MADHYA PRADESH PARAMEDICAL COUNCIL

6th Floor, Satpura Bhawan, Bhopal

Syllabus & Guidelines

Schedule Serial No. 2

Subject : Speech therapy Course

No. of Admission :- 0-50 Admission per year

S.N.

Durationi/Degre/

Diploma/

Certificate

Syllabus

Teaching faculty with minimum qualification & experience

Non teaching state with qualification & Experience

Laboratory with Equipment

Building

Remark

Teaching

Hostel

1.

Diploma Course in Hearing , anguage and speech 1 year course

Appendix ‘A’ enclosed

           

2.

Bachelor inAudiology & Speech 4 year Course

Detailed Enclosed As per recommendations of the Rehabilitation Council of India

   

3.

master in Audiology & Speech 2 years Course

SYLLABUS ON

Diploma Course in Hearing Language and Speech.

NOMENCLATURE:

Diploma Course in Hearing Language & Speech.

OBJECTIVES: This course is aimed at training lower level function-Aries on a comprehensive and practical oriented programme. The main objective is to generate speech and Hearing assistants who can take up routine assessment and therapeutic management programmes for various speech, language and hearing disorders at village, taluka town levels whenever possible they will work under the guidance of a fully trained graduate or a post graduated clinician. However, in the absence of such trained personel they will able to execute the routine clinical services. They will be ideally suited to work at rural health centers, school for spastics, schools for the mentally retarded and school for the deaf. They shall be designated as " Speech and Hearing Assistants". Junior Educators on the other hand are trained mainly in education of the deaf and would work as teachers of the deaf. The role of the junior educators and the diploma holders in speech, hearing and language is enclosed herewith.

Duration of the programme: shall be one academic year consisting of 10 working months.

ENTRY REQUIREMENTS:

EDUCATION: H. Sec. or 10 + 2 or 12 th standard 2 years P.U.C. or its equivalent with physics, chemistry, biology and Mathematics.

AGE: 17- 25 Years.

LANGUAGE: Working knowledge of English/Proficiency in regional languages.

COURSE CONTENT: As given in the syllabus, 40% of total No.l of working Hours shall be for teaching theory & the remaining 60% on practical & clinical work.

FORMAT OF TEACHING:

This is a comprehensive practically oriented programme. The mode of teaching will be in the form of classroom lecturers/Demonstrations, supplemented by handouts, manuals, brochures checklists, proforma, audiovisuals with supervised clinical practice.

Scheme of examination as in the enclosed – appendix 1.

I. Minimum Requirements in terms of:

Designation

No. of Posts

Min. Qualification

AUDIOLOGY:

   

Lecturer.

1

M.Sc. (Sp. & Hg.) With 2 Year s

Clinical Asstt.

1

B.Sc. (Sp. & Hg.) With 2 Year s

Speech Pathology

1

 

Lecturer

1

M.Sc. (Sp. & Hg.) With 2 Year s

Clinical Asstt.

1

B.Sc. (Sp. & Hg.) With 2 Year s

Steno Typist-Cum Clerk

1

B.Com. B.A. or Dip. in B.H. Xth. Std. Pass

Peon

1

 

VISITING STAFF

1

 

Clinical Psychologist

1

M.A. (Fay) + D.M. & S.P.

Special Education Teacher

1

M.A. (Soc.) + Dip in special education

Fediatrician

1

M.D. (Ped)

S.N.T. Surgeon.

1

M.S. (E.N.T.)

Electronics Engineer

1

B.E. (Elect.)

II SPACE

   

1. Class Room

1

20' X 15'

2.Audiomestric room

1

10' X 10' (Inner) 10' X 6' (Outer)

3. Staff Room/Office

1

10' X 15'

4. Individual Therapy Rm.

1

10' X 8'

5. Group Therapy Room

1

20' X 15'

6. Ear Mould Lab. Cum H/aid workshop

1

20' X 15'

7. Library

1

10' X 15'

 

III. EQUIPMENT / MATERIAL:

  1. Audiometer.
  2. Hearing Aids. (Or all makes & models)
  3. Ear Mould Lab.
  4. Speech Trainer
  5. Hearing Aid repair Kit,
  6. Group hearing aids
  7. Tape Recorder with cassettes.
  8. Material for therapeutic use such as toys & play material Tous for informal screening such as bells and

  9. Noise making toys.

  10. Material for auditory training.

  11. Model of the Bar.

  12. Model of the Larynx.

IV. LIBRARY: Basic books on speech language & hearing declaring for instruction manuals

LIST OF BOOKS:

1

Ricber & Brubaker

 

Speech Pathology

2

West

Rehabilitation of Speech

3

Drichl

Introduction to anatomy & Physiology of speech mechanism

4

Eisenson

Basic Speech

5

Gray & Wise

Bases of Speech

6

Van Riper C

Speech correction

7

Johnson & other

Diagnostic methods speech pathology

8

Dense & Pins on

Speech chain

9

Beagley H.A. and Bernard N.A

Manual of audiometric techniques

10

Carman Richard

Positive solutions to hearing loss

11

Chole Richard

Color atlas to ear diseases

12

Corlis Edith

Hearing aids

13

Davis, H., and Silverman, S.,

hearing and deafness

14

Emerick, Lon L.,

A work book of clinical audiometry

15

Northern, J., and Downs, M.,

Hearing in children

16

White hurst, M.W.

Auditory Training for children

17

Rose.

Audiological Assessment

18

Modgson, W.K.

Basic Audiologic eraluation

19

Newby, H.A.

Audiology

20

Carendish. M.

Illustrated Encyclopedia of Family health

21

Harlock

Child Development

22

Hetherington.

Child psychology – A contemporary view point

23

Meodown, K.P.

The Deafness and child development

24

Children with Mental Retardation.

The Head start Project

25

Linda Davidodoft

Introduction to psychology

26

Loleman

Abnormal Psycology

27

Good enough

Psycologyological testing

28

Oral Education Today, T Tomorrow.

Mukhkhand A. Ed.

29

Educating the Deaf

Moors D.F.

30

Deaf School Child

Conrad R.

31

Education of Deaf Children issues Theory and Practice

Juigley G.P.

32

Principles of Education

Raymont T.

33

Measurement and evaluation in the teaching

Gronlund.

34

Hearing, Impaired Pre-School child

Jean E. Semple

35

Language for the pre-school Deaf Child

Grace Harris

36

A world of language for Deaf chilodren

Van Uden.

37

Natural language for deaf children

M.A. Groht.

38

Language development in deaf and partially hearing children.

D.C.M. DALEV

39

Language development & language disorders.

Bloom & lahey.

40

Children with learning disabilities

Alica H. Hayden care saaz on hipped

41

John Tracy Clinic papers.

John F. Kerr.

42

Language across the curriculum

winifred H.

43

Curriculum guide: Hearing Impaired Children, Birth to Three- years and their parents.

Horthcott

 

 

 

 

 

 

 

 

CURRICULUM FOR THE COURSE IN MANAGEMENT OF COMMUNICATION DISORDERS

Sub: Audiology Paper- I Minimum 70 Hrs.

Chapter

Topics

  1. What is sound? How is sound produced and transmitted? What are the physical and psychological attributes of sound? What is the range of human hearing?
  2. What are the different parts of ear? How do we hear? How does hearing help in learning?
  3. What is hearing loss? What are its causes? How does hearing loss be prevented?
  4. How to test hearing? Wheat is an audiometer? What are the different parts of an audiometer? What is an audiogram? How is it obtained?
  5. What are the factors that affect hearing loss? What is informal testing? Methods of screening and different conditions for hearing testing. How to make use of different stimuli in rural set-ups.
  6. What are the different types of hearing loss? What are the different types of audiograms? What are the effects of hearing loss? What are the associated problems with hearing loss?
  7. What behavioural responses to sound occur various age ranges? What is early identification and what is its importance.
  8. What is a hearing aid? What are the different types of hearing aids? How are hearing aids selected? Methods of checking hearing aid working. Minor repairs of hearing aids. Use, care and Maintenance of hearing aid.
  9. What are earmoulds? Importance of earmoulds. Custom making of earmoulds. Use and care of earmoulds.
  10. How to counsel the parents on language and use of hearing aids.

Sub: Speech & Language Pathology. Paper II – 70 Hrs.

Chapter

Topics

  1. What is communication? What is its function?
  2. What is speech?: How do we speak ? What are the different characteristics of normal speech? How are different speech sounds produced? What are the various rhythm features of speech-emphasis, intonation and rate?
  3. How are speech and language acquired? What are the stages and factors influencing them? Delayed Speech and language-
    1. Hearing loss
    2. Mental retardation.
    3. Cerebral palsy & other.
  4. What are speech and hearing disorders? What are their causes? Disorders of articulation, disorders of voice, disorder of fluency and organise speech and language disorders.
  5. Prevention of speech and language disorder.
  6. Specific Therapy for
    1. Articulation defects
    2. Voice defects
    3. Cerebral
    4. Stutter mass.
    5. Delayed speech & language
    6. Hard of hearing.
    7. Deaf

 

 

Sub: Psychology – Paper – III 45 hrs

Chapter

Topics

  1. What is psychology? Psychology and its. Relevance to speech, hearing and language.
  2. Child development: Motor, emotional, cognitive, intellectual and social, stages & relevance.
  3. Mental retardation: definition, causes, assessment, psycho-social and educational implecations. Developemental Skills – helping the child acquire age appropriate developmental skills.
  4. Psychological problems associated with speech and hearing disorders – temper tantrum, hyper active behaviour, withdrawal tendency, aggressive behaviour, neuroses like phobia, autistic behaviour.
  5. Psychological testing – aims, factors, affecting testing: developmental schedules, IQ test and their importance.
  6. Attitude of parents and of the client towards handicap and rehabilitation procedures.
  7. Behavioral therapy and play therapy.

Sub: Therapeutic Management- Paper IV 70 Hrs.

Chapter

Topics

  1. What is case history? Why should we take case history How do we take case history. How to get specific information? How to counter check information gathered? Do's and Don'ts while taking case history.l Relevance of information to be included in case history, identivfication of problems, history of problem and description of problem.
  2. What is diagnosis? How to coordinate different information to aerie at a diagnosis? What to de when contradictory findings are found, Role of observation therapy appropriate referrals when assessment is needed. To whom to refer. How to refer- reporting and requesting. Parent’s guidance and counseling. Guidelines do do and don'ts while parent counseling.
  3. Team approach. Members of the team speech and hearing professionals – medical specialists, psychologist, special educator, regular school teacher, social worker, village leader and prospective employer, institutions. Role of speech & hearing assistant in relation of this team.
  4. What is speech hearing & language therapy – how to plan speech therapy programme – (including material and instruments needed)- Analysing needs of the patients, planning short term and long term activities of therapy and goals, assessing progress, imparting guidelines to the parents and therapy and practice of activities at home.
    • Training parents as equal partners – importance of speech and language stimulation.
    • Implication of hearing loss/mental retardation/cerebral palsy. – Recognizing small changes in progress.
    • Reinforces, methods of reinforcement,
      1. Selecting appropriate therapeutic techniques of further intervention programmes. How to make child wear hearing aid? How to make the child/client and family to accept the hearing aid?
      2. Role of parent and family.
      3. Auditory training: Need for auditory training
      4. Speech reading: - General speech reading – speech reading *(clued speech), day to day communication – specific planning, lip reading lessons – factors (environment, speaker, language reader) affecting speech reading.
      5. Non-verbal communication, sign language, communication board and bliss symbols.
        • Preparation and use of material for therapy.
        • Games and activities for speech therapy.

          Sub : Education – Paper V – 70 Hours

          Chapter

          Topics

          1. What are the different stages of language development? What are the problems faced delayed speech & language child in language learning – How to overcome these problems – what are the different methods in teaching language, speech reading and listening – what are that different approaches to verbal and Non-verbal communication. Different methods of teaching language.
          2. Identification of specific goals for each child.
          3. What are the different types of programmes available in the country for education of the speech, hearing & language handicapped? – How to choose the educational programmes suitable for them. – What are the advantages and disadvantages of special schools integrated schools & mainstreaming – Helping the speech & language handicapped for meaningful integrated.
          4. How can the parent help in the home training programme.
          5. Techniques of sense training and training of basic skills.
          6. Making teaching aids and language workbooks.
          7. Teaching other subjects to communication disordered children.
          8. Identification of appropriate vocation of them.

          Sub: Organisation and planning. Paper VI – 45 hrs.

          Chapter Topics

          1. What is Diploma course in Hearing, Speech & Language – Who is a speech and hearing assistant? – Need for speech and hearing assistant – Role of speech and hearing assistant in relation to the school for the deaf/retarded, special schools for spastics speech and hearing units and centres, other rehbilitation centres. PH.Cs.
          2. What are the different records (administrative and Clinical) that are to be maintained? – What kind of care should be exercised while maintaining the same? – How to do it?
          3. Care and Maintenance of equipment – Check list to be prepared and maintained list of addresses, list of special schools for the deaf, list of addressess for referal points, list of equipments, specification for the same – Utilization of available space for maximum efficiency.
          4. How to organise community awareness programmes ?

            - Organizing exhibition and selecting the materials required.

          5. Organising parent meeting.
          6. How to elecit cooperation form workers for (a) getting information (b) early identification (c) therapy and follow up.
          7. How to plan available time for home visits and visits to neighbouring villages.
          8. What are the various government schemes available for the welfare of the handicapped?

          How to organise these scheme for the betterment of the communicatively handicapped?

           

           

           

           

           

           

           

           

           

           

           

           

           

          Practical Curriculum for the Diploma Course in

          Hearing Language & Speech

          Subject- Audiology

          FIRST TERM

          1. Pure Tone audiometer and its controls familiarizing in handling different audiometers.
          2. Pure Tone eudiometry practice on.
              1. Normals under supervision.
              2. Clinical population under supervision.
              3. Reviewing already taken audiograms and interpreting them.
              4. Audiograms of 6 adult cases of different types of hearing loss. To maintaing records of the same and submit it at the end of the second term. Each student should obtain records for different cases.
          3. Methods of testing children – Conditioning for audiometer
          4. Biological calibration of audiometer.
          5. Informal testing methods under supervision. Type of responses how to look for their reliability.
          6. To maintain record from case history to audiogram for six children and submit it by the end of second term. Each student should have independent case reports.
          7. Hearing Aids:

            Identification of different types (a) hearing aids (b) different parts of a hearing aid, faultfinding and minor repairs. (c) Group hearing aids & their parts (d) Assembly group hearing aids.

          8. Earmoulds:
              1. Observation of impression taking.
              2. Impression taking on normals.
              3. Plaster casting with and without flastk.

          Second term

          1. To continue minor repairs of hearing aid.
          2. To learn making of custom made full moulds under supervision and later continue to learn to take impression & make moulds for children independently. To make six pairs of moulds, three pairs for adults and three pair for children of produce it for clinical valuation at the end of term.
          3. Hearing aid trial and selection for adults and children. Maintaing records of six cases, three children and three adult cases.
          4. To maintain in the following records with special relevance to rural set up.
            1. Complete record of case from case history to hearing aid selection both adults (3 Cases) and children (3 Cases) and follow up requirements.
            2. High-risk records and plan for follow up.
            3. Record of hearing aid repair.
            4. Record of Ear Moulds.
          5. Counseling:
            1. Preparing parents for accepting a hearing aid.
            2. Accepting the problem.
            3. Encourage the child to use the hearing aid.
            4. Do’s and don'ts of hearing aid use.
          6. Auditory Training
            1. Steps in auditory training.
            2. Conditioning on audio-visual stimuli and auditory stimuli only.
            3. Demonstration of group hearing aid and injection loop systems,. Connecting, dismantling, trouble shooting and minor repairs of the same.
            4. Individual auditory trainer.
            5. Preparing lesson plans with short and long term goal games for the same.
            6. Selection of stimuli
            7. Auditory discrimination.
            8. Assessing improvement.

          Report writing and referral.

          Sub: Speech and Language Pathology.

          1. (a). Observation of case history – general and specific to speech and language disorders.
            1. Observation of speech and language valuation.
            2. Observation of Therapy Programs
            3. Recording observation.
          2. (a) Demonstration with recordings: normal aspects: Pitch, loudness, normal and abnormal voice quality.
            1. Demonstration: Place and manner of articulation
            2. Demonstration using recorded tapes: rhythm, rate intonation in speech.
          3. (a) Familiarity with speech samples of various speech disorders.

            (b) Practice in identifying different speech disorders from recorded samples and cases.

          4. Appraisal of: Voice

            Articulation

            Fluency

            Intelligibility

            Language

            Suprasegmentale.

          5. Report writing and writing of referral notes to other professionals.
          6. Demonstration of Therapeutic Procedures with:

            Hard of hearing.

            Delayed speech and language

            Voice Disorders.

            Articulation

            Language related disorders

            Fluency Disorders.

          7. Therapy for cases with: Speech and language disorders, voice disorders and articulation disorders, with special emphasis on the hearing impairment, mental retardation and cerebral palsy. Fluency disorders
          8. Scheduling of therapy sessions. Selection and preparation of apprepriate materials and activities.
          9. Organising parents Guidance/Counseling programs.

          10. Suggesting appropriate activities for Home Training Programmes.

          11. Visits to different speech & hearing centers/special schools.

          12. At the end of the first term, students are required to submit the speech and language evaluations of two cases.

          13. At the end of the second term, they should submit therapy reports of two cases assigned to them along with material developed.

          Subject: PSYCHOLOGY

          1. Case history taking in the clinic and evaluation with the aid of developmental schedules.
          2. Observing and eleciting behaviour with the use of developmental schedules.
          3. Understanding psychological evaluation reports that are sent to them for certain cases requiring follow up services.
          4. What are the self-help skills and how it can be developed in the child?
          5. Selection of play activities/Material appropriate to age.
          6. Planning activities and guiding parents with miner behaviour problems under supervision.
          7. Counselling and guidance to the parents and the patients whenever necessary.
          8. Report writing.
          9. Importance of making referrals and how to make a referral.
          10. Submission of one complete case report.

          Subject: Education

          1. Visit to schools and observation,
          2. Familiarity with the non-verbal communication methods.
          3. Teaching communication disorders children
            1. Sense training program.
            2. Vocabulary building and connected language
          4. Planning home training programs.
          5. Teaching special subjects to speech and hearing disordered children
          6. Guiding communication disorders in vocational placement.
          7. Preparation of teaching aids and material for specific subject training

          SCHEME OF EXAMINATION FOR CERTIFICATE COURSE ON MANAGEMENT OF COMMUNICATION DISORDERS

          Internal Assessment and Final Examination.

          The Internal assessment will carry a maximum of 20 marks in each subject for the theory papers. This would include:

          a. Mid – term examination 10 Marks

          b. One Assignment 5 Marks

          c. Two class tests 5 Marks.

          Total 20 Marks

          The Internal assessment for each subject will be added to the final theory examination of the respective subjects.

          Final examination.

          Paper subject

          Theory

          Clinical

          Practical Marks

          Internal Assessment Marks

          Final Exam

          Total Marks

          I Audiology

          20

          80

          100

          100

          50

          II. Speech Pathology

          20

          80

          100

          100

          50

          III. Clinical Psychology

          20

          80

          100

          80

           

          IV. Therapeutic Management

          20

          80

          100

           

          50

          V Education.

          20

          80

          100

          50

          50

          VI Organisation Planning

          20

          80

          100

             

          Total

             

          600

          300

          200

          GRANT TOTAL (600 + 300 + 200) = 1100 Marks.

          II. MINIMUM FOR PASS AND CLASSIFICATION OF SUCCESSFUL CANDIDATE:

          Being adopted at NIHH, Bombay that may be redone once a uniform procedure is decided upon by the council.

          III EXAMINATION REGULATIONS:

          1. The trainee with loss than 90% attendance of working days will not be allowed to appear in the final examination.
          2. Results will be declared on the basis of marks obtained both in theory and practical. The aggregate marks of all the subjects will be the basis for declaration of division/class.
          3. Those candidates who fail to obtain a minimum of 35% marks in any of the final examination paper (Theory & clinical & practical) will be considered as failed in that paper only and will be allowed to repeat the same in the next year's exams and the internal marks obtained in the previous year will be carried forward.
          4. The candidate who fails in any practical subject will be allowed to repeat the practical exam in that subject only.
          5. If a candidate fails in any one subject in theory and one in practical, he/she may be allowed to repeat only the subject in which he/she has failed. But those who fail in more than two theory subjects shall have to repeat all the theory and practical papers. Their Internal Assessment marks for theory subjects obtained during the study year sill be considered for the subsequent examinations also .
          6. Only one chance shall be provided to the failed candidates to repeat the examination on the subsequent years with the permission of chairman B.O.E.
          7. All the candidates repeating the examination either in theory or in practical on the subsequent year will be eligible for declaration of their division based on the aggregate marks.
          8. Question papers for theory subjects may be drawn from Internal and External Paper setters appointed by the head of the Institute. An Internal Examiner appointed by the Head for each subject will examine the Answer scripts.
          9. Question papers will be set in English and translated into regional languages at the regional centers of AYJNIHH.
          10. Composition of Question Paper will be as per the attached sample.
          11. Those candidates scoring 38.5 marks in any paper will be rounded of to 40% marks and declared as passed in that subject. Similarly the candidate aggregating 43.5% of marks will be rounded off to 45% while doing the moderation and declared as passed.

          IV Award of Certificates:

          A certificate shall be awarded to the candidates after successful completion of the course and passing in all the theory and practical subject.

           

          (CERTIFICATE COURSE ON MANAGEMENT OF COMMUNICATION DISORDERS)

          (MIDAL EXAMINATION - 19)

          Paper:

          Time Allotted: 3 Hrs. Marks: allotted: 80

          Note: Answer three question from ART A and all the questions from PART B. Answer PART A and PART B in separate Answer Books.

          PART A

          Q. 1 ___________________________________________________________

          ___________________________________________________________

          ___________________________________________________________

          Q. 2 ___________________________________________________________

          ___________________________________________________________

          ___________________________________________________________

          Q. 3 ___________________________________________________________

          ___________________________________________________________

          ___________________________________________________________

          Q. 4 ___________________________________________________________

          ___________________________________________________________

          ___________________________________________________________

          Q. 5 ___________________________________________________________

          ___________________________________________________________

          ___________________________________________________________

          Q. 6 ___________________________________________________________

          ___________________________________________________________

          ___________________________________________________________

           

          PART '3'

          Q. 7 Write short notes on any four of the following:

          1. __________________________________________________

          2. __________________________________________________

          3. __________________________________________________

          Q. 8 OBJECTIVES TYPES: Instruction, If any ___________________

          __________________________________________________________

          __________________________________________________________

          1. ____

          2. ____

          3. ____

          4. ____

          6. ____

          7. ____

          8. ____

          9. ____

          10. ____

          11. ____

          12. ____

          13. ____

          14. ____

          15. ____

          Signature of the Paper Setter.

