	SCHEME OF CURRICULUM FOR SECOND YEAR B. Sc. (HLS) Applicable from 2002-2003 i.e. from the Batch to gets admitted to the Ist B.Sc,(HLS) Course in the year 2001-2002
	________________________________________________________________________________							________
				Credits	Scheme of the Examination
				(Clock	Duration	Marks
	Sr. No.	Subject	Subjects	Hours)	of the	Univ.	Internal
		Code		(Minimum	Paper	Exam.	Assess-	Total
				required)			ment
	________	_______________________________________________________________________						________

	1	B 2.1.2	Articulation and Fluency Dis.	50	3	80	20	100

	2	B 2.1.3	Childhood Speech & Lang. Dis.	50	3	80	20	100

	3	B 2.2.2	Diagnostic Audiology I	50	3	80	20	100

	4	B 2.2.3	Management of Hearing Impaired	50	3	80	20	100

	5	B 2.3.3	E.N.T.	25	2	40	10	50

	6	B 2.3.4	Neurology and Paediatrics	50	3	80	20	100

	7	B 2.4.3	Developmental Psychology &	50	3	80	20	100
			Social Dynamics

	8	B 2.5.2	Statistics & Research Methods	50	3	80	20	100

	9	B 2.C1.2	Clinical Work (Speech Pathology)	100	3	100		100
			(Practical & Oral) Internal Assessment (Practical & Oral)				50	50

	10	B 2.C2.2	Clinical Work (Audiology)	100	3	100		100
			(Practical & Oral) Internal Assessment (Practical & Oral)				50	50
				______		______	______	______
				575		800	250	1050
________________________________________________________________________________									________

THE FOLLOWING ARE THE SYLLABI FOR THE SECOND YEAR B. SC. (HLS)

Applicable from 2002-2003 i.e. from the Batch to gets admitted to the Ist B.Sc,(HLS) Course in the year 2001-2002

1. Paper I: B 2.1.2 Articulation and Fluency Disorders

Part A: Articulation Disorders

1. Normal development of articulation and phonology. Models of phonological development.

2. Normal aspects: Fundamentals of articulatory phonetics, co-articulation, acoustic

considerations of speech and suprasegmentals. Transcription requirement related to

perceptual analysis.

3. Factors related to phonological disorders: Structural, Cognitive-linguistic and psychological

factors.

4. Assessment procedures: Types of assessment, sampling procedures, scoring procedures,

criteria for selection of assessment instruments, construction of instruments. Assessment of

associated skill areas such as oral peripheral mechanism, speech sound discrimination,

stimulability and oral stereognosis.

5. Analysis and interpretation of data: (1) intelligibility and severity judgements (2) normative

data (3) error patterns. Guidelines for intervention.

6. Intervention: Stages of treatment and measuring improvement. Long term goals. Short term

goals and activities for achieving goals in cases with misarticulation. Issues in maintenance

and generalisation. Team approach and professional communication (Inter-,intra-professional

and client oriented).

7. Approaches to treatment: Motokinaesthetic, Traditional (Van Riper), Internal stimulation ,

Phonological, Distinctive feature, Minimal contrast therapy, learning theories, Programmed,

Paired-stimuli.

8. Computerised phonological analysis packages. Material for a centre providing services to

articulation and phonological disorders. Relevance of RCI Act and PWD Act.

Suggested Readings:

Bankson, N.W. and Bernthal, J.I. (1988), Articulation & Phonological Disorders, Englewood

Cliffs, N.J.: Prentice-Hall Inc.

Bleile, K.M.(1995) Manual of Articulation & Phonological Disorders Clinical Competence

Series, Singular Publishing Group Inc.. San Diego, California.

Creaghead, N.A., Newman, P.W., Secord,W.A.(1985), Assessment & Remediation of

Articulatory & Phonological Disorders, Bell & Howell Company

Hanson, M.L.(1983) Articulation. W.B.Saunders Company.

Klein, E.S.(1996) Clinical Phonology: Assessment & Treatment of Articulation Disorders in

Children and Adults. Singular Publishing Group Inc. San Diego, London.

Van Riper, C & Emerick, L, (1990) Speech Correction, ed.8 Englewood Cliffs, N.J.: Prentice-

Hall. Inc.

Weiss, C.E., Lillywhite, H.S. and Gordon, M.E. (1980 ), Clinical Management of Articulation

Disorders. The C.V. Mosby Company, St.Louis, Toronto, London.

Part B : Fluency Disorders : Stuttering and Cluttering.

A. Normal aspects of fluency

Fluency: Definition - Factors affecting - Dimensions of - Development of - Tests of -

Implications to evaluation and treatment.

Intonation: Definition - Factors affecting - Development of - Tests of - Implications to

evaluation and treatment.

