BASLP - Semester V

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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

191 Lessons 00:00:00 Hours

Speech characteristics of persons with cleft lip and palate

4 Lessons 00:00:00 Hours

Types, characteristics and classification of cleft lip and palate
.
Causes of cleft lip and palate: genetic, syndrome and others
.
Velopharyngeal inadequacy: types, causes and classification
.
Associated problems in persons with cleft lip and palate: speech, language, feeding, dental and occlusion, hearing, psychological
.

Assessment and management of cleft lip and palate speech

12 Lessons 00:00:00 Hours

Team of professionals in the management of persons with cleft lip and palate: their roles in diagnosis and management.
.
Assessment of persons with cleft lip and palate for speech language functions:
.
Subjective assessment of speech characteristics and speech intelligibility: proforma, tests, scales and others
.
Objective assessment of phonatory, resonatory and articulatory features
.
Diagnosis and differential diagnosis of speech related functions
.
Subjective assessment of language and communication functions
.
Reporting test results using Universal Parameters
.
Management of persons with cleft lip and palate
.
Surgical and prosthetic management
.
Techniques and strategies to correct speech sound disorders
.
Techniques and strategies to improve feeding
.
Counselling and guidance
.

Structural anomalies of tongue and mandible - Characteristics, assessment and management

5 Lessons 00:00:00 Hours

Causes for structural anomalies of tongue and mandible
.
Team of professionals in the management of persons with structural anomalies of tongue and mandible and their roles
.
Associated problems in persons with structural anomalies of tongue and mandible
.
Management of persons with structural anomalies of tongue and mandible
.
Types, classification and characteristics of structural anomalies of tongue and mandible
.

Characteristics & assessment of Laryngectomy

5 Lessons 00:00:00 Hours

Causes, symptoms and classifications of laryngeal cancers
.
Team of professionals in the management of persons with laryngeal cancer
.
Surgery for laryngeal cancers: types and outcome
.
Associated problems in layngectomee individuals
.
Assessment of speech and communication skills of layngectomee individuals: Pre and post-operative considerations
.

Management of speech and communication in laryngectomies

4 Lessons 00:00:00 Hours

Esophageal speech: candidacy, types of air intake procedures, speech characteristics and its modification through techniques and strategies, complications and contraindications
.
Tracheo-esophageal speech: candidacy, types of TEP, fitting of prosthesis, speech characteristics and its modification through techniques and strategies, complications and contraindications.
.
Artificial larynx: types, factors for selection, output characteristics, techniques for efficient use of artificial larynx, complications and contraindications.
.
Other remedial procedures: Pharyngeal speech, buccal speech, ASAI speech, gastric speech.
.

Practicals (Structural Anomalies and Speech Disorders)

10 Lessons 00:00:00 Hours

Identify the different types of cleft lip and palate by looking at illustrations and images
.
Listen to 10 speech samples of children with cleft lip and palate and rate their nasality/ speech (articulation and cleft type errors) based on universal reporting parameters.
.
Identify the type of closure of velopharyngeal port for 5 normal individuals and 5 individuals with cleft lip and palate using videos of nasoendoscopy/ videofluroscopy.
.
Perform oral peripheral mechanism examination on 10 individuals and document the structure and functions of the articulators.
.
Analyse the different types of occlusion in 10 individuals.
.
Identify the type of glossectomy by looking at pictures/illustrations.
.
Identify the different types of prosthesis in the management of head and neck cancer.
.
Analyse the speech profile of 5 individuals with laryngectomy.
.
Identify parts of an artificial larynx and explore its use.
.
Prepare a checklist / pamphlet illustrating care of the stoma and T- tubes in vernacular.
.

Fluency

7 Lessons 00:00:00 Hours

Scope and definition of fluency
.
Factors influencing fluency
.
Definition and characteristics of features of suprasegmentals in speech: rate of speech, intonation. rhythm, stress and pause
.
Suprasegmental features in typical speech
.
Suprasegmental features in the speech of persons with fluency disorders
.
Developmental aspects of suprasegmentals of speech
.
Normal non-fluency
.

Stuttering and other fluency disorders

7 Lessons 00:00:00 Hours

Stuttering: Definition and causes for stuttering
.
Characteristics of stuttering: core and peripheral characteristics, primary and secondary stuttering, effect of adaptation and situation
.
Development of stuttering
.
Normal non fluency: characteristics and differential diagnosis
.
Theories of stuttering: organic, functional, neurogenic, diagnosogenic and learning
.
Cluttering: Definition, causes and characteristics
.
Neurogenic stuttering: Definition, causes and characteristics
.

Assessment and differential diagnosis

5 Lessons 00:00:00 Hours

Assessment of fluency disorders: stuttering, cluttering, neurogenic stuttering and normal non fluency:
.
Subjective methods: protocols and tests
.
Objective methods
.
Qualitative and quantitative assessment
.
Differential diagnosis of fluency disorders
.