          Date: Address:______________

          _____________________

          _____________________

          _____________________

           

          SYLLABUS

          ON

          BACHELOR IN AUDIOLOGY AND SPEECH LANGUAGE PATHOLOGY

          SYLLABUS FOR BACHELOR IN AUDIOLOGY AND SPEECH LANGUAGE PATHOLOGY

          s. nO.

          INDEX

          PAGE NO.

          1

          Nomenclature, Admission Criteria, Duration of the course etc.

           

          2

          Minimum Infra-structural facilities

           

          3

          First Year Graduate Course

           
           

          - Objectives

           
           

          - Course Content and Reference List

           
           

          - Clinical Practicum

           

          4.

          Third Year Graduate Course

           
           

          - Objectives

           
           

          - Course Content and Reference List

           
           

          - Clinical Practicum

           

          Nomenclature. "BACHELOR IN AUDIOLOGY AND SPEECH-LANGUAGE PATHOLOGY".

          Admission Criteria

          Bachelor in Audiology and Speech-Language Pathology.

          Education: Minimum requirement: Candidates who have successfully completed the pre-university examination of any recognised university (in India) or equivalent of 10+2 education in India or abroad.

          The subjects at the PUC or equivalent level.

          In combination with physics and maths or physics and biology with any subject given below:

          Mathematics (M)

          Biology (B)

          Chemistry (C)

          Computer science (CS)

              1. Age:

          Must be between 17-25 years on the last day set for receiving applications.

          The upper age limit is relax able by two years in case of SC/ST.

          iii. Medium of Instruction:

          English

          iv. Duration of the course:

          Bachelor in Audio logy and speech-language pathology:

          4 academic years including one-year internship

          V. Course work:

          Each student will pursue the course as in the enclosed course of study.

          VI Award of Degree:

          The respective universities on successful completion of the requirement including internship will award the degree.

          VII Criteria for passing:

          Minimum marks for pass in each paper and practicum will be 40 % Aggregate will be 50%

          VIII Carryover System:

          Each paper must be successfully completed in 3 successive attempts including the first one. Internship will start only after the candidate has successfully completed all the papers including clinical practicum

          IX Attendance:

          Each Candidate must have minimum 80% in theory classes and 90% in clinical practicum. Failure to meet the criteria will disqualify the student from attending the university examination of the respective years. The candidate will have to repeat the year, i.e. both theory and clinical practicum will have to be repeated in toto.

          MINIMUM INFRASTRUCTURAL FACILITIES

          1.

          FACULTY / PERSONNEL

          GRADUATE

          GRADUATE AND PG

           

          For a maximum of 20-25 students (recruitment preferrably as per UGC norms)

             

          A

          Full time

             
           

          Professor or equivalent

          -

          1

           

          Reader or equivalent

          1

          2

           

          Lecturer

          4

          6

           

          Speech Pathologist/Audiologist (Grade I) (Clinical Supervisor)

          2

          4

           

          Speech Pathologist/Audiologist (Grade II)

          2

          2

           

          Lecturer in Clinical Psychology – Part time

          1

          1

           

          Lecturer in ENT – Part time

          1

          1

           

          Electronic Engineer

          1

          1

           

          Ear Mould Technician

          1

          1

           

          Librarian/staff

          1+1

          1+1

          B

          Visiting faculty for Anatomy and Physiology

          1

          1

          Note: Minimum of 2 faculty members in core areas will be required for giving recognition for the first year.

          Designation

          Education

          Experience

          Publication

          Essential

          Desirable

          Essential

          Desirable

          Professor

          Ph.D. (Sp & Hg)

          10 years teaching experience as reader in a recognized institute

          Essential

          Reader/Associate Professor

          Ph.D. (Sp & Hg) or M.Sc (Sp & Hg) in the evern of Ph.D candidate not available, the faculty must complete the ph.D with 5 year from the date of appointment

          5 years teaching/ reasearch/clinical experience of graduate and post graduate students

          Essential

          Lecturer / Assistant Professor

          M.Sc (Sp & Hg)

          Ph.D (Sp&Hg)

          2 years clinical/research experience

          Teaching experience

          Speech Pathologist/Audiologist

          Grade II

          B.Sc (Sp & Hg)

          M.Sc (Sp&Hg)

          2 years experience

          Speech Pathologist/Audiologist Grade- I

          M.Sc (Sp & Hg)

          2 years experience – clinical /research

          Lecturer in Clinical Psychology

          M.Phil (Clinical) Psychology or P.G. Diploma in Rehabilitation Psychology

          Lecturer in ENT Electronic Enginee;r

          MS (ENT) B.E. (electronics ) or B.Tech (Electronics)

          Two years experience two years experience clinical/research

          2.CLINICAL FACILITIES

          Facilities for diagnostic evaluation of speech language voice hearing and associates, disorder, both functional and organically based. Patients of all age goups with hearing impairment (conductive, mixed, sensory-neural) due to external and middle ear anomalies due to heredity, acquired hearing loss (syndrome-non syndromic) speech disorders. – Functional and organic based patients with cerebral palsy, cleft, and palate. laryngectomy, cluttering, language disorders – language delay, aphasia, voice.

          Minimum patient population should be two patients per students per day each for diagnostic and therapeutic intervention in the above categories. Clinical facilities.

          1. LIBRARY FACILITIES

            a) Reading room: should accommodate at least, 50% of the institution's students and staff i.e. around 60 members. Two reading rooms should be there

            1. Reference room with CBTIV and Internet provisions.
            2. General reading room

          b) No. Of books: Books listed for each paper under " essential " should be available.

          c) No. Of Journals: Minimum of 12 to 15 journals of the following may be subscribed to.

              1. JSLHR
              2. Ear and Hearing
              3. Hearing instruments
              4. Seminars in hearing
              5. Seminars in speech and language
              6. LSHSS
              7. JCD
              8. Volta review
              9. JAISH
              10. JISHA
              11. Folia Phoniatrica
              12. Journal of Fluency disorder
              13. Phonetica
              14. Journal of phonetics
              15. Journal of child language
              16. Asha Monographs
              17. Brain and language
              18. British Journal of Audiology
              19. Asia Pacific Journal of speech-language and hearing.
              20. IJDR
              21. Journal of Medical speech language Pathology
              22. VOICE (Volta Review Journal)
              23. RCI Newsletter
              24. NINAD

          d) Staff:

          (i) Library and information officer – one No.

          Qualifications: B. Lib with two years of experience in handling technical library using information technology

          (ii) Library Assistants: One

          Qualifications: SSLC + Diploma in Library Sciences or SSLC + JOC In library sciences.

          All the facilities may be increased to meet the requirements in a phased manner.

          1. AUDIOVISUAL INSTRUMENTS: Such as overhead projector slide projector or other of later technology for classroom use should be available for better understanding.
          2. SPACE (for 20-25 students in a batch):

          Sr. No.

          Size (Sq. ft.)

          Graduate

          Graduate and PG

          a)

          Class Rooms

          Size should be adequate to accommodate

          3

          5

          b)

          Room for reception where patients are registered.

          c)

          Room for case history, speech Diagnostic Room and Interviews

          (10 X 12)

          3

          5

          d)

          Speech Lab (Quiet Room) for diagnostic Room Purpose

          (15 X 12)

          1

          1

          e)

          Recording room (Sound proof)

          (10 X 10)

          1

          1

          f)

          Speech therapy rooms/Cabins

          (10 X 12)

          12

          12

          g)

          Single sound treated room two room audiometric suite with control and test room situation (Sound )Proof. ANSI 1977)

          (10 X 18)

          2

          3

          h)

          Control and test room for hearing and trial combination purpose.

          (10 X 15)

          1

          1

          i)

          Earmould lab

          (15 X 20)

          1

          1

          j)

          Staff room

          (15 X 20)

          1

          -

          k)

          individual work space (with provision for storoge facilities)

          (10 X 10)

          4

          12

          l)

          Library (Quiet room)

          (30 X 20)

          2

          2

          m)

          Hearing aid repair lab

          1

          1

          n)

          Principal's office room

          1

          1

          o)

          sanitary facilities

          p)

          Hostels for man and women to accommodate at least 50% of the student population

          q)

          Administrative staff room

          EQUIPMENT (MINIMUM REQUIREMENT):

          S.No.

           

          Graduate

          Graduate and PG

          Audiology

          1 for each control + test room combination

          1 for each control + test room combination

          a)

          2 channel Diagnostic Audiometer with accessories such as earphone, ear cushion combination with adjustable headband, B.C. VIBRATOR, TRANSDUCERS like microphone and matching loud speakers

          1 for each test room

          1 more

          b)

          Portable Audiometer with provision os A.C. and B.C. testing : desirable screening audiometer

          2 instruments essentials preferable one with screening type for fieldwork.

          1 more

          c)

          Clinical Immittance Audiometer (Desk moder) with accessories

          1

          1 more

          d)

          Portable/ Screening impedance audiometer

          1

          1 more

          e)

          Clinical BSEAR

          1

          1 more

          f)

          Otoacoustic emission

             

          g)

          Calibration equipment for AC,BC, and free field (by possession or access)

             

          h)

          Different types of Hearing Aids of mild moderate and strong categories body level and ear level, canal and spectacle hearing aid (1 each), FM, Digital Programmable aids, ILS Assistive Listening devices.

          A representative sample of hearing aids and assertive devices

           

          i)

          IGO and HAT for hearing aid trial and making electroacoustic measurements

          1

          1

          j)

          Stop watch

          2

          2 More

          k)

          Oto scope

          2

          2 More

          l)

          Proformae

             

          m)

          Auditory training and screening material

             

          n)

          Ear Mould Lab fully equipped

             

           

          Speech Pathology

             

          a)

          Speech and Language tests (tests for differential diagnosis) (English and local language)

             

          b)

          Proformae

             

          c)

          Speech Therapy material (Indian language and English)

             

          d)

          Toys and Books

             

          e)

          Mirrors – size 2' X 3'

          4

          6

          f)

          Speech Trainer

          1

          2

          g)

          Portable and Digital tape recorders

          4

          6

          h)

          Hi-Fi Ampli Deck with speakers and good microphone

          1

          2

          i)

          Expirograph/Aerophone

          1

          1

          j)

          Computer PC-AT with VGA Color Monitor

          1

          3

          k)

          Software for diagnostic/therapeutic use

          1

          1

          l)

          EGG

          1

          1

          m)

          Stop Watch

          2

          4

          n)

          Audio cassettes for training /CD's

             

          o)

          Pitch Pipe

             

          p)

          Tongue depressors

          3

          5

           

          FIRST YEAR GRADUATE COURSE

          OBJECTIVES

          After the completion of the first year course the student trainee will have

          1. Orientation to the field of audiology and speech language pathology and other allied disciplines.
          2. Knowledge about the normal aspects of speech, language and hearing.
          3. Knowledge about the various disorders of speech, language and hearing.
          4. Knowledge of basic anatomy and physiology of speech, language and hearing
          5. Knowledge of basic acoustics and electronics related to the field of ASLP
          6. Knowledge of developmental psychology and psychology of learning.
          7. Knowledge of linguistics and practical skills in trancription.
          8. Practical skills in obtaining audiograms, independently classigying various audiograms based on nature, degree and contour of audiograms.
          9. Practical skills in identifying various aspects of typical (normal) and disordered speech language skills.
          10. Practical skills in case history taking and preparing reports and maintaining the practicum records.

          FIRST YEAR GRADUATE COURSE

          COURSE CONTENT

          Speech Pathology

           

          Hrs./Wk

          Total Marks

          B.I.I.I

          Intruduction to speech & language pathology

          A. Normal aspects of speech, language and communication.

          b. Speech and language disorders

          4

          80+20

          Audiology:

               

          B.I.2.1

          Introduction to Audiology

          4

          80+20

          Allied Subjects:

             

          80+20

          B. 1.3.1

          Basic Human Anatomy and Physiology

          4

          80+20

          B. 1.3.2

          Basic Acoustics and Electronics

          4

          80+20

          B. 1.3.3

          Introduction to linguistics

          4

          80+20

          B. 1.3.4

          Psychology related to speech and hearing

          4

          80+20

          Clinical PRACTICUM

           

          Iternal

          Internal + External

          Speech Pathology

          100

          100

          Audiology

          100

          100

          Total

          200

          200

          B 1.1.1 INTRODUCTION TO SPEECH AND LANGUAGE (75 Hrs.)

          Part A: Normal aspects of speech, language and communication

          1. History and development of the profession of speech – language pathology.

            • Major work activities of SLP

            • Various settings of service delivery.

            • Other professions concerned with communication disorders.

          2. Human communication

            • Defination and components.

            • Distinctions and similarities between communication, speech and language.

            • Speech chain

            • Functions of communication, speech and language

            • Modes of communication

            • Characteristics of good speech.

          3. The Physical mechanism of speech and language production.

            • Anatomy and physiology of respiratory system

            • Respiration for life and speech

            • Anatomy and physiology of laryngeal system

            • Bases of pitch and loudness change mechanism

            • Anatomy and physiology of articulatory system

            • Anatomy of the nervous system related to speech and language

            • Speech as an overlaid function

          4. Acoustic aspect of speech

            • Source filter theory of speech production

            • Harmonics, formants, transients and aperiodic energy

            • Acoustic characteristics of normal voice and prosody

          5. Interactive bases of human communication

            • Social bases

            • Cognitive bases

            • Psychological bases

          6. Normal development of communication (23 hrs.)

            • Development of communicative intent

            • Development of voice

            • Development of Phonology

            • Development of Semantics

            • Development of Syntax

            • Development of Pragmatics

          Prerequisites for language and speech development

          Factors affecting language and speech development

          Theories of language acquisition – Innate Vs Acquired – a brief introduction

          Models of speech production.

          Stages of language and speech development.

          Speech and language skills of infants, toddlers, pre-schoolers, school-going children and adolescents.

          Part B: Speech and language disorder

          1. Definitions, cause and characteristics of: (15 hrs.)

          1. Developmental language disorder

          2. Articulation disorders

          3. Fluency disorders

          4. Voice disorders

          5. Cerebral palsy

          6. Cleft lip and palate

          7. Aphasia

          8. Learning disability

          2. General principles of assessment and intervention (9 hrs.)

          Definitions and goals of assessment and intervention

          Basic procedures in assessment and intervention (interview, informal and formal procedures). Report writing and counseling – an introduction

          Informal assessment of pre-requisites for language oral peripheral mechanism, child directed speech.

          LIST OF BOOKS

          INTRODUCTION TO SPEECH AND LANGUAGE PATHOLOGY

          Essential:

          1. Speech correction: An introduction to speech pathology and audiology (8th 1:d) Van raper, C and Emerick. I. (1990). New. jersey: Prentice hall Inc.

          2. Human communication disorders: An introduction (4th Ed.) Shames. G.H. Wiig. E.H. & Secord. W.A. (1994) New York. Merill Publishing Co. ISBN o-02-409471-4.

          3. Speech and hearing science. Anatomy and Physiology (3rd ed.). Zemlin, W.R. (1988) New Jersey : Englewood Cliffs ISBN 0-13-827429-0

          4. Survey of communication Disorders. Palmer. I.M. & Yantis P.A. (1990), Baltimore Williams & Wilking ISBN – 0-683-06743-5.

          5. Human Communication & its Disorders (2nd Ed.) Boone, D.R. & Plante. E (1993) New Jersey: Prentice Hall Ine. ISBN – 0-13-444076-5.

          Additional:

          1. Speech, language and hearing disorders, Silverman, F.H. (1995), MA: Allyn & Bacon. ISBN 0-13-827445-2.

          2. Basic Anatomy and Physiology in speech and hearing schneiderman C.R. (1984) California: College Hill Press ISBN-0-7099-3328-2.

          3. Minifie, F.D., Hixon, T.J. & Williams, F. (1973), Normal Aspects of speech, hering and language New Jersey: Prentice Hall Ine.

          4. Skinner, P.H. & Shelton, R.L. (1978). Speech Language & hearing – normal Processes and disorder (2nd Ed.) New York : John Wile and Sons.

          5. Fry D.B. (1979). The Physics of Speech NJ Cambridge University Press.

          6. Denes, P.B. and Pinson, E.N. (1963). The speech Chain. USA: Bell telephone Laboratories.

          B 1.2.1: INTRODUCTION TO AUDIOLOGY

          1. Audiology – Historical Aspects.

          2. Anatomy and Physiology of the external ear, middle and inner ear explanation of the threshold of hearing based on the anatomy of the ear-auditory pathway and central hearing mechanism – cochlear microphonies action potential.
          3. dB concept : power and pressure formulae : zero dB reference for pressure and power : Calculation of actual SPL reference and dB values with any two given values, calculation of overall dB when two signals are superimposed.
          4. Phones and Sones : relation between phones and sones : use of phone and sonograph: computation of relative loudness of two given sounds using these graphs.
          5. Frequency and intensity: their psychological correlates : DL for frequency and intensity.
          6. Role of hearing – binaural hearing – Head shadow Effect, Pinna shadow effect,k special role in visual impaired – curve for threshold of hearing MAP and MAF.
          7. Causes for aural deficiency. Hereditary deafness congental deafness. acquired hearing loss in children and adults – causes of central auditory disorders.
          8. Tuning fork tests – Rinne – Schwabach, Weber, Bind interpretation and duration to be observed, audiometric version of Weber and Bing tests.
          9. Puretone audionetry, Historical developments parts of an audiometer/ASA, ISO and ANSI, ISI norms- methods of obtaining puretone thresholds through air and bone conduction. Noise levels permissable in audiometric rooms- factors that affect a/c and b/c thresholds.
          10. Masking – defination types of masking, ipsi-laternal, contralateral, transcranial, remote and central, masking of pure tonnes by pure tone. White noise and narrow band noise. Critical band concept. Effective masking level seund spectrum levle. Application of masking in clinical audiometry. Clinical masking of the non-test car need for, criteria for masking during AC and BC testing, cross hearing and I.A. How much to mask, concepts of minimum necessary masking factors determining the amount of masking noise. Occulusion effect, air bone gap in the masked car. Masking dilemma in bilateral symmetrical conductive hearing loss cases. Other applications. Langenback's masking audiometry implecations for theories of hearing aid use.
          11. Orientation to:
            • Speech Audiometry
            • Calibration of Audiometers: Demonstration

          LIST OF BOOKS

          Essential

          1. Beagly, H.A. (Ed.) (1981). Audiology and Audiological Medicine Vol. 1 Oxford University Press.

          2. Bess and Humes (1990) Audiology – Fundamental Williams and Wilkins, London.
          3. Davis and Silverman, (Latest Edition), Hearing and deafness. Holt, Rinechats & Winston, London.
          4. Hodgson, H.R. (1980) Basic Audiologic Evaluation, London Williams and Wilkins.
          5. Martin, F.N. (1991), Introduction to audiology, IV Edition, New Jersey : Frentice hall.
          6. Martin. H. (1987), Speech Audiometry. Whurr Publisher, London
          7. Newby, H.A. (1985), Audiology, New York : Application- Century- Crofts.
          8. Rose. D.M. (Ed.) (1978) Audiological Assessment, New Jersey : Prentice Hill.
          9. Relevant IS documents.

          B. 1.3.1. : BASIC HUMAN ANATOMY AND PHYSIOLOGY (75 hrs.)

          Part A: basic human anatomy (38hes.)

          1. General Introduction. Definitions and subdivisions. Planes and systems of the body. The unit of structure and function: Cells, tissues and catilages.
          2. Osteology – terminology – types of bones in the humban body. (in brief)
          3. Anthrology – terminology – types of joints in the human body. (In brief)
          4. Mylogy : Types of muscle tissue. Muscles of the neck, face and tongue, detailed study of the muscles of the palate, pharynx and larynx in terms of their origin insertion and nerve supply.
          5. Circulatory system – Heart, blood vessels, cardiac cycle, blood composition, tissue fluid – lymphatics, vascular anatomy of the brain, blood – brain barrier.
          6. Nervous system: Divisions and functions of the nervous system. Nerve fibres. Synapse. Structure of the brain and divisions. Brief description of spinal cord and CSF. Cranial nerves. Distribution and supply with special reference to II, V, VII, IX, X, and XII. Broadmann's areas.
          7. Respiratory system: General outline. Detailed study of trachea, larynx, and nasopharynx. Mechanism of respiration – internal and external influence, nervous control – vital capacity – tidal volume, resudual air, artificial respiration (in brief).
          8. Digestive system: Detailed study of oral gravity palate, oropharynx, pharynx and oesophagus. Swallowing mechanism.
          9. Audiovestivular system: Anatomy of the external, middle and internal ears Ascending and descending auditory and vestivular pathways.
          10. Anatomy of voice and speech mechanisms.
          11. Embryology: a) Development of the face b) Development of the palate c) Branchial arches and pouches and their derivatives. d) Development of the tongue and thyroid.
          12. Genetics: Introduction, Karyotyping, Structural aberrations.

          PART B: BASIC HUMAN PHYSIOLOGY (37 hrs.)

          1. Introduction to human physiology.

          2. Muscular system classification and properties of muscles. Nerves and myoneural junction, bioelectric phenomena.

          3. Blood: Composition and function, RBC, WBC and platelets, Coagulation and blood groups.

          4. Circulatory system: Structure of blood vessels and heart. Cardiac cycle and output. B.P. and shock.

          5. Respiratory system: External and internal respiration. Mechanism of respiration. Lung volumes and composition of gases. Exchange of gases in the lungs and tissues. Hypoxia, asphyxia and cyanosis. Regulation of respiration, respiratory efficiency tests and artificial respiration.

          6. Nervous system: Nerve cell, Receptor and synapse. Types of nerves. Peripheral nervous system, spinal cord, Nerve tracts – motor and sensory Brain – general and lobes of cerebrum. Reticular formation. Basal ganglia and cerebellum. Reflex action and common reflexes.
          7. Endocrine system: All glands with names and functions of hormones effects of increase and decrease and regulation of secretion.
          8. Reproductive system: Primary and secondary sex organs. Hormonal controls and changes at puberty.
          9. Auditory system: functions of external, middle and internal ears Mechanism of hearing: Peripheral and central. Theories of hearing. Deafness, Types of and tests for.
          10. Vestivular system: functions of utricle, saccule and vestivular apparatus, posture and equilibrium. Tests for posture and equilibrium.
          11. Voice and speech mechanisms: General information about phonation, articulation and peripheral and central mechanisms of speech. Some common speech disorders.

