BASLP - Semester IV

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Course overview

The program shall be of 4 academic years including 1 year of internship and should be completed within six years from the date of admission.

What will i learn?

Function as audiologists and speech-language pathologists in different work settings
Understand concepts in speech, language, communication, hearing and disability
Screen, evaluate, diagnose and assess the severity of different disorders related to speech, language, swallowing and hearing,
Manage speech, language, swallowing and hearing disorders across life span
Counsel persons with disorders of communication and their family members
Rehabilitate persons with speech, language, swallowing and hearing disorders
Prevent speech, language, swallowing and hearing disorders
Liaise with professionals in allied fields and other stake holders
Implement public awareness and education program,
Undertake advocacy measures on behalf of and for persons with speech language and hearing disorders

Requirements

Pass in 12th Standard (50%)
Clearing Online Entrance examination of RCI (AIOAT).

Curriculum for this course

113 Lessons 00:00:00 Hours

Neuro-developmental processes in speech production and motor speech Disorders

9 Lessons 00:00:00 Hours

Sensory impairments and language disorders: types, causes and characteristics
.
Review of neuro-anatomy (cerebral cortex, sub-cortical structures, brainstem, cerebellum, spinal cord & cranial nerves, pyramidal and extra-pyramidal systems)
.
Sensory-motor integration (spatial temporal planning, motor planning and feedback)
.
Anatomic development of speech production systems
.
Development of neural pathways of speech motor control (brain maturation, reflexes, sensory and motor)
.
Dysarthria in children – cerebral palsy – disorders of tone (spastic, flaccid): definition, etiology, characteristics and associated problems
.
Dysarthria in children – cerebral palsy – disorders of movement (hyperkinetic, hypokinetic) and disorder of balance (ataxia): definition, etiology, characteristics and associated problems
.
Dysarthria in children – lower motor neuron and other syndromes with motor speech disorders
.
Childhood apraxia of speech and nonverbal oral apraxia: definition, characteristics and classification
.

Assessment of motor speech disorders in children

10 Lessons 00:00:00 Hours

Case history and developmental neurological evaluation – primitive postural and oropharyngeal reflexes, cranial nerve examination
.
Assessment of oral sensory and motor capacity – Oral peripheral mechanism examination, neuro- muscular status
.
Assessment of speech sub-systems – quantitative and qualitative
.
Assessment of speech intelligibility and comprehensibility
.
Assessment of associated problem
.
Speech assessment with specific reference to childhood apraxia of speech – Phonetic and phonemic inventory, phonotactics and syllable sequencing, variability of errors, speech intelligibility, fluency and prosody
.
Test materials – checklist for childhood apraxia of speech, screening test for developmental apraxia of speech
.
Protocols for non-verbal and verbal praxis specific to Indian languages
.
Differential diagnosis- dysarthria and other developmental disorders
.
Differential diagnosis - childhood apraxia of speech and other developmental disorders
.

Management of childhood dysarthria

8 Lessons 00:00:00 Hours

Team approach in rehabilitation of motor speech disorders in children
.
Neuro-developmental therapy
.
Non speech oral-motor exercises: its application for children with dysarthria
.
Management of drooling
.
Behavioral management of respiratory, phonatory, resonatory and articulatory subsystems
.
Prosthetic appliances in treatment of childhood dysarthria
.
AAC in management of motor speech disorders- role of devices, AAC team, candidacy and pre-requisites, symbol selection, techniques, assessment for AAC, effective use of AAC
.
Case studies: Planning intervention for children with dysarthria
.

Management of childhood apraxia of speech

10 Lessons 00:00:00 Hours

Principles of motor learning
.
Integral stimulation – dynamic temporal cueing
.
Multisensory and tactile cueing techniques (moto kinesthetic speech training, sensory motor approach, PROMPTS, Touch cue method & speech facilitation)
.
Gestural cueing techniques (signed target phoneme therapy, adapted cueing techniques, cued speech, visual phonics,& Jordon’s gestures)
.
Miscellaneous techniques (melodic intonation therapy, multiple phonemic approach, & instrumental feedback)
.
Cognitive/conceptual/ linguistic /phonological remedial approaches - phonotactics
.
Other approaches: Vowel and diphthong remediation techniques (Northampton (Yale) vowel chart and Alcorn symbols), Nancy Kauffman’s speech praxis treatment kit
.
Use of AAC in childhood apraxia of speech
.
Evidence-based practice in intervention for childhood apraxia of speech
.
Case studies: Planning intervention for childhood apraxia of speech
.

