical note policy, a Western Student Medical Certificate (SMC) is required when you are seeking academic
accommodation due to illness. For more information and a downloadable Western SMC form, visit
https://studentservices.uwo.ca/secure/index.cfm .
6. Plagiarism and Academic Misconduct: Students are responsible for understanding the nature of, and avoiding the occurrence of, plagiarism
and other academic offences. Scholastic offences are taken seriously and students are directed to read the appropriate policy, specifically, the
definition of what constitutes a Scholastic Offence, at the following Web site:
http://www.uwo.ca/univsec/handbook/appeals/scholatic_discipline_grad.pdf
7. Health and Wellness:
As part of a successful graduate student experience at Western, we encourage students to make their health and wellness a priority. Western
provides several on campus health-related services to help you achieve optimum health and engage in healthy living while pursuing your
graduate degree. For example, to support physical activity, all students, as part of their registration, receive membership in Western’s
Campus Recreation Centre. Numerous cultural events are offered throughout the year. Please check out the Faculty of Music web page
http://www.music.uwo.ca , and our own McIntosh Gallery http://www.mcintoshgallery.ca . Information regarding health- and wellnessrelated services available to students may be found at http://www.health.uwo.ca.
Students seeking help regarding mental health concerns are advised to speak to someone they feel comfortable confiding in, such as their
faculty supervisor, their program director (graduate chair), or other relevant administrators in their unit. Campus mental health resources may
be found at http://www.health.uwo.ca/mental_health/resources.html.
To help you learn more about mental health, Western has developed an interactive mental health learning module, found here:
http://www.health.uwo.ca/mental_health/module.html. This module is 30 minutes in length and provides participants with a basic
understanding of mental health issues and of available campus and community resources. Topics include stress, anxiety, depression, suicide
and eating disorders. After successful completion of the module, participants receive a certificate confirming their participation.
Course Grading:
1. Class Participation and Attendance – 5%

5% of the grade will be allocated using the following grading scheme - 5/5 Excellent, 4/5 Above average, 3/5 Average, 2/5 Below Average,1/5 Weak
2. Electronic Resources Assignment – 20% - Due Date: March 10, 2015
  Working in pairs (with 1 group of 3), students will find and evaluate an electronic resource (website, App, blog, etc.) that is available for
clinicians and/or families of children with developmental speech disorders. Your resource could be: a parent information/support site, an
SLP specific site including formal/informal assessment tools/materials, a treatment resource for parents/caregivers, an app used for clinical
practice, a social media site/stream/podcast for SLPs, etc. Students must confirm their selection with the course instructor prior to beginning
the project. Students are encouraged to select sites that are expected to have great value to them as clinicians. The attached template outlines
the grading rubric. Students should submit their completed template via e-mail to the course instructor on or before the due date noted.
Submissions are not to exceed one page in length. These resource recommendations will then be complied and made available to all students
through OWL.
3. Special Populations Assignment - 20% - Due Date: March 31(PM) and April 7 (AM) classes
Students will work in self-selected groups of 6 for this assignment. Each group will be responsible for reviewing the reading provided on OWL
and completing a one page resource that hi-lights the specific developmental, assessment and intervention issues for the special population that
they have selected (7% of total grade). Each group will have 20 minutes to present a case example that illustrates the issues outlined in their
resource document (13% of total grade). The one page document must be provided to the course instructor and class via email the day before
the presentation or as a hard copy just prior to the presentation. All group members will receive the same grade. Grading rubric is attached.
4. Final Exam – April 13, 2015 – 1:00 pm
 The Final Exam will consist of 2 parts.
 Part 1 (30%) - The formal exam will cover required readings, major concepts covered in class, class notes, and material covered in
labs. It will NOT include material covered in your ‘Special Populations’ presentations (March 31-PM and April 7 – AM).
 Part 2 (25%) you will be provided with a clinical case and asked to answer questions, interpret assessment findings, propose treatment
goals, and recommend intervention strategies.
Course Readings:
Required Readings (marked with *)
Please read the starred, required articles. Exams will cover these required readings in depth and other readings will aid students in acquiring a
better understanding of course and lab content and exam material.