          LIST OF BOOKS

          BASIC HUMAN ANATOMY AND PHYSIOLOGY

          1. Datta A.K. (1994), Essentials of Human anatomy (Head and Neck). (2nd Ed.) Current Books international.

          2. Roomanes, G.G. Cunninghan's Manual of practical Anatomy, Vol. III: Head and Neck and Brain Oxford University Press.

          3. Singh, I. (1996), Textbook of Anatomy with color atlas, Vol. III Jaypee Brothers.

          4. Batemon and Manson, (1984), Applied Anatomy and Physiology of the speech and hearing mechanisms.

          5. Daniloff, R. and Schuckers, G. (1980). The Physiology of speech and hearing. An introduction, Englewood cliffs, new jerse prentice hall.

          6. Kahane, J.C. and Polkina, J.F. 1984 Atlas of Speech and hearing anatomy, Ohio Charles E. merril.

          7. Palmer, J.M. (1984). Anatomy for speech and hearing (3rd Ed.) New York : Harper and Row.

          8. Perkins, W.H. and kent, R.D. (1986). Textbook of functional anatomy of speech language and hearing london: Taylor and Francis.

          9. Schneiderman, C.R. (1984). Basic Anatomy and Physiology in speech and hearing.

          10. Zemlin, W.R. (1981). Speech and Hearing Science: Anatomy and Physiology, (2nd Ed.). Englewood Cliffs, New Jersey: Prentice hall.

          11. Foundations of Anatomy and Physiology. Ross and Wilson (5th Ed.) (1985). Revised by K.J.W. Wilson. Eng. Language Booksty /Churchill livingstone.

          12. Anatomy for speech and hearing (4th Ed.). John. M. Palmer (1993). Williams and Wilkins.

          13. Human Anatomy – Regional and Applied (Head, Neck and Brain – Vol 3). B.D. Chaurasia. (1980). CBS Publishers and Distributors.

          14. Gray's Anatomy. (37th Ed.). Williams Warwick and Dyson Banniser (1989). Churchill living stone.

          15. Principles of Anatomy and Physiology (6th Ed.) (1990). G.J. Tortora. N.P. Anagnostakos. NY: Harper and Row Publishers.

          16. Textbook of medical Physiology. Guyton (8th Ed.) (1991). Prism saunders.

          17. Principles of physiology. (1990). Berne and Levy. (Eds.) Wolfe Publishing Ltd.

          18. Review of Medical Physiology. (15th Ed.). (199 ) W.F.; Ganong.

          19. Neuroscience for the study of communication disorder. (1995). S.C. Bhatnagar and O.J. Andy. Williams and Wilkins.

          B.1.3.2. BASIC ACOUSTICS AND ELECTRONICS

          Part A: Basic Acoustics

          (Non-mathematical and conceptual treatment of subject matter)

          1. Vibrating systems – simple Harmonic Motion – Simple vibrating systems – Systems with two or more masses – systems with many modes of vibration – complex vibration – Vibration spectra.

          2. Waves – What is a wave? Progressive waves – sound waves – wave propagarion – Doppler – effect – Reflection, Refraction. Diffration, Interference, Absorption.]

          3. Resonance of a mass-spring vibrator – standing waves – partials, harmonics and overtones – acoustic impedance – helmholtz resonator – sympathetic vibrations couplers.

          4. Sound pressure, Power and Loudness – Physical and Psycho-physical scales – Critical bands – combined sources.

          5. Pitch and Timbre – Physical and psycho- physical scales – fourier analysis of complex tones.

          6. Acoustics of Rooms – Sound Propagation in outdoors and indoors – Direct, early and reverberant sound – Calculation of reverberation time – Air absorption – Background noise – Loudspeaker placement and directivity – Acoustic feedback and equalization- Acoustics of small rooms – sound images and multiple sources – sound field in listening rooms – Quadraphonic sound – listening with earphones.

          Part B: Basic Electronics

          (Operational characteristics. types and specification – No design aspects – concept and block diagrams only)

          1. Basics of electricity – Direct and alternating current – electrical energy and power-Power supplies.
          2. Filters. Amplifiers and Oscillators
          3. Microphones as transducers – Velocity microphones – uni-directional microphones- Microphone impedance and sensitivity
          4. Loudspeakers as transducers – Structure of a dynamic loudspecaker – Air suspension – Baffles and enclosures – Horn speakers – Multi-speaker systems – Loudspeaker efficiency.
          5. Recording and Reproduction of sound – Recording characteristics – Dynamic Range – Stereophonic recording – Magnetic tape recording – Tape speed and frequency response – Bias and equalization – Tape noise – Digital Tape recording – CD ROM recording.
          6. High fidelity recording and play back – AM/FM turners – Amplifier power and distortion- Loudspeaker power and distortion – Earphones (Headphones).
          7. Development of micro-electronics – types of transistors – Passive circuit elements – Linear and digital Integrated circuits – Micro – Computers and micro – processors – Micro – Electronic devices.
          8. Measuring instruments – Multimeter- Cathode ray oscilloscope – Audio generator- Function Generator – Frequency counter – Sound level Meter – Spectrum Analyzer- Distortion Analyzer – Level Recorder (Demonstration and handling of the above instruments.)

           

          LIST OF BOOKS

          Essential :

          1. The science of sound – Thomas D. Rossing, Addition – Wesley publishing Company.

          B 1.3.3. : INTRODUCTION TO LINGUISTICS

          1. Introduction to linguistics. Concept of linguistics. Linguistic analysis. Branches of linguistics.

          2. Language: Definition, nature, properties and functions of language, sub-systems of language.

          3. Communication: Definition, nature, requirements and types of communication.

          4. Phonetics: Definition and branches, Brief sketch of articulatory, acoustics and auditory phonetics.

            • Speech: Formation of speech. Speech mechanisms : Air stream. Phonatory, articulatory and resonatory mechanism.
            • Classification of speech sounds: Segmentals and suprasegmentals.
              1. Segmentals: Vowels and consonants. Classification of consonants: Place and manner of articulation Voiceless and voiced consonants.

                Classification of vowels . Concept of cardinal vowels

              2. Supra-segmentals: Stress, pitch, tone and intention
              3. Semivowels and diphthongs: Formation and classification.
              4. Sounds formed using non-pulmonic air stream: Ejectives implosives and clicks.

      1. Phonology: Definitions of phoneme and allophones. Phonemic analysis with reference to Indian languages.

      1. Fundamentals of acoustics. Acoustic theory of speech production. Acoustic properties of vowels and consonants. Sound spectrograph.
      2. Marphology: Concepts of morph, morpheme and allomorph and their relationship, Morphemic analysis, Morpheme types-Enflectional and derivational Word: Definition, Types, Processes of word formation.
      3. Syntax. Syntactic analysis, I.C. analysis, pharase grammar, Transformational grammar, Components and functions of grammar. Accptability and Grammaticality of sentences.
      4. Semantics. Concept of meaning, Different types of meanings. Concepts of synonyms, homony and anotonyms. Semantic ambiguity.
      5. Pragmatics: A brief introduction to pragmatics.
      6. Psycholinguistics: Introduction to psycholinguistics. Competence and performance distinctions. Language acquisition in children. Major theories.
      7. Application of linguistics and psycholinguistics to the field of speech pathology with special reference to testing.

      (Discuss phonological, morphological, semantic, syntactic and pragmatic aspects of Indian languages.)

      PRACTICALS (12 HRS.)

      1. I.P.A. symbols. Transcription of segmental sounds in isolation and connected speech. Transcription of deviant speech.

      2. Basic morphological and phonological analyses. Identification of phonemes. Morphemes and their distribution.

      LIST OF BOOKS

      INTRODUCTION TO LINGUISTICS

      Essential:

      1. Brosnahan. L.F. and Malmberg.B. (1970) Introduction to Phonetics Cambridge: University Press.

      2. Fromkin. V. and Rodman, R. (1993), An introduction to language. (5th Ed.). New York: Harcourt Brace Jovanovich.

      3. O'Connor. (1993). Phonetics, Hammondsworth: Penguin Books.

      4. Yule, G (1996). The study of language: An introduction. (2nd Ed.). Cambridge: Cambridge University Press. (Low Price edition. 1997)

      Additional:

      1. Akmajian. A. et al. (1990), Linguistics : An introduction to language and communication. (3rd Ed.). MIT Press.
      2. Catford, J.C. (1982). Fundamental Problems in Phoneticsand Phonology. (2nd Ed.). Basil: Black well.
      3. Clark, J. And Yallop, C. (1995). An Introduction to phonetics and phonology. (2nd Ed.). Basil : Blackwell.
      4. Fry, D.B. (1979), The Physics of Speech, Cambridge University Press.
      5. Ladefoged P. (1992). A course in Phonetics. (3rd Ed.) New York : Harcourt Brace Jovanovich.
      6. Lyons, J. (Ed.) (1970). New Horizons in Linguistics. Hammonds worth:Penguin Books.

      B 1.3.4: PSYCHOLOGY RELATED TO SPEECH AND HEARING

      1 (a) Definition of Clinical Psychology – Historical development, modern history of clinical psychology, its current status and scope as a specialty in health sciences, role of clinical psychology in speech and hearing disorders.

      (b) Concept of normality and abnormality, models of mental disorders, biological psychological, social models.

      2. (a) Methodology in clinical psychology – Case history, clinical interviewing, clinicalo observation. types of psychological assessments, considerations for speech and hearing disorders.

      (b) Classification of abnormal behaviour: History, need, rationale, present systems DSM and ICD.

      3. (a) Motor development – Early motor development – stages in motor development manipulative behavior, handedness, development of complex motor skills, motor development during later childhood, and adolescence, decline with age.

      (b) Cognitive development – Evolutionary growth of intelligence, growth from early childhood to adolescence, decline with age, Piaget's theory of cognitive development.

      (c) Emotional and social development.

      (d) Assessment of cognitive functions, personality, interpersonal relationships, diagnosis, and tests used and interpretation of test results.

      4 (a) Introduction – Definition of learning – scope Methods – types of learning – importance of studying psychology of learning Communication disorders.

      (b) Experimentation in learning – human and animal learning – Quantitative assessment of learning, learning curves.

      (c) Theories of conditioning – Classical conditioning by Pavlov and its principles. Operant conditioning by Skinner and its principles.

      5 (a) Biological, Neurochemical, Neuropsychological, Neuropsychological correlates of learning.

      (b) Techniques derived based on operant conditioning, shaping, chaining, prompting, time-out, token economy, reinforcement and contingency management, aversive therapy.

      LIST OF BOOKS

      PSYCHOLOGY RELATED TO SPEECH AND HEARING

      Essential:

      1. Psychology Lefton, L. III Ed. Allyn and Bacon, 1985.

      2. Child Development Hurlock, EB VI Ed. Mc Graw Hill International Book Co. 1981

      3. Introduction to Psychology, Morgon C.T. King R.A., Robinson N.M. Tata Mc Graw Hill Publishing Co.

      4. Psychology 5th Ed. Dworetsky J.P.

      5. Handbook of Treatment of Mental Disorders in Childhood and Adolescence-Wolman Prentice hall. 1978.

      6. Essential Psychotherapies. Theory and Practice, Gurman A.S. and Messer, S.B.

      7. The handbook of Psychological Testing, Kline, P. Routledge, 1993.

      8. Psychological Testing from Early Childhood Through Adolescence. Editor Siegal M.G. International Universities Press, 1987.

      9. Abnormal Psychology and Modern Life, Coleman J.C. Taraporevala Sons & Co.

      10. DSM – IV 4th Ed. Jaypee Brothers, New Delhi (1st Indian Ed., 1995).

      11. Aiken. L.R. Psychological Testing and Assessment IX Ed / 1997.

      CLINICAL PRACTICUM IN SPEECH – LANGUAGE PATHOLOGY

      Objectives : -

      At the end of the year the student will be able to

      1. Acquire knowledge of the facilities and activities of the clinical set-up.

      2. Acquire knowledge of the terminology used in the assessment and therapy in the clinical set up and develop proficiency in usage in discussion as per the list provided.

      3. Acquire knowledge about normative aspects of speech and language and develop skills for perceptual and instrumental measurement of the same.

      Clinical practicum Work:-

      1. Taking case history of a minimum of 20 persons with complaints of speech- language problems.

      2. Label and identify structures of the speech mechanism with the help of charts, models specimen and computer software.

      3. Conduct OPM examination on at least five children and adults without speech-language complaints.

      4. Analyze characteristics of good and normal speech using recorded samples and speech samples of classmates.

          1. Familarization with vocal parameters

            Pitch (High Low)

            Loudness (High Low)

            Quality (Pleasant, unpleasant, harsh, hoarse, breathy, hypo-nasal, hyper-nasal)

          2. Familiarization with other parameters

            Rate of Speech (Normal, Fast, Slow)

            Enunciation (Clear, Unclear)

            Prosodic aspects (adequate/inadequate)

          3. Identify intelligible Vs unintelligible speech along the intelligibility rating scale (two samples).

      1. Demonstrate and use varying range of pitch and loudness.

      2. Carry out stop-watch assisted measures of

        - Phonation duration}

        - Rate of speech}

        - AMR and SMR } in 5 normal individuals.

        - Maximum blowing time }

        - s/z ratio. }

      3. Analyze and interpret at least 2 samples in terms of

        1. MLU

        2. Syllable structure

        3. Syntactic structures

        4. Pragmatic intent

        5. Semantic skills

        6. Child directed speech

      4. Use the tape-recorder for purpose of collection of disordered speech samples.

      5. Familiarization of use of proformae for different disorders such as

      1. a) Develop material for informal assessment of :

      b) Develop therapy material specific to the cases observed and also in general.

      1. Familiarization with use of scales/tests

      1. Compiling relevant material pertaining to developmental milestones of .

      1. Observation of a minimum of

      1. Familiarization with available instruments for voice and speech analysis. Use of these instruments for measurement of own voice parameters (Fo, Ao, Fo, range)

      2. Maintenance of a clinical diary.

      3. Maintenance of a journal to be submitted at the end of the term.

      4. Introduction of self as an ASLP professional through modeling and role-play.

      5. Familiarization with computers.

      CLINICAL PRACTICUM IN AUDIOLOGY

      1. Orientation to the field of Audiology by exposure to public information material (videos, pamphlets, booklets, etc.)

      2. Case history: of Adults and Children with normal hearing, with hearing impairment with normal speech and language functions, with speech and hearing disorders. Taking case history information from clients/care-givers. (5 cases under supervision. 20 cases independently.)

      3. Under going puretone audiometry. Becoming familiar with different types to sound stimuli used for assessment of hearing.

      4. Identifying the different types of audiometer and their accessories referring to their respective manuals. Familiarizing with the parts and their functions. Doing listening check. Trouble shooting with the audiometer. Listing the differnet earphon/earcushion combination, BC vibrator. Studying the same and reporting the status of the same.

      5. Preparing 0 DBHL equivalent chart with different earphone/earcushion combination.

      6. Obtaining audiograms using different types of audiometers, of 10 normal subjects.

      7. Observation/ Participation during audiological evaluation on varying cases under supervision. Plotting the audiograms, calculation of interaural Attenuation, Occlision effect, etc.

      8. Obtaining audiograms indepecdently- 20 with AC and 20 with AC & BC (1/3 of these cases should be children)

      9. Obtaining audiograms with masking (5 cases)

      10. Classification of given audiograms as per – Nature of hearing loss

        - Degree of hearing loss

        - Contour of audiograms

      11. Calibration of audiometers (Demonstration) – AC/BC/ sound Field, instruments used. Identifying the instruments, combination of equipment for different types of calibration, preparing correction chart.

      SECOND YEAR GRADUATE COURSE

      OBJECTIVES:

      After the completion of the second year course the student trainee will have

      1. The theoretical knowledge about the normal and disordered aspects of articulation and phonology.

      2. Knowledge of various dianostic audiological test batteries, different types of amplification devices, codhlear implants and assistive devices for the hearing impaired.

      3. Knowledge about community oriented professional practices in the field of Audiology and speech language pathology.

      4. Knowledge of clinical psychology, psychology of the exceptional psychodiagnostic and therapeutic methods.

      5. Knowledge of bases otorhinolaryngology and its application to the field of Audiology and Speech language pathology.

      6. Knowledge of basic statistics and research methods used in Audiology and Speech Language Pathology.

      7. Practical skills in :

        1. Assessment, reporting and intervention of children with communication disorders and individuals with articulation and phonological disorders under supervision.

        2. Routine hearing assessment, which includes pure tone audiometry, immitance audiometry, speech audiometry, pediatric audiological assessment and hearing aid trial.

        3. Interpretation of these audiological tests and reporting.

        4. Identifying various components of audiometers and hearing aids troubleshooting and minor repairs of hearing aids and preparation of ear mould.

        5. Counseling the case/caregiver regarding the care and maintenance of hearing aids auditory training and developing speech reading skills.

      SECOND YEAR GRADUATE COURSE CONTENT

      II B.Sc

      Paper Title

      Hrs./ Wk

      Total Ma

      Speech pathology

           

      B.2.1.2

      Childhood communication disorders

      3

      80 + 20

      B.2.1.3

      Articulation and Phonological disorders

      3

      80 + 20

      B.2.1.4

      Voice and Laryngectomy

      3

      80 + 20

      Audiology

           

      B.2.2.2

      Diagnostic Audiology

      3

      80 + 20

      B.2.2.3

      Amplification and Assistive Devices for the hearing impaired

      3

      80 + 20

      B.2.2.4

      Educational Audiology

      3

      80 + 20

      Allied Subjects

           

      B.2.3.5

      a. Otohinolaryngology

      b. Community Oriented Professional Practices in speech language pathology/audiology

      1

      2

      40 + 10

      40 + 10

      B.2.3.6

      Basic Statistics and Research Methods in speech language pathology and audiology

      3

      80 + 20

      CLINICAL PRACTICUM:

       

      Clinical Work Internal

      Internal + External

      Speech Pathology

      100

      100

      Audiology

      100

      100

      Total

      200

      200

      SECOND YEAR GRADUATE COURSE

      B 2.1.2: CHILDHOOD COMMUNICATION DISORDERS (75hrs.)

      1. Theories and models of language acquisition – Behavioral, Nativistic, Cognitive, Structural, Pragmatic, Biological. (In detail)
      2. Genetic and neurological correlates of communicative development. Growth and developmental, Genetics – Autosomal and sex linked disorders – Fetology with special reference to speech and hearing, RH incompatibility – Kernicterus, Perinatal Pediatrics including brain damage, APGAR score – Inborn errors of metabolism, congenital cerebral and cranial defects, infection of CNS, Tumors of CNS, Endocrinal disturbance- Developmental Neurological examination and evaluation – Neurology of Behaviour.
      3. Definitions, etiology, classification and characteristics of communication disorders in children with
          1. Hearing impairment
          2. Mental retardation
          3. Pervasive developmental disorders
          4. ADD and ADHD
          5. SLI and LLD
          6. Learning disability
          7. Acquired childhood aphasia
          8. Visual impairment
          9. Multiple impairments
      1. Assessment of communication skills in children
      1. Communication, Language and speech intervention.

      LIST OF BOOKS

      CHILDHOOD COMMUNICATION DISORDERS

      Essential :

      1. Childhood language disorders in Context. (I1993). Nelson, N.W. NewYork: Macmillan
      2. An introduction to children with language disorders. (1994) Reed, V. (2nd Ed.), New York Macmillan.
      3. An integrative approach to language disorders in children. (1982). Woolfolk, E. and Lynch J. New York : Grune and Stratton.
      4. Treatment of Aquistic Children. (1987). Howlin, P. and Rutter, M. London : John Wiley and sons. ISBN 1-870332-61-X.
      5. Craft (ed.) Tredgold's Mental Retardation. (1979). USA : Cavell Ltd.
      6. Introduction to child language disorders Hegde, M.N.

      Additional:

      1. Acquired speech and Language disorders. (1994). Murdoch, B.E. London U.K. Chapman Hall.
      2. Acquired Childhood Aphasia. (1993) Lees J. London : Whurr Publishers.
      3. Mental Retardation (1990) Drew C. Logan D. and hardman. M. Merrill Publishing.
      4. The Mentally retarded child- development training and education. (1979). Huti and Givvy. Boutons: Allyn & Bacon Inc.

      B.2.1.3 ARTICULATION AND PHONOLOGICAL DISORDERS (75. hrs)

      Part A: Articulation and phonological Disorders. (40 hrs)

      1. Normal development of articulation and phonology. Models of phonological development.

      2. Fundamentals of articulatory phonetics, Co-articulation, Acoustic considerations of speech and supra-segmental. Transcription requirement related to perceptual analysis. Introduction to speech perception. Theories of speech perception – motor theory, analysis – by – synthesis theory, action theory, quantum theory. Brief introduction to Distinctive features, phonological processes. Acoustic aspects of production and perception of speech sounds.
      3. Factors related to articulation and phonological disorders: Structural, Cognitive – linguistic and psychosocial factors.
      4. Assessment procedures: Types of assessment (including phonological assessment), sampling procedures, scoring procedures, criteria for selection of assessment instruments. Commercial instruments, construction of instruments. Assessment of associated skill areas such as oral peripheral mechanism. Speech sound discrimination. stimulability and oral stereo gnosis.
      5. Analysis and interpretation of data: (1) intelligibility and severity judgments (2) normative data (3) error patterns. Guidelines for intervention.
      6. Intervention: Stages of treatment and measuring improvement, Long term goals, short-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 client oriented).
      7. Approaches to treatment: Motokinesthetic, Traditional (Van Riper). Integral stimulation. Phonological, distinctive feature, Minimal contrast therapy, learning theories, Programmed, Paired-stimuli, Computerized intervention packages.

      Part B: Cleft lip and palate (31 hrs.)

      1. Etiological factors
      2. Developmental biology of the face and palate.
      3. Syndromes – pierre – Robin's Teacher – Collin's, Crouzon's disease.
      4. The velepharyngeal mechanism – muscles and functions.
      5. Type of cleft lip and cleft 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, and physical.

        10.Diagnostic procedures and instruments used in assessment of speech.

        11.Treatment Concepts – Surgical repair of cleft lip, palate and velopharynx(Outline).

      10. Treatment procedures for speech.
      11. Prosthetic speech appliances for patients with cleft palate.

      Part C: Glossectomy

      1. Effect of partial and total glossectomy on speech.

      2. Characteristics of glossectomy speech.
      3. Rehabilitation of speech
      4. Prosthetic fitting, design, assessment.
      5. Effects on swallow.
      6. Rehabilitation of swallow.

      LIST OF BOOKS

      ARTICULATION AND PHONOLOGICAL DISORDERS

      Essential

      1. Articulation and Phonological Disorders. (3rd Ed.). J.E. and Bankson, N.W. (1988). New Jersey: Prentice Hall Inc.

      2. Clinical Management of Articulation Disorders. Weiss, C.E., Lillywhite, H.S. and Gordon., M.E. (1980). St. Louis: C.V. Mosby.

