Re: Comm 3 Practical Speech Fundamentals Pdf 14
Siri Vonbank
This course is designed for those entering the field of communication sciences and disorders. It is an introduction to the basic concepts and theories of assessment, diagnosis, and treatment of speech and language disorders.
This course is the study of the physiological and acoustical bases of speech production with a practical application of phonetics in developing a General American Dialect using the International Phonetic Alphabet. (Not open to Speech / Language Pathology and Audiology majors).
This course involves observation of the evaluation and management of speech/ language and hearing disorders. 25 hours of diagnostic/therapeutic observation are required. Instruction in case management fundamentals is emphasized. Prerequisites: Sophomore standing, SPCH 259, 309, 319, 379.
This course is a study of the principles and methods of intervention used in the rehabilitation of communication difficulties associated with hearing loss. Topics include hearing aids, assistive listening devices, cochlear implants, effects of hearing loss on the perception of speech and assessment of communication strategies. Prerequisites: Junior standing; SPCH 259, 309, 319, 379, 381, 382, 424, 426, 469, 478, 483, 484, 409, 421, 429, 475.
There is a body of research literature already applied in speech and language therapy practice that is concerned with communication between children and adults and the adaptations adults make to facilitate the development of language in children. There is much less and more recent literature concerned with intergenerational communication involving older people and older people in institutional care. This has not yet impacted on speech and language therapy practice, especially in the area of training others. The aims of this paper are (1) to describe some of the main theoretical concepts associated with intergenerational communication, (2) to present the results from a study of the opinions about and experiences of intergenerational communication in which children, community- based older women and professional carers of older people were included and (3) to discuss the implications for speech and language therapy practice. A hypothesis for the study was that views on and attitudes towards communication and ageing would vary among the age groups. Some of the main concepts and models associated with intergenerational communication with older people are reviewed, including the communication predicament and enhancement models and the concept of patronizing communication. A qualitative study of three different age groups of (mainly) women was undertaken using a variety of methods of data elicitation (including written questionnaire and focus group discussion). Themes arising from the data were illuminated using content analysis. Participants' responses demonstrate some current generally positive views across the life-span on what it means to be old and the value of communication with older people. The implications for speech and language therapy practice are outlined, with the main emphasis on the potential use of intergenerational communication theory in developing a new focus for training other staff groups who care for older people and for measures of effectiveness of such in-service training.
COM 11400 - Fundamentals Of Speech CommunicationCredit Hours: 3.00. A study of communication theories as applied to speech; practical communicative experiences ranging from interpersonal communication and small group process through problem identification and solution in discussion to informative and persuasive speaking in standard speaker-audience situations. Typically offered Fall Spring Summer. NOTE: Concurrent registration is not permitted for ENGL 10600 and COM 11400. CTL:ICM 1103 Fundamentals Of Public Speaking
Exploration of current theory and research regarding communication and diversity in the workplace. Study of practical applications for the assessment and training of communication skills relative to culture, race, sex, age, disability, sexual orientation and other diversity issues. Emphasis is placed on improving understanding of communication similarities and differences among diverse population groups. Includes readings, class discussion, observation, and/or class projects about assessment and training in communication skills in a diverse workplace.
Scope and objectives of the speech and theatre program in secondary schools; organization and administration of curricular and co-curricular programs; general instruction methodology. Completion of Checkpoint II for the Professional Portfolio is a component of this course. This course is recommended to be completed the fall semester before supervised teaching. Credited only on BSEd (Secondary). A C grade or better is required in this course in order to take COM 490 or COM 491. Cannot be taken Pass/Not Pass. Identical with THE 417. Cannot receive credit for both COM 417 and THE 417.
Examination of rhetoric used in governance, with a primary focus on presidential rhetoric. Emphasis is placed on history of presidential address, genre expectations for common presidential topics, political speechwriting, and rhetorical norms for legislative and judicial rhetoric.
An overview of how social media are changing the ways we communicate, collaborate and create through digital media. Students will examine the historical, theoretical and practical implications of social media on human communication through a series of critical readings, media presentations and practical encounters with social networking.
An examination of the theoretical, historical and practical fundamentals of film directing. Students will explore techniques for successful script/scene analysis, visualization, collaboration with cast and crew, and set management. Via a series of short but increasingly complex projects, students will gain an understanding of what it takes to successfully lead a production.
The original Preferred Practice Patterns (approved by the ASHA Legislative Council in 1992) addressed the professions of speech-language pathology and audiology and were the product of extensive peer review by all segments of the professions of speech-language pathology and audiology. In clinical areas of controversy, working groups were formed to reach consensus on accepted practice patterns. The 1997 version and the current version of the Preferred Practice Patterns for the Profession of Speech-Language Pathology address only the profession of speech-language pathology and were revised by an ad hoc committee of ASHA members in collaboration with expert members as individuals or groups. Each version was circulated for select and widespread peer review by speech-language pathologists and audiologists. As a result, the practice patterns represent the consensus of the members of the professions after they considered available scientific evidence, existing ASHA and related policies, current practice patterns, expert opinions, and the collective judgment and experience of practitioners in the field. Requirements of federal and state governments and accrediting and regulatory agencies also have been considered.
Speech-language screening in the pediatric population is a pass/fail procedure to identify infants, toddlers, children, or adolescents who require further speech-language/communication assessment or referral to other professional and/or medical services.
Pediatric speech-language screening identifies infants, toddlers, children, or adolescents likely to have speech-language and communication impairments that may interfere with body structure/function and/or activity/participation as defined by the World Health Organization (WHO) (see Fundamental Components and Guiding Principles).
Standardized (e.g., normed screening tests) or nonstandardized methods (e.g., criterion-referenced assessments, parent interviews, classroom observations) are used to screen oral motor function, communication and social interaction skills, speech production skills, comprehension and production of spoken and written language (as age-appropriate), and cognitive aspects of communication.
Adults of all ages are screened as needed, requested, or mandated, or when other evidence suggests that they are at risk for speech, language, or cognitive-communication disorders involving body structure/function and/or activities/participation.
Standardized and nonstandardized methods are used to screen oral motor function, speech production skills, comprehension and production of spoken and written language, and cognitive aspects of communication. Services are sensitive to cultural and linguistic diversity. Screening typically focuses on body structures/functions, but may also address activities/participation, and contextual factors affecting communication.
Setting: Screening is conducted in a clinical or natural environment conducive to eliciting a representative sample of the patient's/client's speech, language, and cognitive-communication functions and activities.
Consultation is a service related to speech-language, communication, and swallowing issues, including collaborating with other professionals, family/caregivers, and patients/clients; working with individuals in business, industry, education, and other public and private agencies; engaging in program development, supervision, or evaluation activities; or providing expert testimony.
aa06259810