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SCHEME
OF CURRICULUM FORTHIRD YEAR B. Sc. (HLS) (Applicable from 2003-2004 I.e. from the batch to gets
admitted to the Ist B.Sc.(HLS) Course in the year 2001-2002) |
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Scheme of the Examination |
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Marks |
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Sr. No. |
Subject |
Subjects |
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Hours) |
of the |
Univ. |
Internal |
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Code |
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(Minimum |
Paper |
Exam. |
Assess- |
Total |
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1 |
B 3.1.4 |
Adult Neurogenic Lang.
Dis. |
50 |
3 |
80 |
20 |
100 |
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2 |
B 3.1.5 |
Voice Dis., Laryngectomy
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50 |
3 |
80 |
20 |
100 |
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Cleft Palate |
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3 |
B 3.1.6 |
Neurogenic Speech
Disorders |
50 |
3 |
80 |
20 |
100 |
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4 |
B 3.2.4 |
Diagnostic Audiology II |
50 |
3 |
80 |
20 |
100 |
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5 |
B 3.2.5 |
Management of Hrg.
Impaired II |
50 |
3 |
80 |
20 |
100 |
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6 |
B 3.2.6 |
Prevention of Hearing
Loss and |
50 |
3 |
80 |
20 |
100 |
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Conservation of Hearing |
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7 |
B 3.4.4 |
Clinical Psy., Psy. Of
Exceptional |
50 |
3 |
80 |
20 |
100 |
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Psychodiagnostics |
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8 |
B 3.C1.3 |
Clinical Work (Speech
Pathology) |
150 |
3 |
100 |
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100 |
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(Practical & Oral) Internal Assessment (Practical & Oral) |
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50 |
50 |
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9 |
B 3.C2.3 |
Clinical Work
(Audiology) (Practical & Oral) |
150 |
3 |
100 |
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100 |
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Internal Assessment (Practical & Oral) |
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50 |
50 |
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650 |
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760 |
240 |
1000 |
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The following are the
syllabi for the Third Year B. Sc. (HLS) subjects:
(Applicable from 2003-2004 I.e.
from the batch to gets admitted to the Ist B.Sc.(HLS) Course in the year
2001-2002)
Paper
I: B 3.1.4 Adult Neurogenic Language
Disorders
1. Hemispheric Functions and Cerebral Dominance. Bi/Multilingualism, Models of language
processing.
2. a) Dysphasia; Definition, aetiology, Symptomatology (including linguistic , non linguistic,
psychosocial and neurobehavioral)
b) Classification based on Anatomical; Linguistic aspects; Psycholinguistic aspects
(Eisenson; Schuell; Wepman; Jakobson, Geschwind, Luria, Benson).
c) Appraisal and Evaluation: Assessment of Communication - Language-Non verbal
abilities: Methods of Testing - Tests such as MTDDAE, BDAE, WAB, PICA, FCP,
Revised Token Test. Differential Diagnosis in neurocommunication disorders and within
Aphasia.
d) Prognostic Indicators Spontaneous Recovery: General Principles in Therapy;
Candidacy for Therapy and the type of therapy approaches - Specific Therapy Approaches -
Schuell's stimulation Therapy. Wepman's Thought-Centred Therapy ; Psycholinguistic
Therapy , PACE, Programmed - Instruction Approaches like M.I.T., HELPSS, etc.
e) Role of Family/Spouse in Aphasia Rehabilitation
- Psychoneurobehavioural problems and their Management
- Psychosocial, Socioeconomic and communicative difficulties
- Family members as facilitators of communication,
f) Group Therapy. Team Approach
g) Other Neurological Language Disorders
- Subcortical Aphasia; Primary Progressive Aphasia, Language impairment subsequent to
TBI.
- Agnosias, Dysgraphias and Dyslexias; Dementia; Language Impairment following Right
Hemisphere Impairment.
Suggested
Readings:
Brookshine.R.H. (1992). An Introduction to Neurogenic Communication Disorders, ed. 4.
Mosby Year Book Inc. St Louis.
Chapcy, R.(Ed.) (1986) 'Language Intervention Strategies in Adult Aphasia, ed. 2. Williams &
Wilkins. Baltimore.
Darley, F.L. (1982) Aphasia. W.B. Saunders Company, Philadelphia.
Love, R.J. and Webb,W.G. (1992)'Neurology for the Speech-Language Pathologist, ed. 2.
Butterworth-Heinemann, Stoneham, M.A.
Jenkins, J.J., Pabon, E.J., Shaw, R.E., and Sefpu, J.W. (1975) Schuell's Aphasia in Adults, ed. 2.
NY: Harper and Row, Publishers.
Johns, D.F. (Ed.) (19 ) Clinical Management of Neurogenic Communicative Disorders, ed. 2.
Little, Brown and Company, Boston.
Paper
II: B 3.1.5 Voice Disorders,
Laryngectomy and Cleft Palate
1. Normal Aspects of Voice:- Review of anatomy and physiology of voice, Review of
development of voice; Theories of phonation; characteristics of normal voice (Physical and
perceptual/psychological attributes of voice) Physiological; acoustical and aerodynamic
correlates of normal voice.