      3. Cleft Palate Speech (1st Edition). Mc Williams,. B.J. Morris. H.L. and shelton, R.L. (1984). Philadelphia: B.C. Decker Inc.

      4. Cleft. Lip and palate – A system of management, kernahan, K.A. and Rosenstein, S.W. (1990). Maryland (USA): Williams and Wilkins.

      5. Clinical Manual for Laryngetomy and Head and Neck Cancer. Colton, R.H. and Casper, J.E. (1993). San Diego: Singular Publishing Group Inc.

      Additional:

      1. Nature and Treatment of Articulation Disorders. (1980). Johnson, J.P. Springfield: Charles C. Thomas.

      2. Assessment and remediation of articulatory and phonological disorders. (1989). (2nd Ed.) Creaghead, N.A., Newman, A.W. and Secord, W.A. New York: Macmillan.
      3. Working with oral Cancer. (1995). Appleton, J. and Machin, J. UK: Winslow. ISBN: 086388 129 7.

       

       

       

       

      B. 2.1.4 VOICE AND LARYNGECTOMY (75 hrs)

      (A) Voice-

      2 (a) Definition of normal and abnormal voice

      (b) Causes, diagnosis, differential diagnosis, and therapy for

      3 (a) Vocal hyperfunctional disorders

      (b) Voice problems in geriatrics

      4 (a) Neurological problems resulting in voice disorders

      (b). Paralysis of the vocal cords- causes. types, characteristics, differential diagnosis and management.

      (c) Voice Problems in hearing impaired

      (d) Congential voice disorders

      5 (a) Resonatory disorders – hypernasality, hyponasality, causes, characteristics and management.

      (b) Management of the problems of professional voice users.

      1. (B) Larynagectomy

      2. Management of laryngectomy

      LIST OF BOOKS

      VOICE AND LARYNGECTOMY

      1. Aronson. A.E. (1990): Clinical Voice Disorders, New york: Thieme, Inc.
      2. Aronson, A.E. (1980): Clinical Voice Disorders : An interdisciplinary approach. New York : Thieme Stratton.
      3. Boone, D. (1977). Voice and voice therapy (2nd Ed.). New Jersey : Prentice hall inc.
      4. Boone. D.R. & Mc Farlane. S.C. (1994): The Voice and Voice Therapy. (fifth Ed.) Englewood cliffs, Prentice – Hall. Inc. New jersy.
      5. Boone D.R. (1994). Principle of voice production. NJ: Prentice – Hall Inc.
      6. Case. J.L. (1991) : Clinical Management of Voice Disorders. Pro-Ed, Aus
      7. Fawcus. M. (Ed.) (1991): Voice Disorders and their management. Singular publishing Group San Diego
      8. Greene. M.C.L. and Mathieson. L. (1989): The Voice and Its Disorders. Whurr publications. London.
      9. Lushinger and Arnold (1967): Voice and speech, language, Wads worth, California.
      10. Moore. G.P. (1971) Organic voice disorders. Prentice Hall, New jersy.
      11. Prater, R.J. and Swift. R.W. (1984): Manual of voice Therapy, Little, Brown and Co. Boston.
      12. Van Riper. C. & Inwin, J.V. (1968). Voice and Articulation. New York. Prentice Hall Inc.
      13. Daniloff, R. & Schuckers, G. (1980). The Physiology of speech and hearing. An introduction. New York. Prentice Hall Inc.
      14. Hirano, M. (1981). Clinical examination of voice. New York. Speinger-Verlag.
      15. Judson, L.S.V. & Weaver, A.T. (1966). Voice science. London. Vision Press Limited.
      16. Brown W.M.S. and others (1996) (ed): Organic voice disorder. Singular pulishing group. Sandiego.
      17. Moore G.P. (1971) Organic voice disorders. Prentice Hall. New Jersey.
      18. Andrews. M.L. (1995): Manual of Voice treatment, Singular publishing group, San diego.
      19. Andrews. L.M. & Summers. A.C. (1987) Voice therapy for adolescents. Singular publishing group. Inc.
      20. Andrews M Voice therapy for children. Singular publishing group, San diego.
      21. Brown. O.L. (1996) Discover your voice. Singular publishing group inc.
      22. Brown W.M.s and others (1996) (ed) : Organic voice disorders. Singular publishing group, Sandiego
      23. Dworkin. J.P. & Meleca. R.J. (1997) Vocal pathologies: Diagnosis treatment and case studies. singular publishing group . San Diego.
      24. Joseph, C. Stemple Levle, E Glaze Bernick K Gerdeman. Clinicial Voice pathology theory & management (II edition)
      25. Koschkee. D.L. Rammage L (1997) Voice care in the medical setting, singular publishing group inc.
      26. Lushinger and (1967): Voice and speech, language, Wads worth california. Moore, G.P. (1971) Organic voice disorders. Prentice hall. New jersy.
      27. Morrison, M. and Rammage, L. (1994). The management of voice disorders. Singular publishing, Group sandiego
      28. Pindzola. R.H. (1987): Voice assessment protocol for children and adults manual pro Ed., Austin
      29. Prater R.J. and Swift. R.W. (1984): Manual of voice therapy, Little, Brown and Co. Boston.
      30. Stemple. J.C. (1993): Voice therapy. Mosby year book. St. louis.
      31. Wilson D.K. (1979). Voice problems of children (2nd Ed.) Baltimore : Williams and Wilkins.
      32. Andrews M.L. (1995) manual of voice treatment. Singular publishing group diego.
      33. Andrews. L.M. & Summers. A.C. (1987) Voice therapy for adolescents. Singular Publishing group. Inc.
      34. Brown W.M.s. and other (1996) (ed) organic voice disorders. Singular publishing group, Sandiego.
      35. Cooper, M. (1977) Modern techniques of vocal rehavilitation, Charles Thomas Spring fold.
      36. Dworkin, J.P. & Meleea R.J. (1997) Vocal Pathologies: Diagnosis treatment and case studies. Singular publishing group. Sandiego.
      37. Joseph, C Stemple Leble, E Glaze, Bernick K Gerdeman. Clinicial Voice pathology theory & Management (II edition)
      38. Prater, R.J. and swift. R.W. (1984): Manual of Voice Therapy. Little, Brown and Co. Boston.
      39. Stemple J.C. (1993): Voice therapy. Mosby year book St. Louis
      40. Wilson, D.K. (1979). Voice problems of children (2nd Ed.) Baltimore: Williams and Wlikins.
      41. Brown O.L. (1996) Discover your voice. Singular publishing group inc.
      42. Brown W.M.s and others. (1996) (ed): Organic voice disorders. Singular publishing group, Sandiego.
      43. Prater, R.J. and Swift. R.W. (1984): Manual of
        Voice therapy. Little Brown and Co. Boston.
      44. Stataloff. R.T. (1991): Professional voice Raven Press. Newyork
      45. Stemple J.C. (1993): Voice therapy. Mosby Year book . St. Louis.

      Laryngectomy

      1. Diedrich. W.M. & Youngstorm K.A. (1966). A laryngeal speech. Springfield Charles C. Thomas.

      2. Doyle. P.C. (1994) Foundation of voice and speech rehavilitation following laryngeal cancer. Fingular publishing group. Sandiego.
      3. Green M.C.L. (1980). Voice and its disorders. (4th Ed.) Kent: Pitman Medical Limited.
      4. Keith R.L. & Darley (III Edition) Laryngectomee rehavilitation. Pro Ed. Austism
      5. Luchisinger, R. & Arnold, G.E. (1965). Voice-speech-language clinical communicology: Its physiology and pathology, California: Wodsworths.
      6. Prater R.J. & Swift. R.W. (1984) Manual of voice therapy. Little Brown & Co. Boston.
      7. Salmon, S.J. and Mount, K.H. (Eds.) (1991): Alaryngeal Speech Rehabilitation Prof-Ed. Austin.
      8. Snidecor. J.C. (1968). Speech rehabilitation of the laryngecotmised. (2nd Ed.) Spring field : Charles C Thomas.
      9. Travis L.E. Ed (1971). Handbook of speech pathology and audio logy. New Jersey: Prentice hall Inc.
      10. Van Riper. C. & Irwin. J.V. (1958). Voice and Articulation. New Jersey: Prentice hall inc.
      11. Yvonne. E (Ed) (1983). Laryngectomy. Diagnosis to Rehabilitation London: Croom Helm Ltd.

      B.2.2.2 DIAGNOSTIC AUDIOLOGY

      1. Speech Audiometry: Historical perpectives. Tests: Speech Awareness Threshold (SAT). Speech Recognition Threshold (SRT), Word Recognition Score (WRS). Materials for each of these tests. Development of test material. available material in Indian and Westerm language, instrumentation and calibration, administration of tests, recording and interpretation of test results, factors affecting the test results. role of Speech Audiometry in differential diagnosis merits and demerits of Speech Audiometry.
      2. Audio logical Tests to Differentiate Site of Losion.
        1. Test, which uses pure tone stimuli: - Historical perspectives – Difference Limen Tests, Bekesy Audiometry, Brief Tone Audiometry. Short Increment sensitivity index (SISI) Modifications of SISI. Loudness Balance Tests- ABLB, MLB. Tone Decay Test: introduction, Teminology, Different procedures. STAT continuous Tone Masking, Advantages and Disadvantages of different procedures.
        2. Tests which use speech Stimulus PIPB Function
      3. Immitance Audiometry.

      (b) Speech reading activities

      (c) Auditory training activities

      6. Rehabilitation of the hearing impaired – Elderly population

      LIST OF BOOKS

      REHABILITATIVE AUDIOLOGY:

        1. Bellis, T.J. (1996) . Assessment and Management of Central Auditory Processing isorders in Educational Setting: From Science to Practice. San Diego: Singular Publishing Group. Inc.
        2. Plant. G. And Spens K.E. (1995). Profound Deafness and Speech communication London: Whurr Publishers Ltd.
        3. Trehur, S.E. and Schneider, B. (1985) (Ed.) Auditory Development in Infancy. New York : Plenum Press.
        4. Walsh, S.R. and Holzberg, R. (1981). Understanding and Educating the Deaf-blind severely and profoundly handicapped- An international perspective. Springfield: Charles C Thomas Publishers.
        5. Willeford. J.A. and Burleigh, J.M. (1985), Handbook of Central Auditory Processing Disorder in Children. Sen Diego; Grune & Stratton, Inc.
        6. Balkany. I (1986), Cachlear Implant. The Otolaryngologic Clinics in North America.
        7. Berger. K.W. (1972), Speech reading, principles and methods. National Educational Press.
        8. Nielsen, H.b., and Kampp. E. (1974). Visual and audio-visual perception of speech sixth Denavox symposium, Denmark.
        9. O' Neill, J.J. and Oyer, H.J. (1961), Visual communication for the Hard of Hearing, New Jersey: Prentice hall.
        10. Plant, G and Spens, K.E. (1995). Profound Deafness and speech communication London: Whurr Publisher Ltd.
        11. Sanders, D.A. (1993). Management of hearing handicap infant to elderly, 3rd Ed. New Jersey : Prentice Hall.
        12. Erber. N.P. (1982). Auditory Training, Washington: A.G. Bell Association for the deaf.
        13. Flexer C., (1994), Facilitating Hearing and Listening in young children. California: Singular Publishing Inc.
        14. Griggiths. C. (1974), Proceedings of the International conference on auditory technique. Illinois: Charles. C. Thomas.
        15. Oyer, H.J. (1966). Auditory communication for the hard of hearing. New Jerseys Prentice Hall.

      B.3.2.6: NOISE MEASUREMENT AND HEARING CONSERVATION

        1. Noise in the environment:
          • Types – continuous, impulse, intermittent
          • Sources-community, industrial, Traffic and others.
        2. Effects of Noise:

      Noise – induces Hearing Loss (nihl) Acoustic TraumaL

      Incidence/ Prevalance, Audiological and Otological characteristics

          1. Auditory effects:
            • Historical aspects
            • Acute over pressure
            • Chronic noise injury
            • TTS and recovery pattern
            • Injury to the middle ear
            • Damage to the organ of Corti and resulting symptoms
            • Histopathological changes
            • Effects of noise on communication, SIL
            • PTS
          2. Non-Auditory Effects:
        1. Audiometry in NIHL:

          • Calibration – subjective calibration – real ear method – loudness balance method. Artificial ear methods – use of hearing aid analyser and 2 cc coupler. Calibration of BC vibrator, various methods of BC calibration. NBS 9A coupler – performance of different types of earphones – WF 705, YDH-39, PDR permoflux – ear cushions.

          • Pure tone audiometry, high frequency audiometry; brief tone audiometry ; base line and periodic monitoring tests.
          • Instrumentation: Manual audiometry, automatic audiometry.
          • Speech Audiometry; Speech discrimination tests with and without the presence of noise, filtered speech tests, time compressed speech tests.
          • Immitance audiometry.
          • ERA
          • Tests for susceptibility, OAE measurements.
          • Correction for presbyacusis
        2. Noise Measurement:
          • Instruments: Sound Level Meter (SLM) – types, parts and functioning, Digital, Non-digital, portable, system settings for different types of measurements, Transducers, Noise Dose Meters, Analyzers, recorders, read-out devices. Purpose, utility and requirements.
          • Instrumentation and procedure for indoor and outdoor measurements of ambient noise, traffic noise, aircraft noise, community noise, and industrial noise.

              5. Ear protective Devices (EPDs):

                  • Public education with respect to hazardous effects of noise, need for hearing conservation programs; measurement of noise considered hazardous, steps in noise control

              6. Hearing Conservation:

              - Public education with respect to hazardous effects of noise, need for hearing conservation programs; measurement of noise considered hazardous, steps in noise control.

              7. Legislations related to noise:

                  • DRC- Definition: historical aspects; Use of TTS and PTS: information in establishing DRC, CHABA; AFR 160-3 AAOO, ASA Z 24X2, Damage Risk contours Walsh – Healy Act. OSHA, Noise Control Act. DRC for impulse noise.
                  • Claims for hearing loss. Fletcher point eight formula; 1947, AMA method, AAOO AMA formula, California variation of AAOO formula. Factors in claim evaluation, variations in laws and regulations, date of Injury, evaluation of loss. No. of tests.
                  • Acts and regulations with respect to noise in India – Central and State-wise, BMC Act, 1999, The Bombay Police Act 1951, Motor Vehicles Act 1939, The Cinematograph Act, 1952, Noise pollution control regulation rules, 1999, Environment protection Act, 1986. The consumer protection Act, 1995.

              LIST OF BOOKS

              NOISE MEASUREMENT AND HEARING CONSERVATION

              1. Bruel, and Khaer, (1982), Noise Control – Principles and Practices.
              2. Harris, C.M. (Ed.2), handbook of Noise Control New York; Mc Graw- 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. Akashdeep Publishing House.
              7. BIS Specification – List attached

              IS Specification - List attached?

              IS: 7194-1973 Specification for assessment of noise exposure during work for hearing conservation purposes.

              IS: 9167-1979 Specification for ear protectors.

              IS: 6229-1980 Method for measurement of real-ear protection of hearing Protectors any physical attenuation of earmuffs.

              IS: 9876-1981 Guide to the measurement of airborne acoustical noise and Evaluation 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 Method for measurement of noise emmitted by stationary vehicles.

              B.3.2.7: PAEDIATRIC AUDIOLOGY

              1. Development of the human auditory system
                  • Basic embryology
                  • Embryology of the auditory system
                  • Relevance of the information with special reference to syndromes.
              1. Development of auditory behavior
                  • Prenatal hearing
                  • New born hearing
                  • Auditory development from 0-2 yrs.
              1. Causes of hearing loss in children:
                1. Genetic –Congenital
                  • of late onset
                  • Progressive
                  • Syndromic/Non-syndromic
                1. Non-Genetic: Congenital / Acquired
                2. Importance of case history
              1. Early identification of hearing Loss – Need, with specific reference to conductive hearing loss and sensori-neural hearing loss
              2. Screening for hearing loss:

              i) a) High risk registers

              b) Behavioral tests: stimuli, procedure, recording of responses, interpretation of results and validation of results.

                  1. Mass Media tests.
                  2. Objective Tests: Historical review, Immittance Screening, BERA, Otoacoustic Emmision (OAE)

                    ii) School Screening:

                    • Objectives: Screening for hearing sensitivity, screening for middle ear effusion, need, criteria, instrumentation, Tests: individual, Group, Importance of follow up.
                          1. Hearing testing in neonates and infants.
                                • Behavioral Observation Audiometry (BOA)
                                • Conditioning Techniques including CORA, VRA and its modifications,
                                • TROCA, Play audiometry.
                          1. Speech Audiometry in children:
                              1. Tests and material used to obtain:
                                • Speech Detection Threshold (SDT)
                                • Speech Reception Threshold (SRT)
                                • Speech Recognition Tests including VASC, WIPI; Nu chip, Glenconald Auditory Screening Procedure (gasp), Early Speech Perception Test (EST), available Indian Material.
                                • Response elicitation.
                              1. Factors affecting these measures;
                              2. BC Speech Audiometry
                          1. Physiological/Electrophysiological Measures:
                                • Immittance,
                                • Evoked Response Audiometry including ECOG, BSERA, MLR, LLR, CNV, P300, FFR.
                                • Otoacoustic emission.
                          1. Functional Hearing Loss in children
                                • Signs/Symptoms
                                • Tests
                          1. Central Auditory Processing Disorders in children:
                                • Signs/Symptoms
                                • Tests

                           

                          LIST OF BOOKS

                          PAEDIATRIC AUDIOLOGY

                          1. Davis, J.H. and hardick. F.J. (1981). Rehabilitative Audiology for children and adults, New York : John Wiley and Sons.
                          2. Erber, N.P. (1982). Auditory Training, Washington A.G. Bell Association for deaf.
                          3. Fulton, R.L. and Lioyd. L.L. (1975), Auditory assessment of the difficult to test Baltimore;williams and Wilkins. Co.
                          4. Gerber. S.E. (1982), Audiometry in infancy, New York; Grune and Stratton.
                          5. Gerber, S.E. and Mencher, S.T. (1978), Early diagnosis of hearing loss, New York Grune and Stratton.
                          6. Ling, D. (1978). Speech and hearing impaired child, Washington: Alexander Graham Bell Association for the deaf.
                          7. Vartin, F.N. (1978), Paediatric Audiology, New Jersey: Prentice Hall.
                          8. Northern, J.L. and Downs, M.P. (1991), Hearing in children, 3rd Ed. Baltimore, Williams and Wilkins.
                          9. Sanders, D.A. (1993). Management of hearing handicap: Infants to elderly. 3rd Ed. New Jersey: Prentice Hall.

                          CLINICAL PRACTICUM IN SPEECH-LANGUAGE PATHOLOGY

                          Objectives:

                          At the end of the year, the student clinician should be able to :

                          1. Carry out informal and formal procedures for assessment of:
                                • Voice disorders
                                • Fluency disorders
                                • Neurogenic language disorders
                                • Motor speech disorders
                                • Alaryngeal speech
                                • Swallowing
                                • Resonance
                                • Breathing and breath support.
                          1. Analyze and interpret the obtained findings to arrive at a provisional diagnosis
                          2. Differentially diagnose
                                • Acquired / neurogenic language disorders.
                                • Voice disorders
                                • Fluency disorders.
                                • Neuromotor speech disorders
                          1. Plan and execute intervention programs for different types of speech and language disorders. (emphasis on voice disorders, fluency disorders, neuromotor speech disorder neurogenic language disorders).
                          2. Compile a comprehensive diagnostic and intervention report for referral of clients.
                          3. Counsel and refer client appropriately.
                          4. Have information about various centers across the country for rehabilitation of speech language disorders.
                          5. Be cognizant of legislation pertaining to the speech language disorders.

                          Clinical Practicum Work:

                          1. Undertake complete diagnostic assessment for minimum of 20 cases with different type of speech language disorders. (Emphasis on voice disorders, Fluency disorder, neurogenic language disorders and motor speech disorders) with minimal supervision.
                          2. Familiarizing with tests and procedures such as:
                                • Western Aphasia battery (WAB)
                                • Revised token test (RTT)
                                • illinois test of Psycholinguistic Abilities (TTPA)
                                • Apraxia Battery for Adults (ABA)
                                • Frenchay's Dysarthria Assessment (FDA)
                                • Voice rating scales
                                • Stuttering severity Index (SSI)
                                • Boston Diagnostic Aphasia Examination (BDAE)
                          1. Using available instrumentation for
                                • Acoustic measures such as Fo, intensity, Jitter, Shimmer. H/N retio and other related measures for phonation and speech.
                                • Measures of laryngeal contact for steady phonation.
                                • Measures of aerodynamic parameters.
                                • Analysis of dysfluencies.
                          1. Plan and execute intervention program for minimum of 10 cases for at least 5 sessions each. The student clinician should.
                                • Carry out and report baseline evaluation.
                                • Develop proficiency in using various therapy techniques appropriately.
                                • Develop proficiency in adopting various reinforcement strategies.
                                • Provide guidelines for home-based intervention
                                • Report progress in therapy appropriately.
                                • Participate in case discussion with supervisor
                                • Participate in parent counseling meeting.
                                • Make appropriate referrals, where necessary.
                                • Demonstrate production of esophagea speech.
                                • Be familiar with different AAC approaches and its implementation.
                          1. Undertake counseling and appropriate referrals independently (with minimal support)
                          2. Maintain a clinical diary.
                          3. Maintain A Journal for the diagnostic and therapy reports and clinical assignments.

                          CLINICAL PRATICUM IN AUDIOLOGY

                          1. Familiarization of instrumentation for pure tone and speech special tests. Immence audiometry.
                          2. Holistic audiological assessment for differential diagnosis:
                            1. Routine pure tone & speech audiometry
                            2. Administering special tests using pure tone: TDT, STAT, SISI, ABLB, MLB, stenger
                            3. Speech: PI/PB function, stenger, CAD tests
                            4. Noise: SAL, SPIN (20 cases)
                            5. Immittance audiometry, Basic tests

                              Acoustic reflex decay

                              Eustachian tube function

                            6. Compiling the reports for overall case reports.
                          1. ABR & OAE testing'
                                • Preparation of the patient. Informing caregiver/patient with respect to preparation
                                • Electrode montage.
                                • Observing the procedure with respect to test protocol(5 cases each)
                          1. Hearing Aid Trial: -
                            1. Functional gain, REIG, other methods with:
                                • Monaural fitting.
                                • Binaural fitting.
                                • Programmable hearing aid – Analog Digital
                            1. Explaining the benefits of the hearing aid to the patient/caregiver.
                            2. Counseling for care & maintenance of hearing aid, preparation of harness cleaning the ear moulds.
                          1. Calibration of pure tone audiometer (AC, BC and Speech).
                          2. Noise measurement and attenuation measurement of ear protection devices

                          APPENDIX A (1)

                          SCHEME OF CURRICULUM FOR FIRST YEAR GRADUATE COURSE

                          S. No.

                          Subject Code

                          Subject

                          Credits clock

                          Scheme of the Examination

                          Hours (Minimum required)

                          Duration of the paper

                          Main Exam.

