Observe a swallowing assessment session (5 points)

Observe a swallowing assessment session, which can include clinical and/or instrumental methods. Write a summary of the observation, including the materials and assessment instruments utilized, the findings of the assessment (these can be your informal judgments if necessary) and your reflections about the session. Two pages will likely be sufficient to summarize and reflect on a session.

Observe a motor speech assessment session (5 points)

Observe an  assessment session. Write a summary of the observation, including the materials and assessment instruments utilized, the findings of the assessment (these can be your informal judgements if necessary) and your reflections about the session.

Observe or participate in a treatment session (5 points)

Observe a swallowing or motor speech treatment session. Your observation must include at least 30 minutes of direct contact time, therefore more than one session may be necessary, depending on the setting. Write a summary of the observation, including the materials and treatment protocols utilized, the performance of the client (these can be your informal judgments if necessary) and your reflections about the session. Two pages will likely be sufficient to summarize and reflect on a session.

Research a topic on the Dysphagia Listserv Archive (5 points)

An archive of the discussions on the SID 13 Listserv is maintained at www.dysphagia.com. Research a topic of interest and write of summary of the information you gain. Your summary should include

• a brief description of your search strategy (terms you searched under, etc.)
• a summary of the information you found
• a critical review of the information (review the evidence that the information is sound)
• a reference listing of the listserv submissions consulted in your review

Diversity document review (variable points)

Review up to 3 documents (journal articles, books, or chapters) which describe variations in communication or feeding behaviors related to differences in age, gender, or culture. Summarize and critique the documents you reviewed. If more than one document is reviewed, integrate the information as well as point out inconsistencies across documents while attempting to reconcile any perceived differences.

General guidelines:

• in your summary, state explicitly the differences communication or feeding the document describes
• in your critique, discuss the validity and/or generalizability of the findings, based on the sample study or the analysis method used.
• if you review more than one document, I will look for evidence of analysis and synthesis of the information. Specific features I will look for include:
  • discussion of how the documents related similar or different information
  • attempts to explain similarities or differences in findings
  • discussion of how the information presented in either/both documents relates back to course content, and how you can apply this new knowledge
• A single page for each document reviewed is probably adequate, with an additional one to two pages for additional discussion as indicated above

This project should be completed independently

Review of one document (5 points)
two documents (10 points)
three documents (15 points)
Review of two documents with evidence of analysis and synthesis (15 points)
Review of three documents with evidence of analysis and synthesis (20 points)

Research brain-behavior relationships (10 points)

Research brain-behavior relationships. Review at least 3 research studies examining the relationship between brain location and behavior (e.g., lesion studies, electrical stimulations studies, PET studies). Write a five page report summarizing the information you obtained and the conclusions you drew from your research.

Disorder video tape (15 points)

Develop a video tape demonstrating various motor speech disorders.  The demonstrations are made by you, the student, not by actual patients.  Students may collaborate in groups of up to 3 individuals.  The following disorder classifications should be included in the video:

• one of the following
  • spastic dysarthria
  • flaccid dysarthria
  • UUMN dysarthria
• hypokinetic dysarthria
• ataxic dysarthria
• apraxia of speech

Read a book (10 points)

Read a book written by an individual who experienced an acquired language disorder or by a family member of such an individual.

• the following are suggested readings--numerous other titles are appropriate as well.
  • Berquist, McLean, & Kobylinksi.  Stroke Survivors
  • Collins, E. Unprepared
  • Josephs, A. The Invaluable Guide to Life after Stroke
  • Kasell, P. the Best of the Stroke Connection
  • John Lavin.  Stroke: From Crisis to Victory
  • John Gunther: Death be not Proud
  • Claudia Osborne. Over my Head
  • Jean Dominique Bauby. The Diving Bell and the Butterfly
  • Michael J Fox. Lucky Man

Your review should include the following components

• A summary of book, including the general "story," the type of communication disorder the character(s) acquired, and the "point" of the book.
• Discuss how the cognitive and/or communicative behaviors described in the book were consistent or inconsistent with what you've learned in class. Attempt to explain inconsistencies.
• Reflect on your own response to the personal account.
• Discuss how you can incorporate any new insights into your interactions with individuals with acquired language disorders or their families.
• Three to five pages double-spaced is recommended to adequately respond to each of the above items.
• This project should be completed independently.

Interview (10 points)

Interview an individual and/or family who have  participated in therapy for an adult language disorder.  Focus on their impressions of what the goals of therapy were and whether they were appropriate, and if they felt the goals were met. Ask about modifications they have made to their lifestyle to accommodate a new disability or a person with a disability. Write a summary of the interview and include any insights you gained through the process.

Develop an inservice (10 points)

Develop a video inservice for health care personnel.  The content should relate to identifying or managing neurogenic communication or swallowing disorders and may target any number of audiences, including:

• staff nurses
• dietary staff
• medical students or residents
• home health aides
• others

Include a handout and self-quiz for participants.