Stress: Definition - Kinds of stress - Acoustic and perceptual cues of - Development of -

Tests of - Implications to evaluation and treatment.

Rhythm: Definition - Concepts of Isochrony and Foot - Acoustic and perceptual cues of -

Development of - Tests of - Implications to evaluation and treatment.

Perceptual and instrumental evaluation of Fluency, Intonation, Stress and Rhythm.

B. Fluency Disorders viz. Stuttering and cluttering

I Definitions (A maximum of six definitions): These should include (i) Psychological

(ii) Behavioural (iii) Neurological and (iv) Speech Pathologists' points of view.

II Facts about stuttering: a) Age on onset b) Incidence & prevalence c) Sex d) Intelligence

e) Psychological trait f) Speech g) Cultural factors h) Home influences

i) Consistency and adaptation effects, etc.

III Symptomatology

Overt: Repetition, prolongation, silent block, interjection

Covert: PFAGH; Attitudes and interiorised stuttering

IV Criteria of dysfluency: Difference between stuttering and normal non-fluency, psychogenic

stuttering, neurogenic stuttering and spastic dysphonia.

V Loci of stuttering

VI Development of Stuttering:

A. General

B. Stages for diagnosis: a. Normal non-fluency b. Borderline stuttering c. Beginning

stuttering d. Intermediate stuttering e. Advanced stuttering

C. Van Riper's developmental tracks

VII Measurement of stuttering:

a. Need for measurement b. Stuttering severity inventory c. Dr. M.N. Hegde's severity

assessment procedure d. Iowa Scale of severity of stuttering

e. Questionnaires: i) Communicative Attitude Test ii) Stutterer's Self-Rating Reactions to

Speech Situations.

A brief idea that stuttering measurement should be done at regular intervals during therapy.

VIII Theories

a. Organic: i) Cerebral Dominance ii) Disturbed feedback iii) Co-ordination

iv) Perseverative

b. Learning: i) Operant ii) Classical conditioning iii) Two-Factor Theory iv) Anticipatory

Theory v) Approach-avoidance Theory vi) Diagnosogenic Theory

IX Cluttering

i) Definition ii) Characteristics iii) Comparison between stuttering and cluttering

iv) Assessment procedures v) Therapeutic considerations.

X Therapy

a) The Beginning Stutterer

i) Prevention of stuttering ii) Role of parent counselling with Conture's analogies

iii) Stuttering modification and fluency shaping therapies.

b) The Intermediate Stutterer: Stuttering modification and fluency shaping therapies.

c) The Advanced Stutter: Stuttering modification and fluency shaping therapies

(The above should include specific techniques like prolongation, shadowing, DAF,

Masking, Desensitisation, Cancellation, Pull outs, MIDVAS, Air flow, Prevention of

Air Blocks.)

d) Group therapy for stutterers

e) Transfer and maintenance

Suggested Readings

1. Guitar, P.B. (1991) Stuttering: An integrated approach to its nature and treatment.

2. Van Riper, C & Emerick, L, (1990)-Speech Correction, ed. 8. Englewood Cliffs, N.J.:

Prentice-Hall.

3. Eisenson & Ogilvie (1983) Communication Disorders in Children, ed. 5.

4. Jairam, M & Savithri, S.R. (1993) Monograph on Fluency Disorders. Mysore: ISHA.

5. Silverman, F. (1992) Stuttering and Other Fluency Disorders. Englewood Cliffs, N.J.:

Prentice-Hall.

2. B 2.1.3 Childhood Speech & Language Disorders

1. a. Review of development of speech and language in children. Speech and language delay in

specific population - Hearing loss, Mental retardation, Autism, ADHD, Acquired childhood

aphasia, Language learning disability/Specific language impairment. Their characteristic

signs and symptoms.

b. Concept of Prevention . Its Definition ; Primary, Secondary & Tertiary Prevention; Causes

of Communication Disorders; Prevention Strategies. Models and Best Practices.. Prevention

of communication disorders: Prevention of articulation, fluency, language and hearing

disorders.

2. Diagnoses

a. Appraisal, Assessment, Evaluation and Diagnoses

b. Information-Gathering, Interviews for the collection of Demographical & Biographical data,

Speech & Language Status, Social and Cultural Background, Languages Spoken in the

child's environment.

c. Diagnostic set up. Basic requirements for speech-language diagnostics and therapy.

d. Speech-Language Assessment in Infants, Toddlers, Preschoolers, School-going children .

e. Formal Vs Informal Assessment of Presymbolic and verbal behaviour.

f. Assessment of Language in Naturalistic Contexts.

g. Assessment of Pragmatic skills.

h. Formal Procedures - Tests, checklists, Scales-used in Language Assessment (Knowledge of

some contemporary tests in Indian and Western literature)-knowledge of 3D LAT, LPT;

ITPA, NSST, PPVT, MLU.

i. Perusal of evaluation of reports from other professionals.

j. Differential Diagnosis: Clinical Diagnosis: Provisional Vs Final Diagnosis; Flexibility

and Eclecticism in Diagnosis; Diagnostic formulation.

k. Mid-therapy evaluations to help further therapy planning.

