1 THE TAMIL NADU Dr. M.G.R. MEDICAL UNIVERSITY, CHENNAI-600 032.

REGULATIONS FOR BACHELOR IN AUDIOLOGY AND SPEECH LANGUAGE PATHOLOGY (BASLP) Regulations of the University In exercise of the powers conferred by Section 44 of The Tamil Nadu Dr. M.G.R. Medical University, Chennai , Act, 1987 (Tamil Nadu Act 37 of 1987), the Standin g Academic Board of the Tamil Nadu Dr. M.G.R. Medical University, Chennai, hereby makes the following regulations. 1. SHORT TITLE AND COMMENCEMENT: These regulations shall be called The REGULATIONS FOR BACHELOR IN AUDIOLOGY AND SPEECH LANGUAGE PATHOLOGY (BASLP) OF THE TAMIL NADU Dr. M.G.R. MEDICAL UNIVERSITY, CHENNAI . They shall come into force from the Academic Year 2010 -2011 onwards. The regulation and syllabi are subject to modifications by the Standing Academic Board from time to time. 2. ELIGIBILITY FOR ADMISSION: (a) A candidate desiring to join the four year programme leading to the Bachelor in Audiology and Speech Language Pathology (BASLP) Degree course should have passed the HSC / CBSE / ISC or equivalent examination with i Physics, Chemistry, Biology and Mathematics (or) Physics, Chemistry, Mathematics and Computer Science (or) Physics, Chemistry, Botony and Zoology (or) Physics, Chemistry and Biology subjects taken together at the qualifying examination afte r a period of 12 years of study. ii A pass with a minimum of 35% marks in each Subjects Separately including English for all Categories . (Revised as per 44th SAB held on 15.6.2012) (b) A candidate shall, at the time of admission, submit to the Head of the Insti tution, a Certificate of Medical Fitness from an authorized Medical Officer certifying tha t the candidate is physically fit to undergo the academic course and does not suffer f rom any disability or contagious disease.

2 3. AGE LIMIT FOR ADMISSION: Every candidate should have completed the age of 17 years as on 31st December of the year of admission. 4. ELIGIBILITY CERTIFICATE: The candidates who have passed any qualifying examination other than the Higher Secondary Course examination conducted by the Government of Tamil Nadu shall obt ain an Eligibility Certificate from the University by remitting the prescribed fees along with the filled in Application Form (which can be downloaded from the University website (web.tnmgrmu.ac.in), Mark Sheet, Transfer Certificate and other relevant documen ts required by the University before seeking admission to any one of the affiliated Institutions. 5. REGISTRATION: A candidate admitted to the Bachelor in Audiology and Speech Language Pathology (BASLP) Degree Course in any one of the affiliated Institutions of this Universi ty shall register his / her name in the prescribed application form for registration duly filled along with the prescribed fee and a declaration in the format, (as in Annexure) to the Controller of Examination of this University through the affiliated Institution within 60 d ays from the Cut-off date prescribed for Bachelor in Audiology and Speech Language Pathology (BASLP) Degree Course for admission. 6. DURATION OF THE COURSE: The duration of the Bachelor in Audiology and Speech Language Pathology (BASLP) Degree course shall be Three Academic Years and One Year Internship (4 Years). 7. COMMENCEMENT OF THE COURSE: The course shall commence ordinarily from 1st August of the Academic Year. 8. COMMENCEMENT OF THE EXAMINATIONS: Regular Examinations will commence from 1st August and supplementary Examinations will commence from 1st February. If the date of commencement of the examination falls on Saturday, Sunday or declared Public Holidays, the examination shall begin on the next working day.

3 9. CUT-OFF DATES FOR ADMISSION TO THE EXAMINATION: The Candidates admitted upto 30th September shall be registered to take up their 1st year examination during August of the next year. All kinds of admissions shall be completed on or before 30th September of the academic year. There shall not be any admissions after 30th September even if se ats are vacant. 10. MEDIUM OF INSTRUCTION: English shall be the medium of instruction for all subjects of study and examina tions will be conducted only in English. 11. CURRICULUM: The Curriculum and the Syllabi for the course shall be as prescribed by the University from time to time. 12. WORKING DAYS IN AN ACADEMIC YEAR: **Each academic year shall have a total of 250 working days. The workout for 250 days is as follows: Sundays -52 Vacation -30 [May-2 weeks, Winter-1 week, Study Holidays-1 week] Second Saturdays -12 Govt. Holidays -21 -------115 --------365-115= 250 days **(It is approved by 43rd SAB dt.19.12.11). 13. ATTENDANCE REQUIRED FOR ADMISSION TO EXAMINATIONS: (a) No candidate shall be permitted to appear for the University examinations, unles s he/she attends the course for the prescribed period and produces the necessary certificate of attendance and satisfactory conduct from the Head of the Institut ion. (b) Every candidate is required to put in a minimum of 90% of attendance both in theory and practical separately in each subject for admission to the examination . (c) A candidate lacking in the prescribed attendance in any subject in theory and /o r practical shall not be admitted to the entire examination.

4 14. CONDONATION OF LACK OF ATTENDANCE There shall be no condonation of lack of attendance. 15. INTERNAL ASSESSMENT: (a) A minimum of two written internal assessment examinations shall be conducted in each subject during a semester and the average marks of two examinations shall b e taken into consideration for the award of internal marks. (b) A minimum of two practical examinations shall be conducted in each subject (wherever practical have been included in the curriculum) and the average marks of these two examinations shall be taken into consideration for award of internal m arks in practicals. (c) A candidate failed in any subject in the University examination shall be provide d an opportunity to improve his/her internal assessment marks by conducting a minimum of two examinations in theory and two practicals separately. 16. SUBMISSION OF LABORATORY RECORD NOTE BOOKS: At the time of practical examination, each candidate shall submit to the examine rs his / her laboratory note books duly certified by the Head of the Department as a bonafide record of the work done by the candidate. In practical record shall be evaluated by the concerned Head of the Department (Internal Evaluator) and the practical record marks shall be submitted to the Un iversity 15 days prior to the commencement of the theory Examinations. In respect of failed candidates the marks awarded for record at previous examina tion will be carried over for the subsequent examination. The candidates shall have t he option to improve his performance by submission of fresh records. 17. CARRY-OVER OF FAILED SUBJECTS: (a) Candidates shall be permitted to undergo study in the second year carrying not m ore than two University Examination subjects in the first year. (b) Candidates shall be permitted to undergo study in the third year only after pass ing all the prescribed subjects of the first year. However, the candidates are permitted to carry not more than two University Examinations and two internal subjects of the second year. (c) Candidates shall be permitted to undergo internship only after passing all the subjects.

5 18. MARKS QUALIFYING FOR A PASS: A candidate shall be declared to have passed the examination if he/she obtains t he following minimum qualifying marks: 50% of Marks in the University Theory Examination. 50% of Marks in the University Practical Examination. 50% of Marks in Theory, Practical, I.A. & Oral seperately. 19. CLASSIFICATION OF SUCCESSFUL CANDIDATES: The candidate should have appeared for Theory Practical and Oral Examinations fo r securing a pass in a subject. The names of first ten University Rank Holders will be published in the Universi ty Website. 20. REVALUATION / RETOTALLING OF ANSWER PAPERS: There is no provision for revaluation of the answer papers of failed candidates in any examination. However, the failed candidates can apply for retotalling. 21. MIGRATION / TRANSFER OF CANDIDATES: Migration / Transfer of Candidates from one recognized institution to another recognized institution of this University shall be granted on the following cond itions: a) All migrations / transfers are subject to the approval of the Vice-Chancellor. b) Transfer shall be effected only at the beginning of the academic year. c) The transfer application should be sent through proper channel to the Academic Officer within three months of publications of the results or admission to the course. d) Transfers shall be effected during any year of study after fulfillment of the regulations of this University. e) The Vice-Chancellor has been empowered to decide and issue transfer from one college to another college, subject to verification of the vacancy position available in the college without contravention to the statutory rules of the Central Council and such tra nsfers permitted by the University be placed in the Governing Council for information.

f) The provision of combination of attendance shall be granted to the transfers for admission to the examination of the University on satisfactory fulfillment of th e regulations of this University.

6 22. RE-ADMISSION AFTER BREAK OF STUDY: As per the University common Regulations for Re-admission after break of study f or all courses ( As approved by the Standing Academic Board in its XXVI Meeting on 16.12.2003). 23. VACATION: **Four Weeks in an academic year. **(It is approved by 43rd SAB dt.19.12.11). 24. PATTERN OF QUESTION PAPER FOR UNIVERSITY EXAMINATION: B.Sc. DEGREE COURSES Essay 3 x 10 = 30 Marks Short Notes 8 x 5 = 40 Marks Short Answers 10 x 3 = 30 Marks Total 100 Marks 25. AUTHORITY FOR ISSUE OF INTERNSHIP COMPLETION CERTIFICATE: The Head of institutions shall issue a certificate of successful completion of internship to each candidate after satisfying that the candidate has completed t he training programme and has acquired the skills to function independently. 26. AWARD OF DEGREE: The degree shall be awarded by the University only after the completion or the compulsory internship training for a period of not less than one year. 27. SUBMISSION OF PRACTICAL RECORD BOOKS: At the time of Practical Examination, each candidate shall submit to the Examine rs his/her practical Record Books duly certified by the Head of the Department as b onafide record of the work done by the candidate. The concerned Head of the Department shall evaluate the Practical Record (Intern al Assessment) and the Practical Record shall be presented to the examiner.

7 Bachelor in Audiology and Speech Language Pathology (BASLP) 28. SCHEME OF EXAMINATION FIRST YEAR (250 Working days)* I BASLP PAPER THEORY B1.1 Introduction to Human Communication B1.2 Speech Language Development and Disorders PRACTICALS B1.3 Introduction to Hearing and Hearing Sciences PRACTICALS B1.4 Technology and Management for Persons with Hearing Impairments I B1.5 Basic Medical Sciences Related to Speech and Hearing B1.6 Psychology Related to Speech and Hearing FIRST YEAR PRACTICALS

Internal Assessment Theory Practical Log/Record work Total PAPER B1.2 Speech-Language pathology Speech Language Development and Disorders PAPER B1.3 Speech-Language pathology Introduction to Hearing and Hearing Sciences Marks 20 20 10 50

8 MARK SCHEDULE SCHEME OF EXAMINATION FIRST YEAR Theory Subject Title University Theory Exam Practical Subject Title Practical Marks VIVA IA Max Mi n Ma x Mi n M ax Mi n Ma x Min Introduction to Human Communicati on 100 50 ----50 25 Speech Language Development and Disorders 100 50 SpeechLanguage pathology 100 50 50 25 50 25 Introduction to Hearing and Hearing Sciences 100 50 Audiology 100 50 50 25 50 25 Technology and Management for Persons with Hearing Impairments I 100 50 ----50 25 Basic

Medical Sciences Related to Speech and Hearing 100 50 ----50 25 Psychology Related to Speech and Hearing 100 50 ----50 25

9 II BASLP PAPER THEORY B2.1 Speech Language Diagnostic and Therapeautics PRACTICALS B2.2 Articulation and Phonological Disorders B2.3 Voice and Laryngectomee B2.4 Diagnostic Audiology B2.5 Technology and Management for Persons with Hearing Impairments II PRACTICALS B2.6 Pediatric Audiology B2.7 Basic Statistics and Scientific Enquiry in Audiology and Speech Language Pathology SECOND YEAR -PRACTICALS PAPER B2.1 Speech-Language pathology Speech Language Diagnostic and Therapeautics PAPER B2.5 Audiology Technology and Management for Persons with Hearing Impairments II MARK SCHEDULE SCHEME OF EXAMINATION SECOND YEAR Theory Subject University Practical Practical VIVA IA Title Theory Subject Marks Exam Title Ma Min M Min M Mi Ma Min x ax ax n x Speech 100 50 Speech 10 50 50 25 50 25 Language Language 0 Diagnostic and Pathology Therapeautics Articulation and Phonological 100 50 ----50 25

10 Disorders Voice and Laryngectomee 100 50 ----50 25 Diagnostic 100 50 ----50 25 Audiology Technology and 100 50 10 50 50 25 50 25 Management for Audiolog 0 Persons with y Hearing Impairments -II Pediatric 100 50 ----50 25 Audiology Basic Statistics 100 50 ----50 25 and Scientific Enquiry in Audiology and Speech Language Pathology III BASLP PAPER THEORY B3.1 Fluency and its Disorders PRACTICALS B3.2 Neurogenic Language Disorders in Adults B3.3 Motor Speech Disorders PRACTICALS B3.4 Rehabilitative Audiology PRACTICALS B3.5 Noise Measurements and Hearing Conservation B3.6 Community Oriented Professional Practices in Speech Language Pathology and Audiology THIRD YEAR -PRACTICALS PAPER B3.1 Speech-Language Fluency and its Disorders PAPER B3.3 pathology Motor Speech Disorders PAPER B3.4 Audiology Rehabilitative Audiology

