Projects

Your portfolio will serve as a clinical resource and also as evidence of competence in the prevention, assessment, and treatment of motor speech disorders and dysphagia. You may turn in a draft of each project by the due date indicated in the course schedule if you would like feedback from Dr. Clark. The final draft of the dysphagia and motor speech projects are due March 10 and May 2, respectively. Grading Sheets

Dysphagia Projects

Assessment Report (25 pts)

Develop a narrative report based on assessment information provided by Dr. Clark (to be distributed in class). The report should include treatment recommendations.

Evidence-based Treatment Plan (25 pts)

Select one patient from the list below. For the patient you select

• Write a two-three line summary of the swallowing deficits you'd expect the patient to exhibit
• Develop appropriate functional goals
• Suggest an appropriate treatment venue (e.g., acute care, home health, etc)
• Propose an anticipated session duration (e.g., 30 minutes) and frequency (e.g., three days per week) and overall duration (e.g., 3 weeks) for treatment
• Based on your goals, develop an outline of your treatment objectives
• Using the method and principles of evidence-based practice described by Dr. Irwin (and summarized by ASHA), review evidence supporting the treatment methods you have selected
• Summarize the process by which you will evaluate the effectiveness of your treatment

Select one of the following patients

• 14 year old boy 5 days s/p MVA with resultant head and neck trauma affecting function of CN V, VII, X, and XII.
• 46 year old female s/p hemilaryngectomy
• 74 year old man with history of multiple CVAs, now transferred from LTC to acute care with aspiration pneumonia.

Format

• There is no minimum or maximum page length, but it is anticipated that 3 - 5 double-spaced pages will be typical
• Use APA 5 format to cite references in your evidence review
• Consider this a professional paper: use professional language, a professional font, etc.

Motor Speech Projects

Screening Procedures (20 points)

In many clinical settings, thorough assessment of every aspect of communication during the initial visit is inappropriate. For this project, you will identify a brief screening protocol for the identification of individuals for whom motor speech ability should be thoroughly assessed

Content:

• Review of history (key indicators in the history that would signal the need to assess motor speech)
• List basic screening procedures (elicitation procedures, etc)
• Provide examples of behaviors that would indicate the need for thorough assessment of motor speech function

Form:

• One single-sided page
• Font no smaller than 10 pt
• Use tables, columns, colors as appropriate to enhance organization

Assessment Report (25 points)

• Select from patients Felizia Gomez, Harry Dauge, or Simon Simonson
• Review the information provided (history, interview, report of handicap)
• Score standardized tests based on findings reported
• Develop an assessment report based on the information provided
• Format of report
  • A brief narrative report is recommended, but other formats may be used if approved in advance
  • One page single space should be more than long enough
  • Students may discuss content and form of report but each student should submit an original report

Managing Motor Speech Disorders (30 points)

Develop a treatment summary sheet for each of the dysarthrias and apraxia of speech. For each disorder, your summary sheet should include

• impairment level treatments targeting relevant speech subsystems
• activity level treatment targeting relevant speech characteristics
• brief list of treatment resources particularly suited for the specific communication disorder

Evidence-based Treatment Plan (25 pts)

Select one patient from the list below. For the patient you select

• Identify the motor speech disorder(s) you'd expect the patient to exhibit
• Develop appropriate functional goals
• Suggest an appropriate treatment venue (e.g., acute care, home health, etc)
• Propose an anticipated session duration (e.g., 30 minutes) and frequency (e.g., three days per week) and overall duration (e.g., 3 weeks) for treatment
• Based on your goals, develop an outline of your treatment objectives
• Using the method and principles of evidence-based practice described by Dr. Irwin (and summarized by ASHA), review evidence supporting the treatment methods you have selected
• Summarize the process by which you will evaluate the effectiveness of your treatment

Select one of the following patients

• 14 year old boy 5 days s/p MVA with resultant head and neck trauma affecting function of CN V, VII, X, and XII.
• 46 year old female with ALS
• 68 year old male with Parkinsons Disease
• 77 year old female s/p left frontal lobe CVA

Format

• There is no minimum or maximum page length, but it is anticipated that 3 - 5 double-spaced pages will be typical
• Use APA 5 format to cite references in your evidence review
• Consider this a professional paper: use professional language, a professional font, etc.

Competencies

What's a competency? ASHA requires that students demonstrate both knowledge and skills related to the management of communication and swallowing disorders. The portfolio, quizzes, and exam assess your knowledge of the course material. The competencies will assess your skill in the execution of a variety of clinical methods. All competencies are graded pass/fail. Students will repeat the competency until passing skills are demonstrated.

• Clinical (bedside) swallowing exam
  • to be conducted in class
  • each student will conduct a clinical swallowing exam, including oral motor exam, on another student
• MBS
  • to be conducted outside of class
  • in small groups, students will review and rate 5 modified barium swallow studies
• Treatment
  • to be conducted in class
  • each student will demonstrate the ability to execute two swallowing maneuvers: supraglottic swallow and Mendelsohn maneuver