3. Speech & Language Therapeutics

a. General Principles of Speech & Language Therapy- Clinical Relationship - its Dynamics and

variables; Attributes of a Good clinician; Code of Ethics for on SLP Professional.

b. Need for Early Intervention

c. Approaches in Language Therapy - Direct; Naturalistic, Hybrid - Different techniques and

strategies under each type.

d. Treatment Planning - Task Analysis- Long Term Goals, Short Term Goals, Planning and

execution of Therapy wrt the specific conditions leading to language disorders.

e. Record-keeping - concept of 1 EPS & SOAPs, Clinical Diaries. Therapy Plans, Lesson

Plans.

f. Behaviouristic Approach to Language Intervention: Stimulus and Response Configurations,

Reinforcement and Scheduling of Reinforcement - Shaping - Progressive Approximation:

Modelling, etc.

g. Linguistic Approach to Language Intervention - Extension, Expansion, Enpatiation, etc.

h. Perspectives in Language Therapy: Developmental Vs Vertical; Client oriented structuring

Vs Clinician; Naturalistic Vs Direct; Nonstructured Vs Structured.

i. Issues in Intervention:- Maintenance and Termination of Therapy; Parent participation in

language Intervention: Parents as proxy Clinicians - Home training programmes; Special

School placement; Vocational Guidance; Team Approach wrt. Language Intervention;

- Individual Vs Group Therapy (Dynamics, advantages and disadvantages of each )

Suggested Readings:

1. Boone, D.R. (1987), 'Human Communication and Its Disorders'. Prentice-Hall Inc.

Englewood Cliffs , N.J. (For chapter 2)

2. Gerber S.E. (1990). The Etiology of Communicative Disorders in Children. Prentice Hall,

Englewood Cliffs, N.J. (Chapter 9, Appendix A, B & D) (For chapter 1).

3. Haynes W.O. (1994) ' Diagnosis and Evaluation' in Pindzola R.H. and Emerick, L.L. (Eds.)

Speech Pathology - Prentice-Hall. Englewood Cliffs, New Jersey. (For chapter 2)

4. Hegde, M.N. (1996). A Course Book on Language Disorders in Children. Singular Publishing

Group Inc., San Deigo.

5. McCormick, L; Schiefelbusch, R.L. (1990) 'Early Language Intervention - An Introduction,

ed. 2. Merrill Publishing Company, Columbus.

6. Palmer, J.M and Yantis, P.A. (1990) Survey of Communication Disorders. Williams &

Wilkins, Baltimore.

7. Peterson, H.A. Marguardt T.P. (1994) Appraisal and Diagnosis of Speech and Language

Disorders, ed. 3. Prentice-Hall, Englewood Cliffs, New Jersey.

8. Silverman, F.H. (1995) Speech, Language and Hearing Disorders. Allyn and Bacon, Boston

9. Weiss, C.E. & Lillywhite, H.S. (1981) Communication Disorders - Prevention & Early

Intervention, ed. 2. The C.V. Mosby Company. (Chapters 6 and 7). (For chapter 1)

3. Paper III: B 2.2.2 Diagnostic Audiology - I

1. a) Psychoacoustics. Revision of scales of measurement. Measures of discrimination. Weber's

Law. DL for intensity, frequency, and time.

b) Ordinal and ratio scales of loudness. Psychophysical methods. Equal loudness contours.

Phon. Fechner's Law and Steven's Power Law. Sones. Loudness of complex sounds and

summation of loudness.

c) Ordinal and ratio scales of pitch. Psychophysical methods. Equal pitch contours. Mel scale.

Pitch of complex sounds. Missing fundamental and periodicity of pitch. Aural harmonics,

beats and combination tones.

d) Masking in psychoacoustics. Definitions and types of masking. Tonal masking. Masking

of pure tones by WN and NBN. Overall level and spectrum level. Critical band concept.

Critical bands and critical ratios. Masking efficiency and EL. Application in computing EL.

Central and non-simultaneous masking.

e) Quality. Helmoltz's Theory of Quality.

f) Binaural hearing and localisation.

2. Clinical masking of the non-test ear: Review of cross hearing, IA, why and when to mask

during AC & BC testing. Types of maskers - pros and cons. How much to mask? Concepts of

minimum necessary masking (MNM), maximum permissible masking (MPM), overmasking

and insufficient masking, and plateau width (PW). Factors determining the amount of MNM,

MPM & PW: Derivation of formulae. Clinical approaches to masking. Pros & cons of

formulae and clinical approaches. EL Calibration of masker. Masking dilemma in bilateral

conductive hearing loss cases. Possible solutions: FIT, use of insert receivers, impedance

audiometry, etc. Alternative techniques like Rainville, Modified Rainville and SAL: Pros &

cons.