11 MARK SCHEDULE SCHEME OF EXAMINATION THIRD YEAR Theory Subject Title University Theory Exam Practical Subject Title Practical Marks VIVA IA Ma x Min Ma x Mi n M ax Mi n Max Min Fluency and its Disorders 100 50 Speech Language Pathology 100 50 50 25 50 25 Neurogenic Language Disorders in Adults 100 50 ----50 25 Motor Speech Disorders 100 50 Speech Language Pathology 100 50 50 25 50 25 Rehabilitative Audiology 100 50 Audiolog y 100 50 50 25 50 25 Noise Measurements and Hearing Conservation 100 50 ----50 25 Community Oriented Professional

Practices in Speech Language Pathology and Audiology 100 50 ----50 25

12 MARK SCHEDULE SCHEME OF EXAMINATION FIRST YEAR S. No. Subjects Internal Assessment (IA) Theory Practical Viva Voice Max Min Max Min Max Min Max Min 1. Introduction to Human Communication 50 25 100 50 ---2. Speech Language Development and Disorders 50 25 100 50 50 25 50 25 3. Introduction to Hearing and Hearing Sciences 50 25 100 50 50 25 50 25 4 Technology and Management for Persons with Hearing Impairments I 50 25 100 50 ---5 Basic Medical Sciences Related to Speech and Hearing 50 25 100 50 ---6 Psychology Related to Speech and Hearing 50 25 100 50 ---FIRST YEAR -PRACTICALS PAPER B1.2 Speech-Language pathology Speech Language Development and Disorders PAPER B1.3 Speech-Language pathology Introduction to Hearing and Hearing Sciences MARK SCHEDULE

13 SCHEME OF EXAMINATION SECOND YEAR S. No. Subjects Internal Assessment (IA) Theory Practical Viva Voice Max Min Max Min Max Min Max Min 1. Speech Language Diagnostic and Therapeautics 50 25 100 50 50 25 50 25 2. Articulation and Phonological Disorders 50 25 100 50 ---3. Voice and Laryngectomee 50 25 100 50 ---4 Diagnostic Audiology 5 Technology and Management for Persons with Hearing Impairments -II 50 25 100 50 50 25 50 25 6 Pediatric Audiology 50 25 100 50 ---7 Basic Statistics and Scientific Enquiry in Audiology and Speech Language Pathology 50 25 100 50 ---SECOND YEAR -PRACTICALS PAPER B2.1 Speech-Language pathology Speech Language Diagnostic and Therapeautics PAPER B2.5 Audiology Technology and Management for Persons with Hearing Impairments II MARK SCHEDULE SCHEME OF EXAMINATION

14 THIRD YEAR S. No. Subjects Internal Assessment (IA) Theory Practical Viva Voice Max Min Max Min Max Min Ma x Min 1. Fluency and its Disorders 50 25 100 50 50 25 50 25 2. Neurogenic Language Disorders in Adults 50 25 100 50 ---3. Motor Speech Disorders 50 25 100 50 50 25 50 25 4 Rehabilitative Audiology 50 25 100 50 50 25 50 25 5 Noise Measurements and Hearing Conservation 50 25 100 50 ---6 Community Oriented Professional Practices in Speech Language Pathology and Audiology 50 25 100 50 ---THIRD YEAR -PRACTICALS PAPER B3.1 Speech-Language pathology Fluency and its Disorders PAPER B3.3 Motor Speech Disorders PAPER B3.4 Audiology Rehabilitative Audiology

15 FIRST YEAR B 1.1 INTRODUCTION TO HUMAN COMMUNICATION (100+50 marks) (Total = 75hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following 1. Human communication, processes involved in communication 2. Interrelation between Hearing, Speech and Language 3. The neurological, psychological, social and acoustic bases of communication 4. Concept Of Linguistics. Branches Of Linguistics. Unit 1 (15 hrs) 1. History and development of the profession of Speech-Language Pathology (SLP) specifically in India 2. Major work activities of the SLP 3. Various settings of service delivery 4. Other professions concerned with communication disorders 5. Human communication: Definition and component Interdependency & interrelation between communication, hearing, speech, and language. Function of communication, speech and language Modes of communication (Verbal & Non-verbal) Characteristics of good speech 6. Interactive bases of human communication genetic bases psychological & cognitive bases social bases 7. Speech as an overlaid function 8. Pre-requisites and factors affecting language and speech development

16 Unit 2 (15 hrs) 1. Nervous system: Divisions and functions of the nervous system, nerve cell, receptors and synapse , types of nerve fibers. Peripheral nervous system. Brief description of spinal cord and CS F. Structure of the brain and divisions: general and lobes of cerebrum. Reticular f ormation, Basal ganglia and cerebellum. Reflex action and common reflexes. Cranial nerves, distribution and supply with the special reference to II , V, VII , IX, X, XII., Nerve tracts (motor and sensory), Brodmann s area, anatomy of the nervous system related to speech and language. Unit 3 (15 hrs) Mechanism of speech and language production-I Anatomy and physiology of respiratory system: Detailed study of trachea, larynx, oropharynx and nasopharynx. Respiration for life and speech Physiology: External and internal respiration. Mechanism of respiration-internal and external influence, nervous control, Lung volumes (vital capacity-tidal volu me, residual air, artificial respiration.(in brief) Exchange of gases in the lungs and tissues. Hypoxia, asphyxia and cyanosis. Regulation of respiration. Respiratory efficiency test. Unit 4 (15 hrs) 1. Basic Acoustics of speech: Waves What is a wave? Progressive waves Doppler effect mass spring vibrator sound waves wave propagation

reflection, diffraction, interference, absorption. Resonance of a standing waves partials, harmonics and overtones sympathetic vibrations.

Acoustics impedance

Helmholtz resonator

2. Mechanism of speech and language production-II Anatomy and physiology of laryngeal system ( including Doppler Effect) Development of voice Bases of pitch and loudness change mechanism

17 Unit 5 (15 hrs) Mechanism of speech and language production-III Anatomy and Physiology of Articulatory system Development of Articulation Anatomy and Physiology of Resonatory system Phonetics: Definition and Branches. Brief sketch of articulatory, acoustic and auditory phonetics. Classification Of Speech Sounds viz Segmental ( consonants and vowels, semi vowels, dipthomgs) and Suprasegmentals ( stress, pitch, tone and intonation-) IPA symbols and transcription of sentences of typical speech) LIST OF BOOKS Compulsory Reading: 1. Speech Correction: An Introduction to Speech Pathology and Audiology (8th Ed. ). Van Riper, C and Emerick, L. (1990). New Jersey: Prentice Hall Inc. 2. Singh, I. (1996). Textbook of Anatomy with Color Atlas, Vol. III Jaypee Broth ers. 3. Zemlin,W.R.(1981). Speech and Hearing Science: Anatomy and Physiology, (2nd E d.) Englewood Cliffs, New Jersey: Prentice Hall. Additional / Optional Reading: 1. Minifie, F.D., Hixon, T.J.,and Williams, F. (1973). Normal aspects of Speech, Hearing and Language. New Jersey: Prentice Hall Inc. 2. Skinner, P.H. and Shelton, R.L. (1978). Speech, Language and Hearing-Normal Processes and Disorders. (2nd Ed.). New York: John Wiley and Sons. 3. Human Communication Disorders: An Introduction (4th Ed.). Shames, G.H. Wiig, E.H. & Secord, W.A. (1994) New York: Merill Publishing Co. 4. Speech and Hearing Science, Anatomy and Physiology (3rd ed.). Zemlin, W.R.(19 88) New Jersey: Englewood Cliffs 5. Human Communication & Its Disorders (2nd Ed.). Boone, D.R. & Plante, E. (1993 ). New Jersey: Prentice Hall Inc. 6. Palmer, J.M. (1984). Anatomy for Speech and Hearing, (3rd Ed.). New York: Har per and Row. 7. Perkins, W.H. and Kent, R.D. (1986). Textbook of Functional Anatomy of Speech , Language and Hearing. London: Taylor and Francis. 8. Gray s Anatomy. (37th Ed.). Williams Warwick and Dyson Banniser. (1989).Churchi ll

18 B 1.2 SPEECH -LANGUAGE DEVELOPMENT AND DISORDERS (100+50 marks) (Total = 75 hrs) Objectives After studying this paper at the end of the year, the student should be able to understand the following: Development of speech & language Identify different speech & language disorders Basics of assessment and intervention for Child language disorders. Unit 1 (15 hrs) Development of speech and Language: Development of language Semantics: A brief introduction to different types of meaning homonyms, synonyms and antonyms. Phonology : Morphology: Morpheme bound and free, process of word formation, content

and function words. Syntax: grammatical and syntactic categories, sentence types, Syntactic analysis . Pragmatics: Introduction to verbal and non-verbal communication and other indicators, intent of communication. Unit 2 (15 hrs) Theories and models of language Acquisition Behavioral, Nativistic, Cognitive, Linguistic, Pragmatic, Biological and Information processing model. Developmental issues in communicative development medical, behavioural, social and psychological. genetic, neurological,

Bilingualism / multilingualism in children; Bilingual Language learning contexts at home and school situations, compound / coordinate context and others.

19 Unit 3 (15 hrs) Definition, Etiology, Characteristics, Classification and Impact of Hearing Impairment Mental Retardation Cerebral Palsy Seizure disorders Introduction to assessment procedures, differential diagnosis and management. Unit 4 (15 hrs) Definition, Etiology, Characteristics and classification of Autism Spectrum Disorders/Pervasive Developmental Disorders Attention Deficit Disorder/ Attention Deficit Hyperactive Disorder Multiple disabilities Introduction to assessment procedures, differential diagnosis and management. Unit 5 (15 hrs) Definition, Etiology, Characteristics, Classification and Impact of Specific Language Impairment Learning Disability Acquired aphasias in childhood Traumatic Brain Injury Multiple disabilities Introduction to assessment procedures, differential diagnosis and management in brief (5 hrs)

20 LIST OF BOOKS Compulsory Reading: 1. Reed, V. (1994). An Introduction to children with language disorders. (2nd Ed .) New York: Macmillan. 2. Nelson N. W (1998). Childhood language disorders in context infancy through adolescence, Allyn and Bacon, Boston. 3. Hegde, M. N. (1996). A Coursebook on Language Disorders in Children. San Dieg o: Singular Publishers. 4. Ladefoged P. (1992). A course in Phonetics. (3rd Ed.). New York: Harcourt Bra ce Jovanovich. 5. Lees, J.A. and Urwin, S. (1991): Children with Language Disorders. Whurr Publ ishers Additional/Optional Reading: 1. Woolfolk, E. & Lynch J. (1982). An integrative approach to language disorders in children. New York: Grune and Stratton. 2. Thirumalai M. S. Shyamala Chengappa (1988) Simultaneous Acquisition of two languages CIIL, Mysore 3. Fromkin, L.F. and Rodman, R. (1993). An Introduction to Language (5th Ed.). New York: Harcourt Brace Jovanovich 4. Subba Rao (1992). Developing communication skills in MR, NIMH, Secunderabad. 5. Shyamala K. Chengappa (1992). Speech and Language of the cerebral palsied, CI IL, Mysore. 6. Shyamala K. Chengappa (1986). Introduction to speech disorders in children an introduction IED cell, Port Blair, Anadamans & Nichobars. 7. O Connor. (1993). Phonetics. Hammondsworth: Penguin books 8. Yule, G (1996). The Study of Language: An Introduction. (2nd Ed.). Cambrige: Cambridge University Press. 9. Lyons, J. (Ed.). (1970). New Horizons in Linguistics. Hammondsworth: Penguin Books. 10.Akmajian. A. et al. (1990). Linguistics: An Introduction to Language and Communication

21 B 1.3: INTRODUCTION TO HEARING & HEARING SCIENCES (100+50 marks) (Total = 75 hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following Basic aspects of auditory system Physical and psychophysical basis of sound Causes of hearing loss Procedures involved in clinical testing tuning fork tests, AC and BC testing in pure tone audiometry, clinical masking Unit 1 (03 hrs) Origin of Audiology Its growth & development (since World War II) Its growth in India Scope of Audiology Branches of Audiology

Unit 2 (25 hrs) Audiovestibular system: Anatomy of the external, middle and internal ears. Ascending and descending auditory and vestibular pathways. Physiology of the external, middle & inner ear, central hearing mechanisms, cochlear microphonics, action potentials, theories of hearing (AC & BC). Vestibular system: Functions of utricle, saccule and vestibular apparatus. Postu re and equilibrium. Role of anatomy and physiology in hearing (threshold concept, binaural hearing, head shadow, pinna shadow effect, MAF, MAP Curve for threshold of hearing) & in understanding causes of hearing impairment.