Management of stuttering

5 Lessons 00:00:00 Hours

Approaches to management
.
Changing scenario in management of stuttering
.
Different techniques and strategies used in management with their rationale
.
Relapse and recovery from stuttering
.
Issues of speech naturalness in stuttering
.

Management of fluency-related entities

5 Lessons 00:00:00 Hours

Management of cluttering: rationale, techniques and strategies
.
Management of neurogenic stuttering: rationale, techniques and strategies
.
Management of normal non-fluency: rationale, techniques and strategies
.
Relapse and recovery in cluttering and neurogenic stuttering. Changes in normal nonfluency
.
Prevention and early identification of stuttering, and cluttering
.

Practicals (Fluency and its Disorders )

10 Lessons 00:00:00 Hours

Assess the rate of speech in 5 normal adults.
.
Record and analyse the supra segmental features in typically developing children between 2 and 5 years.
.
Record audio visual sample of 5 typically developing children and 5 adults for fluency analysis.
.
Listen/see samples of normal non fluency and stuttering in children and document the differences.
.
Identify the types of dysfluencies in the recorded samples of adults with stuttering.
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Instruct and demonstrate the following techniques: Airflow, prolongation, easy onset shadowing techniques.
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Record 5 speech samples with various delays in auditory feedback and analyse the differences.
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Administer SPI on 5 typically developing children.
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Administer SSI on 5 adults with normal fluency.
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Administer self-rating scale on 10 adults with normal fluency.
.

Auditory development

7 Lessons 00:00:00 Hours

Review of Embryology of the ear
.
Development of auditory system from periphery to cortex
.
Neuroplasticity
.
Prenatal hearing
.
Normal auditory development from 0-2 years
.
Infant speech perception
.
Incidence and prevalence of auditory disorders in children
.

Auditory disorders

9 Lessons 00:00:00 Hours

Congenital and acquired hearing loss in children
.
Permanent minimal and mild bilateral hearing loss
.
Impact on auditory skills, speech-language, educational and socio-emotional abilities
.
Moderate to profound sensorineural hearing loss
.
Unilateral hearing loss
.
Auditory Neuropathy Spectrum Disorders
.
Central auditory processing disorders
.
Pseudohypacusis
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Auditory disorders in special population and multiple handicap
.

Early identification of hearing loss

8 Lessons 00:00:00 Hours

Principles of early hearing detection and intervention programs
.
Principles and history of hearing screening
.
Joint Committee on Infant Hearing position statement ( 2000, 2007,2013)
.
High risk register/ checklists for screening
.
Sensitivity and specificity of screening tests
.
Hearing screening in infants and toddlers: Indian and Global context
.
Hearing screening in preschool children: Indian and Global context
.
Hearing screening in school-age children ( including screening for CAPD): Indian and Global context
.

Paediatric assessment I

8 Lessons 00:00:00 Hours

Behavioral observation audiometry
.
Conditioned orientation reflex audiometry
.
Visual reinforcement audiometry, TROCA, play audiometry
.
Pure tone audiometry in children: Test stimuli, response requirement and reinforcement
.
Speech audiometry (SRT, SDT); Speech recognition and speech perception tests developed in India)
.
Bone conduction speech audiometry
.
Immittance evaluation in paediatric population
.
Central auditory processing disorders assessment
.

Paediatric assessment II

9 Lessons 00:00:00 Hours

Recording and interpretation of OAE in paediatric population
.
Factors affecting OAE in paediatric population
.
Recording and interpretation of click evoked and tone burst evoked ABR in paediatric population
.
Factors affecting ABR in paediatric population
.
Recording ASSR in paediatric population
.
Recording AMLR, ALLR in paediatric population
.
Assessment of hearing loss in special population
.
Diagnostic test battery for different age groups
.
Diagnosis and differential diagnosis
.

Practicals (Paediatric Audiology)

10 Lessons 00:00:00 Hours

Observe a child with normal hearing (0-2 years) in natural settings. Write a report on his/her responses to sound.
.
Observe a child with hearing impairment (0-2 years) in natural settings. Write a report on his/her responses to sound with and without his amplification device
.
Administer HRR on at least 3 newborns and interpret responses
.
Based on the case history, reflect on the possible etiology, type and degree of hearing loss the child may have.
.
Compare ABR wave forms in children of varying ages from birth to 24 months.
.
Observe live or video of BOA/VRA of a child with normal hearing and hearing loss and write a report on the instrumentation, instructions, stimuli used, procedure and interpretation.
.
Observe OAE in a child with normal hearing and a child with hearing loss. Write a report on the instrumentation, protocol used and interpretation
.
Observe ABR in a child with normal hearing and a child with hearing loss. Write down a report on the instrumentation, protocol used and interpretation
.
Observe immittance evaluation in a child with normal hearing and a child with hearing loss. Write a report on the instrumentation, protocol used and interpretation
.
Using role play demonstrate how the results of audiological assessment are explained to caregiver in children with the following conditions
.