2. Perceptual and instrumental analysis of voice.
3. Disorders of voice:
a) Aetiology and classification of voice disorders organic and functional.
b) Evaluation and differential diagnosis of voice disorders based on acoustical, aerodynamic
and perceptual analysis.
c) Therapeutic management: i) Behavioural ii) Symptomatic & iii) Psychological approaches.
d) Medico-surgical management of voice problems. Phonosurgery.
4. Voice Problems in children- Diagnosis and Management
5. Voice Therapy for Professional Voice users.
II. Laryngectomy:- Cancer of Larynx - Signs and symptoms:
- Pre-operative and post-operative counselling
- Methods of teaching esophageal speech.
- Phono-surgical management of laryngectomee
- TEP: candidacy; voice therapy
- Types of surgeries.
- Artificial larynx with types, advantages and disadvantages.
6. Evaluation, assessment and management of phonation, articulation & language problems in
cleft lip and palate cases. Associated Problems
7. Surgical management
8. Prosthodontic and Orthodontic management of cleft lip and palate cases and VPI cases.
9. Team approach.
III. Cleft Palate:-
1) Review of anatomy & Physiology of speech & hearing mechanism.
2) Embryology associated syndromes parent-counselling
3) Aetiology and Classification
4) Assessment of velopharyngeal incompetence, palatography; Cine-flourography;
acoustic analysis.
Suggested
Readings:
1. Boone D.A. McFeulare, S.C. (1988) Voice & Voice Therapy. ed. 4. Prentice- Hall,
Englewood Cliffs, New Jersey.
2. Colton, R.H., Casper, J.K.(1996) Understanding Voice Problems, Ed. 2. Williams &
Wilkins.
3. Daniloff R., Schuckers, G. Feth L, (1980) The Physiology of Speech & Hearing. Prentice-
Hall Inc., Englewood Cliffs, N.J.
4. Gould W.J., Stataloff, R.T., Piegd, J.R. (1993) Voice Surgery, Mosby - year book Inc.
5. Green MCL (1980) The Voice and Its Disorders, ed. 4. Pitman Medical Ltd.
6. Mc Williams, J. (1986) `Cleft Palate'. In Shames, G.H. & Wigg E.H. (Eds.): Human
Communication Disorder. Charles E.Merill Publishing Company.
7. Prober R.J. Swift R.W. (1984) Manual of Voice Therapy. Little, Brown & Company
Boston/Toronto.
8. Stemple J.C. (1993) Voice therapy, Mosby Year book Inc.
9. Wilson D.K. (1987) Voice Problems of Children, ed. 3. Williams & Wilkins.
3.
Paper III : B 3.1.6 Neurogenic Speech
Disorders
1.A- Dysarthrias
- Dysarthrias according to Mayo Clinic Classification
- Review of Neuroanatomical correlation with Motor Speech Production
- Signs and symptoms of Dysarthria. Objective and Perceptual observations
- Differential Diagnosis within and between dysarthrias; and Other NCD
- Medical diagnosis as an aid in differential diagnosis.
- Speech problems in GPI, Multiple Sclerosis, Parkinson disease, Chorea.
Myasthenia Gravis Disease. Spastic Quadriplegia, ALS-Management-
1-B Apraxias
- Physiology of Speech Production
Speech Programmer - Clinical Features AOS
- Types of Apraxias - Appraisal, Assessment, Evaluation, Diagnosis and Differential
Diagnosis of Apraxia from Motor Speech Disorders and other NCD especially Broca's
Aphasia-Treatment Planning.
- Management - Specific Therapy Approaches.
2. Mental Retardation
- Definition
- Classification
- Clinical types
- Causes
- Diagnosis
- Associated problems
- Speech problems
- Therapy Techniques
- Prognosis
- Counselling
3. Cerebral Palsy
- Definition
- Types
- Causes
- Associated problems
- Speech problems
- Diagnosis
- Methods of Training
- Bobath's (RIP), Sensory Integration Training and PNF Programme
- Speech Therapy Techniques
- Physical therapy, Occupational therapy.
Suggested
Readings:
Bernstein D.K. and Tiegerman E. (1985) Language and Communication Disorders in Children.
Charles E. Merrill Publishing Company. Columbus (Chapter VIII pp. 172 to 215)
Brookshire.R.H. (1992). An Introduction to Neurogenic Communication Disorders, ed. 4.
Mosby Year Book Inc. St Louis.
Crickmay, M.C.(1972) Speech Therapy and the Bobath. Approach to Cerebral Palsy. Charles
C. Thomas Springfield, Illinois, U.S.A.
Huskins, S. (1986) Working with Dyspraxics. AWishlaw Press Ltd., U.K.
Johns, D.F. (Ed.) (1978) Clinical Management of Neurogenic Communicative Disorders, ed. 2.
Little, Brown and Company, Boston.