22 Unit 3 (10 hrs) Sound Pressure, Power and Loudness. Physical and psychophysical scales, Equal loudness contours, Frequency weighting curves, combined sources, Pitch and Timbre.Physical and psychophysical scales. Fourier analysis of complex Tones dB concept: power and pressure formulae: zero dB reference for pressure and power calculation of actual SPL, reference and dB values with any to given values,calculation of overall dB when two signals are superimposed. Phones and Sones: relation between phones and sones; use of phone and sonograph; computation of relative loudness of two given sounds using these graph. Frequency and intensity, their psychological correlates: dL for frequency and intensity. Unit 4 12 hrs) Causes of hearing loss Genetic (congenital, late onset, progressive, syndromic / non-syndromic) Non-Genetic (Congenital/acquired) Importance of case history in identifying the cause of hearing loss

Unit 5 (25 hrs) Tuning fork tests (Rinne, Weber, Bing, Schwabach), interpretation, merits & demerits. Pure Tone audiometry: Need and scope, Instrumentation, Standards, Permissible ambient noise levels for audiometric testing, Different types of transducers,Bas ic concepts of AC & BC testing procedures, Theories of bone conduction, Precautions to be taken while testing, Sound field & closed field testing, Factors affecting AC & BC testing, Screening Vs Diagnostic pure tone testing. Interpretation of audiograms, Classification of audiograms, Calibration: Biological and instrument al for AC & BC transducers. Masking: Definition, types of masking, types of noises, critical band concept, Terminology related to masking: Test ear, non-test ear, masker, maskee, crossove r, cross hearing and shadow curve. Interaural attenuation; Factors affecting IA; Criteria for masking during AC & BC. Factors determining amount of masking noise, AB gap in masked ear, masking dilemma in bilateral symmetrical conductive hearing loss. Fusion Inferred Test (FIT) Orientation to speech audiometry

23 LIST OF BOOKS Compulsory Reading: 1. Hodgson, H.R. (1980) Basic Audiologic Evaluation, London Williams and Wilkins . 2. Martin, F.N. (1991), Introduction to Audiology, IV Edition, New Jersey: Prent ice Hall. 3. Newby, H.A. (1985), Audiology, New York: Appletion-Century-Crofts. 4. Testing, interpretation and recording -ISHA Battery (1990). ISHA publication. 5. The Science of sound Thomas D. Rossing, Addion Wasloy Publishing Company 6. Architectural Acoustics. Egan, M. D. Mc Graw Hill Inc, (1988) 7. Bess and Humes (1990) Audiology -Fundamental. Williams and Wilkins, London. 8. Davis and Silverman, (Latest Edition). Hearing and deafness. Holt, Rineheart & Winston,London. 9. Rose, D.M. (Ed.) 1978), Audiological Assessment, New Jersey: Prentice Hill. 10. Speaks Charles. Introduction to Sound. 11. Yost, William. (2000). Fundamentals of Hearing. 4th edition. 12. Durrant, J. and Lovrinic, J. (1995). Bases of Hearing Science. 3rd edition. Additional Reading: 1. Beagley, H.A. (Ed.) (1981). Audiology and Audiological Medicine. Vol.1, Oxfor d University Press. 2. Relevant BIS documents & ANSI Document 3. Stach Clinical Audiology 4. Gelfand Diagnostic Audiology

24 B.1.4 TECHNOLOGY AND MANAGEMENT FOR PERSONS WITH HEARING IMPAIRMENT I (100+50 marks) (Total = 75 hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following Basics of electricity, electronics and digital processing Transducers Basic components and types of hearing aids Ear moulds Unit 1 (15 hrs) (Operational characteristics, types and specifications. -No design aspects. Conc epts and block diagrams only.) 1. Basics of electricity & electronics -Direct and alternating current, DC Power supplies, voltage stabilizers, Passive circuit elements, transistors. Linear and digital I ntegrated circuits, microprocessors. Micro computers and Computers. Filters, Linear and no n-linear Amplifiers and Oscillators, Amplifier power and distortion. 2. Basics of digital signal processing Analog signal, digital signal, A to D and D to A conversion, Basic concept of Digital Signal Processing and its implementation, H ow does a DSP based system works? Application-DSP based hearing aids. Unit 2 (15 hrs) 1. Microphones as transducers. Velocity microphones. uni-directional microphones Microphone impedance and sensitivity. Loudspeakers as transducers. Structure of a dynamic loudspeaker. Air suspension. Baffles and enclosures. Horn speakers. Mult ispeaker systems. Loudspeaker Efficiency, Loudspeaker power and distortion. Recording and Reproduction of sound. Recording characteristics. Dynamic Range, Stereophonic recording. Magnetic tape recording and playback. Tape speed and frequency respon se, Bias and equalization, Tape noise, Digital Tape recording, CD ROM recording. 2. Measuring Instruments -Multi-meter. Cathode ray oscilloscope. Sine wave gener ator.

25 Function Generator, Frequency counter, Measuring microphones, Sound Level Meter, Integrated Sound Level Meter, Artificial ear, Artificial Mastoid, Couplers, Hear ing aid test box, Measurement of different types of sound. Unit 3 (15 hrs) a) Historical development of hearing aids Non-electrical hearing aids, Electric hearing aids b) Introduction to hearing aid technology: Parts of hearing aids & their functio ns, Basic elements of hearing aids: Microphone, Amplifier, Receiver, Cords, Batteries, ear moulds. Unit 4 (15 hrs) Classification of hearing aids. Type of hearing aids, their advantages and limit ations: -Body level, ear level (BTE, ITE, ITC, CIC). -Monaural Vs Binaural Vs Pseudobinaural. -AC and BC hearing aids. Classroom amplification devices; Group amplification systems hard wired, inductio n loop, FM, infrared rays. Unit 5 (15 hrs) Ear moulds: Importance, types (hard, soft), procedure of making each type of ear mould, styles of ear moulds, criteria for selection of one style over the other, ear mould modifications, Importance of counseling for users & parents importance of harness, BTE loops. Tips to facilitate acceptance of hearing aids, battery life, battery charger. Counseling for geriatric population, Trouble shooting of hearing aids. Solar Charger and it s specifications.

26 LIST OF BOOKS Compulsory Reading: 1. Skinner HW (1988), Hearing aid evaluation, Prentice Hall, Englewood Cliffs, H J. 2. Pollack M (1980) Amplification for the hearing impaired. Grune and Stratton, NY. 3. Basic Electronics: A text-lab manual; Paul B Zbar, Albert, P. Malvino. (5th E dn), Mc Graw Hill Inc, (1983) 4. Hearing aid assessment and use in Audiologic Habilitation. (3rd ed.). William Hodgson (Ed.) 5. Audiologist s desk reference. 6. Hearing Aids: Standards, Options and Limitations. Michael Valente. 7. Audiologic Treatment. Michael Valente, Hosford-Dunn, Roeser. 8. Hearing Instrument Technology for the hearing healthcare professional. A. Von lanthen. Additional Reading: 1. Loavenbruck All and Madell IR (1981), Hearing aid dispensing for audiologists : A guide for clinical service. New York: Grune and Stratton. 2. Bess et al (1981). Amplification in Education, Alexander Graham Bell Associat ion for the Deaf, Washington. 3. Hull, R.H. (1982). Rehabilitation Audiology, New York: Grune and Stratton. 4. Donnelly K (1974), Interpreting hearing aid technology, CC, Thomas, Springfie ld. 5. Markides A (1977) Binaural hearing aids, Academic Press Inc., London. 6. Hodgson HR and Skinner (PH) (1977, 1981), Hearing aid Assessment and use in audiologic habilitation, Williams and Wilkins, Baltimore. 7. Cooper (1991), Practical aspects of Audiology: Cochlear implants: A practice guide. Whurr Publisher, London. 8. Mueller HG, Hawkins DB., Northern JL. (1992), Probe microphone measurements: Hearing aid selection and assessment, Singular publishing group. Inc., Californi a. 9. ANSI & IEC Specifications

27 B 1.5 Basic Medical Sciences related to Speech & Hearing (100+50 marks) (Total = 75 hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following Basic anatomy and physiology related to speech and hearing Basic neurological, genetic issues related to speech and hearing General diseases/conditions related to speech and hearing disorders Unit 1 (15 hrs) (a) General introduction, definitions, Coronal / saggital / plane) Planes. Defin ition of anatomy, morphology, physiology, histology, embryology. (b) Definition of Cell and organelles, tissue, organ system, specialized tissues like nervous tissue, vascular tissue, muscle and bone tissue. (c) Nervous system: Definition of neuron, synapse, reflex action, bio electrical phenomena, action potential, depolarisation, division and functions of the nervous system, brain general lobes, reticular formations, basal ganglia, cerebellum, circle of willis , cranial nerves, spinal cord, CSF formation & flow. (d) Circulatory system: Definition of capillaries, arteries, veins, cardiac cycl e, blood brain barrier, aneurysm, vascular shock its reference to aphasia / speech disorders. (e) Respiratory system: General outline, detailed study of trachea, larynx and nasopharynx,mechanism of respiration internal and external influence, nervous co ntrol vital capacity tidal volume, residual air, artificial respiration (in brief). Unit 2 (15 hrs) (a) Definition of inflammation, infection, tumor benign & malignant, tissue heal ing. (b) Genetics :introduction structure of DNA and RNA, karyotyping, family tree (p edigree chart), symbolic representation, inheritance, autosomal dominant, autosomal rece ssive, sex chromosomal disorders, structural aberrations, mutation (in brief).

28 (c) Endocrine system: Definition of harmone, functions of thyroid hormone, growt h harmone, androgen, testosterone and its influence in voice disorders. Unit 3 (15 hrs) (a) Anatomy & Physiology of external, middle & inner ear, auditory pathways, ves tibular pathway. Diseases of the external middle and inner ear leading to hearing loss: Congenital malformations, traumatic lesions, infections, management of middle ea r and Eustachian tube disorders. (b) Other causes of hearing loss Facial paralysis, Tumors of the cerebello-ponti ne angle, Acoustic neuroma. Infection and management of inner ear diseases. Cochleo-vestib ular diseases and its management. Unit 4 (15 hrs) (a) Anatomy & Physiology of pharynx & oro-peripheral structures Causes of speech disorder, Disorders of the mouth, Tumors of the jaw and oral cavity, nasopharynx and pharynx, pharyngitis, Diseases of tonsils and adenoids. (b) Oesophageal conditions: Congenital abnormality Atresia, Tracheo-oesophageal fistula, Stenosis, Short oesophagus. Neoplasm Benign, Malignant, Lesions of the oral articulatory structures like cleft lip, cleft palate, submucosal cleft, Velophar yngeal incompetence. Unit 5 (15 hrs) (a) Anatomy & Physiology of larynx physiology of phonation / physiology of respi ration. (b) Congenital diseases of the larynx difference between an infant and an adult larynx. Stridor causes of infantile stridor. Disorders of structure Laryngomalacia, Bifi d epiglottis, Laryngeal web, Atresia, fistula, Laryngeal cleft, Tumors and Cysts, Laryngitis, Laryngeal trauma and Stenosis. Neuromuscular dysfunctions of the larynx Vocal co rd palsy, Spastic dysphonia, Hypothyroidism, gastro oesophageal reflux disorders, Laryngectomy, artificial larynx, oesophageal speech, tracheo oesophageal punctur e.

29 LIST OF BOOKS Compulsory Reading: 1. Singh, I. (1996). Textbook of Anatomy with Color Atlas, Vol. III Jaypee Broth ers. 2. Zemlin, W.R. (1981). Speech and Hearing Science: Anatomy and Physiology, (2nd Ed.). Englewood Cliffs, New Jersey: Prentice Hall. 3. Alper, C.M., Myers, E.N., Eibling, D.E. (2001). Decision making in Ear, Nose & Throat disorders. W.B. Saunders Company, Philadelphia. 4. Dhingra, P.L. (1992). Diseases of Ear, Nose & Throat. Churchill Livingstone, New Delhi. 5. Graym R.F., Hawthorne, M. (1992). Synopsis of Otolaryngology. Butterworth Heinemann Ltd, Oxford. 5th Edition. Ramalingam, K.K., Sreeramamoorthy, B. (1990). A short practice of Otolaryngology . A.I.T.B.S. Publishers Distributors. 6. Scott-Brown, W.G., Ballantyne, J., Groves, J. Diseases of the nose & throat. Butterworth & Co., Ltd. 2nd edition, Chichester. Inderbeer Singh (1996) Text book of embryology. Additional / Optional Reading: 1. Palmer, J.M. (1984). Anatomy for Speech and Hearing, (3rd Ed.). New York: Harper and Row. 2. Perkins, W.H. and Kent, R.D. (1986). Textbook of Functional Anatomy of Speech , Language and Hearing. London: Taylor and Francis. 3. Gray s Anatomy. (37th Ed.). Williams Warwick and Dyson Banniser. (1989). Churchill Livingstone.