Unit 1: Development
*Stoel-Gammon, C. (1985). Phonetic inventories. 15-24 months. A longitudinal study. Journal of Speech and Hearing Research, 28, 505-512.
*McCleod, S., van Doorn, J. & Reed, V.A. (2001). Normal Acquisition of Consonant Clusters. A. Jrnl of Speech-Language Path. Vol 10 pg. 99-110.
Stoel-Gammon, C. (1996). Phonological assessment using a hierarchical framework. In K. Cole, P. Dale & D. Thal (Eds.) Assessment of
communication and language. Vol. 6. Pg.77-95. Baltimore: Paul H. Brookes Publishing. Refer to case examples.
Unit 2: Assessment
Overview
*Lowe, R. J. (1994). Assessment of phonological disorders. In R. J. Lowe (Ed.) Phonology: Assessment and intervention applications in speech
pathology. Pg. 131-174. Baltimore, MD: Williams and Wilkins. (See selected pages about assessment organization and content).
*Rvachew, S. & Brosseau-Lapre, F.(2012). Assessment of children with developmental phonological disorders. Chapter 5. In S. Rvachew and F.
Brosseau-Lapre (Eds.) Developmental phonological disorders: Foundations of clinical practice. Pg. 323-417. San Diego, CA: Plural Publishing, Inc.
(Review Figure 5-1. Page 325)
Ask the Experts
*Miccio, A. (2002). Clinical problem solving: Assessment of phonological disorders. A. Journal of Speech-Language Pathology, 11, 221 - 229.
Bleile, K. (2002). Evaluating articulation and phonological disorders when the clock is running. A. Jrnl of Speech-Language Path, 11, 243 - 249.
Williams, A.L. (2002). Epilogue: Perspectives in the assessment of children’s speech. A. Journal of Speech-Language Pathology, 11, 259 - 263.
Phonological Disorders
*Davis, B. L. (2005). Clinical diagnosis of developmental speech disorders. In A.G. Kamhi and K. E. Pollack (Eds.) Phonological disorders in
children. Pg. 3-22. Baltimore, MD: Paul H. Brookes, Publishers.
*Stoel-Gammon, C. (1991). Normal and disordered phonology in two year olds. Topics in Language Disorders.11(4), 21-32.
*Grunwell, P. (1997). Developmental phonological disability: Order in disorder. In B.W. Hodson and M.L. Edwards (Eds.) Perspectives in applied
phonology. Pg. 61-104.Gaithersburg, MD: Aspen Publishers, Inc.
Single Word Tests
*Rvachew, S. & Brosseau-Lapre, F.(2012). Assessment of children with developmental phonological disorders. Chapter 5. In S. Rvachew and F.
Brosseau-Lapre (Eds.) Developmental phonological disorders: Foundations of clinical practice. Pg. 323-417. San Diego, CA: Plural Publishing, Inc.
(Review Figure 5-2. Page 333)
Case Examples-Assessment and Intervention
Elbert, M. (1993). Analysis and treatment from a phonological oriented perspective. Seminars in Speech and Language, 14(2), 119-127.
Ingram, D. (1983). The analysis and treatment of phonological disorders. Seminars in Speech and Language 4 (4), 375-388.
Intelligibility and Severity
*Gordon-Brannan, M. (1994). Assessing intelligibility: Children's expressive phonologies. Topics in Language Disorders, 14(2) 17-25.
*Rvachew, S. & Brosseau-Lapre, F.(2012). Assessment of children with developmental phonological disorders. Chapter 5. In S. Rvachew and F.
Brosseau-Lapre (Eds.) Developmental phonological disorders: Foundations of clinical practice. Pg. 323-417. San Diego, CA: Plural Publishing, Inc.
(Read Pages 373-376)
*Flipsen, P., Hammer, J. H., and Yost, K. M. (2005). Measuring severity of involvement in speech delay: Segmental and whole word
measures. American Journal of Speech Language Pathology, 14, 298-312.