McDonald, E.T. and Chanch, B. J. (1965) Cerebral Palsy. Englewood Cliffs, NJ: Prentice-Hall.
Mysak E.D. (1986). Cerebral palsy, pp. 53-56. In Shames G.K. and Wiig E.H. (Eds.) Human
Communication Disorders - An Introduction. Charles E. Merill Company, Columbus.
Rondal J.A. (1988) Down's Syndrome, pp. 165-176. In Bishop, D. and Mogford K. (Eds.)
Language Development in Exceptional Circumstances. Churchill Livingstone,
Edinburgh.
4.
Paper IV: B 3.2.4 Diagnostic Audiology II
1. Importance of and indications for special
diagnostic test battery.
2. Biophysical tests
a) Terminology: Objective, Electrophysiological, Physiological and Biophysical. Need
for comparison with psychoacoustic tests.
b) Acoustic Immittance Audiometry: Introduction. Impedance vs. immittance.
Terminologies. Electrical, mechanical and acoustical analogues. Series and parallel
combinations of impedances/ admittances. Resonance. Frequency dependence of
immittance and its components. Acoustic impedance of the ear. Electroacoustic immittance
instruments: Principle and working. Bridge vs. Meter. Single probe frequency vs. Multi-
tone. Single component vs. Multicomponent instruments.
Review of basic immittance test battery: tympanometry, static immittance, acoustic
reflex threshold and reflex decay. Jerger's Box Patterns. Eustachian tube evaluation. Non-
acoustic reflexes.
Clinical applications of immittance test battery for differential diagnoses and
prediction of hearing sensitivity. Factors affecting the reliability and validity.
c) EDA (in brief). Principle. Applications. Pros and cons.
d) Electric/Evoked Response Audiometry (ERA) (with special reference to ABR).
Introduction. Classification and characteristics. Basic instrumentation. Salient features.
Variables affecting normal Auditory Evoked Potentials (AEPs). Importance of norms.
Clinical applications. Factors affecting the reliability and validity.
e) OAEs. Types. Origin. Instrumentation and clinical applications. Reliability and validity.
f) Concept of objectivity. Relative merits and demerits.
3. a) Sensorineural hearing loss: Need for differential diagnosis of cochlear vs. retrocochlear
sites of lesion. Review of physiology of the cochlea and VIII nerve with special reference
to loudness and pitch perception.
b) Tone Decay Tests (TDT): Terminology. Different procedures: Carhart, Rosenberg, Owen,
Green, Olsen and Noffsinger, and Jerger's Supra-Threshold Adaptation Test (STAT).
Continuous Tone Masking - Advantages & Disadvantages. Masking of the NTE. Theories
of tone decay (in brief). Adaptation and fatigue.
c) Recruitment: Definition. Loudness and its measurement. Growth of loudness in normal
ears. Loudness Balance Tests: ABLB (Hood) and Modified ABLB (Jerger). Monaural
Loudness Balance Test. Median Plane Localisation. Administration. Theories of
recruitment (in brief).
d) Difference Limen Tests for intensity and frequency: Weber's Law. Zwislocki, Denes and
Naunton’s tests.
e) SISI - Introduction, parameters, presentation, interpretation, and modifications
f) Bekesy Audiometry: Introduction, description, types, critical off time (COT), lengthened off
time (LOT), Bekesy Ascending- Descending Gap Evaluation (BADGE), Forward-backward
tracing. Controversies, Bekesy comfortable level, Brief-tone Bekesy Audiometry (BTBA).
g) Speech audiometry: PI-PB function. Roll-over Index.
h) Biophysical tests: Immittance, ECochG, ABR and OAE test findings.
i) Findings in Meniere's, acoustic tumour and auditory neuropathy. Epidemiology. Glycerol
test. Reliability and validity of the tests.. Concepts of Sensitivity and Specificity. Predictive
value and efficiency.
4. Central Auditory Disorders (CAD)
a) Definition. Central auditory pathway. Role of CANS in hearing and the effect of CANS
lesions on hearing. Need for more refined tests: Jerger's Subtlety and Bottleneck Principles.
Concept of redundancy: intrinsic and extrinsic. Monotic and dichotic non-speech and speech
tests for the differential diagnoses of VIII nerve, low brainstem, high brainstem and cortical
lesions of dominant and non-dominant hemispheres. Reliability and validity of the tests.
b) Central Auditory Processing Disorders (CAPD) in children. Signs and symptoms. Tests.
Management.
5. Functional Hearing Loss (FHL) in adults and children: Definitions and terminologies.
Causes. When to suspect? Behavioural clues, Intra- and inter-test variability, Absence of
shadow curve, Discrepancy between PTA and SRT, etc. Qualitative and quantitative
behavioural and biophysical tests based on nonspeech and speech stimuli for unilateral and
bilateral cases of suspected FHL. Management of cases confirmed/diagnosed as FHL.
Reliability and validity of the tests. Medicolegal implications.