30 B.1.6 PSYCHOLOGY RELATED TO SPEECH AND HEARING (100+50 marks) (75 hrs.) Objectives After studying this paper at the end of the year, the student should be able to understand the following: Developmental Psychology Psychology of learning Neuro-Cognitive issues in the field of speech and hearing Unit 1 (15 hrs.) Introduction to psychology Definition, History and perspectives, Branches and scope, application of psychology in the field of speech and hearing. Introduction to Clinical Psychology Definition, perspectives and models of menta l disorders. Disorders of infancy, childhood and adolescence association with hearing and spe ech and language disorders Mental Retardation, Learning Disorders, Communication Disorders, Attention Deficit Hyperactivity Disorder, Conduct Disorders. Unit 2 (15 hrs) Psychology of learning Introduction, Definition of learning, Theories of learnin g, Classical conditioning, Operant conditioning and Social learning. Application of learning theories in the field of speech and hearing (therapeutic , educational and rehabilitative applications). Unit 3 (15 hrs) Cognitive Psychology Introduction, Definition and theoretical perspectives (Davi d Rumelhart and David Mc Clelland, Noam Chomsky, George Miler, Allan Newell). Applications of cognitive psychology in the field of speech and hearing. Intelligence definition, theories and factors affecting intelligence Neuropsychology Introduction, definition, principles of neuropsychological assessment, diagnosis and rehabilitation. Applications of neuropsychology in the field of speech and hearing.

31 Unit 4 (15 hrs) Psychodiagnostics Case history taking, Mental status examination, behavioural

analysis, psychological testing. Play as a therapeutic tool Counselling Meaning and definition, types of counseling, Counseling in rehabilit ation practice. Unit 5 (15 hrs) Developmental Psychology , Introduction, definition, principles, motor development

emotional and social development Cognitive development definition, Piget s Theory Personality Development Introduction, theories, hallmarks of the well adjusted personality, hazards in personality development. LIST OF BOOKS Compulsory Reading: 1) Hurlock, E.B. (1981).Child development VI Ed. McGraw Hill International Book Co. 2) Morgon C.T., King, R.A., Robinson N.M. Introduction to Psychology. Tata McGra w Hill Publishing Co. 3) Coleman J.C. Abnormal Psychology and Modern Life, Taraporevala Sons & Co. 4) Cognitive Neuro-Science of Development by Michalle de Hank & Mark H. Johnson 5) Application of Counselling in Speech-Language Pathology and Audilogy . Crowe, Acc. No. 12917, 6.8.5506 Thomas A

6) Counseling Individual with Communication Disorders. Psychodynamic approach an d Family aspects, 2nd Edition, Walles J. Rollin, Acc. No. 15706, 616.855. Additional/Optional Reading: 1) Siegal M.G. (Ed.), (1987). Psychological Testing from Early Childhood Through Adolescence. International Universities Press. 2) Kline, P. (1993). The Handbook of Psychological Testing, Routledge. 3) Anastasi, A. (199). Psychological testing, London: Freeman B 1.7 Clinical Practicum Speech Language Pathology

32 (50+50 marks) To include IPA for normal samples To include tests: LPT, PAT, Reynell's scale, LST -cognitive prerequisites for la nguage learning 1. Taking case history of a minimum of 10 individuals (5 normal & 5 clients with complaints of speech-language problems) 2. Label and identify structures of the speech mechanisms with the help of chart s, models, specimens and computer software 3. Conduct Oral Peripheral Mechanism examination on at least 5 normal and 5 children/adults with speech language complaints 4. Analyze the following in normal subjects: Pitch normal / high / low Loudness -normal / loud / soft Quality normal / hoarse / harsh / breathy / hyper -nasal / hypo nasal Rate of speech - normal / fast / slow Articulation normal / abnormal Fluency normal / abnormal Intelligibility using the AYJNIHH intelligibility rating scale 5. Use varying range of pitch and loudness Measure F0, Vital capacity, phonation duration, rate of speech, Alternate Motion Rates and Sequential Motion Rates, s/z ratio in 5 normal individuals 6. Measure in 2 normal samples (with the help of video or live) Mean Length of Utterance (MLU) Syllable structure Syntactic structures Communication intent

33 7. Use proformae for the following disorders: Articulation Voice Fluency Cleft lip and palate Child language assessment 8. Use scale / test for : Receptive language skills Expressive language skills Receptive Expressive Emergent Language Scale (REELS) 3-Dimensional Language Acquisition Test (3DLAT) Scales of Early Communication Sk ills for Hearing impaired children (SECS) and Indian tests Maintenance of a clinical work record to be submitted at the end of the term 1. Observation of therapy of 10 clients with speech language disorders. 2. Observation of a minimum of 5 diagnostic clients and 5 therapy clients 3. Developing therapy material specific to 10 clients they have observed Writing of observation reports of the above Maintenance of a clinical diary CLINICAL PRACTICUM IN AUDIOLOGY 1. Public information materials (avideos, pamphlets, booklets etc.) 2. Taking case histories of 10 adults and 10 children with normal hearing and wi th hearing impairment under supervision. 3. Analyse 10-15 case histories of adults and children with hearing impairment. 4. Under going pure-tone audiometry. Becoming familiar with different types to s ound stimuli used for assessment of hearing and sound generator software s. 5. Identifying the different types of audiometer (at least 1 portable and 1 diag nostic) and their accessories referring to their respective manuals. Get familiar with the v arious parts of audiometers and their functions. Carry out listening checks of audiometers. Trou ble shoot audiometers. List the different earphone/ear cushion combination. BC vibrator. S tud the same and report the status of the same. 6. Preparing 0 dB HL equivalent chart with different earphone/ear cushion combin ation.

34 7. Obtain audiograms of 10 normal subjects. 8. Observations / Participation during audiological evaluation on a variety of c ases under supervision. Plot the audiograms; calculate of Inter-aural attenuation, Occlusio n effect. 9. Obtaining audiograms under supervision on 20 adults clients (AC & BC) 10.Obtaining audiograms with masking (5 cases) 11.Classify audiograms as per : nature of hearing loss -Nature of hearing loss -Degree of hearing loss Contour of audiograms 12. Observe calibration of audiometers (Demonstration) AC/BC/Sound field, instru ments used, identifying the instruments, combination of equipments of different types of calibration, preparing correction charts.

35 SECOND YEAR B.2.1 SPEECH LANGUAGE DIAGNOSTICS AND THERAPEUTICS (100+50 marks) (Total = 75 hrs) Objectives After studying this paper at the end of the year, the student should be able to understand the following 1. Importance of client history, diagnostics and therapeutic approaches 2. Taking client history and therapy in general 3. Will get theoretical backup for clinical documentation A. Speech language diagnostics Unit 1 (7hrs) 1. Basic terminologies and concepts Introduction to diagnostics Terminologies in the diagnostic process General principles of diagnosis Diagnostic setup and tools Unit 2 (18hrs) 1. Diagnostic approaches and methods Client history definition, description, utility & need. Essential factors to be included in the client history form comparison of adults vs. children s history usefulness of the client history Approaches to diagnosis importance of diagnosis in client history, essential fac tors to be included according to the conditions/disorders. Methods of taking case history. Interview principles and techniques Self-reports, questionnaire, observations. Diagnostic models SLPM, Wepman, Bloom and Lahey Types of diagnoses Clinical diagnosis, direct diagnosis, differential diagnosis,

36 diagnosis by observation, diagnosis by exclusion, diagnosis by treatment,instrum ental diagnosis, provocative diagnosis, provisional diagnosis; advantage/disadvantages Team approach to diagnosis Characteristics of a good clinician as diagnostician B. Speech therapeutics Unit 3 (15 hrs) 1. Basic concepts of therapeutics Terminologies in speech therapeutics General principles of speech and language therapy Speech therapy set-up Types of speech and language therapy Individual and group therapy Integrated and inclusive education Unit 4 (19 hrs) 1. Procedures for speech-language therapy Approaches to speech and language therapy es Planning for speech and language therapy formal, informal and eclectic approach goals, steps, procedures, activities

2. Techniques for: Speech and language therapy for various disorders of speech and language Importance of reinforcement principles and strategies in speech and language therapy, types and schedules of rewards and punishment Unit 5 (16hrs) 1. Clinical documentation and professional codes Documentation of diagnostic, clinical and referral reports Introduction to parent counseling, facilitation of parent participation and tran sfer of skills, follow-up Evaluation of therapy outcome Ethics in diagnosis and speech language therapy Self-assessment and characteristics of a clinician

37 LIST OF BOOKS Compulsory Reading: 1. Meyer, S.M. (1998). Survival guide for the beginning speech-language clinicia n. Maryland: Aspen Publishers. 2. Owens, R.E. (1999). Language disorders: Functional approach to assessment and intervention. Boston: Allyn & Bacon Inc. 3. Tomblin, E. et.al. (1994). Diagnosis in Speech language pathology. San Diego: Singular Publishing Inc. 4. Shipley, K.G., 7 Mcafer, J.G. (1998). Assessment in speech language pathology : A resource manual. San Diego: Singular Pub Inc. 5. Klein, H.B., & Nelson, M. (1994). Intervention planning for children with communication disorders: A guide for clinical practicum and professional practic e. New Jersey. Prentice Hall. Additional / Optional Reading: 1. Frattali, C.M. (1998). Measuring outcomes in Speech Language Pathology. New York:Thieme. 2. Shames, G.H. (2000). Counselling the communicatively disabled and their famil ies. Boston: Allyn & Bacon. 3. Hegde, M.N. (1985).Treatment procedures in communicative disorders.Texas. Pro Ed. 4. Darley, F.L., & Spriesterbach (1978). Diagnostic methods in Speech Pathology. San Diego: Singular Pub Inc. 5. Leith, W.R. (1993). Clinical methods in communicative disorders. Texas. Pro. Ed. B 2.2 ARTICULATION AND PHONOLOGICAL DISORDERS (100+50 marks) (Total = 75 hrs) After studying this paper at the end of the year, the student should be able to understand the following Development of phonology Factors related to articulation and phonological disorders Assessment and therapy procedures Unit 1 (20hrs) 1. Review of phonological development and articulatory mechanism 2. Fundamentals of Articulatory phonetics 3. Definition and types of coarticulation 4. Supra segmental aspects 5. Transcription methods in perceptual analysis 6. Phonological processes types, language specific issues, identification and classification of errors 7. Distinctive features types, language specific issues, identification of error s and analysis. 8. Acoustic aspects of production and perception of speech sounds; use of spectrograms

38 Unit 2 (15 hrs) 1. Factors related to articulation and phonological disorders: Structural Cognitive Linguistic Neurological Psychosocial Social Metalinguistic 2. Transcription methods in perceptual analysis 3. Phonological processes types, language specific issues, identification and classification of errors. 4. Distinctive features types, language specific issues, identification of error s and analysis. 5. Acoustic aspects of production and perception of speech sounds; use of spectr ograms Unit 3 Oral anomalies / abalations (20 hrs) Cleft lip and palate: 1. Etiological factors 2. Developmental biology of the face and palate 3. Syndromes Pierre Robin s, Treacher Collin s, Crouzon s diease 4. The velopharyngeal mechanism muscles and functions 5. Types of cleft lip and palate 6. Classification systems 7. Team management composition, responsibilities, co-ordinator 8. Speech and language problems of individuals with cleft 9. Associated problems of individuals with cleft hearing, dental, psychosocial,p hysical. 10. diagnostic procedures and instruments used in assessment of speech. 11. Treatment Concepts Surgical repair of cleft lip, palate and velopharynx (out line) 12. Treatment procedures for speech. 13. Prosthetic speech appliances for patients with cleft palate. Glossectomy 1. 2. 3. 4. 5. 6. Effect of partial and total glossectomy on speech Characteristics of glossectomy speech Rehabilitation of speech Prosthetic fitting, design, assessment Effects on swallow Rehabilitation of swallow

39 Unit 4 (10 hrs) Assessment procedures: Types of assessment, sampling procedures, scoring procedu res, criteria for selection of instruments for assessment. Assessment of Oral peripheral mechanism Speech sound discrimination, stimulability and oral stereognosis Analysis and interpretation of data: Intelligibility and severity judgments Normative data Error patterns. 5. Characteristics of disordered phonology and differential diagnosis Unit 5 (10 hrs) Intervention: Stages of treatment and measuring improvement, long term goals, sh ort term goals and activities for achieving goals in cases with misarticulation. Issues in maintenance and generalization. Team approach and professional communication (inter, intra professional and clie nt oriented) Approaches to treatment: motokinesthetic, traditional approaches integral stimul ation, phonological, distinctive feature, minimal contrast therapy, learning theories, programmed, stimuli. paired Computerized intervention packages, metaphon therapy LIST OF BOOKS Compulsory Reading: 1. Bernthal, J.E. and Bankson, N.W. (1988).Articulation and Phonological Disorde rs. (3rd Ed.). New Jersey: Prentice Hall Inc. 2. Weiss, C.E., Lillywhite, H.S. and Gordon, M.E. (1980). Clinical Management of Articulation Disorders. St. Louis: C.V. Mosby 3. Creaghead, N.A., Newman, A.W. and Secord, W.A. (1989). Assessment and remedia tion of articulatory and phonological disorders. (2nd Ed.). New York: Macmillan Additional/Optional Reading: 4. Johnson, J.P. (1980). Nature and Treatment of Articulation Disorders. Springf ield: Charles C. Thomas. B.2.3 VOICE AND LARYNGECTOMY (100+50 marks) (Total = 75 hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following: Characteristics of voice and its disorders