Unit 3: Intervention
*Gierut, J.A. (2005). Phonological intervention. The How or the What? In A. Kamhi and K. E. Pollack (Eds.) Phonological disorders in children.
Pg. 201-210. Baltimore, MD: Paul H. Brookes Publishing Co.
*Williams, L.A., McLeod, S. & McCauley, R. J. (2010). A structural framework for intervention. Interventions for speech sound disorders in
children. Pg. 23-24. Baltimore, MD: Brookes Publishing.
Intervention and Facilitative Techniques
*Bleile, K. M. (2004). Facilitative Techniques. Manual of articulation and phonological disorders: Infancy through Adulthood. Second
Edition. Pg. 337-452. Albany: Thomson / Delmar Learning.
*Bleile, K. M. (2006). Chapter 4. [s]. In K. M. Bleile (Ed). The late eight. Pg. 63- 120.San Diego, CA: Plural Publishing. (For use in lab)
*Bauman-Waengler, J. (2012). Individual sound errors. Articulation and Phonological Impairments: A Clinical Focus. Fourth Edition. Pg. 271316. Allyn and Bacon. (For use in lab)
*DeThorne, L. S., Johnson, C. J., Walder, L., & Mahurin-Smith, J. (2009). When “Simon Says” doesn’t work: Alternatives to imitation for
facilitating early speech development. American Journal of Speech-Language Pathology, 18(2), 133-145.
Traditional/Phonetic
*Secord, W. (1995). The traditional approach to articulation treatment. In P. Newman, N. Creaghead, and W.Secord (Eds.) Assessment and
remediation of articulation and phonological disorders. pgs. 127 - 158. Columbus, OH: Merrill Publishing.
Phonological Approach-Modified Cycles
*Stoel-Gammon, C., Stone-Goldman, J. & Glaspey, A. (2002). Pattern based approaches to phonological treatment. Sem. in S&Lang, 23 (1), 3-12.
*Tyler, A., Edwards, M. L. & Saxman, J. (1987). Clinical application of two phonologically based treatment procedures. Journal of Speech and
Hearing Disorders, 52(4), 393-409.
Minimal Pairs Intervention
*Baker, E. (2010). Minimal pair intervention. In Williams, A.L., McLeod, S. and McCauley, R. J. (Eds.) Interventions for speech sound disorders in
children. Pg. 57-69. Baltimore, MD: Brookes Publishing.
*Tyler, A., Edwards, M. L. & Saxman, J. (1987). Clinical application of two phonologically based treatment procedures. Journal of Speech and
Hearing Disorders, 52(4), 393-409.
Williams, L. A. (2006). SCIP Sound Contrasts in Phonology. Evidence based treatment program. User manual and video. Greenville, SC: Super
Duper Publications.
Measuring Progress and Outcomes
*Bain, B. A. & Dollaghan, C. A. (1991). CLINICAL FORUM: Treatment efficacy: The notion of clinically significant change. Language Speech
and Hearing Services in Schools, 22, 264-270.
Elbert, M. & Geirut, J. (1986). Facilitating and measuring generalization. In M. Elbert and J. Geirut (Eds.) Handbook of clinical phonology:
Approaches to assessment and treatment. pgs. 121 - 149. Boston, MA: College Hill Press.
Treatment Effectiveness
Klein, S. (1996). Phonological/Traditional approaches to articulation therapy: A retrospective group comparison. Language Speech and Hearing
Services in Schools, 26, 314-323.
Gierut, J., Morrisette, M.L., Hughes, M.T. & Rowland, S. (1996). Phonological treatment efficacy and developmental norms. Language
Speech and Hearing Services in Schools, 27(3), 215-230.
Phonological Development, Assessment and Treatment in Childhood Apraxia Of Speech (CAS)
Maas, E., Gildersleeve-Neumann, C. E., Jakielski, K. J., & Stoeckel, R. (2014). Motor-Based Intervention Protocols in Treatment of Childhood
Apraxia of Speech (CAS). Current Developmental Disorders Reports, 1-10.