3. Speech audiometry: Principles. Historical development of speech audiometry. Measures

sought: SAT/SDT, SRT, MCL, UCL/LDL, and Articulation/Speech/Word Recognition Scores.

Materials and test administration. PI Function. BC and SAL Speech Audiometry. Calibration.

Masking of the non-test ear: When? What type of noise? And how much? Calibration in EL:

By computation and experimental. Role/uses of speech audiometry in diagnosis & rehabili-

tation. Factors affecting the reliability & validity of speech audiometry. Relative advantages

and disadvantages over pure-tone audiometry.

Speech Audiometry in children: a) Threshold assessment i) Speech awareness

threshold (SAT) ii) Speech recognition threshold (SRT) iii) VASC b) Recognition tests c)

materials used - closed and open set d) picture speech audiometry e) Bone conduction speech

audiometry

4. Fundamentals of acoustic immittance audiometry. Principle of single probe tone frequency-

single component (Compliance) instrument. Tympanometry, static compliance, acoustic

reflex threshold and reflex decay testing. Typical results expected in different clinical

conditions.

5. Paediatric Audiometry: Special problems in testing children. Definitive tests: Behavioural

and biophysical. Behavioural tests: Distraction and conditioning techniques. Involuntary and

conditioned responses. BOA/Sound-field audiometry. Classical and operant conditioning. Play

audiometry. Conventional audiometry with or without modifications. Biophysical tests (in

brief) Pros and cons of behavioural and biophysical tests.

Suggested Readings

Bess, F.H. and Humes, L.E. (1990) Audiology: The Fundamentals. Baltimore: Williams &

Wilkins.

Hodgson, W.R. (1980) Basic Audiologic Evaluation. Baltimore & London: Williams & Wilkins.

Kaplan, H., Gladstone, V.S., and Lloyd, L.L. (1993) Audiometric Interpretation: A Manual of

Basic Audiometry, ed. 2. Boston: Allyn & Bacon.

Katz, J. (ed.) (1994) Handbook of Clinical Audiology, ed. 4. Baltimore: Williams & Wilkins.

Martin, F.N. (1991) Introduction to Audiology, ed. 4. Englewood Cliffs, N.J.: Prentice-Hall.

McCormick, B. (Ed.) (1994) Paediatric Audiology 0 - 5 Years. Indian Edition, New Delhi:

A.I.T.B.S. Publishers.

Newby, H.A. and Popelka, G.R. (1985) Audiology, ed. 5. Englewood Cliffs, N.J.: Prentice-Hall.

Northern, J.L. & Downs, M.P. (1991) Hearing in Children, ed. 4. Baltimore: Williams &

Wilkins.

Rintelmann, W.F. (Ed.) (1991) Hearing Assessment, ed. 2. Boston: Allyn & Bacon.

Rose, D.E. (Ed.) (1978) Audiological Assessment, ed. 2. Englewood Cliffs, N.J.: Prentice-Hall.

4. Paper IV: B 2.2.3 Management of the Hearing Impaired - I

1. Terminology: Hereditary and acquired (non-hereditary). Congenital and adventitious. Deaf.

hard of hearing and deafened. Degree of hearing loss. Educational classification.

2. Relation between hearing loss and speech before and after acquisition of speech. Goals in

(re)habilitation. Importance of early identification and intervention in aural rehabilitation.

3. A brief overview of the different means of aural rehabilitation in children and adults:

Amplification and ALDs - Auditory training - Speech Reading - Speech Conservation -

Language teaching - Educational rehabilitation. Counselling of client/parents &/or SOPs.

4. Factors to be considered in planning rehabilitatory measures for hearing-impaired: type of

hearing loss. Degree of hearing loss - Reliability of the first audiogram. Age of onset of

hearing loss. Intelligence. Environment. Associated impairments and disabilities. Role of

rehabilitation and choice of rehabilitation procedures.

5. Language and language development - levels of experience. Language development.

Verbal and Nonverbal communication.

6. a) Hearing aids: Historical development. Basic elements of hearing aid. Classification of

hearing aids - Advantages and disadvantages of different types.

b) Electroacoustic characteristics of wearable hearing aids: Fidelity and distortion. Couplers.

c) Subjective selection of hearing aids for older children and adults: Hearing aid candidacy -

Hearing aid preselection - Selection of the ear - hearing aids for conductive hearing loss.

d) Common complaints of hearing aid users. Listening check and trouble shooting. Minor

fault finding and rectification.

e) Counselling the patients/parents regarding the use, care and maintenance of hearing aids..