                          Marks I.A

                          Total marks

                          1

                          b.1.1.1

                          Introduction to speech and language pathology

                          75

                          3 hrs

                          80

                          20

                          100

                           

                           

                           

                          2

                          b.1.2.1

                          Introduction to Audiology

                          75

                          3 hrs

                          80

                          20

                          100

                          3

                          b.1.3.1

                          Basic Human Anatomy and Physiology

                          75

                          3 hrs

                          80

                          20

                          100

                          4

                          b.1.3.2

                          Basic Acoustics and Electronics

                          75

                          3 hrs

                          80

                          20

                          100

                          5

                          b.1.3.3

                          Introduction to Linguistics

                          75

                          3 hrs

                          80

                          20

                          100

                          6

                          b.1.3.4

                          Psychology related to speech and hearing

                          75

                          3 hrs

                          80

                          20

                          100

                          7

                           

                          Clinical Work (Speech Pathology)

                          250

                          Practical & Oral

                          100

                          100

                          200

                          8

                           

                          Clinical Work (Audiology)

                          250

                          Practical & Oral

                          100

                          100

                          200

                          APPENDIX A (2)

                          SCHEME OF CURRICULUM FOR THIRD YEAR GRADUATE COURSE

                          S. No.

                          Subject Code

                          Subject

                          Credits clock

                          Scheme of the Examination

                               

                          Hours (Minimum required)

                          Duration of the paper

                          Main Exam.

                          Marks I.A

                          Total marks

                          1

                          b.2.1.2

                          Childhood Communication Disorders

                          75

                          3 hrs

                          80

                          20

                          100

                          2

                          b.2.1.3

                          Ariticulation and phonological Disorders

                          75

                          3 hrs

                          80

                          20

                          100

                          3

                          b.2.1.4

                          Voice and Laryngectomy

                          75

                          3 hrs

                          80

                          20

                          100

                          4

                          b.2.2.2

                          Diagnostic Audiology

                          75

                          3 hrs

                          80

                          20

                          100

                          5

                          b.2.2.3

                          Amplification and Assistive Devices for the hearing impaired

                          75

                          3 hrs

                          80

                          20

                          100

                          6

                          b.2.2.4

                          Educational Audiology

                          75

                          3 hrs

                          80

                          20

                          100

                          7

                          b.2.3.5

                          a) Otorhinolaryngology

                          b) Community Oriented Professional Practices in Speech-Language Pathology

                          50

                          25

                          }

                          } 3 hrs.

                          40

                          40

                          10

                          10

                          50

                          50

                          8

                          b.2.3.6

                          Basic Statistics and Research Methods in Speech-Language Pathology and Audiology

                          75

                          3 hrs

                          80

                          20

                          100

                          9

                           

                          Clinical work (Speech Pathology)

                          250

                          Practical & Oral

                          100

                          100

                          200

                          10

                          Clinical Work (Audiology)

                          250

                          Practical & Oral

                          100

                          100

                          200

                          APPENDIX A (3)

                          SCHEME OF CURRICULUM FOR FIRST YEAR GRADUATE COURSE

                          S. No.

                          Subject Code

                          Subject

                          Credits clock

                          Scheme of the Examination

                               

                          Hours (Minimum required)

                          Duration of the paper

                          Main Exam.

                          Marks I.A

                          Total marks

                          1

                          B.3.1.5

                          Fluency and Disorder

                          75

                          3 hrs

                          80

                          20

                          100

                          2

                          b.3.1.6

                          NqVk gS

                          75

                          3 hrs

                          80

                          20

                          100

                          3

                          b.3.1.7

                           

                          75

                          3 hrs

                          80

                          20

                          100

                          4

                          b.3.2.5

                           

                          75

                          3 hrs

                          80

                          20

                          100

                          5

                          b.3.2.6

                          Noise Measurement and hearing conservation

                          75

                          3 hrs

                          80

                          20

                          100

                          6

                           

                          Paediatric Audiology

                          75

                          3 hrs

                          80

                          20

                          100

                          7

                           

                          Clinical Work (Speech Pathology)

                          250

                          Practical & Oral

                          100

                          100

                          200

                          8

                           

                          Clinical Work (Audiology)

                          250

                          Practical & Oral

                          100

                          100

                          200

                           

                           

                           

                           

                           

                           

                           

                           

                          SYLLABUS

                          ON

                          MASTER IN AUDIOLOGY AND SPEECH LANGUAGE PATHOLOGY

                          SYLLABUS FOR MASTER IN AUDIOLOGY AND SPEECH-LANGUAGE PATHOLOGY

                          SYLLABUS FOR MASTER IN AUDIOLOGY AND SPEECH-LANGUAGE PATHOLOGY

                          SI.NO. INDEX PAGE NO.

                          1. Nomenclature, Admission Criteria, Duration of the course etc.

                          2. Minimum infra-structural facilities

                          3. First Year Post Graduate Course

                          - Objectives

                          - Course content and Reference List

                          - Clinical Practicum

                          4. Second Year Post Graduate Course

                          - Objectives

                          - Course content and Reference List

                          - Clinical Practicum

                          I. Nomenclature: "MASTER IN AUDIOLOGY AND SPEECH-LANGUAGE

                          PATHOLOGY".

                          II. Admission Criteria

                          Master in Audiology and Speech-Language Pathology.

                          Education: Bachelor’s in Audiology and Speech-Language Pathology from any recognized university with minimum pass percentage required as per university norms.

                          III. Medium of instruction: English

                          IV. Duration of the course:

                          Master in Audiology and Speech-Language Pathology: 2 academic years.

                          V. Course Work: Each student will pursue the course in the enclosed course of study.

                          VI. Award of Degree: The respective university on successful completion of the requirement will award the degree.

                          VII. Criteria for passing: Minimum marks for pass in each paper and practicum will be 50%.

                          VIII. Attendance: Each candidate must have minimum 80% in classes and 90% in clinical practicum. Failure to meet the criteria will disqualify the student from attending the university examination of the respective years. The candidate will have to repeat the year, i.e. both theory and clinical practicum will have to be repeated in Toto.

                          MINIMUM INFRASTRUCTURAL FACILITIES

                             

                          Graduate

                          Graduate and PG

                          1

                          FACULTY/PERSONNEL

                             
                           

                          For a maximum of 20-25 students (requirement preferably as per UGC norms)

                             

                          a.

                          Full time

                             

                          Professor or equivalent

                          -

                          1

                          Reader or equivalent

                          1

                          2

                          Lecturer

                          4

                          6

                          Speech Pathology/Audiologist (Grade I)

                          (Clinical Supervisor)

                          2

                          2

                           

                           

                           

                           

                           

                           

                          b

                          Speech Pathology/ Audiologist (Grade II)

                          2

                          4

                          Lecturer in Clinical Psychology- Part time

                          1

                          1

                          Lecturer in ENT- Part time

                          1

                          1

                          Lecturer in Linguistics- Part time

                          1

                          1

                          Electronic Engineer

                          1

                          1

                          Ear Mould Technician

                          1

                          1

                          Librarian/staff

                          1+1

                          1+1

                          Visiting faculty for Anatomy and Psychology

                          1

                          1

                          Designation

                          Education

                          Experience

                          Publications

                           

                          Essential

                          Desirable

                          Essential

                          Desirable

                           

                          Professor

                          PhD (Sg&Hg)

                           

                          10 years teaching experience as Reader in a recognized Institute

                           

                          Essential

                          Reader/Associate Professor

                          PhD (Sg&Hg) or

                          M.Sc. (Sg&Hg) in the event of PhD candidate not available, the faculty must complete the PhD with 5 years from the date of appointment.

                           

                          5 years teaching/

                          Research/

                          clinical

                          Experience of graduate and post graduate students

                           

                          Essential

                          Lecturer in Clinical Psychology

                          M.Phil. (Clinical Psychology or P.G. Diploma in Rehabilitation Psychology

                          PhD Clinical Psychology

                          2 years clinical/ research experience

                          Teaching experience

                           

                          Lecturer in

                          E.N.T.

                          M.S. (ENT)

                           

                          Two years experience

                             

                          Electronic Engineer

                          B.E. (Electronics) or B.Tech. (Electronics)

                           

                          Two years experience-clinical research

                             

                          2. CLINICAL FACILITIES: Facilities for diagnostic evaluation of speech, language, voice, hearing and associate disorders, both functional and organically based. Patients of all age groups with hearing impairment (conductive, mixed, sensori-neural) due to external and middle ear anomalies due to heredity acquired hearing loss (syndromic-non syndrome). Speech disorders-functional and organic based: patients with cerebral palsy, cleft palate, laryngectomy, cluttering, language disorder- language delay, aphasia, voice.

                          Minimum patient population should be two patients per students per day each for diagnostic and therapeutic intervention in the above categories. Clinical facilities could be on or off campus.

                          3. LIBRARY FACILITIES

                          (a)Reading room: Should accommodate at least, 50% of the institution’s students and staff i.e. Around 60 members. Two reading room should be there.

                          (i) Reference room with CBTIV and Internet provisions.

                          (ii) General Reading room

                          b) No. of Books: Books listed for each paper under "essential" should be available.

                          c) No. of Journals: Minimum of 12 to 15 journals of the following may be prescribed to.

                          (i) JSLHR

                          (ii) Ear and Hearing

                          (iii) Hearing Instruments

                          (iv) Seminars in Hearing

                          (v) Seminars in Speech and Language

                          (vi) LSHSS

                          (vii) J.C.D.

                          (viii) JAISH

                          (ix) JISHA

                          (x) Folio Phoniatrica

                          (xi) Journal of fluency disorders

                          (xii) Phonetic

                          (xiii) Journal of Phonetics

                          (xiv) Journal of child language

                          (xv) Asha Monographs

                          (xvi) Brain and language

                          (xvii) British Journal of Audio logy

                          (xviii) Asia Pacific Journal of speech-language and Hearing

                          (xix) IJDR

                          (xx) Journal of medical speech language pathology

                          (xxi) VOICF (Volta Review Journal)

                          (xxii) NINAD

                          1. RCI Newsletter

                          d) Staff: (i) Library and Information Officer-One No.

                          Qualifications: B.Lib with 2 years of experience in handling technical library using Information Technology.

                          (ii) Library Assistants: One

                          Qualifications: SSLC+ Diploma in Library Sciences or SSLC + JOC in Library Sciences. All the facilities may be increased to meet the requirements in a phased manner.

                          4. AUDIOVISUAL INSTRUMENTS: Such as overhead projector slide projector or other later technology for classroom use should be available for better understanding.

                          5. SPACE (for 20-25 students in batches):

                          S.N

                           

                          Size (Sqft.)

                          Graduate

                          Graduate and P.G

                          a)

                          Class Rooms

                          Size should be adequate to accommodate

                          3

                          5

                          b)

                          Room for reception where patients are registered.

                               

                          c)

                          Room for case history Speech Diagnostic Room and Interviews

                          (10 x 12)

                          3

                          5

                          d)

                          Speech Lab (Quiet Room) for diagnostic purposes.

                          (15 x 20)

                          1

                          1

                          e)

                          Recording room (Sound proof)

                          (10 x 10)

                          1

                          1

                          f)

                          Speech Therapy Rooms Cabins

                          (10 x 12)

                          12

                          (to accommodate 50% of the students)

                          12

                          g)

                          - Single sound treated room.

                          -Two Room Audiometric suite with control and test room situation. (Sound Proof. ANSI 1977)

                          (10 x 18)

                          2

                          3

                          h)

                          Control and test room for hearing aid trial combination purpose.

                          (10 x 15)

                          1

                          1

                          i)

                          Ear mould Lab

                          (15 x 20)

                          1

                          1

                          j)

                          Staff Room

                          (15 x 20)

                          1

                          -

                          k)

                          Individual work space (with provision for storage facilities)

                          (10 x 10)

                          4

                          12

                          l)

                          Library (Quiet Room)

                          (30 x 20)

                          2

                          2

                          m)

                          Hearing aid repair lab

                           

                          1

                          1

                          n)

                          Principal’s Office room

                           

                          1

                          1

                          o)

                          Sanitary facilities

                               

                          p)

                          Hostels for Man and Women to accommodate at least 50% of the student population.

                          q)

                          Administrative staff room.

                               

                          6. EQUIPMENT (MINIMUM REQUIREMENT):

                          S.No.

                           

                          Graduate

                          Graduate and P.G

                          Audiology

                             

                          a)

                          2 channel Diagnostic Audiometer with Accessories such as earphone, ear cushion combination with adjustable headphone, B.C. vibrator, transducers like microphone and matching loud speakers.

                          1 for each control + test room combination

                          1 for each control + test room combination

                          b)

                          Portable Audiometer with provision of A.C and B.C testing: desirable screening audiometer.

                          1 for each test room

                          1 more

                          c)

                          Clinical Admittance Audiometer (Desk model) with accessories.

                          2 instruments essential preferably one with screening type for field works.

                          1 more

                          d)

                          Portable/Screening impedance, audiometer.

                          1

                          1 more

                          e)

                          Clinical BSEAR

                          1

                          1 more

                          f)

                          Otoacoustic emission

                          1

                          1 more

                          g)

                          Calibration equipment for AC,BC and free field (by possession or access)

                             

                          h)

                          Different types of Hearing Aids of mild moderate and strong categories body level, canal and spectacle hearing aid (1 each), FM, Digital, Programmable aids, ILS Assistive listening devices.

                          A representative sample if hearing aids and assistive devices.

                           

                          i)

                          IGO and HAT for hearing aid trial and making elactroacoustic measurements

                          1

                          1

                          j)

                          Stop watch

                          2

                          2 more

                          k)

                          Oto scope

                          2

                          2 more

                          l)

                          Preformed

                             

                          m)

                          Auditory training and Screening material

                             

                          n)

                          Ear Mould Lab-fully equipped

                          Speech Pathology

                          a)

                          Speech and Language Tests (Tests for differential diagnosis) (English and local language)

                             

                          b)

                          Performa

                             

                          c)

                          Speech Therapy material (Indian, Language and English)

                             

                          d)

                          Toys and Books

                             

                          e)

                          Mirrors – size 2’ x 3’

                          4

                          6

                          f)

                          Speech Trainer

                          1

                          2

                          g)

                          Portable and Digital tape recorders

                          4

                          6

                          h)

                          Hi-Fit Amply Deck with speakers and good microphone

                          1

                          2

                          i)

                          Expirograph/Aerophone

                          1

                          1

                          j)

                          Computer PC-AT with VGA Colour Monitor

                          1

                          3

                          k)

                          Software for diagnostic/therapeutic use

                          1

                          1

                          l)

                          EGG

                          1

                          1

                          m)

                          Stop Watch

                          2

                          4

                          n)

                          Audio cassettes for training/CDs

                             

                          o)

                          Pitch pipe

                             

                          p)

                          Tongue depressors

                          3

                          5

                          FIRST TEAR POST GRADUATE COURSE

                          OJECTIVES:

                          Speech-Language Pathology

                          1) To acquire comprehensive theoretical concepts for independent practical application with respect to diagnosis and intervention of various communication disorders.

                          2) To develop the skills to plan a project for scientific study.

                          3) To develop skills to make detailed documentation of clinical and theoretical information.

                          Audiology:

                          The students will be aware of:

                          1) The psychophysical methods of hearing assessment;

                          2) The applications of loudness scaling in Clinical Audiology;

                          3) Methods of measuring differential sensitivity and their clinical applications;

                          4) Pitch, quality/timbre measurements;

                          5) Issues involved in masking and its application;

                          6) Relevance of adaptation, fatigue, temporal perception and binaural hearing in audiological evaluation and management;

                          7) The role of different parts of the auditory system in the perception of he different parameters of sound;

                          8) The anatomy and physiology of the vestibular system;

                          COURSE CONTENT

                          M.Sc I Paper Title Hrs/Wk Total Marks

                          Speech Pathology:

                          M 1.1.1 Advances in Speech Sciences. 3hrs 80 + 20

                          M 1.1.2 Perspectives in fluency and Voice disorder. 3hrs 80 + 20

                          Audiology:

                          M.1.2.1 Psychophysics of Audition 3hrs 80 + 20

                          M.1.2.2 Auditory Physiology 3hrs 80 + 20

                          Allied Subjects:

                          M.1.3.1 Linguistics in Clinical Practice/Independent 3hrs 80 + 20

                          Projects

                          M.1.3.2 Advanced Statistics and Research Methods. 3hrs 80 + 20

                          CLINICAL PRACTICUM:

                           

                          Internal

                          Internal + External

                          Speech Pathology

                          100

                          100

                          Audiology

                          100

                          100

                          Total

                          200

                          200

                          M 1.1.1: ADVANCES IN SPEECH SCIENCE (75 hrs.)

                          1. Life span changes in speech mechanism including developmental milestones (3 hrs.)

                          2. Physiology of Speech production

                          a) Respiratory system: fundamentals of aerodynamics. Aerodynamic events (6 hrs)

                          in speech. Passive and active forces in respiratory function. Breathing for

                          Speech and song. Speech breathing kinematics and mechanism inferences.

                          Kinematics of the chest wall during speech production.

                          b) Laryngeal System: Molecular and cellular structure of vocal tissue. Laryngeal (6hrs)

                          Biomechanics, Models of vocal fold vibration (one mass model, multi-mass

                          Model etc.). Co-ordination of respiratory and laryngeal systems in phonation.

                          Control of fundamental frequency, vocal intensity and efficiency. Fluctuations

                          and perturbations in vocal output.

                          c) Articulatory and Resonatory systems: Patterns of velopharyngeal closure. (5hrs)

                          Effects of vowel height on velopharyngeal airway resistance. Oral sensory

                          Perception. Or facial force physiology.

                          3. Theories and models of speech production: Closed loop model, Kozhavnikov (12hrs)

                          And Chistovich model, Associative chain model, Wickelgren’s model,

                          Mc Neil age’s model, Garrett’s model, Dell’s activating model, Shattuck-

                          Huffnagel’s model, Acoustic theory of Speech Production.

                          4. Principle’s, instruction and measurement procedures- (25hrs)

                          Digital Filters – FIR and IIR – Basic algorithms – DFT and FFT – short-time analysis – Auto-correction- Cestrum – Linear Prediction.

                              1. Aerodynamic analysis of speech.
                              2. Acoustic analysis of speech (FO and Intensity measurement techniques – Jitter and shimmer measurements – Inverse filtering – LTAS.
                              3. Articulation measurements x-ray micro beam and NMR methods – electropalatography.
                              4. Perceptual analysis of speech (including segmental and super-segmental aspects and speech intelligibility).

                          5. Speech recognition. Speaker identification. Forensic Speech Analysis. (5hrs)

                          6. Speech Analysis and Synthesis – Techniques, limitations and applications. (5hrs)

                          7. Application of perceptual and instrumental techniques to analysis of infant cry, (6hrs)

                          Vocalizations, babbling and pre-speech vocal skills. Interpretation, Diagnostic and therapeutic significance.

                          8. Recent trends in speech science measurement and application. (2hrs)

                          LIST OF BOOKS

                          ADVANCE IN SPEECH SCIENCES

                          Essential:

                          1) Fundamentals of Speech Synthesis and Speech Recognition. Basic concepts, State of the Art and future challenges. Keller, E. (1994). England: John Wiley and Sons Ltd. ISBN 471 94449.

                          2) A Basic Introduction to Speech Perception. Speech science Series. Ryalls, J. (1996). California: Singular Publishing Group, Inc. ISBN56593–617–5.

                          3) The Acoustics of Speech Communication. Fundamentals, Speech perception Theory and Technology. Picket, J.M (1999). USA: Allyn and Bacon. ISBN 0205–19887–2.

                          4) Speech Science primer. Physiology, Acoustic and Perception of Speech. 2nd Edition. Borden, G.J. and Harris, H.S. (1984). Baltimore: Williams and Wilkins. ISBN 0–683–00942–7.

                          5) Clinical Examination of Voice, Disorders of Communication Series, Hirano, M. (1981). New York: Springer-Verlag Wien. ISBN 3–211-81659-3.

                          6) Clinical Measurement of Speech and Voice.2nd Edition. Baken, R.J. (1996). California: Singular Publishing Group, Inc. ISBN 1-56593-809-7.

                          7) Handbook of Clinical Speech Physiology. Barlow S.M. with Collaborators, (1999). San Diego: Singular Publishing Group, Inc. ISBN 1-565-93267-6.

                          8) Respiratory Function in Speech and Song. Hixson, T.J. and Collaborators. (1991). San Diego: Singular Publishing Group, Inc. ISBN 1-879105-1.

                          Additional:

                          1) Producing Speech: Contemporary Issues for Katherine Stafford Harris. Bell-Berti, F. and Raphael, L.J. (Eds.). (1999). AIP Press, New York. ISBN 1-56396-286-1.

                          2) Readings in Clinical Spectrography of Speech. Baken, R.J. and Daniloff, R.G. (Eds.). (1991). California: Singular Publishing Group, Inc. ISBN 1-87910504-7.

                          3) Infant Communication: Cry and Early Speech. Murray, T.and Murray, J. (1980). Texas: College Hill Press. ISBN 0-933014-62-7.

                          M 1.1.2: PERSPECTIVES IN DISORDERS OF FLUENCY AND VOICE (75hrs)

                          A) FLUENCY DISORDRES: (37hrs)

                          1) Neurophysiological and neuropsychological bases of normal fluency. (2hrs)

                          2) Neurophysiological bases for the formation of developmental stuttering. (4hrs)

                          Neuropsychological bases for stuttering behaviours.

                          3) Different Perspective of Stuttering. (15hrs)

                          Linguistic aspects of stuttering. Auditory processing in stutterers. Auditory feedback and stuttering. Motor processes in stuttering. Laryngeal behaviour in stutterers (VOT, VRT, VTT, STT, Laryngeal muscle activity). Perspective on Stuttering as a motor speech disorder. Articulatory dynamics of stutterers. CNS characteristics in stuttering. Stuttering as a prosodic disorder. Stuttering as a temporal processing disorder. Respiratory function in stutterers. Stuttering and anxiety.

                          4) Theoretical issues in measurement of stuttering. (3hrs)

                          Treatment outcomes in stuttering- Relapse, Prognosis and maintenance. The nature of recovery prevention of stuttering.