 Laryngeal abnormalities Assessment and Management

40 Unit 1 (15 hrs) Characteristics of normal voice: Physiological, acoustical and aerodynamic corre lates Development: Birth to senescence; including age-related changes Theories of phonation Classification of abnormal voice Voice disorders in other conditions: Voice disorders related to resonatory problems Voice problems in conditions like Hearing impairment and deaf blind Voice problems in Endocrine disorders Unit 2 (15 hrs) Etiology, incidence, prevalence, signs and symptoms of: Organic voice disorders: Laryngeal cancer also to be included here Non-organic voice disorders: eg: Functional disorders (Psychosomatic-Functional aphonia and physiological-voice abuse) Congenital voice disorders Neurological voice disorders Unit 3 (15 hrs) 1. Evaluative procedures and Instrumentation for: endoscopic procedures Invasive procedures Non-invasive (Acoustic, perceptual, aerodynamic, Electro Glotto Gram, Inverse filtering procedures) 2. Comparison of normal and abnormal voice patterns based on the above procedure s Unit 4 (15 hrs) Laryngectomy: Types and characteristics of laryngeal surgery Assessment of a laryngectomee and associated problems Management of laryngectomee: a) Esophageal speech: anatomy, candidacy, different types of air intake procedur es, speech characteristics of esophageal speech; b) Tracheo-esophageal speech: anatomy, candidacy, different types of TEP, fittin g of prosthesis, speech characteristics, complications in TEP; c) Artificial larynx: different types, selection of artificial larynx, speech ch aracteristics; d) Pharyngeal speech, buccal speech, ASAI speech, gastric speech; e) Pre and postoperative counseling Unit 5 (15 hrs) 1. Medical/Surgical procedures in the treatment of voice disorders 2. Voice therapy various techniques 3. Professional voice users: Definition, types, characteristics, importance of v ocal hygiene and professional voice care

41 LIST OF BOOKS Compulsory Reading: 1. Boone, D.R. & McFarlane, S. C (1994): The Voice and Voice Therapy. (Fifth Ed. ). Englewood Cliffs, Prentice-Hall, Inc. New Jersy. 2. Prater, R.J. and Swift, R.W. (1984): Manual of Voice Therapy. Little, Brown a nd Co,Boston. 3. Andrews . M.L. (1995): Manual of Voice treatment, Singular publishing group, San Diego. 4. Doyle, P C (1994) Foundation of voice and speech rehabilitation following lar yngeal cancer. Singular publishing group. San Diego. Additional/Optional Reading: 5. Brown. W.M.s. and others (1996) (ed): Organic voice disorders. Singular publi shing group, Sandiego. 6. Joseph, C Stemple Leble, E Glaze, Bernick K Gerdeman. Clincial voice patholog y. Theory & Management (II Edition) 7. Aronson, A.E. (1990): Clinical Voice Disorders, New York: Thieme, Inc. 8. Greene, M.C.L. and Mathieson, L. (1989): The Voice and Its Disorders. Whurr publications, London. 9. Case, J.L. (1991): Clinical Management of Voice Disorders, Pro-Ed, Austin. 10.Fawcus, M. (Ed.) (1991): Voice Disorders and Their Management. Singular Publi shing. Group. San Diego 11.Salmon, S.J. and Mount, K.H. (Eds.) (1991): Alaryngeal Speech Rehabilitation. ProfEd.Austin. 12.Keith, R L & Darley (III Edition) Laryngectomee rehabilitation. Pro. Ed.Austi n

42 B 2.4 : DIAGNOSTIC AUDIOLOGY (100+50 marks) (Total = 75hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following need for test battery approach indications for administering different audiological tests procedures for identifying an individual with pseudohypacusis administration and interpretation of tests for APD Unit 1 (12 Hours) 1. Introduction to Diagnostic Audiology: Need for test battery approach in auditory diagnosis & integration of results of audiological tests. Indications for administering audiological tests to identify Cochlear pathology, Retrocochlear pathology, functional hearing loss, Central-processing disorders. 2. Tests to differentiate between cochlear & retro-cochlear pathology Speech aud iometry: Need for speech audiometry, Speech recognition threshold, speech identification score, UCL, MCL, dynamic range, articulation index, Tests developed in India and abroad , Factors affecting speech audiometry, Limitations of speech audiometry, Masking f or speech audiometry, PI-PB function. Speech discrimination tests with and without the presence of noise. Filtered speech tests and time compressed speech tests. Social Adequacy Index ABLB, MLB SISI Test for adaptation Bekesy Audiometry Brief tone audiometry Unit 2 (18 Hours) 3. Immittance Audiometry Introduction, Principle of Immittance audiometry, Instrumentation, Tympanometry Tympanometric peak pressure, static immittance, gradient/tympanometric width. Reflexometry Ipsilateral & contralateral acoustic reflexes, special tests Clinical application of Immittance evaluation Unit 3 (20 Hours) 4. Auditory Brainstem Response Introduction & classification of AEPs, Instrumentation, Test procedure, factors affecting Auditory Brainstem Responses, Interpretation of results & clinical app lication, ECOG, early response Middle & Long latency auditory evoked potentials test procedure, factors affecti ng MLR & LLR, Interpretation of results & clinical application.

43 Unit 4 (10 Hours) 5. Otoacoustic Emissions Introduction, classification of OAEs, Instrumentation, measurement of OAE proced ure, interpretation of results & clinical applications. 6. Tests to detect Pseudohypoacusis Pure tone tests including tone in noise test, Stenger test Speech tests including Lombard test, Stenger test, Lip-reading test, Doefler-Ste wart test. Identification of functional hearing loss 7. Vestibular testing Unit 5 (15 Hours) 8. Central Auditory Disorders (a) Definition, terminologies used, incidence & causes, indications for administ ration of CAD test, rationale for CAD tests. (b) Tests to detect Central Auditory Disorders Monoaural low redundancy tests Filtered speech tests Time compressed speech tests Speech-in-noise test SSI with ICM Other monoaural low redundancy tests (c) Dichotic speech tests Dichotic digit test Staggered spondaic word test Dichotic CV test SSI with CCM Competing sentence test Other dichotic speech tests (d) Binaural interaction tests RASP Binaural Fusion Test (BST) MLD Other binaural interaction tests (e) Temporal ordering tasks Pitch pattern test Duration pattern tests Other temporal ordering tests (f) Variables influencing Central Auditory Assessment Procedural variables Subject variables (g) Test findings in subjects with central auditory disorders Brainstem lesion Cortical & hemispheric lesion Interhemispheric dysfunction

44 CAPD in children CAPD in elderly (h) Other special test LIST OF BOOKS Compulsory Reading: 1. Hodgson, H.R. (1980) Basic Audiologic Evaluation, London Williams and Wilkins . 2. Martin, F.N. (1991), Introduction to Audiology, IV Edition, New Jersey: Prent ice Hall. 3. Martin, H (1987), Speech Audiometry. Whurr Publisher, London 4. Newby, H.A. (1985), Audiology, New York: Appletion-Century-Crofts. 5. ISHA Battery 6. Katz, Handbook of Clinical Audiology 4th/5th edn. 7. Rintleman Contemporary issues in audiology Audiologists Desl Ref. Vol. I, by James W. Hall. Additional Reading: 1. Beagly, H.A. (Ed.) (1981). Audiology and Audiological Medicine. Vol. 1, Oxfor d University Press. 2. Bess and Humes (1990) Audiology -Fundamental. Williams and Wilkins, London. 3. Davis and Silverman, (Latest Edition). Hearing and deafness. Holt, Rinehats & Winston, London. 4. Rose, D.M. (Ed.) 1978), Audiological Assessment, New Jersey: Prentice Hill. 5. Relevant IS documents B 2.5 TECHNOLOGY & MANAGEMENT FOR PERSONS WITH HEARING IMPAIRMENT II (100+50 marks) (Total = 75 hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following importance of early identification different methods and approaches to train children with hearing impairment educational options for children with hearing impairment classification of hearing aids setting up of classrooms for children with hearing impairment electroacoustic characteristics selection of hearing aids Unit 1 (15 hrs) Definitions and goals of rehabilitation & aural rehabilitation Early identification and its important in aural rehabilitation Unisensory Vs Multisensory approach Manual Vs oral form of communication for children with hearing impairment Total communication Minimal auditory capability test, SPIN, HINT, CST.

45 Unit 2 (15 hrs) Methods of teaching language to the hearing impaired Natural method Structured method Computer aided method

Unit 3 (15 hrs) Educational problems, of children with hearing impairment in India Educational placement of hearing impaired children Criteria for recommending the various educational placements Factors affecting their outcome Counseling the parents and teachers regarding the education of the hearing handi capped Parent Infant Training Programme (PIP) & Mother s Training Programme, Home training need, preparation of lessons; correspondence programs (John Tracy Clinic , SKI-HI), follow up Setting up class rooms for the hearing handicapped, Classroom acoustics Preferential seating and adequate illumination Unit 4 (15 hrs) A) Electroacoustic Characteristics & measurements for hearing aids a) Instrumentation & Analysis of Electroacoustic characteristics of all types of hearing aids. b) Measurement of standard & specification of hearing aids according to ISI, IEC and ANSI c) Interpretation of the analysis d) EAC of hearing aid along with ear mould. B) Directional hearing aids, modular hearing aids Routing of signals, head shadow / baffle / diffraction effects Output limiting: Peak clipping, compression Extended low frequency amplification, frequency transposition, Bone anchored hea ring aid, Master Hearing aids C) Signal processing in hearing aids BILL, TILL, PILL Programmable and digital hearing aids Signal enhancing technology Unit 5 (15 hrs) Hearing Aid selection a) Pre-selection factors: Ear to be fitted, monoaural vs. binaural hearing aids, type of receiver, style of hearing aid. b) Prescriptive & comparative procedure c) Functional gain & insertion gain methods: Instrumentation, prescription formu lae, Articulation Index, Speech-spectrum (banana), merit & demerits of each. d) Hearing aids for conductive hearing loss, congenital malformation, chronic mi ddle ear disorders

e) Hearing aids for infants/children/multiply handicapped f) Hearing aids for adults & geriatrics: recruiting ears, poor word recognition scores (WRS) g) Hearing aids for the sightless h) Procuring hearing aids under various schemes of the Government of India / Sta te

46 LIST OF BOOKS Compulsory Reading: 1. Sanders, D. A. (1993). Management of Hearing Handicap; Infants to Elderly, 3r d Ed., New Jersey, Prentice Hall. 2. Tucker, I., & Nolan, M. (1984). Educational Audiology. London: Croom Helm, Chapter.10. 3. Markides A (1977) Binaural hearing aids, Academic Press Inc., London. 4. Hodgson HR and Skinner (PH) (1977, 1981), Hearing aid Assessment and use in audiologic habilitation, Williams and Wilkins, Baltimore. 5. Pollack M. (1980). Amplification for the hearing impaired. NY: Grune and Stra tton. 6. Skinner HW (1988), Hearing aid evaluation, Prentice Hall, Englewood Cliffs, H J. 7. Audiologist s desk reference. 8. Hearing Aids: Standards, Options and Limitations. Michael Valente. 9. Audiologic Treatment. Michael Valente, Hosford-Dunn, Roeser. Additional Reading: 1. Davis, J.M. and Hardick, E.J. (1981). Rehabilitative Audiology for Children a nd Adults. New York: John Wiley and Sons. 2. Ross, M. Brackett, D. and Maxon, A.B. (1991). Assessment and management of mainstreamed hearing-impairment children: Principles and practice. Austin: Pro.E d. 3. Lynas, W. (2000). Communication options. In J. Stokes (Ed.), Hearing impaired infants Support in the first eighteen months. London: Whurr Publishers Ltd. 4. Sims, L.G., Walter, G.G., and Whitehead, R.L. (1981). Deafness and Communicat ion: Assessment and Training. Baltimore: Williams and Wilkins. 5. Alpiner, J.G. (1982). Handbook of Adult Rehabilitative Audiology. Baltimore: Williams and Wilkins. 6. Chermak, G.D. (1981). Handbook of Audiological Rehabilitation. C.C.Thomas. 7. Ebbin, J.B. (1974). Critical Age in Hearing. In C.Griffiths (Ed), Proceeding of the International Conference on Auditory Techniques. Illinois: Charles C. Thomas. 8. Griffiths, C. (1974). Early Identification -Plus the Auditory Approach. In C. Griffths (Ed.), Proceeding of the International Conference on Auditory Techniques. Illinois: Cha rles C. Thomas. 9. Borastein, H. (1977). Systems of Sign. In L.J. Bradford & W.G. Hardy (Eds.), Hearing and Hearing-Impairment. New York: Grune and Stratton Inc. 10.Hull, R.H. (Ed). (1982). Rehabilitative Audiology. New York: Grune and Stratt on Inc. 11.Fitzgerald, E. (1929). Straight Language for the Deaf. McClure. 12.Jackson, A. (1981). Ways and Means-3. Hearing-Impairment a Resource Book of