Parents' role in the use and care and maintenance of hearing aids

7. Auditory training.

a) Definition, principles and historical background

b) Use of auditory discrimination in the development of speech and language in normal

children and its application in the education of the deaf.

c) Use of acoustic amplification in auditory training - hearing aids, induction loop system

group hearing aids.

d) Auditory training for adults and children: Conventional (Carhart's) and Modern (based on

psychoacoustic principles). Individual versus group auditory training. Activities for

e) Use of visual inputs. Tactile inputs and visuo-tactile input procedures in the rehabilitation

of the hearing impaired.

8. Sense training. What is it? Its purpose. Factors to be considered while planning sense training

(Sight and various methods, memory and touch).

9. John Tracy Clinic - Correspondence course.

a. Ear

1. Anatomy of Ear and Physiology of Hearing and Equilibrium

2. Conditions of the external ear

3. Acute Suppurative Otitis Media (A.S.O.M.)

4. Chronic Suppurative Otitis Media (C.S.O.M.) and its complications

5. Non-suppurative Otitis Media and Tympanosclerosis

6. Otosclerosis and D/D of Conductive hearing loss

7. Vertigo: Meniere's disease and Perilymph Fistula.

8. D/D of Sensorinueural hearing loss and presbycusis.

9. Facial Nerve Palsy and Bell's Palsy.

10. Cochlear Implants.

11. Acoustic neuroma and CP angle tumours

12. Surgery of the ear

b. Nose

13. Anatomy of nose and functions

14. Nasal Allergy and Polyps.

15. Epistaxis.

16. Rhinitis and Sinustis

17. D.N.S. and its complications

c. Throat & Larynx

18. Anatomy of Oral Cavity, Pharynx and Larynx and their functions

19. Tonsillitis and Tongue Tie

20. D/D of Hoarseness of Voice & Vocal Cord Paralysis

21. D/D of Stridor and Tracheaostomy

22. VPI and Cleft Palate

23. Carcinoma of Larynx.

24. Post-Laryngectomy Rehabilitation

25. Benign Conditions of Larynx: Laryngitis, vocal nodules.

Practical Training: 50 hours

Note: To attend ENT OPD & OT for total of 3 weeks posting i.e. 3 hrs/day to make students

familiar with common ENT conditions & operations.

Books Recommended

1. Bhargava, K.B., Shah, T.M. and Bhargawa, S.K. (1998) A Short Textbook of ENT Diseases,

ed. 4. Usha Publications.

2. De, S.K. (1995) Fundamentals of Ear, Nose & Throat and Head & Neck Diseases, ed. 6.

Calcutta Book Stall.

3. Hathiram, B.T. and Grewal, D.S. (1999) ENT Simplified. Balani Publications.

4. Maqbool, M. (1993) Textbook of Ear, Nose and Throat Diseases, ed. 6. Delhi: Jaypee

Publishers.

5. Northern, J.L. (Ed.) (1984) Hearing Disorders, ed. 2. Boston: Little, Brown & Co.

6. Prabhat, D. (L1990) Practical ENT. Bombay: Vora Medical Publishers.

7. Ramalingam, K.K. and Sreerama Murthy, B. (1993) A Short Practice of Otolaryngology.

Delhi: A.I.T.B.S. Publishers.

6. Paper VI: B 2.3.4 Neurology and Paediatrics

(In relation to speech and hearing disorders)

Part A: Neurology

1. General and specific neurological examinations:

- Anatomy of neurological system (cerebrum, cerebellum, brainstem tracts, peripheral

nervous system)

- Cranial nerves (V, VII, VIII, IX, X, XI and XII); Functions of others

- Examination of the nervous system

- Investigations in CNS. (L.P., EEG, CT, MRI, PET, Angiography, neuroencephalogram)

2. Neurological lesions correlated with speech and hearing. Aphasia - Neurological

examination of aphasia - Behavioural indicator to sites of lesion. Recovery from aphasias

3. Higher functions: Frontal, parietal, olfactory, temporal. Anatomy, functions, clinical

features of dysfunction, causes of dysfunction, investigations and treatment.

4. Involuntary movements.

5. Cranial nerves.

6. Disorders of the NS: CVA/Strokes. Degenerative disorders (Parkinsonism, Alzeimers,

Motor Neuron Diseases). Multiple sclerosis.

7. Infections of NS.

8. Epilepsy

9. Nerves and their diseases causing speech problems.

Suggested Readings:

Desai, A.D. and Desai, B.D. (1982) An Introduction to Clinical Neurology.' Bombay: First Author.

Espir and Rose (1983) The Basic Neurology of Speech and Language, ed. 3. Oxford: Blackwell.

Haslett,C. et al (Ed.) (1999) Bandson's Principles and Practice of Medicine, ed. 18. London:

Churchill Livingstone, London.