Murray, E., McCabe, P., & Ballard, K. J. (2014). A systematic review of treatment outcomes for children with Childhood Apraxia of Speech.
American Journal of Speech-Language Pathology.
Shriberg, L. D., Paul, R., Black, L. M., & van Santen, J. P. (2011). The hypothesis of apraxia of speech in children with autism spectrum disorder.
Journal of autism and developmental disorders, 41(4), 405-426.
Class and Lab Schedule
Class and Topics
Unit #1: Development
Required Readings
Class 1: Jan. 6: Rosine Salazer
 Overview of Course
 Definitions
 Description/Impact of
 Phonological Disorders
 Stages of Development
Readings for Class:
 Bleile (2004), Chapter 3, chart on pg.
91, 91-107
 Williams (2003), chart on pg. 20
(OWL)
 BW Chapter 1 pg. 1-11 (Definitions)
 Tables from BW Chapter 1 appear on
(OWL) (1.1, 1.2)
Readings for Class:
 Bleile (2004), Chapter 3, all
 Williams (2003), pg. 19-21 (OWL)
 Bleile (2004) pg. 98-103
 Bleile (204) pg. 264-267
 Bauman-Waengler (BW) Case study
pg.181-182 Table 6.3
 Stoel Gammon (1985) (OWL)
Readings for Class:
 Bleile (2004) pg. 102-107
 Bleile (2004), pg. 240-242
 Williams (2003) pg. 21 (OWL)
 McLeod, van Doorn, and Reed
(2001) (OWL)
 Bauman-Waengler (BW) pg. 134136
Readings for Class:

Bauman-Waengler 136-145
Class 2: Jan. 7: Rosine Salazer
 Sound Development
 Early Inventories
 Strategies
 Collecting a phonetic inventory
Class 3: Jan. 13: Rosine Salazer
 Sound Development Norms
 Phonological Ax assignment
Class 4: Jan. 14: Rosine Salazer
Online Contribution Due Jan. 17th
 Sound development
 Phonological Processes
 Norms
 Phonetic vs. Phonemic Errors
Corresponding Lab and Materials
Lab 1: Jan. 12
 Overview of GFTA-2: administration,
scoring and interpretation of results
 Lab 1 handout
 Sample GFTA and Case examples
Lab 2: Jan 19
 Scoring and Interpreting the Percent
Consonants Correct Procedure
 Lab 2 handout and case example
Unit 2: Assessment – Welcome Prof. Brooke Rea
Class 5: Feb 03-AM
 Purpose/overview of Ax
 Developing an Assessment Plan
Readings For Class:
 Lowe (1994) – refer to chart and
text, pg. 133-136, not necessary to
read all (OWL)
 Williams pg. 34-35 standardized
test instruments (OWL)
 Rvachew & Brosseau-Lapre Pg.
323-331(OWL)
Class 6: Feb 3-PM
 Elements of Phonological Ax
 Single Word Tests and
Stimulability
Readings For Class:
 Williams (2003) pg. 28-45 (OWL)
 Williams (2003) pg. 38- 40
(Stimulability) (OWL)
 Bleile (2004) pg. 273-280
 Rvachew & Brosseau-Lapre pg. 331334 (OWL)
Readings for Class:
Williams (2003) pg 25-45 (OWL)
 Bleile (2004) pg. 253-260
Class 7: Feb 10 -AM
 Informal Ax
 Collecting/Analyzing a Speech
Sample
Class 8: Feb 10 - PM
 Informal Assessment
 Analyzing/Interpreting Informal
Ax findings
 Intelligibility and Severity
Ratings
 Percent Consonants Correct
Readings for Class:
 Williams (2003) pg. 40-41(Severity
Ratings) (OWL)
 Gordon-Brannan (1994) (OWL)
 Flipsen, Hammer, & Yost (2005)
(OWL)
Reading Week: February 16 – 20, 2015
NO LAB THIS WEEK
All students will meet with Course
Manager, Susan Schurr to discuss
amended syllabus, including textbook,
course and lab requirements,
assignments and lab scheduling.
Meeting will take place Monday,
February 2, 2015 at 4:00 pm in Rm. 1548.
