SPED 274
Speech Science I
2 chs, Fall 2007

INSTRUCTOR:	Perry C. Hanavan, Au.D.	CLASS TIME:	MW, 2:00-2:50 pm
OFFICE:	MC 219	ROOM:	MC 220
PHONE:	(605) 274-4629	OFFICE HOURS:	MWF, 9:00 - 9:50 am
E-MAIL:	pchanavan@augie.edu

COURSE DESCRIPTION

This course provides an introduction to the study of acoustics, neurology, and physiology relating to production and perception of spoken language. Prerequisites: SPED 170 or 220.

RELATIONSHIP TO CIRCLE OF COURAGE

The mission of the course is to empower participants with the communication tools necessary to create a learning/working/recreational/communication environment that encourages a sense of belonging, independence, generosity, and mastery for individuals with communication disorders and their communication partners.

Belonging is an integral part of society. Communication disorders can result in a sense of non-participation. Participants will examine the physiologic, neurologic, and acoustic aspects of human communication and learn concepts that foster  communication environments that encourage belonging.
Independence is a critical component for interacting successfully in society. The ability to communicate is one of the components of independence. Participants will examine the physiologic, neurologic, and acoustic aspects of human communication and learn about concepts that foster independence for individuals with communication disorders and their communication partners.
Generosity may be demonstrated through empathy, caring, concern, service, etc. Participants will examine the physiologic, neurologic, and acoustic aspects of human communication and learn about concepts that create positive communication climates between individuals with communication disorders and their communication partners.
Mastery is one of the keys for demonstrating preparedness, responsibility, competence, etc. Participants will examine the physiologic, neurologic and acoustic aspects of human communication and develop a mastery about these concepts in preparation for providing professional services to individuals with communication disorders and their communication partners.

PROGRAM COMPETENCIES

Competency	Circle  of Courage	NCATE  Standard(s)	DECA  Standard(s)	LEVEL
1. Knowledge of Core	Mastery	IA1, IIA12	24:16:08:46	introduced
20. Technology	Mastery	IC1,ID1,ID2		Introduced

ASHA Standard	Student will demonstrate:	Class Assignment	Portfolio Evidence	Evaluation Criteria
IIIA	The (student) must demonstrate knowledge of the principles of: biological sciences, physical sciences, mathematics, and social/behavioral sciences	Assigned readings/lecture	Graded exams/quizzes, PowerPoint slide show	Instructor grading
III B	The (student) must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases	Assigned readings/lecture	Graded exams/quizzes, PowerPoint slide show	Instructor grading

LEARNING EXPERIENCES

Classroom lecture, group activities, clinical observations, web based learning activities, student presentations, etc.

DOCUMENTATION

The final grade will be based on web based generated projects (20%), presentation of projects (5%), and objective tests (75%). There will be two objective tests.

90-100% = A
80-89% = B
70-79% = C
60-69% = D
Below 60% = F

PORTFOLIO OUTCOMES:

The following projects which must be completed by the student are optional for inclusion in the portfolio: (project assignments located at moodle.augie.edu.

• collect a sample of speech sounds from 10 individuals (record the fundamental), write a brief summery of the findings and graph the results (compare male and female results, etc.)
• describe and graph the adult male and female and child formants (include definition of formants) using Excel
• describe and graph the adult male and female and child vocal fold acoustics
• graph the formant frequency range on an audiogram
• describe the major parts and function of the brain used in human communication
• describe the acoustical and physiological vowel quadrilateral
• View Pygmalion and reflect on the principles of speech reception and speech perception from the movie (at least one page-not to exceed 2 pages using Word.
• Create a database of at least 50 technical terms used in the text and define each term (Word)

COURSE INFORMATION:

Speech Science: An Integrated Approach to Theory and Clinical Practice (with CD-ROM), 2/E, Ferrand, CT, Allyn & Bacon, 2007.

The text is an excellent introductory resource regarding speech science. This text will be used extensively throughout this course.  Students are expected to read assignments in advance.

ATTENDANCE:

• Students are expected to be in attendance during scheduled class periods.
• Students must be present during scheduled exam periods unless excused by the Dean of Students or the School Health Nurse or Physician provides a written note; otherwise the student will receive a failing grade for that test. Students must take the Final exam during the scheduled time period.  Lack of time to study, too busy, are not acceptable excuses.
• Schedule transportation arrangements so that you will be present for the Final.
• The student is responsible to make-up missed material when absent from class.  I would suggest that students review notes from classmates when absent from class.