                          5) Recent advances in management of stuttering. (6hrs)

                          Group therapy. Psychotherapy. Drug therapy. Behaviour therapy.

                          6) Neurogenic Stuttering (3hrs)

                          7) Cluttering- Etiology, relationship between cluttering and stuttering. (2hrs)

                          Treatment of cluttering.

                          8) Review of current literature and research designs in fluency disorders.(2hrs)

                          B) VOICE DISORDRES (38hrs)

                          1) Neuroanatomy and Neurophysiology of larynx. (3hrs)

                          2) Recent advance in measurement of voice and vocal fold function. (7hrs)

                          Introduction to clinical measurement of voice. EGG, Laryngeal electromyography, Videoscopy, imaging and other techniques. Measurement of resonance. History-taking and perceptual assessment in voice evaluation.

                          3) Brief review of voice disorders in children and adults. Classification. (8hrs)

                          Perceptual, acoustic, aerodynamic, and physiological characteristics of pathological voices. (Emphasis on voice of transsexual, aging and voice, endocrine disorders, tracheostomized speakers, etc.). Differential diagnostics of voice disorders.

                          4) Recent advances in voices therapy including instrumentation, introductio (6hrs)

                          to phonosurgical technique. Treatment outcome in voice disorders.

                          5) Professional voice users – Assessment and management. Improving the (8hrs)

                          professional voice.

                          6) Analysing and comparing different types of a laryngeal speech Intermediate (4hrs)

                          and advanced stages of teaching a laryngeal speech.

                          7) Review of current literature and research designs in voice disorders. (2hrs)

                          8) Need for psychological approaches to treatment-psychotherapy-definition-types-general principles-application in disorders of speech and hearing

                          LIST OF BOOKS

                          FLUENCY DISORDERS

                          1) Nature and Treatment of Stuttering: New Directions. (1985). Curlee, R.F.and Perkins, W.H. California: college- Hill Press, Inc. ISBN 0-85066-5663.

                          2) The neurophysiology of Developmental stuttering. (1994). Hartman. W.J.London: Whurr Publishers Ltd. ISBN 1-897635-46-x.

                          3) A Handbook of stuttering. (1995). (5th Ed.).Bloodstain O. California: Singular Publishing Group, Inc ISBN 1-56593-395-8

                          4) Disorders of fluency.(1989). (2nd ED.).Dalton P. AAND Hard castle W.J.London Whurr. ISBN 1-871381-07-x.

                          5) Treatment Efficacy for stuttering-A Search for Empirical Bases. (1998). Codes, A.K. and Ingram, R.J. (Eds.). California: Singular Publishing Group. ISBN 1-56593-904-2

                          6) Clinical Management of Motor Speech Disorders in Children. (1999.) Caruso, A.J. and Strand, E.A. (Eds.) N.Y: Thieme. ISBN 0-86577-762-4.

                          7) Clinical management of Stuttering in Older Children and Adult. (1999). Ham R.E. Maryland: Aspen Publishers, Inc. ISBN 1-8342-1117-3

                          8) Producing Speech: Cotemporary Issues. (1995). Bell- Berti, F. and Raphael, L.J. (Eds.). N.Y: AIP Press. ISBN 1-56396-286-1.

                          9) The Three Dimensions of Stuttering- Neurology, Behaviour and Emotion. (2nd Ed.). Logan, R. London: Whurr. ISBN 1-86156-073-7.

                          10) Behavioural Management of Stuttering. (1996). On slow, M. Santiago Singular Publishing Group, Ins. ISBN 1-56593-633-7.

                          VOICE DISORDERS

                          1) Vocal Fold Physiology- Frontiers in Basic Science. (1993). Titre, I.R. (Ed.). S A Diego: Singular Publishing Group, Inc. ISBN 1-87910586-1.

                          2) Principles of Voice Production. (1994). Titre, I.R.NJ: Prentice Hall, Inc. ISBN 0-130717893-x.

                          3) Neurolarynology: Recent Advances. (1991). Hirano, M; Krichner, J.A. and Bless, D.M. (Eds.).

                          California: Singular Publishing Group, Inc. ISBN 1-879105-19-5.

                          4) Diagnosis and Treatment of Voice Disorders. (1996) Rubin J.S; Sataloff, R.T; Korovin G.S. and Gould, W.J.NY: IGAKU-SHOIN Medical Publishers, Inc ISBN 0-89640-276-2

                          5) Medical Speech-Language Pathology- A- Practitioner’s Guide. (1998). Johnson, A.F and Jacobson, B.H.NY; Theism. ISBN 0-86577-688-1

                          6) Clinical Measurement of Speech and Voice. (1996). Baken R.J.California Singular Publishing Group, Inc ISBN 1-56593-809-7

                          7) Professional Voice- the Science and Art of Clinical C are. (1991) Sataloff R.T.NY; Raven Press. ISBN 0-88167-737-x

                          8) Clinical Manual for Laryngectomy and Head and Neck Cancer Rehabilitation. (1993). Casper, J.K. and Colton, R.H. California; Singular Publishing Group, Inc. ISBN; 1-879105-61-6

                          PSYCHOTHERAPY

                          1) Psychotic Disorders in Children and Adolescents-Robert L. Findling S. Charles Schulz, Jived H. Kashani, Elena Harlan. Volume 44- Developmental Clinical Psychology and Psychiatry. 2001 SAGE Publication, Inc. Thousand Oaks, London, New Delhi.

                          2) introduction to councelling and psychotheraphy. Edited by Stephen palmer.2002 Fisrt publication, SAGE Publication, London, thousand Oaks, New Delhi.

                          M 1.2.1 PSYCHOPHYSICS OF AUDITION (75hrs)

                          1) PSYCHOACOUSTICS-REVIEW: (3hrs)

                          Psychophysical Methods- Classical and Modern psychophysical methods.

                          2) THEORY OF SIGNAL DETECTION: (8hrs)

                          Basic concepts- application of signal detection theory/neural network.

                          3) LOUDNESS (10hrs)

                          Absolute Threshold of Hearing.MAP&MAFin air and water. Loudness level, Loudness Scaling-ordinal (Phone) and ratio (Shone), need, application. Fetcher’s Law, Steven’s Power Law and their derivation. Effect of time, frequency and bandwidth. Role of Cochlea, auditory nerve and CNS. Role of acoustic reflex. Temporal integration. Loudness of Complex sounds/tones. Loudness growth. Parameters of loudness. Psychophysical power law, Recruitment in normal ear, relationship between loudness and pitch.

                          4) PITCH (8hrs)

                          Factors affecting pitch perception (intensity, frequency, duration). Pitch scales (ordinal & ratio) Equal pitch contours. Pitch of complex tone. Pitch of missing fundamental and periodicity pitch. Theories of pitch perception. Abnormalities in pitch perception. JND for frequency. Effects of phase on the pitch of complex sounds.

                          5) DIFFERENTIAL SENSTIVITY FREQUENCY AND INTENSITY AND TIME: (8hrs)

                          Absolute and relative differential sensitivities, methods for measuring differential sensitivity, Weber’s Law, Clinical application.

                          6) PERCEPTION OF QUALITY/TEMBRE AND COMPLEX TONES: (8hrs)

                          Factors affecting perception of timbre. Helmholtz’s theory of quality, Ohm’s acoustical law. Beats, aural harmonics and combination tones.

                          7) MASKING AND CRITICAL BAND CONCEPT: (8hrs)

                          Masking-types, Psychophysical tuning curves. Critical band concept. Critical Band Vs Critical ratio. Methods of measurement of critical band. Concept of auditory filters, frequency resolution, Masking and excitation pattern, central and non-simultaneous masking, two- tone suppression.

                          8) ADAPTATION: (8hrs)

                          Definition, Adaptation Vs Fatigue, methods of studying adaptation, stimulus parameters affecting adaptation, neurophysiological process in adaptation. Fatigue: Definition, NITTS, TLS (Temporary Loudness Shift), and PTS.

                          9) TEMPORAL PERCEPTION: 4hrs)

                          Temporal aspects of hearing, temporal integration in sensitivity and loudness. Effect on Pitch and DL, Time-intensity trade, gap detection, Temporal DL.

                          10) BINAURAL HEARING: (10hrs)

                          Sensitivity (absolute and differential), loudness & Pitch. Temporal dimension in Binaural Hearing. Binaural Phenomenon-beats, rotating tones, Localization Vs Lateralization, factors affecting localization, Neuro-physiological process. Clinical application of localization. Binaural Phenomenon, Binaural Fusion pulsed stimuli, stereophonic effect, JND for dichotic phase.

                          LIST OF BOOKS

                          PSYCHOPHYSICS OF AUDITION

                          1) Stevens, S.S. and Warshofsky, F. (1971). Sound and Hearing. Netherlands: Time Inc. 2) Dallas, P. (1973). Auditory Periphery: Biophysics and Physiology. New York Academics Press.

                          3) Davis, H. and Silverman S.R. (Eds). (1978). Hearing and Deafness. 4th Ed. New York: Holt, Rinehart and Winston.

                          4) Evans, E.F. and Wilson, J.P. (1977). Psychophysics and Physiology of Hearing. London: Academic Press.

                          5) Gelfand, S.A. (1990). Hearing: An Introduction to Psychological Acoustic (2nd Eds). New York Marcel Dekker.

                          6) Gallic, W.L. (1971). Hearing physiology and psychophysics. New York: Oxford University Press.

                          7) Yost, W.A. and Nielsen, D.W. (1985). Fundamentals of Hearing. 2nd Ed. New York: C.B.S. College Publishing.

                          8) Gallic, W.L., Gescheider, G.A. and Friesian, R.A. (1989). Hearing: Physiological Acoustic, Neural Coding and Psycho acoustic. Oxford Univ. Press.

                          9) Speaks, C.E. (1996).introduction to Sound: Acoustics for the Hearing and Speech Sciences. San Diego: Singular Publishing Group Inc.

                          10) Yost A.W. (1994) Fundamentals of Hearing. California: Academic Press Inc.

                          11) Stuart R and Howell, D (1991) Signal and Systems for Speech and Hearing California Academic Press Inc.

                          12) Warren, R.M. (1999) Auditory Perception-A New Analysis and Synthesis, U.K.: Cambridge University Press.

                          13) Littler, J.S.(1965). Physics of the Ear. Oxford: Par gammon Press.

                          14) Busses, P., Impart, M. and Kay, R.H. (1992). Audition. Cambridge: MIT press.

                          JOURNALS:

                          - Ear and Hearing

                          -Hearing Research

                          – JAR

                          –JSHR

                          – Scandinavian Audio logy

                          M 1.2.2 AUDITORY PHYSIOLOGY (75hrs)

                          1) EXTERNAL EAR- ANATOMY and PHYIOLOGY (6hrs)

                          Phylogeny and ontogeny of development. Role of pinna and external auditory meat us, Resonance and diffraction properties.

                          2) MIDLLE EAR–ANATOMY & PHYSIOLOGY (10hrs)

                          Phylogeny and ontogeny of development. Middle ear impedance matching transformer action, Acoustic and non- acoustic reflexive pathways Eustachian tube function.

                          3) COCHLEA – ANATOMY (10hrs)

                          Phylogeny and ontogeny of development. Macro & Micro-anatomy including cochlear fluids, blood supply innervations.

                          PHYSIOLOGY

                          Cochlear mechanics- basilar membrane mechanics- Historical and current status, cochlear electro physiology, cochlear potentials their generation and properties, cochlear transduction, Otoacoustic emission, other recent advances.

                          4) AUDITORY NERVE- ANTOMY (10hrs)

                          Structure and ton topic organization. Physiology: Neurotransmitters in the auditory system: types of synapses, Neurotransmitters Vs Neuro-modulators, properties and functions of neurotransmitters. Afferent & efferent neurotransmitters. Electro physiology- Action potential generation properties, stimulus coding in auditory nerve. Frequency, intensity and temporal coding, Single nerve and compound tuning curves.

                          5) THEROIES OF HEARING (8hrs)

                          Critical Evaluation

                          6) CENTRAL AUDITORY PATHWAYS (8hrs)

                          Afferent (Ascending) pathway and anatomy and ton topic organization in central auditory. System.

                          PHYSIOLGY

                          Neuron-physiology of the central audition pathway, stimulus coding at various levels in the CANS.

                          7) AUDITORY CORTEX (8hrs)

                          Anatomy and ton topic organization of the primary and secondary auditory area. Neuro-physiology of auditory area.

                          8) EFFERENT PATHWAYS- ANATOMY (7hrs)

                          Function of efferent path ways. Effect on cochlear physiology and auditory nerve and C.N. perception of auditory stimulus, protective function.

                          9) VESTIBULAR SYSTEM – ANATOMY AND PHYSIOLOGY (8hrs.)

                          – Afferent vestibular pathways. – Physiology of human balance functions.

                          LIST OF BOOKS

                          AUDITORY PHYSIOLOGY

                          1. Sahley, T.L., Nodas, R.H. and Musiek, F.E. (1997). Efferent auditory system; structure and function. San Diego; Singular publishing group, Inc.

                          2. Berlin, C, (Ed). (1984). Hearing science, San Diego, California: College Hill press.

                          3. Berlin, C. (Ed) (1996). Hair cells and hearing aids. London: Singular publishing group. 4. Dallos, P. (1973). Auditory periphery: Bio-physics and physiology. New York academic press.

                          5. Durrant, J.D. and Lovrinic, J.H. (1995). Bases of hearing science, 3rd edition, Baltimore: Williams and Wilkins.

                          6. Evans, E.F. and Willson, J.P. (1997). Psychophysics and physiology of hearing, London: Academic press.

                          7. Gelfand, S.A. (1990). Hearing: an introduction to psychological acoustic 2nd edition New York: Marcel Dekker.

                          8. Gullick, W.L. (1971). Hearing physiology and psychophysics. New York: Oxford University press.

                          9. Moore, B.C.J. (1982). An introduction to psychology of hearing, 2nd edition London: academic press.

                          10. Moore, B.C.J. (Ed). (1995). Hearing: San Diego, California: academic press.

                          11. Pickles, J.D. (1992). An introduction to physiology of hearing. New York: academic press.

                          12. Tobias, J.V. (Ed). (1970). Foundation of modern auditory theory, vol.1. New York: academic press.

                          13. Tobias, J.V. (Ed). (1972). Foundation of modern auditory theory, vol.2. New York: academic press.

                          14. Yost, W.A. and Nilesen, D.W. (1985). Fundamentals of hearing. 2nd edition New York: C.B.S. college publishing.

                          15. Gullick, W.L. Gescheider, G.A. & Frisina, R.A. (1989). Hearing: physiological acoustics, neural coding and psycho-acoustic. New York: Oxford University press.

                          16. John, F. and Santos, S. (Ed). (1989). Physiology of the ear. New York: Academic press.

                          17. Yost A.W. (1994). Fundamental of hearing. California: Academic press Inc.

                          18. Aitkin, L. (1990). Auditory Cortex: Structural and Functional Basis of Auditory perception. London: Chairman & Hall.

                          19. Keidel, W.D. and Neff, W.D. (Ed.). (1975). Auditory System. Handbook of Sensory Physiology.Vol.1&2. New York: Springer Verlag.

                          20. Kahane. J.C. and Folkins. J.G. (1984). Atlas of speech and Hearing Anatomy. Ohio: Charles Merrill Publishers.

                          21. Moller, A.R. (1983). Auditory Physiology. New York: Academic press.

                          22. Musiek, F.E. and Hoffman. D.W. (1990). An introduction into the functional neurochemistry of the auditory system. Ear and Hearing, 11 (6).395-402.

                          23. Musiek, F.E. (1986). Neuroanatomical, Neuro-physiology and Central

                          Auditory assessment. Part I. Brain stem. Ear and Hearing.7.202 – 219.

                          24. Musiek, F. (1986). Neuroanatomical, Neuro-physiology and Central Auditory assessment. Part II. The Cerebrum. Ear and Hearing.7.349 – 358.

                          25. Musiek, F. (1986). Neuroanatomy, Neuro-physiology and Central

                          Auditory assessment. Part III. Corpus Collosum and Efferent Pathways Ear and Hearing.7.349 – 358.

                          26. Zemlin W.R. (1988). Speech and Hearing Sciences. Anatomy and Physiology. New Jersey: Prentice Hall.

                          27. Altschuler, R.A. and Hoffman, D.W. (1986). Neurobiology of Hearing. The Cochlea. New York: Academic press.

                          28. Busser, P., Imbert M. and Kay, R.H (1992). Audition Cambridge: MIT press.

                          JOURNALS

                          -Ear and Hearing.

                          -Hearing Research.

                          -Hearing Research.

                          –JAR.

                          –JSHR.

                          – Scandinavian Audiology.

                          M 1.3.1: LINGUISTICS IN CLINICAL PRATICE/INDEPENDENT PROJECTS (75hrs) 1) Fundamentals of Linguistics for clinicians: (12hrs)

                          a) Terminologies and concepts of linguistics: Linguistics dichotomies – selection and combination – competence and performance – Langue and Parole etc.

                          b) Semantic relationship: associations, fields and features – categories, complexes and retrieval.

                          c) Pragmatics: Theoretical issues – Dixie and Anaphora – Definiteness – Discourse (focus on understanding normal and disordered language).

                          2) Psycholinguistics and language acquisition: (12hrs)

                          – Issues involved in language acquisition – Mothers – Second language acquisition – Language acquisition in bi – and multi – lingual environments.

                          3) Language and Thought: (5hrs)

                          Their relationship and dependency in language acquisition.

                          4) Neurolinguistics – Language and the brain – Localization – Left brain – right (15hrs) brain differences – Coding and decoding – Neuroanatomical and Neuropsychological bases of language learning and dysfunction – Linguistics and Psycho-neurolinguistic models of language pathology.

                          5) Scope of clinical linguistics – (12hrs)

                          a) Linguistics and assessment of speech language impairment Speech (12hrs) production –Speech perception – Phonology – syntactic assessment – Semantics – Pragmatics – Prosody – Determining speech intelligibility using segmental, phonological, prosodic and electropalatography studies – Linguistic profiling for language impairments.

                          b) Application of linguistics to the study of speech- language impairments – (12hrs) Acquired aphasia – stuttering – developmental language disorders - developmental speech disorders and acquired neurogenic disorders.

                          C) Application of psycholinguistics to intervention. Theoretical issues (5hrs) and clinical applications.

                          6) (2hrs) Review of current literature and research designs in clinical linguistics. (2hrs)

                          LIST OF BOOKS

                          LINGUISTICS IN CLINICAL PRATICE

                          Essential:

                          1) Linguistics in Clinical Practice. Grundy, K. (2nd Ed.). (1995). Whurr Publishers. ISBN 1-897635-52-4

                          2) Advances in Applied Psycholinguistics Vol.1 and 2. Disorders of First Language Development and reading, Writing and Language learning. Rosen berg, S. (Ed.). (1987). Cambridge University Press. ISBN 0-521-31732-0 V.1: Paper Back, ISBN 0-521-31732-0 V.2: Paper Back.

                          3) Theoretical Linguistics and Disordered Language. Ball, M.J (Ed.). (1988). London: Croon Helm. ISBN 0-7099-5012-8.

                          4) Pragmatics of Language. Clinical Practice Issues. (Ed.). Gallagher, T.M. (1991). Singular Publishing Group, Inc. ISBN 1-879105-10-1.

                          5) Case Studies in Clinical Linguistics. (Ed.). Perkins, M. and Howard, S. (1995). UK: Whurr Publication. ISBN 1-897635-75-3.

                          6) Linguistics and Aphasia: Psycholinguistics and Pragmatic Aspects of intervention. Lesser R. and Milroy L. (1993). Long Mann. ISBN 0582-02221-5.

                          7) The clinician’s guide to linguistic profiling of language impairment. Ball, M.J. (1992). Great Britain: Far Communication Ltd. ISBN 0-9514728-87.

                          Additional:

                          1) Child Language and Development Dysphasia – Clansmen, H. Studies in Speech Pathology and Clinical Linguistics. (1988). Amsterdam: John Benjamin Publishing Co.ISBN 90-272-4332-8.

                          2) First and Second Language Phonology. Yavas M. (Ed.). (1994). San Diego: Singular Publishing Group. ISBN 1-56593-167-X.

                          M 1.3.2: ADVANCE STATISTICS AND RESEARCH METHODS (75hrs)

                          A. Statistics:

                          1) Statistics – purpose – approach-method-measures of central tendency-dependability of these measures research applications.

                          2) Measures of variability – types and meaning of various measures – research applications.

                          3) Standard scored – 1 scores – normal distribution deviations – skew ness and kurtosis – conditions of applications – limitations in interpretation.

                          4) Theory of probability – principles and properties of normal distribution – binomial distribution – interpretation of data using the normal probability curve – causes of distribution – deviations from the normal forms.

                          5) Correlation – meaning – coefficient of correlation – linear correlation – product – moment correlation – rank correlation, biserial correlation, tatracoric correlation partial and multiple correlation – regression equation.

                          6) Variance – concept – foundations – assumptions – one way classification. ANOVA, MANOVA, ANOOVAM, MANCOVA.

                          7) Item analysis – item pool – its selection – item difficulty item variance – item conduction – time validity – difficulty index.

                          8) Non-parametric statistics – its nature and condition and application- non-parametric analysis of variance and measures of association – tests of difference with correlated and uncorrelated date – tests of similarity.

                          9) Selection appropriate statistical methods in the research.

                          B. Research Methods:

                          1) Methods of research in behavioural sciences – research designs – measuring – purpose – principles needs – applications between group designs and single subject research designs.

                          2) Basic of research – science scientific approach – problems – hypothesis constructs – variables.

                          3) Types of research – expirical rationale – experimental and export-factor research laboratory experiments – field studies – survey research- fundamental research – epidemiology – clinical and applied research.

                          4)Techniques of sampling – sampling and randomness – principles of randomisation – random assignment – methods – random sampling – stratified sampling, incidental sampling – purposive samples of one to tone matched sampling – size of sample.

                          5) Measurement – foundations – types – reliability – validity.

                          6) Variance – implication to research – variance control.

                          7) Techniques of equation – experimental and control groups – matching and randomisation – advantages, disadvantages and limitations.

                          8) Research designs – poor designs, good designs – various types of group designs – various types of single subject research designs.

                          9) Analysis and interpretation – principles, indices – cross – breaks – factor analysis – multivariate statistics – time series analysis.

                          10) The research report – cardinal characteristics – purpose – structure presentation and writing style.

                          LIST OF BOOKS

                          ADVANCE STATISTICS AND RESEARCH METHODS

                          Essential:

                          1) Clinical Research in Communication Disorders. (2nd Edition). Principles and Strategies. M.N. Hegde.