Lab 3: Feb 9 – separated lab
 Overview of Assessment with Cases
 Hypothesis Testing
 Lab 3 Handout and Case examples
 Lab Assignment #1 delivered: Due
Feb.23/15
Class 9: Feb 24 - AM
 Summary of Ax
 Content and Goals of Ax
 Ax for Children/Youth of
Different Ages
Class 10: Feb 24-PM
 Identification of Phonological
Disorder
 Predicting Children at Risk
Readings for Class:
 Miccio (2002) (OWL)
 Williams pg. 28-38 (OWL)
 Summary Activity Handout
(OWL)
Readings for Class:
 Williams (2003) pg. 23-24
(OWL)
 Davis (2005) (OWL)
 Grunwell (1997) (OWL)
 Stoel Gammon (1991) (OWL)
 Bauman Waengler chart
Idiosyncratic Processes pg. 242,
Figure 8.9 (OWL)
Combined Lab – All Students attend from 3:00 – 5:00
Lab Assignment #1 Due
Lab 4: Feb 23
 Choosing appropriate tests
 Formal testing
 Informal Testing
 Stimulability testing
 Intelligibility testing
 Speech samples
 What to consider in an Ax
 Lab 4 Handout – Cases
Readings for Class:
 Williams (2003) Chapter
4, Pg. 81-91 (OWL)
 Williams, McLeod &
McCauley (2010) pg. 24, Chart
(OWL)
 Gierut (2005) (OWL)
Combined Lab – All Students attend from 3:00 – 5:00
Lab 6: March 02
 Intervention Planning
 Overview Selecting and writing treatment goals
 Lab 6 Handout
 Lab Assignment # 2 Delivered : Due March 16
Lab 5: Feb 23
 Interpretation of Speech Results/ Write
Assessment Summary
 Lab 5 handout
 emplate for write up
Unit 3: Intervention
Class 11: March 03 - AM
 Issues and Procedures in
Intervention
 Making Decisions and
Selecting goals
 Setting up a
Treatment
Program/Sessions
Class 12: March 03 - PM
 Minimal Pair
Intervention
Readings for Class:
 Williams (2003) Chapter 4,
Pg.102-109- (OWL)
 BW pg. 327-338 Table 10.1,
pg. 329, Box 10.1, pg. 333 (OWL)
 Baker (2010) pg. 57-69 (OWL)
Class 13: March 10 - AM
 Practice Selecting Word Pairs
 Minimal Pair Techniques
Electronic Resource
Assignment Due
Readings for Class:
 Bleile (2004) Chapter 7, Pg.
376-400
 Williams (2006) Sound
Contrasts in Phonology Handout
Class 14: March 10 - PM
 Phonetic Approach
Readings for Class:
 Secord (1995) (OWL)
 Williams (2003) Chapter 4,
Pg. 113-121- (OWL)
 BW when to use phonetic
approach pg.262-271, Figure 9.1,
pg. 265 (OWL)
Readings for Class:
 Secord (1995) (OWL)
 Bleile (2004) Chapter 7
start pg.337
 DeThorne et.al. (2009)
(OWL)
Readings for Class:
 Williams (2003) Chapter 4,
Pg. 110-113 (OWL)
 Stoel-Gammon, StoneGoldman, and Glaspey (2002)
(OWL)
Readings for Class:
 Same as for March 17
 Tyler, Edwards, & Saxman
(1987) (OWL)
 BW phonemic treatment
pg. 338-344, Table 10.2,
pg. 340-341(OWL)
Readings for Class:
 Bleile (2004) Chapter 6 pg.