6.a) Calibration of diagnostic instruments. Standardisation and calibration: Definition of and
need for. Types of calibration: Instrumental and biological.
b) Calibration of pure tone audiometers. IEC, ANSI and BIS standards. Instrumental
calibration of frequency, linearity of attenuator and accuracy of output of AC transducers.
Other parameters of calibration. Biological calibration of AC & BC transducers. Relative
merits and demerits of instrumental and biological methods of calibration.
c) Calibration of Speech, Immittance and EP instrumentation of SF systems.
Suggested
Readings:
Arlinger, S (Ed.) (1994) Manual of Practical Audiometry. Vol. I. Indian Reprint Edition. New
Delhi: A.I.T.B.S
Arlinger, S (Ed.) (1995) Manual of Practical Audiometry. Vol. II. Indian Reprint Edition. New
Delhi: A.I.T.B.S
Jacobson, J.T. and Northern, J.L.(Eds.) (1991) Diagnostic Audiology. Austin, Terms: Proed.
Jerger, S. and Jerger, J. (1981) Auditory Disorders. Boston: Little Brown & Co.
Lass, N.J., et al. (Eds.) (1988) Speech,
Language and Hearing. Philadelphia: W.S. Sanders.
.....
31
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.
5.
Paper V: B 3.2.5 Management of the
Hearing Impaired - II
1. Speech Correction, Characteristics of the Speech of a deaf child (a) intelligibility b) Time and rhythm c) Voice d) Articulation e) Breathing. Practical instructions for working on the different aspects of speech. Speech training for the deaf and hard of hearing children. Different methods of speech training.
a) Educational Placement of the hearing impaired . Integration, Reverse integration, Segregation,
Normal plus special classes- Methods of communication; Verbal oral , Aural, Acoupedic,
Nonverbal - sign language. Other Manual alphabet, curved speech, fingerspelling, Total
communication.
b) Parent-Infant Training Programmes.
3. a) Output limiting in hearing aids. Automatic signal processing. Digital and Programmable
hearing aids.
b) Hearing aid preselection and selection for young hearing impaired children.
c) Objective methods for hearing aid selection for older children and adults
d) Earmoulds: Types, Procedure for earmold making; Modifications.
e) Hearing aids for the aged population
4. a) Problems faced by unilateral hearing loss Management.
b) Management of progressive hearing loss.
5. Concept of speech insurance and speech conservation. Management of postlingual hearing
loss.
6. Cochlear implants - Parts and function; Types of electrodes, electrode sites; Candidacy
surgical techniques, postoperative complications, Mapping rehabilitation and patients
with cochlear implant- Role of audiologist and counselling parents.
Suggested
Readings:
1. Cooper, H.C. (1991). Cochlear Implants - A Practical Guide. Whurr Publisher Ltd.
2. Davis, J.M. & Hardick, E.J. (1981). Rehabilitation Audiology for Children and Adults.
John Wiley and Sons.
3. Davis, H & Silverman, S.R. (1978), Hearing and Deafness, ed. 4. Holt, Rinehart, and
Winston. N.Y.
4. Hodgson, W.R. & Skinner, P.H. (1981 ). Hearing Aid Assessment & use in Audiological
Habilitation ed. 2. Baltimore: William & Wilkins
5. Hull, R.H. (1977). Aural Rehabilitation- Serving Children and Adults, ed. 3. Singular
Publishing Group, Inc.
6. Katz, J. (1994) Handbook of Clinical Audiology, ed. 4. Baltimore: Williams & Wilkins.
7. Lass, N.J., McReynolds, L.V. Northern, J.L. & Yoder, D.E. (1988). Handbook of
Speech Language Pathology and Audiology. B.C. Decker, Inc.
8. Lynas, W. (1994). Communication Options. Whurr Publishers Ltd.
9. Maurer, J.F. & Rupp, R.R. (1979). Hearing & Ageing. Grune & Stratton, Inc.
10. Northern, J.L. & Downs, M.P. (1991), Hearing in Children, ed.4 Baltimore: W & W.
11. Pollack, M.C. (1988). Amplification for the Hearing Impaired, ed. 3. Grune & Stratton.
12. Skinner, M.W. (1988). Hearing Aid Evaluation. Englewood Cliffs, N.J. Prentice-Hall.
1. Prevention: Types and definitions with examples. Hearing Impairment, Disability and
Handicap: Definition with examples. Concepts of Incidence and Prevalence.
2. Primary Prevention of Congenital and hereditary types of hearing loss. Consanguinous
marriages. Rh-Incompatibility. Care of mother during pregnancy. Secondary and Tertiary
Prevention: Importance of and methods of early detection in neonates and infants; diagnosis
and intervention. Concept of critical period. Screening tests and High Risk Register: Pros and
Cons. Concept of false positives and false negatives.
3. Prevention of hearing loss in early childhood. Immunisation against infectious diseases.
Public education regarding the need for early treatment of upper respiratory tract and ear
infections . Role of G.P.'s and Paediatricians.