Fanci, et al. (Ed) (1997) Harrisons Principles Internal Medicine . Vol. I & II, ed. 40. New York:

McGraw-Hill, New York.

Jankharia, B. (1997) Radiology Simplified for Students and Practitioners. Mumbai: Awhant Book

House.

Love, R.J. and Webb,W.G. (1992) 'Neurology for the Speech and Language Pathologist, ed. 2.

Stoneham, MA: Butterworth-Heinemann.

Simon, R.P, Amin, M.J, Greenberg, D.A. (1999) Clinical Neurology, ed. 4. Toronto: Prentice-

Hall International Inc.

Swash,M. (1999) Hutchison's Clinical Methods, ed. 20. N.B.Saunders Company Ltd. An imprint

of Harcourt Publishers Limited, London.

Part B: Paediatrics

1. Normal growth and development, speech and language development

2. Mental Retardation, Aetiology, Management

3. Cerebral Palsy, Aetiology, Types , Management

4. Normal Newborn, Neonatal Reflexes

5. Neonatal Jaundice, Kernicterus, Rh Incompatibility

6. Birth trauma, Birth Asphyxia, Complications

7. Prematurity, low birth weight, problems, management

8. Attention Deficit, Hyperkinetic Behaviour Scholastic Backwardness

9. Behaviour problems, Autism, Common Psychiatric problems

10. Hypothyroidism, Endocrine problems

11. Inborn errors of metabolism, Phenylketonuria

12. Intrauterine Infections

13. Genetic Counselling, Patterns of Inheritance. Pedigree charting, Fragile X Syndrome

14. Chromosomal Disorders, Down's Syndrome

15. Neonatal Convulsions, Epilepsy

16. CNS tumours, Intracranial Anomalies, Hydrocephalus, Microcephaly

17. Meningitis, Encephalitis

18. Learning Disorders, Dyslexias

19. ENT & Respiratory Problems

20. Breast feeding , Weaning, Nutrition, Immunisation

Suggested Readings:

1. Behrman ,R.E., RM Kliegman, A.M.Arvin (Eds.) (2000) Nelson's Textbook of Pediatrics

(2 volumes), ed. 16

2. Cloherty, J.P. and A.R. Stark (1998) Manual of Neonatal Care.

3. Ghai, O.P. (2000) Essential Paediatrics, ed. 5. (For undergraduates)

4. Illingworth , R.I. (1991) Normal Child, ed. 10

5. Illingworth , R.I. (1991) The Development of the Infant and Young Child, ed. 10

6. Rudelph, A.M., Hoffmann, J.I.F. and Rudolph, C.D. (Eds.) (1996) Rudolph's Textbook of

Pediatrics - Principles and Practices, ed. 20

7. Paper VII: B 2.4.3 Developmental Psychology and Social Dynamics

1. Introduction to Developmental Psychology -Aims/Nature and subject matter/Methods of

investigating developmental phenomena.

2. Issues in Development - Understanding Development/Developmental Determinants -

Biological and Environmental/Principles of Development.

3. Subdivisions of the life span - Developmental tasks during the life span /Factors influencing

mastery of Developmental tasks/Happiness and unhappiness.

4. Conception and the Newborn - The importance of conception/The Birth Process/ Hazards of

Birth/Post-natal adjustment/Factors affecting post-natal Adjustment/ Physical characteristics of

the new born/Hazards in physical development.

5. Sensori-motor development - Status at birth/Developments during the life span/Hazards in

sensori-motor development.

6. Emotional development - Understanding emotions/Role of maturation and learning/Patterns of

emotional development/Characteristics of children's emotions/Emotional problems through the

life span.

7. Social Development & Socialisation - Understanding social behaviour and dynamics/The

development of Social behaviour through the life span/Hazards in social development.

8. Play Development - Understanding children's play/Theories of play/Development of play/

Types of play/Benefits of play/Play Hazards.

9. Personality Development - Meaning of Personality/Changes in personality/ Personality

determinants.

10. Moral Development & Discipline/Pattern of Moral development/ Consequences of different

disciplinary approaches/Disciplinary Techniques.

11. Sex-role Development - Meaning of sex-roles and their development/Sex role stereotypes/

Changes in sex-role stereotypes.

12. Cognitive Development - Understanding cognition/Theories of cognitive development.

13. Speech and Language development.* To be covered by subject expert.

14. Vocational Development - Why people work?/Pattern of vocational development/Vocational

choices and their determinants/Vocational adjustments through the life span.

15. Significant developmental periods - Early and late childhood Puberty, Adolescence,

Adulthood, Middle age, old age.

16. Family Dynamics - Understanding families and common family patterns in the Indian context/

How the family contributes to children's development/Family dynamics - role of parents,

siblings & grandparents/Adoption/Effects of remarriage/Single-Parent families - divorce, death.

Clinical Practicum requirement.: (Note: Practical and clinical work will carry no marks.)