Feeding and swallowing disorders in children

9 Lessons 00:00:00 Hours

Embryology- periods and structures of development
.
Anatomical structures of swallowing- upper aero digestive system, anatomic difference between adults and children
.
Physiology of swallowing- swallow phases, neural control of swallowing, reflexes related to swallowing, suckling and sucking, airway and swallowing
.
Terms involved in dysphagia and development of feeding skills
.
Causes of dysphagia in children
.
Signs and symptoms of dysphagia in children
.
Assessment – inferences from neural developmental assessment, cranial nerve examination, assessment scales, nutritive and non-nutritive assessment, instrumental assessment (VFS, cervical auscultation), gastrointestinal evaluation
.
Management: positioning, oral- motor treatment, team approach, non oral feeding, transitional feeding, modifications in feeding
.
Role of speech-language pathologist in neonatal intensive care with reference to feeding and swallowing
.

Practicals - Motor Speech Disorders in Children

10 Lessons 00:00:00 Hours

With the help of models, charts and software, identify the motor control centers in the brain.
.
Perform oro-motor examination in five children and adults and compare
.
Identify oro-motor reflexes (rooting, suckling, & phase bite) in 5 infants.
.
Demonstrate normal posture and breathing patterns required for varied speech tasks. Alter the postures and breathing patterns and notice changes in speech patterns.
.
Assess DDK rate in five typically developing children.
.
Rate intelligibility of speech in five typically developing children. Discuss factors that influenced speech intelligibility and their ratings.
.
Observe and record (a) physical status, (b) oral sensory motor abilities and vegetative skills, (c) respiration, (d) phonation, (e) resonation, (f) articulation and (g) language abilities in five typically developing children. Compare these with observati
.
Perform oro-motor exercises – isotonic and isometric. Discuss strategies to modify exercises for children.
.
Identify from video the AAC system such as low technology vs high technology systems and different symbol system, that is, Bliss symbols, IICP symbols and different signing systems – Makaton.
.
Observe feeding and swallowing skills in different age groups of children: 2 newborns; 2 infants, 2 toddlers, and 2 older children. Identify the differences in feeding methods, food consistencies, texture, quantity, feeding habits, feeding appliances used
.

Bases of language acquisition, development and disorders

10 Lessons 00:00:00 Hours

Theories of language acquisition 1: Biological, Psycholinguistic/syntactic theory
.
Theories of language acquisition 2: Cognitive, social interaction/pragmatic, information processing, behavioral
.
Pre-cursors for normal development of language
.
Development of components of language from birth to two years (pre-linguistic/presymbolic to symbolic)
.
Development of components of language during preschool period
.
Development of components of language during early school age and beyond
.
Basic concepts and terminologies of language development in bilingual children – simultaneous versus sequential language acquisition, additive and subtractive bilingualism, process of second language acquisition, variables influencing second language acqu
.
Development of language in culturally diverse environments and exceptional circumstances – neglect and abuse, twins, low-socio economic background
.
Over view of language disorders – definition and classification based on ICD, DSM
.
Application of ICF in language disorders
.

Language disorders – definition, classification, causes, and characteristics

9 Lessons 00:00:00 Hours

Intellectual disability: definition, classification, causes and characteristics
.
Autism spectrum disorders: definition, classification, causes and characteristics
.
Attention deficit hyperactive disorder: definition, classification, causes and characteristics
.
Language impairment - mixed receptive and expressive language disorder, specific language impairment: definition, classification, causes and characteristics
.
Learning disability: definition, classification, causes and characteristics
.
Acquired childhood aphasia: definition, classification, causes and characteristics
.
Sensory impairments and language disorders: types, causes and characteristics
.
Syndromic conditions leading to language difficulties: William syndrome, fragile x syndrome, Down syndrome
.
Other developmental disabilities: deaf-blind, cerebral palsy and multiple disabilities.
.