4. Prevention of hearing loss and conservation of hearing in school going children. Importance of
and methods of early detection of hearing loss. Individual and group screening tests. Criteria
for medical referral. Follow up programmes planning and hearing conservation programme.
5. a) Hearing impairment in the elderly - Presbycusis. Structural changes. Effects on the
individual and family. Is presbycusis preventable? Tertiary prevention: Hearing Aids and
other intervention/management strategies.
b) Conservation of Hearing in Industry. Noise. Insidious onset of hearing loss due to noise.
TTS and PTS. Acoustic trauma and noise induced hearing loss Other effects of noise-
physiological other than hearing loss, effect on work performance, on speech. Annoyance of
noise' Measurement of noise - sound level meter, dosimeter, wave analyser. Noy and PN dB.
Mechanism of deafness due to noise exposure. Histological findings.
Noise induced hearing loss and presbycusis - typical audiograms.
Factors that are critical. Damage risk criteria: How much noise is too much? Individual
variability in susceptibility to noise. Tests for noise susceptibility.
Prevention of noise induced hearing loss. Control of noise: a) Environmental: improved
engineering design, acoustic treatment b) Personal: Use of ear protectors. c) Proper
placement of employees. Importance of and methods of early detection of loss due to
exposure to noise. Individual hearing conservation programmes. Pre-placement audiograms.
Periodic-retesting. Monitoring and screening audiometry.
Suggested
Readings:
1. Bess, F.H. & Humes, L.E. (1990) Audiology- The Fundamentals. Baltimore: Williams &
Wilkins.
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. Harges, D. & Northern, J.L. (1996). Infants & Hearing, Singular Publishing Group ,Inc.
4. McCormick, B. (Ed.) (1994) Paediatric Audiology 0 - 5 Years. Indian Edition, New Delhi:
A.I.T.B.S. Publishers.
5. Newby, H.A. and Popelka, G.R. (1985) Audiology, ed. 5. Englewood Cliffs, N.J.: Prentice-
Hall.
6. Northern, J.L. & Downs, M.P. (1991). Hearing in Children, ed. 4. Baltimore: W & W.
7. Park, K. (1997) Park's Textbook of Preventive and Social Medicine, ed. 15. Jabalpur:
Banarsidas Bhanot
8. Rose,D.E. (1978). Audiological Assessment, ed. 2. Englewood cliffs, N.J.: Prentice Hall.
9. Sataloff, R.J. (1987) Occupational Hearing Loss. New York Marsh.
10. 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)
.....
33
7.
Paper VII: B 3.4.4 Clinical Psychology
(including Psychology of the Exceptional,
Psychodiagnostics and Therapeutics)
1. Definition of clinical psychology. Historical introduction.
Methodology in clinical
psychology.
2. Concept of normality and abnormality. Criteria for abnormality. Dynamics of adjustment.
3. Unconscious process (briefly) Id-Ego-Superego.
4. Psychodiagnostics. Its
meaning and scope.
5. Psychometrics.
Development of Norms and standardisations of tests. Requirement of good
test.
6. Measurement of intelligence, nature of intelligence. Various classifications. Developmental
schedule. Commonly used verbal
and performance tests of intelligence.
Indian Adaptations.
Limitations of intelligence
testing.
7. Personality and its measurement.
8. Introduction to classification of mental disorders, Broad
areas, neuroses and psychoses, brief
discussion of symptomatolgy and diagnosis.
9. Psychological and Physical methods in treatment. Psychotherapies, briefer forms of
psychotherapy. Psychodramas,
Group Therapy. Play therapy, Behaviour
therapy.
Supportive Therapy.
Treatment of the individual and
the group in the social context.
Trends and prospects.
10. The normal and the exceptional. Criteria of exceptionality. The various types of
exceptionality. A brief account
of causes and diagnosis.
a.
The Intellectually exceptional: Mentally Retarded and Gifted.
b.
Sensory Exceptionality.
c.
Multiple Handicapped.
d.
Children with learning disabilities.
e.
Emotionally exceptional etc.
f.
Neurologically exceptional.
11. Testing the exceptional child (with
special reference to speech and hearing impaired) -
problems in. Problems of
communication. Development of
rapport. Reliability and validity
of the tests.
12. Parents of the exceptional
children. Parent-child
relationship. Abnormal reaction or
attitudes.
13. Psychotherapy, Guidance and
counselling the parents of the exceptional children.
14. Educational and vocational assessment
and management of the exceptional.
Clinical Practicum requirement:
NOTE: Practical and clinical work will
carry no marks.
Further to the inputs in the Second Year,
the trainees should be able to -
a) Take a detailed case history
b) Carry out routine assessments,
independently or with minimal supervision.
c)
Carry out minimal guidance for decisions regarding placement,
stimulation, guidance/
remediation for common behaviour problems using simple behaviour modification
techniques.
d) Write a
psychological/psychoeducational report giving relevant details.
e) Make appropriate recommendations &
referrals.
Suggested
Readings:
1. Coleman, J.C. (1976)
Abnormal Psychology and Modern Life, ed. 5. Bombay: D.B.