                          2) Introduction to Clinical Research in Communication Disorders. Mary and Grace.

                          3) Pannbacker, M.H. and Middleton, G.F. (1994). Introduction to Clinical Research in Communication Disorders. San Diego: Singular Publishing. ISBN 1-56593-219-6.

                          4) Maxwell, D.L. and Satake, E. (1997). Research and Statistical Methods in Communication Disorders.

                          Baltimore: Williams and Wilkins, ISBN 0683-05-655-7.

                          1. Stein, F. and Cutler, S.K. (1996). Clinical Research in Allied Health and Special Education. San Diego: Singular Publishing Group. Inc. ISBN 1-56593-6310.

                          Additional:

                          1) Portney, L.G. and Wilkins, M.P. (1993). Foundations of Clinical Research. Connectient: Appleton and Lange. ISBN 0-8385-1065-5.

                          2) Woods, A., Fletcher, P. and Hughes, A. (1986). Statistics in Language Studies. Cambridge: University Press. ISBN 0-521-253268.

                          CLINICAL PRACTICUM IN SPEECH LANGUAGE PATHOLOGY

                          Objectives:

                          At the end of the year the student will be able to:

                          1) Acquire skills to put the theoretical concepts into practical application.

                          2) Develop proficiency in administering special tests.

                          3) Develop proficiency in independently carrying out a case study.

                          4) Develop skills to envisage a project in a particular sphere if activity.

                          5) To develop skills in documentation.

                          Clinical Practicum Work:

                          1) To independently carryout assessment for various communication disorders.

                          2) To independently carryout intervention program effectively.

                          3) To develop skills in documentation diagnostic and intervention information.

                          4) To develop proficiency in instrumental assessment and interpretation.

                          5) To plan and execute a program for clinical use/public education in a particular sphere including appropriate material.

                          6) To present a comprehensive case study utilizing relevant theoretical concepts.

                          CLINICAL PRACTICUM IN AUDIOLOGY

                          1.Calibration of audiometer. Rise-decay time. Measurement, distortion measurement, calibration of warble tone.

                          2. Preparation of case reports.

                          3. Knows to

                          - Select appropriate diagnostic test,

                          - Administer ABR Independently,

                          - Interpret test profile,

                          - Design simple experiments with the help of supervisor.

                          4. Independently carryout hearing aid evaluation using functional gain measures including, (1) Selection and administration of appropriate test procedures, (2) Select hearing aids, (3) make appropriate recommendations.

                          5. Measuring electro-acoustic characteristics of hearing aid as per the established standards for: - Body level hearing aids, - Ear level (behind the ear) hearing aid, - Hearing aids with AVC Circuit.

                          6. Preparation of speech reading lessons and activities for auditory training.

                          7. Necessary instrumentation for recording calibration tone, tape recording with noise.

                          SECOND YEAR POST GRADUATE COURSE

                          Objectives:

                          Speech:

                          1. To develop skills to critically evaluate diagnosis and intervention of various communication disorders.

                          2. To develop skills to critically evaluate and review literature and research in the field of speech language pathology.

                          3. To plan and carry out research under supervision and present a dissertation. Audiology:

                          At the end of the course, the students should be able to do the following:

                          1. Understand the acoustic of speech, theory of speech perception, methods used to study speech perception.

                          2. Understand the perception of throw visual, tactile and cochlear in plant modes.

                          3. Know the methods of predicting and measuring speech intelligibility, factors affecting speech intelligibility.

                          4. Understand the issues involved in the perception of speech \in the hard of hearing & known the relevance of the same in their evaluation and management.

                          5. Understand the issues in processing of phonological, morphological, syntactic, semantic and pragmatic aspects of language.

                          6. Troubleshoot, maintain and calibrate audiological (diagnostic as well as rehabilitative) instruments, aids and appliances.

                          7. Undertake hearing screening by opting for appropriate tools and techniques for various populations.

                          8. Prepare comprehensive audiological evaluation reports after undertaking the indicated evaluations in corporating the non- audiological reports for various types of disorders.

                          9. Hearing assessment (diagnostic and rehabilitative) of special population such as deaf – blind, MR, cerebral palsied others.

                          10. Hearing assessment and management of cases with central auditory processing disorders.

                          11. Evaluation of patients with vestibular disorders, tinnitus and functional hearing loss. 12. Selection of appropriate amplification for infants/children, adults, geriatric population. Evaluation of the amplification systems.

                          13. Identifying patients for implant able aids their assessment and post- implant management.

                          14. Guide the patients for their overall rehabilitation i.e. auditory/language training educational placement.

                          15. Aware of the process, care and issues in disability evaluation and certification.

                          COURSE CONTENT

                          M.Sc II PAPER TITLE Hrs. /Wk TOTALMARKS

                          Speech Pathology

                          M 2.1.3 Advances in language acquisition and 3hrs 80 + 20

                          Developmental language disorders

                          M 2.1.4 Advances in adult language disorders. 3hrs 80 + 20

                          M 2.1.5 Clinical phonology and neuro-motor 3hrs 80 + 20 Speech disorders.

                          Audiology:

                          M 2.2.3 Speech perception. 3hrs 80 + 20

                          M 2.2.4 Seminars in diagnostic Audiology. 3hrs 80 + 20

                          M 2.2.5 Seminars in management of the hearing 3hrs 80 + 20

                          Impaired.

                          Dissertation

                          CLINICAL PRACTICUM

                           

                          Internal

                          Internal + External

                          Speech pathology

                          100

                          100

                          Audiology

                          100

                          100

                          Total

                          200

                          200

                           

                           

                           

                           

                           

                           

                           

                           

                          M 2.1.3: ADVANCE IN LANGUAGE ACQUISITION AND CHILDHOOD LANGUAGE DISORDERS (75hrs)

                          1. (6hrs) Clinical review of current theories of language acquisition and its application to assessment and intervention.

                          2. (4hrs) Overview of Neuroanatomical and neuropsychological correlates of language acquisition.

                          3. (5hrs) Models language processing (Lichtheim’s model, logogen model, Micro genetic model).

                          4. Overview of: (15hrs.)

                          1) Word recognition and production-Spoken, Visual.

                          2) Sentence comprehension and production

                          3) Processing of phonological morphonological, syntactic, semantic and pragmatic aspects of language.

                          4) Information processing skills.

                          5. (10hrs) Memory in communication disorders: Short term memory, working memory, and their importance in language processing. Serial and long term memory. Visuospatial perception, motion perception. Attention – Types of attention, Development of attention.

                          6. (10hrs) Language development in exceptional circumstances extreme deprivation, bilingual language exposure, twins, visual handicap, Williams syndrome (disassociation between language and cognitive functions), Hearing loss, Dysphasia, Learning disabilities, Dysphasia, acquired childhood aphasia.

                          7. (6hrs) Contemporary concepts and issues in Autism, SLI and LLD.

                          8. (4hrs) Cross-cultural considerations in assessment and management of developmental language disorders.

                          9. (10hrs) Specific assessment and intervention approaches for various developmental language disorders.

                          10. (5hrs) Reading, Spelling and Writing Disorders. Neurobiology of reading and writing. Phonological Awareness and Reading. Evaluation treatment approaches.

                          11. Counselling – meaning, scope – principles of counselling – types of counselling – individual, group and family, parental, vocational, educational, rehabilitative – behavioural counselling in the context of speech, language disorders.

                          12. Special psychotherapies – play therapy, group therapy, family therapy, and psychodrama – intensive psychotherapy, brief psychotherapy to children with speech and language disorders.

                          LIST OF BOOKS

                          ADVANCES IN LANGUAGE ACQUISITION AND CHILDHOOD LANGUAGE DISORDERS:

                          1) Intervention Planning for Children with Communication Disorders – A Guide for Clinical Practicum and Professional Practice (1994) Prentice – Hall. Inc. New Jersey. ISBN 0-13-138421-X.

                          2) Cross Culture Perspectives in Language Assessment and intervention. Topics in Language Disorders Series. Butler, K.G. (1994). U.S.A.: Aspen Publication. ISBN 0-8342-0594-7, Series 0-8342-0590-4.

                          3) Differential Diagnosis in Speech-language Pathology – Philips, B.J. and Scello, D. (1998). Butter worth – Heinemann, ISBN 0-7506-9675-3.

                          4) Language Development in Exceptional Circumstances. Bishop, D & Mogford, K. (Ed.) (1993). U.K.: Erlbaum Associates Ltd., Publishers. ISBN 0-86377-3087.

                          5) Language Disorders: A Functional Approach to Assessment and Intervention. Owens, R.E. (Jr.). (1991). U.S.A.: Macmillan Publishing Company. ISBN 0675-20773-8.

                          6) Development Disorders of Language. (2nd Edition). Adams, c., Brown, B. and Edwards, M. (1999). London: Whurr Publishers Ltd. ISBN 1-86156-020-6.

                          7) Children with Specific Language Impairment. Leonard, L.B. (1998). MA: MIT Press. ISBN 0-262-12206-5.

                          8) An Integrative Approach to Language Disorders in Children. Car row – Wool Folk, E. & Lynch, J.I. (1982). USA: Grune and Stratton, Inc. ISBN 0-80891406-5 0-8089-1713-7 (pbk).

                          9) Memory and Language Impairment in children and Adults. New Perspectives. Gillman, R.B. (1998). U.S.A.: Aspen Publishers, Incising 0-8342-1213-7.

                          10) Developmental cognitive Neuropsychological. Temple. C. (1997). U>K. Psychology Press. ISBN 0-86337-401-6 (pbk).

                          11) Medical Speech Language Pathology. Johnson. A.F. and Jacobson B.H. (1998). New York: Thieme. TNY ISBN 0-*86577-688-1, GTV ISBN 3-13-110531-3.

                          12) Evaluating Theories of Language – Evidence from disordered communication. Dodd’s., Campbell. Rand Worrall. L, (Eds.). (1996). London: Whurr Publishers.

                          13) Speech Language and Communication. Handbook of Perception and Cognition. (2nd Ed.). Miller, J, L.and Eimas, P.D. (Eds.). (1995). California: Academic Press, Inc. ISBN 0-12-497770-7

                          Concealing

                          1) Testing and Assessment in counselling Practice, 2nd Edition-by- C. Edward Watkins, JR., Vieki L. Campbell. 2000 by Lawrence Erlbaum Associates, Publishers Mahwah, New Jersey, London.

                          2) Counselling People with Communication Problem- Peggy Dalton-1994-SAGE Publications, London, Thousand Oaks, New Delhi.

                          3) Interdiction to counselling and Psychotherapy. Edited by Stephen Palmer. 2000 first publication, SAGE publications, London, thousand Oaks, New Delhi,

                          4) Introductions to counselling Skills-Richard Nelson-Jones-2000 SAGE publications Ltd., London, thousand Oaks, New Delhi.

                          M 2.1.4: ADVANCES IN ADULT LANGUAGE DISORDERS (75hrs.)

                          1) (3hrs) Neurological Examination-Cranial nerve examination, motor examination, reflexes.

                          2) (2hrs) Neurological tests and neuroimaging procedures (EEG, EMG, CTScan, MRI, Tran cranial Doppler Ultra-sonography, PET). Applications to communication disorders. 3) (3hrs) Neurobehavioral testing (Attention, Arousal, Memory, Affect, Visuospatial function, Language, Praxis, Gnosis).

                          4) (3hrs) Neurophysiology of aphasia and related disorders. Language and Cerebral dominance. Connectionist explanation of Aphasia. Lesion size, lesion location and aphasia syndrome. Speech Language and the brain.

                          5) (10hrs) Assessment and Diagnosis in Neurocommunication disorders. General Principles, Testing of verbal comprehension, nonverbal skills, verbal expression, functional communication. Test interpretation. Testing right hemisphere function. Assessing the bilingual client.

                          6) (10hrs) Different perspectives in aphasia

                          . – Linguistic investigations of aphasia, semantic studies, phonological studies.

                          – Pragmatics and aphasia (including discourse ability).

                          – Aspects of bilingual aphasia.

                          – Aphasia in the illiterate.

                          7) (10hrs) Advances in aphasia rehabilitation.

                          - Psychological aspects and sociolinguistic perspectives.

                          – Pragmatic approaches to aphasia rehabilitation.

                          – Rehabilitation of the bilingual aphasic.

                          – Assessment of treatment efficacy in aphasia.

                          8) (5hrs) Acquired reading and writing disorders.

                          9) Behavioural and Cognitive symptoms of right hemisphere brain damage. Treatment of patients with right hemisphere brain damage. Prognosis, treatment efficiency and outcome.

                          10) (5hrs) Dementia and communication: Causes of dementia, types of dementia (cortical, sub cortical, vascular, metabolic, toxic, etc.). Language changes in dementia Senile dementia. Bilingual dementia. Assessment and diagnosis treatment. Long-term management.

                          11) (3hrs) Traumatic Brain injuries. Penetrating and non-penetrating injuries. Secondary consequences of TBI, assessment of TBI patients of rehabilitation of TBI patients, treatment outcome.

                          12) (6hrs) Characteristics, assessment, intervention and issues in - Primary Progressive aphasia. – Sub-cortical aphasia. – Schizoaphasia.

                          13) (5hrs) Alternative and Augmentative communication for the language disordered.

                          14) (5hrs) Review of current literature and research design in neurogenic language disorders.

                          LIST OF BOOK

                          ADVANCE IN ADULT LANGUAGE DISORDERS

                          1) An Introduction to neurogenic communication disorders. (4th Edition). (1992). Book shire, R.H. St. Louis: Mosby Year Book. ISBN 0-8151-1295-5.

                          2) Aphasia. (1988). Rose, F.C. Whurr, R. and Wyke, M.A. (Ed). London: Whurr. ISBN 1-870332-66-0.

                          3) Medical speech-language pathology: A Practitioner’s Guide. (1998). Johnson, A.F. and Jacobson, B.H.NY. Thieme. ISBN 0-86577-688-1.

                          4) Aspects of bilingual aphasia. (1995). Paradise, M. (Ed). Great Yarmouth: Galliard (Printers) Ltd. ISBN 0-08-0425704.

                          5) Pragmatics in Neurogenic Communication Disorders. (1998). Paradise, M. Great Yarmouth: Galliard (Printers) Ltd. ISBN 0-080430651-1.

                          6) Linguistic Investigations of aphasia. (2nd Ed.). (1989). Lesser, R. London: Whurr. ISBN 1-870332-77-6.

                          7) Right Hemisphere Communication Disorders: Theory and Management. (1995). Tompkins, C.A. California: Singular Publishing Group, Inc. ISBN 1-56593-176-9.

                          8) Dementia – A Clinical Approach. (2nd Ed.).(1992). Cummins, J.L. and Benson, D.F. US: Buttemorth – Heinemann ISBN 0-7506-9065-8.

                          9) Pragmatic Approaches to aphasia Therapy. (1994). Carlomagno, S. London: Whurr. ISBN 1-870332-94-6.

                          M 2.1.5: CLINICAL PHONOLOGY AND NEUROMOTOR SPEECH DISORDERS (75HRS)

                          A) CLINICAL PHONOLOGY

                          1) (2hrs) an overview of clinical phonology. From articulation to clinical phonology. Medical and linguistic models.

                          2) (3hrs) Critical overviews of current theories of phonology.

                          3) (4hrs) Phonological Awareness: linking speech and literacy problems.

                          4) (6hrs) Disorders of phonology in different clinical Populations.

                          5) (7hrs) Overviews and recent developments in evaluation of phonology.

                          6) (6hrs) Treatment Practices:

                          -Traditional and Phonological intervention. – Motor Vs Cognitive learning. – Procedures based on minimal pairs.

                          --Procedures Based on Imagery.

                          7) (2hrs) Current Literature and research designs in clinical phonology.

                          B) NEUROMOTOR SPEECH DISORDERS

                          1) (3hrs) neurophysiology and functional development of motor control.

                          2) (10hrs) Assessment Procedures. Perceptual, Acoustic and aerodynamic analysis. Formal and informal tests. (Structural, or sensory examination, non-speech, speech). Electromyography and speech imaging.

                          3) (8hrs) Review of different types of dysarthria and apraxia.

                          4) (2hrs) Differential diagnosis of motor speech disorders: dysarthria, apraxia and secondary to hearing loss.

                          5) (5hrs) Prognostic issues and treatment procedures for the different types of dysarthria. 6) (4hrs) Treatment of developmental dysarthria. Apraxia and phonological disorders with motor speech involvement.

                          7) (3hrs) Future needs in treatment outcome and efficacy research in motor speech disorders.

                          8) (2hrs) AAC: overview of AAC for motor speech disorders.

                          9) (2hrs) Current literature and research designs in Neuromotor speech disorders.

                          10) Dysphasia:

                          (1) (2hrs) Issues in paediatric feeding and swallowing.

                          (2) (4hrs) Neurogenic swallowing disorders. Causes, symptoms and clinical types. Assessment intervention.

                          LIST OF BOOKS

                          CLINICAL PHONOLOGY AND NEUROMOTOR SPEECH DISORDERS

                          Essential:

                          1) Perspectives in Applied Phonology. (1997). Hodson, B.W. and Edwards, M.L. Maryland: An Aspen Publication. ISBN 0-8342-0881-4.

                          2) Clinical phonology. Assessment of Articulation Disorders in Children and Adults. (1996). Klein, E.S. California: Singular Publishing Group, Inc. ISBN 1-56593-6027.

                          3) Phonological Theory and the Misarticulating Child. ASHA Monographs. (1984). (Number 22 Ed.). Elbert, M., Dinnsen, D.A. and Weismer, G. ISBN 0066071X.

                          4) Phonological Disability in children. (2nd Ed.). Studies in Disorders of Communication. (1989). Ingram. Cole and Whurr Ltd. ISBN 1-87138405-3.

                          5) Clinical Management of Motor Speech Disorders in Children. (1999). Caruso, F.J. and Strand, E.A New York: Thieme. ISBN 86577-7624 (TNY). ISBN 3-13-111381-2 G.T.V. 6) Motor Speech Disorders- A Treatment guide. (1991). Dworkin, P. J. St. Louis: Mosby Year Book, Inc. ISBN 155664-223-7.

                          7) Clinical Management of Neurogenic Communication Disorders. (1985). Johns, D.E. Boston: Allyn & Bacon.

                          8) Motor Speech Disorders: Substrates, Differential diagnosis and management. (1995). Duffy, J. R. St. Louis: Mosby.

                          9) Neuromotor Speech Disorders- Nature, Assessment and Management. (1998). Cannito, M. P., Yorkston, K.M. and Beukelman, D.R.

                          10)evaluation and treatment of swallowing Disorder(1983). Logemann,J.

                          11) Medical Speech-Language Pathology: A Practitioner’s Guide. (1998). Johnson, A.F. and Jacobson, B.H.NY: Thieme. ISBN 0-86577-688-1.

                          Additional:

                          1) Targeting Intelligible Speech. A Phonological approach to remediation. (1983). Hodson, B.W. and Paden E.P. California: College Hill Press. ISBN 0933014-28-7.

                          2) Development Speech Disorders: Clinical Issues and Practical Implementations. (Ed.). (1990). Grunwell, P. UK. ISBN: 0-443-039925.

                          3) The Nature of Phonological Disability in Children. (1981). Grunwell, P. London: Academic Press, Inc. ISBN 0-12-305250-5.

                          M 2.2.3: SPEECHPERCEPTION (75hrs)

                          1) (5hrs) Introduction to speech perception, acoustics of speech in relation to production. Coding of speech in the auditory pathway.

                          2) (8hrs) Theories of Speech perception: Acoustic theory, Neurological theories, motor theory, Analysis by Synthesis, Parametric Synthesis, Articulatory synthesis. 4) (6hrs) (A) Perception of vowels and consonants in infants and adults. (B) Effects of co-articulation on speech perception. 5) (6hrs) Perception of speech through the visual and tactile modes and through cochlear. Implants. 6) (6hrs) Dichotic listening: Definition, theories, factors affecting, application to speech and hearing. 7) (8hrs) Short term memory and speech perception of consonant and vowels, in short term memory. 8) (8hrs) Speech intelligibility: (a) Methods of predicting and measuring speech intelligibility. (b) Factors influencing speech intelligibility. (c) Application to speech and hearing. 9) (6hrs) Perception of speech in the hard of hearing – Vowels, consonants, Co articulation, supra segmental. Perception of speech through visual and tactile modality, through cochlear implants. Speech perception in adverse listening conditions- comparison of normal Vs hearing impaired. 10) (6hrs) Information processing skills: (a) Sequential processing skills. (b) Simultaneous processing skills. 11) (8hrs) (a) Word recognition – spoken – visual. (b) Sentence comprehension. (c) Processing of phonological morphological syntactic, semantic and pragmatic aspects of language.