Information, Technical Aids, Teaching Material, and Methods used in the Educatio n of Hearing-Impaired Children. Hong Kong: Somerset Education Authority. 13.Tebbs, T. (1978). Ways and Means: A Resource Book of Aids, Methods, Materials ,

47 Materials and Systems for use with the Language Retarded Child. Hong Kong: Somer set Education Authority. 14.Correspondence Program for Parents of the Deaf, John Tracy clinic. 15.Nix, G.W. (1976) Mainstream Education for Hearing-Impaired Children and Youth . New York: Grune and Stratton Inc. 16.Ross, M. Brackett, D. and Maxon, A.B. (1991). Assessment and management of mainstreamed hearing-impairment children: Principles and practice. Austin: Pro.E d. 17.Webster, A. & Ellwood, J. (1985). The Hearing-Impaired Child in the Ordinary School. London: Croom Helm. B 2.6 PAEDIATRIC AUDIOLOGY (100+50 marks) (Total = 75 hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following development of auditory system and behaviour early identification procedures using subjective and objective measures diagnostic tests for the paediatric population Unit 1 (15 hrs) a) Development of human auditory system Basic embryology Embryology of the auditory system Relevance of the information with special reference to syndromes b) Development of auditory behaviour Prenatal hearing New born hearing Auditory development from 0-2 years Unit 2 (15 hrs) a. Early identification of hearing loss need with specific reference to conducti ve and sensorineural hearing loss. b. Screening for hearing loss using high risk registers c. Behavioural screening tests: Stimuli, procedures, recording of response, inte rpretation of results and validation of results d. Concept of universal hearing screening Unit 3 (15 hrs) a. Objective screening tests: Immittance, Evoked potentials, OAE, b. School Screening Objective: Screening for hearing sensitivity, screening for middle ear effusion. Need, criteria, instrumentation. c. Individual and group screening / Mass media screening tests Importance of follow-up.

48 Unit 4 (15 hrs) a) Hearing testing in neonates and infants: Behavioural Observation Audiometry (BOA), Conditioning techniques including CORA, VRA and its modifications, TROCA, Play audiometry. b) Speech Audiometry in children: Tests & material used to obtain: Speech Detection Threshold (SDT) Speech Recognition Threshold (SRT) Speech recognition tests including VASC, WIPI, NuChip, Glendonald Auditory Screening Procedure (GASP), Early Speech Perception Test (EST), Speech tests developed in India. c) Factors affecting speech audiometry results in children, BC speech audiometry

Unit 5 (15 hrs) a) Functional hearing loss in children: Signs/symptoms, Tests b) Central Auditory Processing Disorders in children: Signs/symptoms, Screening tests c) Use of physiological tests in children Immittance audiometry in the pediatric population Auditory Brainstem Response in pediatric population OAE findings in the pediatric population. LIST OF BOOKS Compulsory Reading: 1. Northern, J.L. and Downs, M.P. (1991). Hearing in children. 3rd Ed. Baltimore : Williams and Wilkins. 2. Hayes & Northern (1996). Infants and Hearing 3. McCormick, B. (ed.) (1993) wnd ed. Pediatric Audiology 0-5 yrs. Valerie Newton (ed) (2003). Pediat Audiological Medicine Additional Readings: 1. Davis, J.H., and Hardick, E.J. (1981). Rehabilitative Audiology for children and adults, 2. New York: John Wiley and Sons. 3. Erber, N.P. (1982), Auditory Training, Washington: A.G. Bell Association for deaf. 4. Fulton, R.L. and Lloyd, L.L. (1975), Auditory assessment of the difficult to test, Baltimore:Williams and Wilkins, Co. 5. Gerber, S.E. (1982). Audiometry in infancy. New York: Grune and Stratton. 6. Gerber, S.E., and Mencher., S.T. (1978). Early diagnosis of hearing loss, New York, Grune and Stratton. 7. Ling, D. (1978). Speech and hearing impaired child. Washington: Alexander Gra ham 8. Bell Association for the deaf. 9. Martin, F.N. (1978). Paediatric Audiology, New Jersey: Prentice Hall. 10.Sanders, D. A. (1993). Management of hearing handicap: Infants to elderly. 3r d Ed. New Jersey: Prentice Hall.

49 B 2.7 Basic Statistics and Scientific Enquiry in Audiology and Speech Language Pathology (100+50 marks) (Total = 75hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following The basics of statistics and its relevance to the field of speech and hearing Carryout calculations of data related to basic statistical operations Interpret statistical results at basic level and make inferences Need for scientific enquiry Documentation of research Part A: Basic Statistics (38Hrs) Unit 1 (6 Hrs) Introduction to statistics: Its importance in behavioural sciences; descriptive statistics and inferential statistics; usefulness of quantification in behavioural sciences ; application to speech and hearing Unit 2 (9 Hrs) Measures: scales of measurement; nominal, ordinal, interval and ratio scales Data collection: classification of data-class intervals, continuous and discrete measurement, drawing frequency curve, drawing inference from a graph Unit 3 (5 Hrs) Measurement of central tendency: Need, types-mean, median, mode; working out theses measures with illustrations Measures of variability: Need, types of range, deviation-average deviation, stan dard deviation, variance; interpretation Unit 4 (8 Hrs) Normal distribution: general properties of normal distribution; theory of probab ility; illustration of normal distribution; area under normal probability curve Variants from the normal distribution: skewness, kurtosis; their quantitative measurement; Introduction to non-parametric statistics Unit 5 (10 Hrs) Correlation: Historical contribution; meaning of correlation; types of correlati on productmoment correlation, content correlation, rank correlation etc 73 Standard error sampling distribution; Type I and Type II errors, Y2, t and F -tests; Methods of significance of differences between means and their interpretation and probabili ty levelssmall samples, large samples.

50 Part B: Research Methods in Audiology and Speech Language Pathology (37Hrs) Unit 1 (10 Hrs) Scientific status of speech language pathology and audiology; speech language pathology and audiology as a behavioural science; need for scientific enquiry in speech language pathology and audiology; choosing a research problem, formulatio n of research question, statement of research question, formulation of hypothesis, types of hypotheses Unit 2 (9 Hrs) Parameters for scientific research in speech language pathology and audiology: Identification of variables and the types; types of data and its nature; measure ment procedures in speech language pathology and audiology; instrumental and behaviou ral measures and recording procedures Unit 3 (6 Hrs) Sampling methods: types, methods of data collection Application of the above with hypothetical illustrations Unit 4 (6 Hrs) Introduction to research methods and designs: Ex post-facto, experimental, stand ard group comparisons, evaluation research etc. Application of these to clinical population and community research Unit 5 (6 Hrs) Documentation of research: Reporting research-organization, analysis and presentation of data Components of research article, report writing style Ethics of research in behavioural sciences Qualities of a researcher/scientific clinician LIST OF BOOKS Compulsory Reading: 1. Hegde, M.N. Clinical Research in Communicative Disorders-Principles and Strat egies. (1994) (2nd Edition). Pro-ed. 2. Pannbacker, M.H. and Middleton, G.F. (1994). Introduction to Clinical Researc h in Communication Disorders. San Diego: Singular Publishing. 3. Maxwell, D.L. and Satake, E. (1997). Research and Statistical Methods in Communication Disorders. Baltimore: Williams and Wilkins Additional/Optional Reading:

1. Stein, F. and Cutler, S.K. (1996). Clinical Research in Allied Health and Spe cial Education. San Diego: Singular Publishing Group Inc. 2. Portney, L.G. and Walkins, M.P. (1993). Foundations of Clinical Research. Connectient: Appleton and Lange. 3. Woods, A., Fletcher, P. and Hughes, A. (1986). Statistics in Language Studies . Cambridge: University Press.

51 B 2.8 CLINICAL PRACTICUM IN SPEECH LANGUAGE PATHOLOGY (50+50 marks) 1. Carry out informal and formal assessment procedures for the following aspects of speech and language (from a normal child 2 samples) i) Pre-linguistic skills Non-verbal communication Child directed speech ii) Semantics Syntax and morphology Pragmatics iii) Phonological process and its analysis Speech intelligibility Transcription of the sample in IPA should be done. 2. Familiarization of the tools used for evaluation and treatment of Childhood communication disorders, Articulation and Phonological Disorders, Maxillofacial anomalies: Receptive Expressive Emergent Language Scale Scale for Early communication Skills in Hearing Impaired children 3-Dimensional Language Acquisition Test Northwest Syntax Screening Test Bankson s Language Screening Test Test for Examining Expressive Morphology Autism Behaviour Composite Checklist and Profile Linguistic Profile Test Tests for learning Disability Screening Test for Developmental Apraxia of Speech Articulation assessment tests in different Indian languages Voice Handicap Index and other perceptual scales . Other Indian tests and materials available 3. Presentation of 5 cases of detailed assessment and therapy plans (1 each at l east under each category), using information from relevant proformae, tests administe red and treatment options 4. i) Perceptual analysis of 5 normal and 2 abnormal voice disorder samples ii) Measurement of the following parameters in 5 normal samples and 5 samples wi th voice disorders: Measurement of Fo, Amplitude, Diadochokinetic Rate, Maximum Phonation Duration, s/z ratio, Vital capacity and Mean Air Flow Rate Exposure to Electroglottogram and Perturbation measurements using software Measures of suprasegmental aspects

52 5. Transcription and analysis of phonological processes in children using IPA Familiarization with cerebral palsy assessment, reflex testing 6. Planning and executing a minimum of 5 cases (including child and adult) for approximately 5 sessions each and preparation of the following: Carry out baseline evaluation Preparation of pre therapy reports Develop proficiency in using various therapy techniques for childhood communication disorders, voice disorders, articulation and phonological disorder s Provide guidelines for home-based intervention in the form of home training programs/modules for the above mentioned disorders Making appropriate referrals and preparing sample referral letters to various professionals connected with the above mentioned disorders Being aware of various centers available for rehabilitation (local, national, international) 7. Counselling parents of children with childhood communication disorders, voice disorders, articulation and phonological disorders; Compiling relevant counselin g points pertaining to each of the above mentioned disorders 8. Maintaining audio samples used for the practical analysis 9. Practice in writing sample diagnostic and therapy reports (for real/hypotheti cal cases) 10. Compiling the clinical work done into a clinical work record for submission B 2.9 CLINICAL PRACTIUM AUDIOLOGY (50+50 marks) Section A: Diagnostic Audiology 1. Familiarization of instrumentation for speech audiometry, immittance audiomet ry, sound field-testing. 2. Complete pure tone audiometry (with AC/BC, unmasked/masked), interpretation o f audiograms, identifying indicators for special/further diagnostic testing, writi ng case review (25 cases) 3. Speech Audiometry: familiarizing with speech test material in at lest 2 India n languages, mastering live voice presentation/recorded presentation, administering SAT, SRT, WRS, MCL, UCL, PI/PB function test. 4. Collection of Speech Audiometry test materials in Indian languages.

53 5. Speech Audiometry on 10 normal subjects, and 20 cases with conductive hearing loss, sensorineural hearing loss and functional hearing loss. Interpretation of speech audiometry results. 6. Holistic audiological assessment for differential diagnosis (Cochlear & Retro cochlear): o Routine pure tone & speech audiometry o Administering special tests using pure tone: Tone Decay Test, STAT, SISI, ABLB , MLB, SPAR, Test for functional hearing loss. 7. Immittance Audiometry (minimum of 5 cases) PVT, Tympanometry, Acoustic Reflex testing (ipsi & contra). Interpretation of the findings taking into consideratio n the ENT reports. 8. Auditory Brainstem Response (ABR) & Oto-Acoustic Emissions (OAE) o Preparation of the patient o Informing the patient/caregiver with respect to the procedure o Electrode montage o Conduct the procedure with respect to test protocol (5 cases each) o BC-ABR, Tone burst ABR Section B: Rehabilative Audiology 1. Speech and language characteristics of the deaf 2. Management of post-lingual hearing impaired. 3. Role-play activities for teaching language to the hearing impaired. 4. Prepare schedules for educational placement of 5 hearing impaired children ha ving different hearing capacities. 5. Counselling parents regarding educational placement of the hearing impaired. Section C: Paediatric Audiology 1. Informal screening purpose, materials used, noise makers, their spectral char acteristics, procedure (5 normal & 5 hearing impaired children) 2. Sound field testing: BOA, VRA, Play audiometry (5 cases each) 3. Observe auditory response based on video clippings or live case testing. 4. Testing multiply handicapped children.