Taraporevala
Sons & Co. (Indian reprint edition of the original fifth U.S. edition by
Scott,
Foresman & Co.)
2. Shaffar and Lazarus (1952) Fundamental Concepts in
Clinical Psychology. New York:
McGraw-Hill.
3. Oltmanns, T.F. and Emery, R.E. (1995) Abnormal Psychology. New Jersey: Prentice-Hall.
More references to be added later.
.....
34
8. B 3.C1.3 Clinical Work (Speech
Pathology)
I Goals: The student clinician shall , at the end of the third year , achieve the following goals :-
1. The student –clinician will have the prerequisite information related to the neuroanatomy and neurophysiology related to speech-language functions
2.
The student clinician will be able
to :-
A) Differentially diagnose a client with Neurocommunication Disorders (NCD) in terms of
the following disorders.
Adults Children
Aphasia - Cortical Acquired childhood Aphasia
- Subcortical
- Primary Progressive (Slow)
Apraxia Developmental Verbal Apraxia
Dysarthrias Dysarthria Subsequent to Cerebral Palsy
Language of Generalised Children with Cognitive Impairments
Intellectual Impairment
- Dementia
- Alzheimer's /Pick's Disease Pervasive Developmental Disorders
Language of Confusion Subsequent SLI / LD ADHD
to Traumatic Brain Injury
Language Impairment following Right
Hemisphere Damage
B) Differentially diagnose between phonation disorders occuring due to Organic and
non-Organic factors and manage them.
C) Differentially diagnose between Articulation Disorders and between Fluency Disorders
and manage them.
II
Clinical Skills and Minimum
Requirements No.of hours / No.of cases
A - Diagnostics
1.i) Do objective analysis ( acoustic & aerodynamic ) of voice- 04 04
disordered individuals
ii) Administer and interpret battery of language tests for the 06 02 Ch.
diagnosis of childhood and language disorders (Knowledge 02 Ad.
of 3 DLAT , LPT, WAB; BDAE is compulsory)
iii) Execute Motor Speech Examination of children and Adults 03 01 Ch.
with Neurogenic Speech Disorders 02 Ad
iv) Analyse and differentially diagnose the dysfluencies and 04 01 Ch
calculate their percentage and administer the Attitude 02 Ad.
Questionnaire.
2. Do narrow transcription of the clients managed in clinics 02 01 Ch.
01 Ad.
3. Make Diagnostic formulations of the clients managed, with
appropriate referrals to be presented in a written format to 02 4.
the Clinical Supervisor.
B.
Treatment Planning and Therapeutic Intervention
1. Manage the following variety of clients No
i) Neurocommunication Disorders 4
ii) Phonation Disorders 4
iii) Fluency Disorders 4
iv) Childhood Language Disorders 2
v) Articulation/Phonological Disorders 2
Comprehensive Report for each of the above clients to be neatly maintained in the specified format in a Speech-Language Journal. The audio recordings of Speech Samples of the above clients should be transcribed in IPA and maintained in the Journal. 2
2. Consider the option of AAC
3. Acquire knowledge from recent literature for treatment planning
for cases other than routine (e.g. Adults with TBI /Children with PDD ) 02 1
4. Make a presentation in the weekly Clinical Conference, of client using 03 2
the specified format.
III
Break up of Internal Assessment: 50 Marks
Oral Exam - 20
First Term Clinics - 25
Second Term Clinics - 25
Journal with Minimum Requirements: - 10
Case presentation - 10
Poster presentation in the department - 10
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Total: 100
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It will be computed for 50 by dividing the marks obtained as above by 2.
IV Conduct of Practical Examination
PROCEDURE STATIONS:
A) Preparation of a list of questions based on the lists of presenting symptoms of a
particular Speech-Language disorder.
Any of the following could be used.
Voice Disorders; Aphasia; Right Hemisphere Impairment; Dementia;
Acquired Childhood Aphasia , Learning Disabilities etc.
Clinician will be required to come to a conclusion regarding Diagnostic possibilities and
Therapy planning and techniques.
- The student-clinician will prepare a list of questions needed based on which he/she
will be questioned.
(Minimum Requirement at least 2 cases /student) (40)
B) Description of the Audio recording presented to them of clients with speech-language
disorders based on which the student will be questioned. (5x2 = 10)
i) Voice-Disorders in Hoarseness, Spastic Dysphonia, Breathiness, Hypernasality, etc.
ii) Dysarthrias:- Flaccid/Spastic Dysarthria
iii) Language Disorders: Wernicke's Aphasia, Broca's Aphasia; Language of confusion.