Auditory development, spoken communication and acoustic accessibility

14 Lessons 00:00:00 Hours

Sensitivity period for auditory development
.
Impact of hearing impairment on auditory development, spoken language acquisition, parent child communication
.
Factors affecting auditory development
.
Hearing loss implications for speech perception: acoustics of speech
.
Optimizing hearing potential through hearing aids
.
Optimizing hearing potential through cochlear implants
.
Barriers to acoustic accessibility: distance, signal to noise ratio, reverberation
.
Managing the listening environment for infants, toddlers schools
.
Signal to noise ratio enhancing technologies personal FM, loop systems, desktop group systems, blue tooth connectivity
.
Auditory verbal therapy
.
Manual/sign language: Indian and Global context
.
Cued speech and total communication
.
Listening devices hearing aid/cochlear implant
.
Early intervention programs
.

Communication options

4 Lessons 00:00:00 Hours

Detecting and confirming hearing loss
.
Parent support counselling, individual family service plan
.
Choosing communication options
.
Auditory oral approach
.

Optimal listening and learning environments infancy and early childhood

9 Lessons 00:00:00 Hours

Involvement of family
.
Factors impacting family involvement, supporting families through information and education
.
Creating optimum listening and learning environment
.
Intervention: Assessment, auditory learning, listening and language facilitation techniques in infancy and early childhood
.
Issues with children with mild hearing loss, unilateral hearing loss,
.
Children with hearing loss, ANSD or APD: Children are intervened late
.
Children with hearing loss and other special needs
.
Listening and spoken language in school age: benefits of inclusion
.
Intervention at school age: Functional hearing assessment, communication assessment and intervention to integrate with academic targets
.

Auditory - speech reading training and literacy

10 Lessons 00:00:00 Hours

Candidacy for auditory training and speech reading
.
Auditory training/learning four design principles skill, stimuli, activity, and difficulty level
.
Early training Objectives
.
Analytic and Synthetic training Objectives
.
Formal and informal training
.
Auditory training for infants and very young children
.
Outcomes of training
.
Speech and language and literacy characteristics
.
Speech language and literacy evaluation assessment
.
Speech language therapy
.

Indian perspectives

11 Lessons 00:00:00 Hours

Prevalence of hearing impairment in children
.
Education of the deaf in India historical perspectives
.
Available resources for education of the hearing impaired
.
Early intervention programs and centers
.
Schools for the hearing impaired; day schools, residential schools
.
Beyond school: college and vocational training
.
Training manpower resources for service delivery
.
Indian sign language
.
Training sign language interpreters
.
Cued speech in India
.
Assessment and therapy tools developed for individuals with hearing impairment in India.
.

Practicals (Aural Rehabilitation in Children)

8 Lessons 00:00:00 Hours

Watch documentaries such as “Sound and Fury” (2001). Write a reflection of why parents made communication choices for their children
.
Follow on links to the above film that shows the status of the children with hearing impairment after a few years.
.
Learn at least 50 signs across different categories of Indian sign language. Make a video of you signing 10 sentences. Have a class mate interpret them.
.
Interview a parent of a child with hearing impairment on how they adapted their child to wear the hearing aids and /or implant. What were the first responses to sound they observed and how language and speech develop?
.
Complete a functional auditory evaluation on one child with hearing loss. Do a speech and language evaluation and also write a report on the child strengths and weakness.
.
Design and demonstrate auditory learning activities at the four levels awareness, discrimination, identification and comprehension. Ensure that the activities encompass different skill level and difficulty levels.
.
Develop a short audio/film/pamphlet for parents in your local language on one of the following: teaching parent to trouble shooting the hearing aid/cochlear implant, establishing consistent use of listening device, activities to facilitate language across
.
Visit a school for the deaf. Document your observation about the acoustic environment in the class, strategies used by the teacher to promote listening and spoken language
.

Clinicals in Speech Language Pathology

3 Lessons 00:00:00 Hours

General considerations - Exposure is primarily aimed to be linked to the theory courses covered in the semester.
.
General considerations - After completion of clinical postings in Speech –language diagnostics, the student will know (concepts), know how (ability to apply), show (demonstrate in a clinical diary/log book based on clinical reports/recordings, etc.), and
.
Evaluation
.

Clinicals in Audiology

2 Lessons 00:00:00 Hours

General considerations - Exposure is primarily aimed to be linked to the theory courses covered in the semester, however, not just limited to these areas.
.
General considerations - After completion of clinical postings in auditory diagnostics and auditory rehabilitation, the student will Know (concept), know how (ability to apply), show (demonstrate in a clinical diary/log book), and do (perform on patients/
.