54 THIRD YEAR B 3.1: FLUENCY AND ITS DISORDERS (100+50 marks) (Total = 75hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following Characteristics and types of Fluency disorders, specify-Stuttering and Clutterin g; Types of Stuttering viz developmental, Neurogenic and Psychogenic Theories of stuttering Assessment and Management Unit 1 (15 Hrs) Fluency: Definition, development of fluency, factors influencing the development Definitions of intonation, stress and rhythm-Development of intonation, rhythm, stress their implications to therapy Measures of fluency and other prosodic aspects Unit 2 (15Hrs) Stuttering: definition, nature, Loci Of stuttering viz Adaptation and consistenc y effect Facts -incidence and prevalence, onset , Heredity, speech language development i n individuals with stuttering, role of imitation, socio-economic status and cultur al factors Factors which reduce stuttering and factors which increase it. Normal non fluenc y; primary stuttering; secondary stuttering. Development of stuttering-Van Riper s Tracks and Peter s and Guitar s 5 developmental levels Cluttering and neurogenic stuttering Unit 3 (15Hrs) Theories of stuttering: organic vs. functional; cerebral dominance; diagnosogeni c and learning theories; demand-capacity model Unit 4 (15Hrs) Assessment of stuttering; Associated problems Differential diagnosis of developmental stuttering, neurogenic stuttering, clutt ering, normal non fluency, spasmodic dysphonia Unit 5 (15Hrs) Prevention

 Therapy; rationale; prolongation; shadowing; habit rehearsal technique, DAF, mas king shock therapy, desensitization, timeout, airflow and modified airflow technique; Group therapy Sequence of therapy procedures VIZ MIDVAS and Perkin s Approach Transfer and maintenance Measurement of progress; naturalness rating Relapse and recovery

55 LIST OF BOOKS Compulsory Reading: 1. Curlee and Perkins (Ed.). (1985): Nature and treatment of stuttering. Taylor and Francis, London. 2. Silverman, F.H. (1992). Stuttering and other fluency disorders. Prentice Hall , Inglewood Cliffs. 3. Peter and Guitar (1991). Stuttering-An integrated approach to its nature and treatment Additional/Optional Reading: 1. Bloodstein, O. (1993): Stuttering. Allyn and Bacon, Boston. 2. Fawcus, M. (1995): Stuttering. Whurr Publishers, London. 3. Mark Onslow (1996) Behavioural management of stuttering. Singular Publishing Group Inc. B 3.2: NEUROGENIC LANGUAGE DISORDERS IN ADULTS (100+50 marks) (Total = 75hrs) Objectives: After studying this paper at the end of the semester, the student should be able to understand the following Brain and language relationship Aphasic and non-aphasic conditions Assessment and management Unit 1 (15Hrs) Neural bases of language: Neuroanatomical, neurophysiological and for language f unction Pathophysiology of neurological lesions affecting speech, language and hearing; concepts of recovery, reorganization and relearning Theoretical considerations in neurogenic language disorders: Competence Vs Performance; loss Vs Interference, Regression hypothesis, multilingualism, Unidimensional Vs multidimensional breakdown Unit 2 (15Hrs) Definitions of Aphasia Etiology Classification of aphasia based on anatomical, linguistic and psycholinguistic a spects Clinical features: Linguistic, pyscho-social, neuro-behavioural Associated problems in aphasia: their definition, classification and clinical fe atures Unit 3 (15Hrs) General and specific neurological examination procedures (higher functions, cran ial nerves, motor and sensory systems, reflexes and fundus) Neurological investigations: Electrophysiological (Electro Encephalo Gram, Evoke

d potentials) and imaging (Computerized Tomography, Magnetic Resonance Imaging) Assessment of speech, language and cognitive behaviour of adults with a language based disorder: Informal and formal test procedures( Western Aphasia Battery,

56 Boston Diagnostic Aphasia Examination, Boston Naming Test, Minnesota Test for Differential Diagnosis of Aphasia, Porch Index of Communicative abilities, Funct ional Communication Profile, Token Test, Revised Token Test, Bilingual Aphasia Test an d others; Indian tests Unit 4 (15Hrs) Other language disorders in adults: Introduction, Etiology, clinical profile, as sessment and management -Traumatic Brain Injury -Right Hemisphere Damage Disorder -Primary Progressive Aphasia -Language disorders in Dementia Differential diagnosis of Adult Neurogenic disorders Unit 5 (15Hrs) Intervention: Prognostic indicators, Spontaneous recovery; General principles of therapy; specific techniques (Melodic Intonation therapy, Visual Action therapy, Schuell s Auditory stimulation, Thematic language stimulation, developing function al communication and others. Team approach; Group therapy; Family support-preparing family, friends and colleagues on what to expect and how to deal with aphasic as a person;Counseling regarding role of family; Individual counselling and spouse and family counselin g AAC LIST OF BOOKS Compulsory Reading: 1. Understanding Aphasia. (1993). Goodglass, H. Academic Press Inc. 2. Davis, G. A. (1993). A Survey of Adult Aphasia and Related Language Disorders Prentice Hall Inc. 3. Chapey, R. (1994). (Ed). Language Intervention Strategies in Ault Aphasia. Wi lliams and Wilkins Publication Additional/Optional Reading: 1. Speech and Language Evaluation in Neurology: Adult Disorders. (1985). Ed. Dar by, J. K.Grune and Stratton Inc. 2. Acquired Speech and Language Disorders. (1994). Murdoch, B. E. London: Chapma n and Hall. 3. Aphasia and Related Language Disorders. (1990). LaPointe, L. L. Theime Medica l Publishers.

57 B 3.3: MOTOR SPEECH DISORDERS (100+50 marks) (Total = 75hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following: Characteristics of motor speech disorders in children and adults Types of dysarthria, Apraxia (Developmental apraxia of Speech) and other conditi ons in children and adults Assessment and Management Part A: Childhood Motor Speech Disorders (38Hrs) Unit 1 (8hrs) Introduction to neuromotor organization and sensorimotor control of speech o Motor areas in cerebral cortex, motor control by subcortical structures, brain stem, cerebellum and spinal cord. o Central nervous system and peripheral nervous system in speech motor control. o Centrifugal pathways and motor control o Neuromuscular organization and control o Sensorimotor integration o Introduction to motor speech disorders in children-Dysarthria and Developmenta l apraxia of Speech. Unit 2 (15 Hrs) Cerebral palsy (11 hrs) o Definition, causes and classification o Different types of Cerebral palsy: Can the titled be movement disorders o Disorders of muscle tone: Spasticity, rigidity, flaccidity, atonia o Disorders of movement: Hyperkinesias and dyskinesias-Ballismus, tremor, tic disorder, myoclons, athetosis, chorea, dystonia, hypokinesias o Disorders of coordination-Ataxia o Neuromuscular development in normals and children with cerebral palsy o Reflex profile o Associated problems o Speech and language problems of children with cerebral palsy Syndromes with motor speech disorders (4 hrs) o Juvenile progressive bulbar palsy o Congenital supranuclear palsy o Guillain-Barre syndrome o Duchenne muscular dystrophy

58 Unit 3 (6hrs) o Assessment of speech in cerebral palsy-objective and subjective methods o Differential diagnosis of cerebral palsy o Management: Introduction to different approaches to neuromuscular education (Bobath, Phelps and the others); Speech rehabiliatation in cerebral palsy-Verbal approaches: vegetative exercises, oral sensorimotor facilitation techniques, compensatory techniques-correction of respiratory, phonatory, resonatory and articulatory errors; o Team approach to rehabilitation; Neurosurgical techniques for children with ce rebral palsy Unit 4 (5hrs) Apraxia of speech in children or developmental apraxia of speech o o o o Definition Description: verbal and non-verbal apraxia Differential diagnosis-dysarthria and other developmental disorders Management of developmental apraxia of speech-Facilitation techniques for oral

motor movements, speech therapy techniques, generalization of speech Unit 5 (4hrs) Definition -alternative and augmentative communication (AAC). Application of alternative and augmentative communication methods in developmental dysarthrias and developmental apraxia of speech-Symbol selection, techniques for communication, assessment for AAC candidacy, choosing an appropriate system and technique, trai ning communication patterns, effective use of AAC Part B: Adult Motor Speech Disorders (37Hrs) DYSARTHRIA AND APRAXIA Unit 1 (12 hrs) (a) Definition and classification of dysarthria in adults. (b) Types of dysarthria in adults. (c) Neurogenic disorders learning to dysarthria in adults. Vascular disorders dysarthria following strokes, CVA, cranial nerve palsies and peripheral nerve palsies. Infection condition of the nervous system eg. Meningitis, polyneuritis and neuro syphilis. Traumatic conditions Traumatic brain injury and dysarthria Toxic conditions dysarthria due to exogenic and endogenic causes. Degenerative and demyelinating conditions multiple sclerosis, Parkinson s disease, motor neuron diseases, Amyotrophic lateral sclerosis. Genetic conditions Huntington s chorea, Guillian Barre syndrome. Others leading to dysarthria Anoxic conditions, metabolic conditions, idiopathic conditions and neoplasm.

59 Unit 2 (7 hrs) d) Assessment of dysarthria Instrumental analysis Physiological and Electrophysiological methods Acoustics Advantages and disadvantages of instrumental analysis of speech in dysarthria. Perceptual analysis measures, standard tests and methods, speech intelligibility assessment scales, advantages and disadvantages of perceptual analysis of speech in dysarthria. e) Differential diagnosis of dysarthria from functional articulation disorders, apraxia of speech, aphasia and allied disorders. Unit 3 (6 Hrs) f) Management of dysarthria -Medical, surgical and prosthetic approaches -Speech therapy Vegetative exercises Oral sensori motor facilitation techniques Compensatory approaches correction of respiratory, phonatory, articulatory and prosodic errors. Strategies to improve intelligibility of speech. Unit 4 (7 Hrs) g) Apraxia of speech in adults Definition of verbal and nonverbal apraxia of speech Different types, characteristics and classification Assessment of apraxia of speech standard tests and scales, subjective methods and protocols Management of apraxia of speech different approaches Improving intelligibility of speech. Unit 5 (5 hrs) Dysphagia: Definition Phases of normal swallow Etiology of swallowing disorders Assessment and Intervention Mechanical dysphagia related to glassectomy LIST OF BOOKS Compulsory Reading: 1. Clinical Management of Motor Speech Disorders in Children. (1999). Caruso, F. J. and Strand, E. A. New York: Thieme. 2. Motor Speech disorders -A Treatment guide. (1991). Dworkin, P.J. St. Louis: M osby

Year Book. Inc. 3. Motor Speech Disorders: Substrates, Differential diagnosis and Management. (1 995).