(Minimum requirement at least 1 recording from (i) (ii) (iii)
C) Preparation of an Audio recording of a 5-10 minute counselling session for a given aspect
of a given disorder e.g. To explain vocal hygiene to an adult with hyperfunctional voice
disorder. (Minimum requirement recorded sample) (10)
PROCEDURE AND RESPONSE STATIONS:
D) Response - evaluation of A, B & C (10)
E) Identification and Naming functions of the various anatomical parts/prosthesis/charts/
models/diagrams of Larynx, Neuroanatomy (10)
F) Speech-Language Journal-based questions will be asked, based on the diagnostic and
therapy reports filed in the Journal. (10)
G) i) Viva Voce
- Questions related to Cranial Nerve Testing
- Other clinical questions in areas of Voice Disorders, NCD (15)
ii) Overall use of professional language and professional attitude and knowledge
related to ASLP profession will be evaluated. (5)
B
3.C2.3 Clinical Work (Audiology)
I
- GOALS:
Following are the list of clinical skills the students should have acquired by the end of the
3rd year:
(Confirmation of acquisition of these skills will be done by supervision, cross-checking
and checklist)
1. Calibration
The students should be familiar with
i) knowledge of equipment used for AC and BC calibration of audiometer.
ii) Procedure for physical calibration of audiometers including trimpot adjustments
and making of correction charts.
iii) Biological calibration of audiometers
2. Immittance Test Battery
i) Should be well-versed in the administration, interpretation and documentation of:
Tympanometry, Reflex testing, Testing for decay, Eustachian tube assessment.
ii) Should be able to correlate these findings with pure tone findings and TF test results.
3. ABR: The student should be familiar with the administration and interpretation of
i) ABR for threshold testing
ii) ABR for site of lesion testing
iii) Student should be able to correlate these findings with other test results in the
test battery.
4. SPECIAL TESTS: The students must be well-versed in giving instructions for;
administration, interpretation and documentation of following tests:-
i) ABLB - Hood's procedure and Jerger's procedure
ii) SISI
iii) Tone Decay: Carhart,s, Rosenberg's, Olsen and Noffsinger's, Owen's,, Green's and
Jerger's STAT tests
- The students should be able to correlate these findings with those of other tests in the
test battery.
5. Functional loss: The students must be well-versed in
i) identifying functional overlay, functional hearing loss
ii) Modify the test procedure or select appropriate tests so as to estimate the extent of organic
involvement
iii) Administration and interpretation of the tests used for unilateral and bilateral functional
hearing losses.
iv) Communicating the test findings to the referral source.
6. SAL Test: The student should be familiar with
- equipment used for SAL test
- administration and interpretation of SAL test,
7. Student must be well versed in
- reaching to a holistic topological diagnosis based on the entire test battery
- writing synopses of the test findings.
8. Hearing aid selection:
- The student must be well-versed in
- selection of appropriate hearing aid for adults and geriatric clients
(using subjective and objective methods)
- selection of appropriate amplification for children.
9. Aural Rehabilitation: Same as those for the 2nd year.
II. Minimum Requirements:
1. Calibration: Observation of calibration of audiometers for AC & BC - 1 audiometer
2. Immittance Test Battery: (Full battery)
Normal subjects - 5
Cases with different M.E. pathologies - 5
Cases with S.N. Loss - 5
3. ABR
Normal subjects - 2 ( 1 for threshold testing & 1 for differential diagnosis)
Clinical cases: Threshold testing - 2 cases; Differential diagnosis - 2 cases
4. Special Tests: ABLB, SISI, Tone Decay and SAL
Normal subject - 1
Conductive loss - 1 case
S.N. Loss - 1 case
5. Functional loss
Entire test battery for unilateral and/or bilateral functional hearing loss - 1 case
Stenger administration & interpretation - 1 Unilateral total loss (organic)
- 1 Unilateral functional hearing loss
6. A holistic diagnostic formulation based on the entire test battery- 5 cases
7. Hearing aid selection ( subjective & objective methods): Adult - 2 cases; Children - 2 cases.
8. Management of Hearing Impaired
Children below 3 yrs. - 1 case
Children above 3 yrs. - 1 case
Adult (Postlingual) - 1 case
Geriatric - 1 case
9. Preparation of a home program for young hearing impaired child - 1 case
III.
Break-up of Marks Allotted for Clinical Work Internal Assessment
Internal Practical/oral examination 20
Completion of Minimum Requirements 10
Journal 05
Case Presentation 05
Clinical Intervention & Management 10
(during the academic year)
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Total Marks: 50
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IV.
Scheme of Conduct of Practical Examination for
the 3rd year students:
Practical/oral Exam. 70
Viva Voce 30
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Total Marks: 100
Following is the weightage of marks allotted to different topics covered in the clinical practicum:
Sr.No. Topics Marks
1. Knowledge of calibration equipment & procedure 10
2. Immittance 10
3. ABR/SAL 10
4. Test battery interpretation 20
(inclusive of correlation of PTA, Speech audiometry,
impedance, special tests, etc.)
5. Hearing aids & management of hearing impaired 20
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The Practical Examination can be conducted using the OSPE/OSCE method. It will contain procedure stations, response station and/or combination of the two.