285-315
 Williams (2003) Chapter 6,
pg. 138-141, Chart pg. 151(OWL)
 Bain and Dollaghan (1991)
Class 15: March 17 - AM
 Demo/practice with Phonetic
Approach & Techniques
 Phonetic Placement, Shaping
 Sound Specific Elicitation
Class 16: March 17 - PM
 Phonemic Approaches
 Modified Cycles Approach
Class 17: March 24 - AM
 Setting up a Modified Cycles
 Treatment Plan and Practice
 Selecting Goals
Class 18: March 24 - PM
 Summary of Intervention
 Monitoring Progress, Measuring
Outcomes, and Modifying
Treatment Plans
 Treatment Effectiveness
Combined Lab – All Students attend from 3:00 – 5:00
Lab 7: March 09
 Minimal Pairs Intervention
 Lab 7 Handout
Combined Lab – All Students attend from 3:00 –
5:00
Lab Assignment # 2 DUE


Lab 8: March 16
Facilitative Techniques
Lab 8 Handout
Combined Lab – All Students attend from 3:00 – 5:00
Lab 9: March 23
 Phonetic Approach
o Goal selection
o Hierarchies
 Choosing activities to target your goals.
 How to set up a therapy session with this approach
 Sound Elicitation
 Lab 9 handout and Case
 Lab Assignment #3 Delivered – Due to Sue on
March 30
Class 19: March 31 - AM
Intervention for Children with CAS
Class 20: March 31 - PM
 Special Populations
Presentations (AOS, Dysarthrias,
Cerebral Palsy)
Readings for AM Class:
 Maas, Gildersleeve-Neumann
et.al. (2014) (OWL)
 Murray, McCabe & Ballard
(2014) (OWL)
 Shriberg, Paul et.al. (2011)
(OWL)
March 30 – NO Lab
Lab Assignment #3 Due To Sue Schurr
Class 22: April 7 – AM
 Special Populations Presentations
(Hearing Impairment, Mental
Disability, Cleft Lip & Palate)
Class 23: April 7 – PM
 Review Class
Lab Grading:
Lab Attendance and Participation – 5 points
Lab Assignment #1 – 25 points - Developmental Case Consolidation –You will be required to answer a series of questions regarding a
completed GFTA-2 Response Form.
Lab Assignment #2 – 24 points - Lab Assignment #2: You will interpret and summarize assessment findings for a child with a phonological
disorder. You will have practice interpreting phonological tests and writing assessment findings prior to completing this assignment.
Lab Assignment #3 – 24 points - Lab Assignment #3: Writing an Intervention Plan: You will develop goals, targets and a treatment approach for a
child with a phonological disorder and provide a rationale for your decisions. This assignment will incorporate concepts about selecting treatment
approaches and activities learned in CSD9619/9629. Your goals, targets and treatment approach will be written for an assigned case. The expectation is
that you will complete this assignment independently and not discuss your answers with your classmates.
Lab Questions included on Final Course Exam – 22%
CSD 9619b: Developmental Speech Disorders
Electronic Resources Assignment
Due March 10, 2015 – 20%
In groups of 2 (one group of 3), explore your assigned resource and complete the following review.
Email the completed assignment to Prof. Brooke Rea on March 10, 2015 by 5:00pm. E-mail will be provided as able. A compilation of all the assignments will be
made available as a resource to the entire class. If a link to the resource can be included, please do so. If not, please ensure that you provide instructions on how
to access your resource. Use only the space provided.
Names: ________________________________________________________________________
Description of site: include things such as target audience, specific topics, purpose, links to other relevant sites, any outstanding
features (special features or functions) etc. (5 marks)
Evaluation: include things such as strengths, weaknesses, how current the information is, user friendliness, usefulness etc. (10 marks)
Application: how would you use the information from this website to support your clients/families (5 marks)
CSD9619b – Special Populations Assignment – 20%
Due: March 31/15 or April 07/15
Topic:
Group Members:
Grade: /20
Written Document: /7 points
Complete provided most relevant details /: (3 pts)
Accurate: (2 pts)
User-friendly (1 pt)
Handout provided as instructed (before class via email or hard copy with presentation. (1 pt)
Presentation: / 13
Well-chosen case that illustrates most salient features (3 pts)
Reports clearly and accurately: (2 pts)
Able to engage class and manage questions/comments: (3 pts)
Maintains professional demeanor throughout. (2 pts)
Attempt made to provide creative presentation. (2 pts)
Completes within 20 minute time frame (1 pt)