This course provides a general overview of the anatomy and physiology of the speech production mechanism; examines speech delays and disorders including phonology, voice, fluency, feeding and swallowing disorders in preschool and school aged children. Students will be taught specialized instruction and evidenced-based interventions used for remediation, skill improvement and or compensatory strategies. This course will prepare Speech/Language Pathology Assistants for their role in providing assistance to school age children with these disorders in educational settings.
- COM 102: Introduction to Language and Communication Development
- COM 103: Standards and Practices for SLPAs in the Schools
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Discuss the major anatomical and neurological systems and physiological processes that are involved in speech production.
- Discuss the Speech Chain: The basic processes of communication between individuals.
- Describe the significance of speech perception in the development of phonology and phonological awareness.
- Describe the characteristics, etiologies, and impact of articulatory, phonology, voice, and fluency disorders as well as feeding and swallowing disorders.
- Describe preventative approaches for speech disorders and the role of the SLPA in prevention / early intervention.
- Distinguish among different approaches to intervention for these disorders, including intervention delivery options, strategy selection, and material preparation.
- Describe common methods for data collection for these communication disorders.
- Describe the role of the SLPA in supporting therapy plans for students in educational settings who have phonological, voice, fluency, or feeding/swallowing disorders.
General Education Outcomes (GEOs)
Course Activities and Grading
Discussions (Weeks 1-15)
Speech Chain Learning Activity (Week 2)
Quizzes (Weeks 3, 6, 9, & 13)
Midterm Exam (Week 10)
Transcription Activities (Weeks 5-8)
Methods of Intervention for Speech Disorders Project (Week 14)
Comprehensive Final Exam (Week 15)
Available through Charter Oak's online bookstore
- Anderson, N.B., & Shames, G. H. (2011). Human Communication Disorders: An Introduction (8th ed). Boston: Pearson Publishing. ISBN-13: 978-0137061334
- Hedge, M.N. (2008). Hedge's PocketGuide to Treatment in Speech-Language Pathology (3rd ed). Delmar, Cengage Learning. ISBN-13: 978-1418014940
Note: Human Communication Disorders and Hedge’s PocketGuide to Treatment in Speech-Language Pathology are used in COM 306.
Additional Required Materials
- Guidelines for Speech and Language Programs Determining Eligibility for Speech and Language Services Under IDEA. (2007). State of Connecticut, Department of Education Bureau of Special Education
- Guidelines for Feeding and Swallowing Programs in Schools. (2007). State of Connecticut, Department of Education Bureau of Special Education
Readings and Exercises
Topics: Philosophy & Practice of Service
Topics: Anatomy and Physiology of the Speech Mechanism
Topics: Biology and Physiology of Speech Production
Topics: Articulation Disorders and Accent vs. Dialect Differences
Topics: Articulation, Phonology, Manner & Placement
Topics: Manner and Placement: Phonetic Transcription
Topic: The Role Phonology Plays in Literacy Development
Topic: Early Intervention for the Prevention of Speech Disorders
Topic: Phonological Disorders vs. Childhood Apraxia of Speech
Topic: Oral Motor Exercises for Speech Disorders: A Review of Research
Chapters 1, 3, 5 & 6
Topic: Neurogenic Disorders of Speech - Childhood Apraxia of Speech vs. Dysarthria
Topics: Fluency Disorders and Interventions
Topics: Cleft Palate & Craniofacial Disorders & Interventions and the Role of AAC
Topics: Voice Disorders, Dysphagia & Interventions
Topics: Conclusion and Final Exam
Final will be cumulative.
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies and the “Course Policies” link for specific policies related to this course. COSC Resources information regarding available COSC academic support services and resources.