Procedure Station examples:
1. Reading/Interpreting an ABR report
2. Given the test battery results, interpreting the site of lesion
3. Carrying out immittance on a subject.
4. Identifying the equipment needed for calibration
5. Troubleshooting a hearing aid
6. Carrying out SISI/Tone Decay test at a given frequency
7. Writing an integrated report/summary based on the audiometric data provided
8. Carrying out hearing aid analysis
9. Identifying different types of hearing aids, their parts, various presets, couplers.
Response Station/Combined Procedure-Response Station Examples
1. Answering questions based on procedure stations.
2. Interpreting/Reading REIG report.
3. Suggesting ways of modifying hearing aid response for a given hearing impairment.
4. Given a test battery report, explaining what is wrong?
5. Given a case history, suggesting management for the case.
6. Carrying out parental counselling/adult counselling regarding a given point.
Internship
A student after passing the Final (Third) Year B. Sc. (HLS) Examination, but before being eligible for admission to the B. Sc. (HLS) degree, shall undergo six months of compulsory Internship in the institution in which he/she has studied and/or other government/non-government organisations at the discretion of the Head of the College/Institute.
At
the end of U.G. program (of 3½ years
including 6-months' internship) the students must fulfil the following mini mum
requirements (in contact hours):
The clinician shall have a total minimum of 1,000 hours of clinical work at the end of the B. Sc. (HLS) program. The break up under each head is as follows:
Child
Assessment & Therapy (Total: Min.
500 Hours)
Language Disorder Articulation Fluency Voice Total (Min.)
Assessment 25 25 25 25 200 Hrs.
Therapy 100 25 100 25 300 Hrs.
Adult
Assessment & Therapy (Total: Min.
400 Hours)
Language Disorder Articulation Fluency Voice Total
Assessment 30 20 30 20 150 Hrs.
Therapy 50 50 50 50 250 Hrs.
Child Adult Total
Assessment 200 Hrs. 150 Hrs. 350 Hrs.
Therapy 300 Hrs. 250 Hrs. 550 Hrs.
Total 500 Hrs. 400 Hrs. 1,000 Hrs.
The clinician shall have a total minimum of 1,000 hours of clinical work at the end of the B. Sc. (HLS) program. The break up under each head is as follows:
Child Adult Total
Evaluation / Diagnostics: 150 Hrs. 150 Hrs. 400 Hrs.
Rehabilitative (Inclusive of
hearing aid selection): 100 Hrs. 100 Hrs. 300 Hrs.
Total 275 Hrs. 275 Hrs. 1000 Hrs.
Note:- If the student clinician , despite genuine efforts, is unable to meet the stipulated minimum requirements in any given category, he or she may be allowed to compensate by putting in extra hours in any of the other categories thus meeting the stipulated grand total. The hours can also be compensated by suitable posting during 6 months' internship.
The official transcripts shall be issued
to the students on demand by the College/Institution concerned, on payment of
prescribed fees, if any. Format of the transcript based on American
Speech-Language and Hearing Association (ASHA) guidelines being issued by TNMC
is appended (Appendix E).
There are two parts to the transcripts: Academic Course Work and Clinical Practicum.
1. Academic Course Work: Calculation of GPA (Grade Point Average)
GPA is the average of the product of semester credit hours and grade point `earned ' in a subject. For example, if in Paper I with 3 semester credit hours, a candidate gets A grade, his/her Grade Points for Paper I will be 3 x 4 = 12. (See notes below). Thus, if a course consists of 6 papers, the grade points for all the 6 papers is calculated, summed and divided by the sum of the credit hours of all the 6 papers. The resulting value is the GPA. This can be given for each year of the course separately and a combined score for all the three years taken together can also be given.
Notes:
1. Semester credit hours is based on American system of one semester credit hour is equivalent to 16 clock hours. Thus, if a subject is taught for 50 clock hours, it will correspond to 3 semester credit hours.
2. Grade points are as follows: A: 4 points; B - 3 pts.; C - 2 pts.; D - 1; pt.; F - 0 pt.
3. Where marks are given for a paper, the marks will be converted to grades as under:
75% and above: A grade; 66 to 74% - B; 50 to 65% - C; 40 - 49% - D; <40% - F
(This apparently more liberalised conversion of marks to grades is because of the fact that our examination system is entirely different from the American system: The weightage for MCQs is only 20%; the comprehensive examination is at the end of the academic year along with all the subjects prescribed for the course all which are compulsory for all the students; person who has taught the course, person who sets the paper and finally the person who evaluates them can all, be and usually are, different individuals. Our students here, therefore, are at considerable disadvantage.)
2. Supervised Clinical Practicum
This shows the actual contact hours a
student has earned classified under various subheadings for each of the two
disciplines of Audiology and Speech-Language Pathology. This can be calculated and records updated monthly,
term-wise and for each academic year on a progressive basis for each student so
that it will be possible to achieve more uniform distribution of clinical work
assignment. For example, if a student
has many more hours in Audiology and lacking hours in Speech -Language Pathology
in one term or year, it can be compensated in the next term or year. Within a given discipline, disparities among
subheadings can be minimised. This will
also help later in posting students during internship.
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