Assessment of language in children

11 Lessons 00:00:00 Hours

Preliminary components of assessment: Case history, screening, evaluation of environmental, linguistic & cultural variables.
.
Methods to assess children with language disorder: Formal versus informal assessment; types of assessment materials: assessment scales, observational checklists, developmental scales; standardization, reliability, validity, sensitivity and specificity of
.
Informal assessment - pre-linguistic behavior, play, mother-child interaction
.
Language sampling: planning and collecting representative sample; strategies to collecting language sample, audio-video recording, transcription
.
Analysis of language sample: Specific to various components of language such as phonology, morphology, syntax, semantics and pragmatics.
.
Test materials for assessing language skills: Assessment of Language Development (ALD), 3D-Language Assessment Test, Linguistic Profile Test, Com-DEALL checklist, other Indian and global tests
.
Test materials used for children with developmental delay, intellectual disability: Madras Developmental Program Scale, Bayley’s Scale for infant and toddler development
.
Test materials used for children with autism spectrum disorder: Modified-Checklist for Assessment of Autism in Toddlers, Childhood Autism Rating Scale, Indian Scale for Assessment of Autism
.
Other test materials used for children with ADHD, ACA, LD (NIMH battery for assessment of Learning Disability)
.
Documenting assessment results: diagnostic report, summary report and referral report specific to disorde
.
Differential diagnosis of language disorders in children
.

Management of language disorders in children – I

7 Lessons 00:00:00 Hours

General principles and strategies of intervention in children with language impairment – purpose of intervention, basic approaches to language intervention (developmental or normative approach, functional approach)
.
Types of service delivery models - Individuals versus group; direct versus telerehabilitation; structure of therapy session, setting the environment, furniture, seating arrangements
.
Reinforcement in language therapy, types and schedules of reinforcement
.
Choice of language for intervention, incorporating principles of multiculturalism into treatment activities
.
Choosing and framing goals and Objectives: SMART Objectives
.
Specific treatment techniques
.
Caregivers and family in intervention: Structured and informal approaches
.

Management of language disorders in children – II

10 Lessons 00:00:00 Hours

Team approach to intervention
.
Augmentative and alternative communication – types (aided and unaided) and application in child language disorders
.
Specific approaches to management of children with Autism: PECS, Lovaas, TEACCH, Com-DEALL, ABA, Facilitated Communication
.
Approaches to management of children with LD
.
Strategies to facilitate language skills in children with disorders such as intellectual disability: Redundancy, chunking, chaining
.
Use of technology in language intervention
.
Home plan and counselling for children with language disorders
.
Documentation specific to the disorder: pre-therapy; lesson plan; SOAP notes
.
Documentation specific to the disorder: summary report, referral report
.
Decision making in therapy: transition to next objective, termination of therapy
.

Practicals - Language Disorders in Children

10 Lessons 00:00:00 Hours

Record mother-child interaction of one typically developing child in the age range of 0-1, 1-2, 2-4, 4-6 and 6-8 years of age. Compare linguistically the out puts from the mother and the child across the age groups. Make inferences on socio cultural influ
.
Make a list of loan words in two familiar languages based on interaction with 10 typically developing children in the age range of 2-4, 4-6, 6-8 and 8-10 years. Discuss the influence of bi- or multilingualism on vocabulary.
.
Record a conversation and narration sample from 3 children who are in preschool kindergarten, and primary school. Perform a language transcription and analyze for form, content and use.
.
Administer 3D LAT, ALD, LPT, ComDEALL checklist on 2 typically developing children
.
Draft a diagnostic report and referral letter for a child with language disorder.
.
Demonstrate general language stimulation techniques and discuss the clinical application.
.
Demonstrate specific language stimulation techniques with appropriate materials and discuss its clinical applications.
.
Draft Subjective Objective Assessment Plan (SOAP) for a pre-recorded sample of a 45 minute session of intervention for a child with language disorder.
.
Draft a lesson plan for a child with language disorder.
.
Draft a discharge summary report for a child with language disorder
.