1. Introduction to the various tools & tests

2. Guidance regarding communicating with clients (basic guidance work) about issues such as -

- Test findings, Further referral(s), Placement programming, etc.

Suggested Readings

1. Bee, H. (1985)The Developing Child, ed. 4. New York: Harper and Row.

2. Hurlock, E. (1975) Developmental Psychology, ed. 4. New York: McGraw-Hill. (Indian reprint

edition by Tata McGraw-Hill, New Delhi, 1976.)

3. Kale, S.V. (Ed.) (1980) Child Psychology and Child Guidance, ed. 2. Bombay: Himalaya

Publishing House.

4. Kuppuswamy, B. (1980) A Textbook of Child Behavior and Development, 2nd revised

edition. Ghaziabad, U.P.: Vikas Publishing House Pvt. Ltd.

8. Paper VIII B 2.5.2 Statistics & Research Methods

(Use of non-scientific electronic calculators is permissible)

Part A: Statistics

1. General nature and scope of statistical methods

2. Collection of data

3. Classification and tabulation of data.

4. Graphical presentations

5. Interpretation

6. Frequency distribution

7. Measures of central tendency

8. Measures of dispersion

9. Normal distribution

10. Skewness and Kurtosis

11. Rank correlation and product moment correlation coefficients

12. Inferential statistics. Sampling: Introduction. Need for sampling. Sampling techniques

like Random and stratified sampling. Use of tables of random numbers. Sample size.

Sampling and non-sampling errors.

13. Tests of significance -

A. Tests for measurement data: 1. z- test: Standard error of difference between two

means for large samples. 2. The Student's `t' tests for small samples: a. For unpaired

(independent) and b. paired /correlated samples. F- test: One-way ANOVA with one

factor classified into two and three levels (independent and correlated measures).

Comparison of F with t test.

B. Tests for enumeration data: 1. Standard error of difference between two proportions

(for large samples) 2. Chi square test (for small samples)

Part B: Research Methods

1. Introductory - Science and common sense - Methods of knowing - Science and its

functions - Aims of Science - understanding, classification and prediction - Scientific

approach - observation and inference - Analysis & Synthesis, imagination and analogy.

2. Measurement - Measurement in science - observation and measurement - categorical and

numerical measurement - Psychological and physical measurements - scales of

measurement - Role of instruments in research.

3. Hypotheses - What is a hypothesis? Need for hypotheses. Development of a hypothesis -

Characteristics of hypotheses - conditions and verifiability.

4. Methods of experimental enquiry - variables - dependent and independent variables -

concept of causality in experimentation - Methods of identifying causes - Methods of

agreement - difference - joint method, Concomitant variation - Residue - Their value and

limitations - methods of inference.

5. Nature of bias and control - general type bias - need for controls - ways of handling bias

Procedure Stations (Marks)

1. A recorded sample to be analysed in terms of phonological processes after IPA transcription

( 3 languages to be kept ready)

The recorded sample should be available in the written format also. ( 15 )

2. Measure the dysfluencies of the two samples given. Specify what kinds of fluency disorders,

each appears to be. Make a graphical representation of the frequency versus type of

dysfluencies (15)

3. Carefully read the presenting symptoms of a client . Prepare a list of questions you need to

ask before you can arrive at a diagnosis. (10)

4. a) List two activities you will use to facilitate the production of sounds '----' (10)

b) List two games you could use with children to establish and reinforce fluency (10)

c) List two activities for the stabilisation of phoneme / / (10)

5. Diagnostic formulation is presented wrt childhood language disorders & the candidate

is required to prepare a cassette for any one DSL category wrt parental counselling. (15)

5. Viva voce: Questions on Journal (5)

General (mainly on DSL) (10)

10. B 2.C2.2 Clinical Work (Audiology)

I GOALS

Following are the list of clinical skills students should have acquired by the end of the 2nd year.

(Confirmation of acquisition of these skills will be done by supervision, cross checking

and checklist.)

1. Masking:- The student should be well versed in

i) Knowing why and when to mask for AC, BC and speech.

ii) Knowing how to mask

iii) Knowing how much to mask - concept of under masking, effective masking and over-

masking in simple to difficult -to-mask cases.

iv) Biological calibration of masking dial in effective hearing level.

v) Validation/crosscheck of the masking using formula method so as to know whether

masking was adequate or not.

2. Speech audiometry

- The students must be well-versed in the administration and interpretation of following

speech audiometric measures.

i) SAT ii) SRT iii) SRS iv) MCL, UCL, Dynamic range

v) Performance , Intensity (PI) function and roll-ever.

- Students must be able to correlate these findings with pure tone findings and tuning

fork test results.