INDIVIDUAL STUDY:

• If you are experiencing difficulty understanding the course material, please contact me so that I can assist you.
• There are no make-up tests or make-up assignments to raise grades. Students are encouraged to study well in advance for exams. Students perform much better on exams when students review material periodically rather than a day or two before the exam.  When assignments are late, the grade will be reduced by 10 points each day.
• It is recommended that students re-write class notes each day. This helps retain information and prepares one for the exams.
• Please read the text prior to class discussion. Do not delay in reading the assigned material well in advance of the exam. Students should review course material periodically throughout the semester rather than several days before an exam.  Assignments and exam dates are posted on the calendar so students can prepare in advance for exams and class discussion.
• The Speech Perception Web page (http://www.augie.edu/perry/ar/speech.htm) has been developed as a resource and tool for this course.  Access and utilize the Speech Perception resources.

COMPUTER COMPETENCIES:

• access personal email, read mail, compose mail, forward mail, reply, delete mail, spell check mail, justify, create mailing lists, etc.
• access the Web, search, add bookmarks, view book marks, utilize the Augustana College Web online services and the Virtual Tour of the Ear, etc.
• access Excel to complete the assignments
• post assignment to your student Web site.

PROJECT ASSIGNMENTS: (project assignments located at moodle.augie.edu)

• Chart vowel formants for children and adults on vowel quadrilateral
• Chart vowel and consonant information according to intensity and frequency on an audiogram
• View Pygmalion and reflect on the principles of speech reception and speech perception of the movie
• Create a database of at least 50 technical terms used in the text and define each term
• Create a web page using Excel describing the primary acoustic patterns of each of the vowels and consonant sounds

COURSE OBJECTIVES:

·  Introduction to Speech Science

• Identify and describe speech, language and thought
• Compare and contrast the concepts of speech, language and thought
• Identify and describe the major theories, themes, theorists, etc., with respect to speech, language, hearing, and thought and the development of language and speech

· Pioneers

• Identify the major speech science pioneers
• describe their contributions to speech science

· Acoustics

• Identify, describe, and define the physical and psychoacoustic aspects of pure tones
• Identify, describe, and define the physical and psychoacoustic aspects of complex tones
• Compare and contrast frequency and intensity

· Neurological, Respiratory, and Phonatory aspects of Speech Production

• Identify, define, and describe the neurophysiology of speech
• Identify, define, and describe the respiratory system
• Identify, define, and describe the phonatory aspect of speech

· The Articulatory and Acoustic Aspects of Speech Production

• Identify, describe, and define the articulatory components of speech production
• Identify, describe, and define the acoustic components of speech production
• Identify and describe the feedback mechanisms of speech

· Speech Perception

• Identify and describe the peripheral and central mechanisms of hearing
• Identify, describe, and define the major components of speech perception (reception) including:
• Acoustic cues of speech perception
• Categorical perception
• Neurophysiology of speech perception
• Identify and describe the theories of speech perception

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SLIDE SHOWS:

Week	Chapter	Topic	PowerPoint	Handouts
One	2	Overview		Pygmalion
Two	2	The Nature of Sound	Chapter 2	Chapter 2
Three	2
Four	3	Application of Frequency and Intensity Variables	Chapter 3
Five	4	Respiratory System	Chapter 4
Six	4			Review for Midterm
Seven	5	Respiratory Breakdowns that Affect Speech Production	Chapter 5
Eight	6	Phonatory System	Chapter 6
Nine	6
Ten	7	Measures of Jitter, Shimmer, and Quality	Chapter 8
Eleven	8	Articulatory System
Twelve	9	Breakdowns in Production of Vowels and Consonants	Chapter 9
Thirteen	10	Auditory Perception	Chapter 10 Chapter 10a
Fourteen	11	Perceptual Problems in Hearing Impairment, Language and Reading Disability, and Articulation Deficits	Chapter 11
Fifteen	Final			Final Review

PRACTICE:

· Hydrodymanics

· Basic Anatomical Terminology

· Phonetics (University of Iowa)

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SPEECH SCIENCE LINKS:

· Laryngeal Sounds

· Phonetics on the Internet

· Vowels

· Consonants

· Keywords to Consonants

· IPA

· Pattern Playback Virtual Tour

· Speech Perception

· Schedule

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Last modified 9/1/07 by PC Hanavan

Send comments to pchanavan@augie.edu