60 Duffy, J. R. St. Louis: Mosby. 4. Pre feeding skills. Morris. S. and Klein. M. U.K.: Winslow Additional/Optional Reading 1. Working with Swallowing Disorders. Langley. J. U.K.: Winslow 2. Acquired Speech and Language disorders -A Neuroanatomical and Functional Neurological Approach. (1994). Murdoch, B.E. London: Chapman and Hall. 3. Neurology for Speech-Language Pathology. (1986). (2nd ed.) Love, R.J. and Web b, W.G. Butterworth. B 3.4 REHABILITATIVE AUDIOLOGY (100+50 marks) (Total = 75 hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following speech reading auditory learning management of individuals with additional problems assistive listening devices implantable devices Unit 1 (15 hrs) 1. Speech reading (a) Definitions (b) Need (c) Visibility of speech sounds audio visual perception vs. visual perception (d) Visual perception of speech by the hard of hearing (e) Tests for speech reading ability, including Indian Tests (f) Speech reading activities 2. Factors influencing speech reading (a) Methods of training: analytical vs. synthetic; (including speech tracking) (b) Individual and group training Unit 2 (25 hrs) Auditory training (a) Definition and historical background (b) Role of audition in speech and language development in normal children and i ts application in education of the hearing impaired. (c) Factors in auditory training: motivation of the case, intelligence, age, kno wledge of progress, etc. (d) Auditory Verbal Therapy (e) Methods of auditory training (f) Auditory training activities (g) Communicative strategies (h) Individual vs. group auditory training

61 Unit 3 (15 hrs) 1. Speech Characteristics of persons with hearing impairment. 2. Management of hearing impaired individuals with special needs (a) Management of multi handicapped hearing impaired children (MHHI) (b) Management of children with central auditory processing problems (c) Rehabilitation of hearing impaired elderly population Unit 4 (05 hrs) Assistive Listening Devices (ALDs) Classification based in auditory, visual & tactile stimulation Classification based on alerting devices Vs devices for speech perception. Selection of ALDs. Unit 5 (15 hrs) 1. Implantable Devices -Middle Ear Implants and BAHA (Bone Anchored Hearing Aid) -Cochlear Implants -Brainstem Implants Components, Candidacy, Advantages and Complications for the same. 2. Utility of technology/devices in the management of tinnitus, hypercusis. LIST OF BOOKS Compulsory Reading: 1. Clark, G.M., Cowan, R.S.C. & Dowell, R.C. (1997). Cochlear Implantation for I nfants & Children: Advances. Singular Publishing Group Inc. 2. Davis J.M. & Hardick E.J. (1981). Rehabilitative Audiology for Children and A dults. NewYork: John Wiley & Sons 3. Erber N.P. (1982) Auditory Training. Washington DC: AG Bell Association for t he Deaf 4. Schow; R.L.; & Nerbonne. M.A.(Eds) (1996). Introduction to Audiologic Rehabil itation (3rd edition). Bsoton: Allyn & Bacon 5. Maxon, A.B. & Brackett D. (1992). The Hearing Impaired Child: Infancy through high School years 6. Alpiner & Mc. Carthy 7. Aural Rehabilitation (2nd ed.) Raymond Hill (1982). 8. Visual communication for the HOH. History, Research, methods Oneill & Oyer (9 81). 9. Speech reading (lipreading) Jeffers & Barley (1971) 10. Speech reading a way to improve understanding (2nd ed) Kaplan, Bally & Garre tson (1985). 11. Deafness and communication Sims, Walter, Whitehead. 12. Thirumalai and Gayathri. Speech of the Hearing Impaired. 13. Bench.

62 B 3.5 NOISE MEASUREMENT AND HEARING CONSERVATION (100+50 marks) (Total = 75 hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following effects of noise measurement of noise and vibration audiological findings in noise induced hearing loss legislations related to noise Unit 1 (15 hrs) a) Noise in the environment and effects of noise: Definition of noise Sources community, industrial, music, traffic and others Types steady & non-steady, Impulsive/Impact, intermittent b) Auditory effects of noise exposure Historical aspects TTS and recovery patterns PTS Histopathological changes (Metabolic, Mechanical, Biochemical, Vascular) Effect of noise on communication, Speech Interference Level (SIL), Articulation Index (AI) Perceived Noise in dB (PN dB), Perceived Noise Level (PNL), Effective Perceived Noise Level (EPNL), Noise Criteria (NC) curves, Noise Reduction Rating (NRR), Signal to Noise Ratio (SNR) c) Non-auditory effects of noise exposure Physiological/Somatic & psychological responses, stress and health, sleep, audio analgesia effects on CNS and other senses Effects of noise on work efficiency and performance Unit 2 (15 hrs) Audiometry in NIHL, Puretone audiometry: Base line and periodic monitoring tests, high frequency audiometry, brief tone audiometry, correction for presbyacusis Instrumentation: Manual audiometer, automatic audiometer Testing environment High frequency audiometry, Speech audiometry: Other audiological evaluations: Impedance audiometry ERA OAE Tests for susceptibility Unit 3 (15 hrs) Noise & vibration measurement Instrumentation and procedure for indoor and outdoor measurement of ambient nois e, traffic noise, aircraft noise, community noise and industrial noise. Calibration: Biological and instrumental for AC & BC transducers.

63 Unit 4 (15 hrs) Hearing conservation: Need for hearing conservation program, steps in hearing conservation program. Ear protective devices: (EPDs) Types: Ear plugs, ear muffs, helmets, special hea ring protectors, merits and demerits of each. Properties of EPDs: Attenuation, comfor t, durability, stability, temperature, tolerance. Evaluation of attenuation characteristics of EPDs. Toughening. Unit 5 (15 hrs) Legislations related to noise: Damage Risk Criteria (DRC) definition, historical aspects, use of TTS and PTS, information in establishing DRC, -Committee on Hearing Bioacoustics & Biomechanics (CHABA), Air Force Regulation (AFR 160-3), American Academy of Ophthalmology & Otolaryngology (AAOO), ASA-Z 24.5, Damage risk contours, Walsh Healey Act, Occupational Safety & Health Act (OSHA), Environmental Protection Agency (EPA), Indian noise standards. Correction for aging in NIHL. Claims for hearing loss: Fletcher point eight formula, AMA method, AAOO formula, California variation in laws, factors in claim evaluation, variations in laws an d regulations, date of injury, evaluation of hearing loss, number of tests. Indian studies/acts/regulations, American acts. LIST OF BOOKS 1. Bruel, and Kjaer, (1982), Noise Control -Principles and practices. 2. Harris, C.M. (Ed.2), Handbook of Noise Control New York: McGraw-Hill. 3. Kryter, K.D. (1970). The effects of noise on Man. New York: Academic Press. 4. Tempest, N (1985). The Noise Handbook. London: Assessment Press. 5. Sataloff, R.T. (1987). Occupational hearing loss. Marcel Dekker, Inc. 6. Trivedi, P.R. and Gurudeep Raj (1992). Noise Pollution, 1st Ed. New Delhi: Ak ashdeep Publishing House. 7. BIS Specifications -List attached -IS Specifications -Noise Measurements. -IS:7194-1973 Specification for assessment of noise exposure during work for hea ring conservation purposes. -IS:9167-1979 Specification for ear protectors. -IS:6229-1980 Method for measurement of real-ear protection of hearing protector s any physical attenuation of earmuffs. -IS:9876-1981 Guide to the measurement of airborne acoustical noise and evaluati on of its effects on man. -IS:7970-1981 Specification for sound level meters. -IS:9989-1981 Assessment of noise with respect to community response. -IS:10399-1982 Methods for measurement of noise emitted by Stationary road vehic

les.

64 B 3.6 Community Oriented Professional Practices in Speech Language Pathology and Audiology (100+50 marks) (Total = 75 hrs) Objectives: After studying this paper at the end of the year, the student should be able to understand the following Epidemiology of speech, language and hearing disorders Service delivery and CBR issues Legislative support for rehabilitation Documentation and ethical issues Unit 1 (15 hrs) Epidemiology of speech, language and hearing disorders Environmental, Social, Economic implications and preventive education Levels of prevention: Primary, Secondary, Tertiary Survey, prevalence, Incidence and its implication in planning Health promotion, specific protection, early diagnosis and treatment of a high r isk infant, Disability limitation, Educational and Vocational rehabilitation Unit 2 (15 hrs) Approaches to service delivery: Institution based, Camp based, Community based and Role of NGOs Review of services in India Integration of Disabled into the community and ICF 2001

Unit 3 (15 hrs) Duties and responsibilities of SLP in various settings Professional ethics for SLPs, Code of Ethics, Right to Education Act, Industrial Employment Act Interacting with allied professional and community health workers Unit 4 (15 hrs) Planning services for the communication disordered population: Philosophy, planning, establishment of services for communication disorders-infrastructure, budget, staffing, equipment, furniture, policy making, record keeping, proposal writing. Strategies for awareness, public education and information (Camps, Print and audiovisual media, Surveys. Radio broadcasts, street plays). Empowering parents, persons with disabilities and the community; Skill transfer to DHLS, parents; grass-root level workers, teachers and health workers

65 Unit 5 (15 hrs) Legislative support for rehabilitation-Rehabilitation Council of India Act (1992 ), Persons With Disability Act (1995), National Trust Act for the Welfare of Autism , CP, MR and Multiple Disabilities (1999), Environmental Act, Consumer Protection Act, Right To Information Act, UNCRPD Act. The professional as a witness; documentation; handling legal issues LIST OF BOOKS Compulsory Reading: 1. Baquer, A. & Sharma, A. (1997). Disability: Challenges Vs Responses. CAN publications. 2. Kundu, C.L., Status of Disability in India, (2000 & 2003) Ed. Kundu, C.L., RC I 3. Narsimhan, M.C. & Mukherjee, A.K. (1986). Disability a Continued Challenge: Delhi willey eastern. 4. WHO (2001). International classification of Functioning, Disability and Healt h. Geneva: WHO 5. Professional Issues in Speech-Language Pathology and Audiology -A Text book. (1994). Lubinski R. and Frattali C. California: Singular Publishing Group Additional/Optional Reading: 1. Administration and Management of Programs for Young Children. (1995) Shoemaker, C. J. New Jersey : Prentice Hall Inc. 2. Management of Child Development Centres. (1993) Hildebrand, V. (3rd Ed.). MacMillan Publishing Company. B 3.7 CLINICAL PRACTICUM IN SPEECH LANGUAGE PATHOLOGY (50+50 marks) 1. Understand aspects of informal and formal assessment for i) Fluency disorders ii) Neurogenic language disorders iii) Motor speech disorders 2. Identify the Differential Diagnostic categories of these disorders 3. Familiarization on the use of various tests and materials available for asses sment i) Western Aphasia Battery ii) Illinois Test of Psycholinguistic abilities iii) Boston Diagnostic Aphasia Examination iv) Revised Token Test v) Right Hemisphere Language Battery vi) Apraxia Battery for Adults vii) Frenchay Dysarthria Assessment viii) Stuttering Severity Instrument ix) Stuttering Prediction Instrument x) Indian tests and material available 4. Carry out assessment on atleast 1 case each from the above mentioned disorder s with an assessment report and appropriate referral letters . 5. Carry out therapeutic plan on a client with the above mentioned disorders and

submit a report of the same.

66 6. Conduct a fluency analysis in 4 normal samples (2 child sample and 2 adult sampl e) for the percentage of total disfluency and the individual disfluency on a conver sation, narration and a reading task Measurement of rate of speech (words per minute, syllables per second) in normal s Familiarization to different intonation, stress and rhythm patterns in speech sa mples (of different languages) IPA transcription of dysfluent speech; calculating the severity using any of the formal tests Comparing suprasegmental aspects of fluent and dysfluent speech samples Comparing normal non-fluency speech sample and child stuttering sample along with SSI scores 7. Counselling parameters for the following groups of disorders: Neurogenic language disorder (adult/geriatric; type) Motor speech disorder (based on age and site of lesion) Fluency disorders (age, motivation) Being cognizant about the legislative support available and direct the same to t he parents/caretakers 9. Preparing public education pamphlets, hand-outs on different disabilities B 3.8 CLINICAL PRACTIUM AUDILOGY (50+50 marks) Section A: Hearing Aid Trial Postings 1. Hearing aid trial: pre-selection of hearing aids, styles, EAC, other issues, inspection of ear moulds. Functional gain method (10 children & 10 adults). Concept of spee ch banana, aided audiogram. 2. Observing Real Ear Insertion Gain measurement (10 cases) 3. Pre-selection based on audiological evaluations (10 cases) 4. Hearing Aid trials: Functional gain, REIG, other methods with monoaural fitting, binaural fitting, Programmable hearing aid Analog Digital Explaining the benefits of hearing aid to the patient/caregiver 5. Counselling patients/caregivers regarding hearing aids Care, maintenance, adjustments, tips to caregivers regarding acceptance of hearing aids (5 children & 5 adults), preparation of harness, cleaning of ear moulds. Binaural amplification and its uses. 6. Electro-acoustic evaluation of hearing aids (body level & ear level), with an d without ear moulds. Equipment for analysis. Calibration of hearing aid analyzer. 7. Models and makes available in the market, their EAC, cost of hearing aids, it s suitability to various audiogram configurations, age etc. 8. Specification sheets BIS, ANSI, IEC with respect to hearing aids. 9. Administration of Self (Help) assessment scales. 10. Fitting of hearing aids for sloping hearing loss.

67 Section B: Noise & Rehabilitative Technology 1. Compile information on cochlear implants regarding candidacy, cost, places wh ere it is done and rehabilitation of cases. 2. Calibration of pure tone audiometry (AC, BC, Speech) 3. Noise measurement and attenuation measurement of ear protection devices. 4. Holistic audiological assessment for differential diagnosis: a. Speech: PI/PB Function, Stenger, BC Speech b. Noise: SAL, SPIN, (10 cases) c. Immittance audiometry: Basic tests, Acoustic Reflex Decay, Eustachia Tube function, SPAR Compiling reports for the above. Section C: Rehabilitation Audiology 1. Role-playing activities for speech reading, communication strategies and audi tory learning. 2. Compile activities on management of deaf-blind children. 3. Compile activities on management of children with central auditory processing disorders. 4. Compile information on cochlear implants reg. candidacy, cost, places where i t is done and rehabilitation of cases, in Indian contexts. Section D: Diagnostic Audiology Holistic Diagnostic Interpretation and And Report writing for Adult and Paediatr ic Test battery. ************