3. Testing Children:

a) The students must be familiar with the material used for and well-versed in

administration and interpretation of following tests:-

i) Behavioural Observation Audiometry (BOA)

ii) Visual reinforcement audiometry (under earphones and in sound field)

iii) Conditioning and play audiometry

iv) Speech audiometry in children - modifications required, special tests.

b) Documentation of test results and report writing

c) Explanation of test results and its implications to parents (with & without supervision)

4. Aural Rehabilitation: Hearing aids

The students should be well-versed in

i) Parts and functions of hearing aids (both AC & BC): Pocket type, BTE, ITE, ITC , CIC

ii) Measuring electroacoustic characteristics (EAC) of hearing aids (pocket type & BTE)

iii) Interpreting the EAC results (Printout)

iv) Selection of appropriate hearing aids to adults using subjective methods (with and

without supervision)

v) Preselection of hearing aids

vii) Selection of appropriate hearing aids in children using behavioural measures

(under supervision)

viii) Troubleshooting of hearing aids.

ix) Care and maintenance of hearing aids.

5. Planning goals and activities for hearing impaired children w.r.t.

- hearing assessment and explanation of results and orientation to communication option

available.

- Fitting with amplification and its acceptance

- development of listening skills

- development of speech reading readiness

- counselling parent regarding

* nature and type of hearing loss

* cause of management

* parents role in management

* care and maintenance of hearing aids

* school placement

6. Documentation of all test results and report writing

7. Communication of test findings and management program with other professionals.

II Minimum Requirements

At the end of the 2nd year of the program, the student must have fulfilled the following

minimum requirements. These should be systematically mentioned in the "Audiology Journal"

1) Masking

i) Masking level function - 5 normal subjects

ii) EL calibration using biological method - 5 normal subjects

iii) AC & BC Masking in variety of cases including unilateral and bilateral hearing losses.

- Observation of tests done by staff/senior student: 10 cases

- test administration under supervisors: 5 cases.

- Variety of cases

2) Speech Audiometry

a) Determining SAT, SRT, SRS, Roll-Over, MCL & UCL in 5 cases

Collection of Speech audiometry test lists in Indian languages

3) Testing Children: BOA - 5 Cases; VRA - 5 Cases

Conditioning and play audiometry - 5 cases

- Report writing for all cases

4) a. Hearing Aids:

- Electroacoustic Characteristics : - 5 Hearing aids (BTE & pocket type)

- Troubleshooting :- 2 hearing aids (with documentation)

- Selection of hearing aids for adults using subjective method

Observation : 1 case ; Under supervision - 1 case

- Selection of hearing aid for children

Observation - 1 case; Under supervision -1 case

- Explanation of care & maintenance of hearing aids to patient/parent - 1 case

- Specification sheets :- BIS , ANSI, IEC

b. Planning of goals and activities for hearing impaired children

- Children below 3 years - 1 case; - Children above 3 years - 1 case

5) Counselling:

i) Supervised counselling of parent of hearing impaired child - 2 cases

ii ) Supervised counselling of Adult hearing impaired - 1 case

6) Preparation of home program with appropriate long term goal, short term goals, activities ,

follow-up requirements etc. - 1 case

III Break Up of Clinical Work Marks:

Internal Practical/Oral Exam 20

Completion of Minimum Requirement 20

Journal 10

----

Total 50

IV Scheme of Conduct of Practical Examination for 2nd Year:

Practical Examinaton: 70

Viva voce : 30

--------

Total 100

Following is the weightage of marks allotted to different topics covered in the clinical practicum program:

Sr.No. Topic Marks

1. Masking 20

2. Speech Audiometry 10

3. Paediatric Audiology 10

4. Hearing Aids & Management 30

of the Hearing Impaired ___

The Practical examination can be conducted using the OSPE and OSCE method:

It will consist of procedure stations &/or response stations.

Procedure Station Examples

1. Determining the minimum necessary and maximum permissible masking levels for a

given audiogram.

2. Determining if the masking done in a given audiogram is adequate.

3. Based on the audiogram, speech testing and tuning fork results , diagnosing the site of lesion.

4, Troubleshooting a hearing aid.

5. Identifying indicated parts of hearing aid and writing its function.

6. Conditioning a child.

7. Taking paediatric case history.

Response Station / Combined Procedure-Response Station Examples

1. Answering questions based on procedure stations

2. Given information about a paediatric case, deciding which test needs to be administered , how

and why?

3. Reading an electroacoustic characteristics printout.

4. Suggesting means of modifying hearing aid response for a particular audiometric loss given.

5. Suggesting therapy goals/activities for a given case (case history information will be provided)

6. Parent counselling for a given point.

Suggested Readings

a. Ear

b. Nose

c. Throat & Larynx

Part B: Paediatrics

Part A: Statistics

Part B: Research Methods

Suggested Readings

I GOALS :-

Hearing Impairment 2 Chn

Procedure Stations (Marks)

I GOALS