                          LIST OF BOOKS SPEECH PERCEPTION

                          1. Keller, E. (1994). Fundamentals of speech synthesis and speech recognition, basic concepts, state of the Art and Future Challenges. New York: John Wiley and Sons. 2. Kuhl, P.K. (1980). Infant Speech Perception: Reviewing Data on Auditory Category Formation. In P.L. Levinson and C. Sloan (Ed.). Auditory Procession and Language – Clinical and Research Perspectives. New York: Grune & Stratton. 3. Kuhl, P.K. (1979). The perception of speech in early infancy. In N. Lass (Ed.). Speech and language advances in basic research and practice. Vol.I. New York: Academic Press. 4. Kuhl, P.K. (1982). Perceptual constancy of speech-sound categories. In G.H. Yeni-Konoshian, J.F. Kavanaugh and C. Ferguson (Ed.). Child phonology, Vol.2, Perception, New York: Academic Press. 5. Kuhl, P.K. (1982). Speech perception: An overview of current issues. In N.J.Lass, L.V.McReynolds, L.V., Northern, J.L. and Yoder, D.E. (Ed.). Speech, Language and hearing. Vol.1. Normal process, Philadelphia: W.B. Saunders Company. 6. Lass, N.L. (Ed.). (1976). Contemporary issues in experimental phonetics. New York: Academic Press. 7. Lehiste, I. (1972). The units of speech perception. In J.H.Gibert (Ed.). Speech and cortical functioning. New York: Academic Press. 8. Lieberman and Mattingly (1985). Motor theory revised. Haskins laboratory report. 9. Linggard. , R. (1985). Electronics synthesis of speech. Cambridge: Cambridge University Press. 10. Aniswoth, W.A. (1976). Mechanisms of speech recognition. International series in natural philosophy.Vol.85, Oxford: Pergamon press. 11. Borden, G.J. and Harris K.S. (1980). Speech science primer: Physiology, Acoustics and Perception of speech. London: Williams and Wilkins. 12. Cohen, A and Nooteboom, S.G. (Ed.). (1975). Structure and process in speech perception. New York: Springer – Verlag. 13. Cole R.A. (1977). Invariant feature and feature detectors: Some developmental implications. In S.J. Segalowitz and F.A.Gruber (Ed.). Language development and neurological theory. New York: Academic Press. 14. Elimas, P. and Miller, J.L. (Ed.). (1981). Perspectives on the study of speech. New Jersey: Lawrence Erlbaum Associates. 15. Fant, G., and Tathem, M.A. (Ed.). (1975). Auditory analysis and perception of speech. New York: Academic Press. 16. Fry, D.B (1979). Physics of speech. Cambridge University Press. 17. Keller, E. (1994). Fundamentals of speech synthesis and speech recognition, basic concepts, state of the art and future challenges. New York: John Wiley & Sons. 18. Miller, J.L.and Eimas. P.D. (1995). (Ed.). Speech, Language and communication. New York: Academic Press. 19. Nakagawa S., Shikano K. and Tohdura. Y. (1995). Speech, hearing and neural network models. Ohmsha IOS Press, Amsterdam. 20. Niggards L.C. and Pisoni D.B. (1995). Speech perception: New directions in research and theory. In J.L. Miller & P.D. Eimas (Ed.). Speech language and communication. San-Diego: Academic Press. 21. Pickett. J.M. (1980). The sounds of speech communication: A primer of acoustic phonetics and speech perception. Boston: Allyn and Bacon Press. 22. Mody M., Studdert Kennedy, M., and Brady S., (1994-95). Speech perception deficits in poor readers: Auditory perception of speech – An introduction to principle and problems. New Jersey: Lawrence Erlbaum Associates. 23. Saito S. (1992). (Ed.). Speech science and technology. Tokyo: Oshmsha Ltd. 24. Sanders D.A. (1977). Auditory perception of speech. An introduction to principle and problems. New Jersey: Prentice Hall. 25. Stevens. K.N. and Blumstein, S.E. (1981). The search for invariant acoustic correlates of phonetic features, in P.Eimas and J.L. Miller. (Ed.). Perspectives on the study of speech. New Jersey: Lawrence Erlbaum Associates. 26. Tohdura, Y., Vatikiotis- Bateson, E. and Sagisaka, Y. (1992). Speech perception, production and linguistic structure. Tokyo: Ohmsha, IOS Press. 27. Wathen-Dunn, W. (Ed.). (1967). Model for the perception of speech and visual form. Proceedings of a symposium Cambridge: The MIT Press. 28. Pavlonic, C.V. (1987). Derivative of primary parameters and procedures for use in speech intelligibility prediction. JASA, 82,413-422. 29. Pickett, J.M. and E.M. Danaher. (1975). On discrimination of formant transitions by persons with severe sensorineural hearing loss. In G.Fant and M.A. Tathem (Eds.). Auditory analysis and perception of speech. New York: Academic Press. 30. Pickett, J.M. Ravoile S.G (1979). Feature discrimination by persons with sensorineural hearing impairment. In B. Linblom & S. Ohman (Ed.). Fronties of speech communication research. 31. Warren, R.M. (1999). Auditory perception. A new analysis and synthesis. UK: Cambridge University Press. 32. Anis worth, W.A. (1990). Advances in speech, hearing and language processing Vol. I. London: Jai Press Ltd. 33. Cox. R.M.and McDaniel, D.M. (1989). Development of speech intelligibility rating test for hearing aid comparisons. JSHR, 32. 347-352.

                          34. Flanagan J.L. (1972). Speech analysis, synthesis and perception. 2nd Ed. New York: Springer- Verlag. 35. Denis, P. and Pinson, E. (1996). Speech chain. Belton Lab. 36. Durant, J.D. and Lovrinic, J.H. (01977. Bases of hearing science. Baltimore, William & Wilkins.

                          M 2.2.4. SEMINARS IN DIAGNOATIC AUDIOLGY (75hrs.)

                          1. Audiological diagnostic instruments: (6hrs). Procurement, Installation, Calibration and Maintenance.

                          2. Hearing Screening: (6hrs.) Definition, Justification/need for screening types/technique of Screening, Sensitivity, Specificity, Cost-benefit analysis, Screening procedures with regard to Indian context. Limitations and benefits of screening. Implications with regard to prevention of hearing loss. Issues of abortion, genetic counselling, and hearing conservation programs. Community based prevention approaches. Effects of WHO and Government of India.

                          3. Audiological (Pure ton, Speech and Immittance Audiometry, Evoked potentials & OAE) and Histopathological findings in: (10 hrs.) i) External ear and middle ear diseases ii) Meniere’s diseases iii) Acoustic neoroma iv) NIHL and acoustic Trauma v) Otoxicity vi) Presbycasis vii) Sudden hearing loss viii) Hearing loss of vascular origin ix) hearing loss associated with systematic diseases x) Hereditary deafness- syndromes- advances in genetics xi) Auditory Neorothpy

                          4. Non- Audiological Tests in the diagnosis of auditory disorders (8 hrs) i) Radiological techniques ii) ENG iii) CT scan iv) Caloric tests v) Other

                          5. Assessment of auditory disorders in special population (6 hrs) Such as deaf- blind, MR, Autism, cerebral palsy, specific language disorders, attentions deficient disorder, hyperacusis.

                          6. Central auditory disorder; (8 hrs) Theoretical basis, classification, conditions in which CAPD exit in adults and in children, behavioural tests, objective tests, Co- relation of audiological with non- audiological finding in CAPD, influence of linguistic variation in assessment

                          7. Evaluation of patients with vestibular disorders: (6hrs) Harmful effects of vibration on balance mechanism.

                          8. Tinnitus: (6hrs) Condition associated with tinnitus, types of tinnitus, tinnitus evaluation.

                          9. Non-organic hearing loss (8hrs).

                          10. (3hrs) Comprehensive reporting of audiological findings. Audiologist as a witness in medico-legal cases.

                          11. (8hrs) Audiological practice in rural areas, paediatric set up, Otoleryngological set up, Neurological set up, Industrial set up, school set up. Audiologist as a Private Practitioner. Role and scope of Forensic Audiologist. Medico-legal aspects. Legislations related to the field of Audiology.

                          LIST OF BOOKS

                          SEMINARS IN DIAGNOSTIC AUDIOLOGY

                          1. Alford, B.R. and Jerger, S. (Ed). (1993). Clinical Audiology: The Jerger Perspective. San Diego: Singular Publishing Group, Inc.

                          2. Biswas, A. (1995). Clinical audio – vestibulometry for otologists and neurologists. Bombay: Bhalani Publishing House.

                          3. Hall, J.W. and Mueller, H.G. (1997). Audiologist’s Desk Reference Vol.1: Diagnostic Audiology Principles, Procedures and Protocols, San Diego: Singular Publishing Group.

                          4. Hayes, D. and Northern J.L. (1996). Infants and Hearing, San Diego: Singular Publishing Group.

                          5. Luxon, L.M. and Davis, R.A. (Ed.). (1997). Handbook of vestibular rehabilitation. San Diego: Singular Publishing Group, Inc.

                          6. Mencher, G.T., Gerber, S.E. and McCombe, A. (1997). Audiology and Auditory Dysfunction Boston: Allyn and Bacon.

                          7. Mendel L.L. and Danhaurer, J.L. (1997). Audio logic evaluation and management and speech perception assessment. San Diego: Singular Publishing Group, Inc.

                          8. Musiek, F.E., Baran, J.A. and Pinherio, M.L. (1994). Neuroaudiology: Case studies, San Diego: Singular Publishing Group.

                          9. Roland, P.S., Marple, B.F. and Meyer Hoff, W.L. (1997). Hearing loss. New York: Thieme.

                          10. Ross R.J. (1996). Roeser’s Audiology Desk reference: A guide to the Practice of Audiology. New York: Thieme.

                          11. Sataloff, R.T. and Sataloff, J. (1993). Hearing Loss. New York: Marcel Dekker.

                          12. Soucek, S. and Michaels, L. (1990). Hearing Loss in the Elderly: Audiometry, Electro physiologic and Histopathological aspects. London Springer – Verlag.

                          13. Van De Water, T.R., Popper, A.N. and Fay. R.R. (Ed.). (1996). Clinical aspects of hearing. New York: Springer.

                          14. Hall. J.W. (1992). Handbook of Auditory Evoked Responses. Massachusetts. Allyn and Bacon.

                          15. Ferraro. J.A. (1997). Laboratory exercises in auditory evoked potentials. San Diego: Singular Publishing Group, Inc.

                          16. Hood, L.J. (1998). Clinical applications of auditory brainstem response. San Diego: Singular Publishing Group, Inc.

                          17. Jacobson, J.T. (Ed.). (1985). Auditory brainstem response. London: Taylor and Francis.

                          18. McPherson, L.D. (1995). Late potentials of the auditory system. London: Singular Publishing Group.

                          19. Katz J. (Ed.). (1994). Handbook of clinical Audiology. Baltimore. Williams & Wilkins.

                          20. Popelka G.R. (1981). Hearing assessment with the acoustic reflex. New York: Grune & Stratton.

                          21. Robinette M.S. and Glattke T.J. (Ed.). (1997). Otoacoustic emissions. Clinical applications. New York: Thieme.

                          22. Jerger, J. (1973). Modern Developments in Audiology. New York: Academic Press.

                          23. Katz, J. Stacker, N.A. and Henderson, D. (Ed.). (1992). Central auditory processing: A transdisciplinary view. St. Louis. Mosby year book.

                          24. Rintleman, W.F. (2000). Hearing assessment. Boston: Allyn and Bacon.

                          25. Silman, S. and Silverman, C.A. (1991). Auditory diagnosis: Principles and Applications. San Diego: Academic Press.

                          26. Wiley, T.L. and Fowler, C.G. (1997). Acoustic Immittance measures in clinical Audiology: A primer. San Diego: Singular Publishing Group, Inc.

                          27. Dunn, H.H., Dunn, D.R. and Harford, E.R. (1995). Audiology Business and practice management. Sam Diego: Singular Publishing Group, Inc.

                          28. Katz, J. Stecker N.A. and Henderson, D. (Ed.). Central auditory processing: A transdisciplinary view. St. Louis. Mosby year book.

                          29. Schow, L.R. and Nerbonne, A.M. (1998). Perspectives in Audiology series. 2nd Ed. Boston: Allyn and Bacon.

                          30. Recent Journals including: - Audiology and Neurootology. – Ear and Hearing. – Journal of the Acoustic Society of America. – Journal of speech – Language hearing research. – Scandinavian Audiology. – Seminars in hearing.

                          M 2.2.5: SEMINARS IN MANAGEMENT OF THE HEARING IMPAIRED (75hrs)

                          1) Definitions and classifications of the persons with hearing impairment. (2hrs)

                          2) Needs of the hearing impaired: (3hrs)

                          a) Infants & children. b) Adults. c) Geriatric population. (Communication, social, educational, economics and vocational needs.)

                          3) Principles of Amplification. Analysis of Amplification devices. Coupler-gain. (10hrs)

                          Real ear gain. Standards for Hearing aid EAC. Critical evaluation on Indian standards. Hearing aid selection. Procedures including SII (AI). Real ear aided performances, Comparison of various perspective formulae, considerations in prescribing: a) Ear level Vs body level aids, b) Digital &n programmable Vs analog hearing aids. c) Monaural Vs binaural aids. d) Bone receiver aids.

                          4) Assistive listening devices, tactile devices, alarm devices: candidates, components (4hrs)

                          & assessments of benefits and the aid.

                          5) Ear mould review, types, preparation, selection, modification and current trends. (4hrs)

                          6) Implantable devices for the hearing impaired: i) Bone anchored aids. ii) Middle ear implants. iii) Cochlear implants. iv) Brainstem implants. Candidacy, components and assessment of benefits for each type listed. Cochlear Implants: Types design and features, speech processor and strategies. Post – operative mapping and follow – up.

                          7) Audiological rehabilitation programs for infants and children. Hearing aid selection, (8hrs)

                          Adjustments of hearing aids, acceptance of hearing aids. Auditory training, pre auditory training assessment – speech perception tests. Critical evaluation of various methods of auditory training, speech reading and other communication strategies.

                          8) Therapeutic Consideration: Purpose of language: Communication, education, (8hrs)

                          Entertainment. Language for pre – school hearing impaired child – Verbal, sign or bilingualism? Effect of conductive loss on language development. Parent – infant programs.

                          9) Educational placement: Options available. Means/medium of communication in (8hrs)

                          Class room. Controversies over different approaches. Choice of placement. Design and acoustics of classrooms for the hearing impaired.

                          10) Management of CAPD cases: Choice of management based on audiological (8hrs)

                          test results, environmental modification, devices. Auditory perceptual training, communication strategies, cognitive/language management, recording improvement in therapy.

                          11) Audiological rehabilitation programs for adults and geriatrics. Hearing aid adjustment, (6hrs)

                          selection of assistive listening devices. Speech reading and other communication strategies. Occupational noise exposure, DRC, provision of EPDS. Factors to be considered for selection of EPDS.

                          12) Process, care and issues in disability evaluation and certification, implications. (4hrs) Counter test, high and low predictability words (5PIN test), MAC test etc.

                          13) Counselling – meaning, scope – principles of counselling – types of counselling – individual, group and family, parental, vocational, educational, and rehabilitative – behavioural counselling in the context of hearing impairment.

                          14) Special psychotherapies – play therapy, group therapy, family therapy, psychodrama – intensive psychotherapy, brief psychotherapy to children with hearing impairment.

                          LIST OF BOOKS

                          SEMINAR IN MANAGEMENT OF THE HEARING IMPAIRED

                          1) Mark ides, A. (1977). Binaural Hearing Aids. London: Academic Press.

                          2) Richard, M.W. (1999). Auditory perception – A new analysis and synthesis. UK: Cambridge University Press.

                          3) Goodman, J.C. and Nusbaum. (Ed.). (1994). The development of speech perception: The Transition from speech sounds of spoken words. London: A Bradford Book, the MIT Press.

                          4) Kent R.D. and Read C. (1995). The Acoustic Analysis of speech. New Delhi: A.I.T.B.S. Publishers and distributors.

                          5) Crowder, R.G. (1990). The Role of Auditory Memory in speech perception and discrimination. SR 621 P. 187-205. Statue report on speech research, Haskins Laboratories, New Haven, Conn.

                          6) Nerbonne, M.A. and Schow R.K. (1989). Auditory Stimuli in communication. In R.L. Schow and M.A. Nerbonne (Ed.), 2nd edition, introduction to aural rehabilitation. Boston: Allyn and Bacon.

                          7) Schouten, M.E.H. (1992). (Ed). The auditory processing of speech-form sound to words. Berlin: Mouton de Gruyter.

                          8) Parasnis, I. and Samar, V.J. (1982). Visual perception of verbal information by deaf people. In D.G. Sims, G.G. Walter and R.L. White head (Ed.).Deafness and Communication. Baltimore: Williams and Wilkins.

                          9) Owens E. and Kessler D.K. (1989). (Ed.). Cochlear Implants in young deaf children. Boston: College – hill Publication, Little, Brown and Company.

                          10) Plant, G. and Spens, K.E. (1995). (Ed.). Profound Deafness and speech communication. London: Whurr Publishers Ltd.

                          11) Revoile, S.G. and Pickett, L.M. (1982). Speech perception by the severely hearing impaired. In D.G. Sims, D.G. Walter and R.L. White head (Ed.).Deafness and communication. Baltimore: Williams and Wilkins.

                          12) Sanders, D.A. (1982). Aural rehabilitation. A management model. (2nd edition). New Jersey: Prentice – Hall, Inc.

                          13) Summerfield, A.Q. (1983). Audio-visual speech perception, lip reading, and Artificial stimulation: In M.E. Lutman, M.P. Haggard (Ed.). Hearing science and hearing disorders. London: Academic Press.

                          14) Tyler, R.S. (1993). (Ed.). Cochlear implants – Audiological foundations. San Diego: Singular Publishing Group. Inc. (Chapter 4&5).

                          15) Balley, P.J. (1983). Hearing for speech: The Information Transmitted in Normal Impaired and Speech. In M.E. Lutman and M.P., Haggard (Ed.). Hearing science and hearing disorders. London: Academic Press.

                          16) Clark, G.M. Cowan, R.S.C. and Richard, C.D. (1997). Cochlear Implantation for Infants and Children. Advances, London: Singular Publishing Group. Inc.

                          17) Cooper, H. (1991). (Ed.). Cochlear implants. A partial guide. London: Whurr Publishers Ltd.

                          18) De Filippo, C.L. (1982). Tactile perception. In D.G. Sims, G.C. Water and R.L. White head. (Ed.). Deafness and communication. Baltimore: Williams & Wilkins.

                          19) Erber, N.P. (1982). Auditory Training. Washington D.C: A.G. Bell Association for the Deaf. (Chapter 2).

                          20) Ling D. (1976). Speech and the hearing impaired child – therapy and practice. Washington: The Alexander Graham Bell Association for the Deaf.

                          21) Miller, J.L. and Eimas, P.D. (1995). (Ed.). Speech, Language and communication. New York: Academic Press.

                          22) Bellis, T.J. (1996). Assessment and management of central auditory processing disorders in the educational setting – form science to practice. London: Singular Publishing Group. Inc.

                          23) Chermak, G.D. and Musiek, F.E. (1997). Central Auditory processing disorders –new perspectives, San Diego: Singular Publishing Group. Inc.

                          24) Heasley, B.E. (1980). Auditory processing disorders and remediation, (2nd Edition). Illinois. Charles C. Thomas Publisher.

                          25) Valente, M. (1996). Hearing Aid standards, options and limitations. New York: Thieme Medical Publishers. Inc.

                          26) Willeford, J.A., Bur Leigh, J.M. (1985). Handbook of CAPD in children. Orland: Grune & Stratton Inc.

                          27) Studebaker, G.A. and Hochberg, I. (1993). Acoustical factors affecting hearing aid performance. 2nd Ed. Boston: Allyn & Bacon.

                          28) Summers R.I. (1992). Tactile aids for the hearing impaired. London: Whurr Publishers.

                          29) Valente, M. (1994). Strategies for selecting and verifying hearing aid fittings. New York: Thieme Medical Publishers.

                          30) Davis, J.M. and Hardick, E.J. (1981). Rehabilitative Audiology for children and adults. Canada: John Wiley and sons, Inc.

                          31) Flexer, C. (1994). Facilitating hearing and listening in young children. San Diego: Singular Publishing Group. Inc.

                          32) Geoff, P., Karl-Erick, S. (1995). Profound deafness and speech communication. London: Whurr Publishers Ltd.

                          33) Levitt, H. Pickett, J.M. and Houde, R.A. (1980). Sensory aids for the hearing impaired. New York: IEEE Press Inc.

                          34) Mueller, H.G., Hawkins D. and Northern, L.J. (1992). Probe microphone measurements: Hearing aid Selection and assessment. San Diego: Singular Publishing Group. Inc.

                          35) Sanders, A.D. (1993). Management of hearing handicapped infants to elderly. New Jersey: Prentice – Hall, Inc.

                          36) Sanders, A.D. (1982). Aural rehabilitation. A management model. 2nd Ed. New Jersey. Prentice – Hall, Inc.

                          37) Sandlin, E.R. (1994). Understanding digitally programmable hearing aids. Boston: Allyn & Bacon.

                          38) Sandlin, E.R. (Ed.). (1995). Handbook of hearing aid amplification – Clinical considerations and fitting practices. Vol.II. San Diego: Singular Publishing Group. Inc.

                          39) Sandlin, E.R. (Ed.). (1995). Handbook of hearing aid amplification – theoretical and technical consideration. Vol.I. San Diego: Singular Publishing Group. Inc.

                          40) Stokes, J. (Ed.). (2000). Hearing impaired infants: Support in the first 18 months London:

                          Whurr publishers.

                          41) Clark, G.M. Cowan, B.S. and Dowel, R, C (1997). Cochlear implantation for infants and children: Advances, San Diego: Singular Publishing Group, Inc.

                          42) Owens, E.Kessler, K.D. (Eds.) (1989). Cochlear implants-in young deaf children. Boston: Little Brown Co.

                          43) Norseman N.C. and Mukherjee, A. K. (1986). Disability- a continuing challenge, Bangalore: Willey Eastern Ltd.

                          44) Pandey, R and Advani, L. (1995). Perspectives in disability and rehabilitation, New Delhi: Vikas publication house.

                          45) Status of the disability in India 2000, RCI Publication.

                          COUNSELLING

                          1. Testing and Assessment in counselling practice, 2nd Edition – Edited by –C. Edward Watkins, JR. Vieki L. Campbell. 2000 by Lawrence Erlbaum Associates, Publishers Mahwah, New Jersey, London.

                          2. Counselling people with communication problems- Peggy Dalton – 1994 –SAGE Publications, Thousand Oaks, New Delhi.

                          3. Introductin to counselling and psychotherapy. Edition by Stephen Palmer. 2000 First Publication, London, Thousand

                          4. Oaks, New Delhi. 4. Introduction to Counselling Skills- Richard Nelson – Jones – 2000 SAGE Publications Ltd, Thousand Oaks, New Delhi.

                          CLINICAL PRACTICUM IN SPEECH -LANGUAGE PATHOLOGY Objectives: At the end of the year the student will be able to: 1) Handle special clinical population for groups therapy, 2) Acquire proficiency in counselling clients and families. 3) Acquire skills in imparting information to student groups. 4) To develop skills in presentation of research papers.

                          CLINICAL PRACTICUM WORK:

                          1) Plan and execute minimum of 5 group therapy sessions for any communication disordered group (aphasics/ autistic/ stutterers/ voice disorders/ hearing impaired toddles).

                          2) To develop proficiency in planning and executing counselling/ guidance sessions for groups of care gives/ clients.

                          3) To take up one specific topic as teaching assignment for graduates.

                          4) To present a journal article in a students’ forum.

                          5) To demonstrate ability to function as an independent clinician

                          CLINICAL PRACTICUM IN AUDIOLOGY

                          1) The operation of all the equipment’s used for evaluation and calibration.

                          2) Thorough in administration and interpretation of all special tests.

                          3) Explanation of atypical findings and differentiation between artefacts and atypical findings.

                          4) Trouble shoots the audiometer and ability to rectify independently.

                          5) Be familiar with recording and interpreting auditory evoked potentials such as MLR, LLR, and P 3000 Evaluate and trouble shooting of hearing aids.

                          APPENDIX A (1) SCHEME OF CURRICUUM FOR FIRST YEAR PST

                          GRADUATE COURSE

                          Sr. No.

                          Subject code

                          Subject

                          Credits (clock hours)

                          Scheme of the Examination

                          (Minimum required)

                          Duration of the paper

                          Main Exam.

                          Marks I.A

                          Total

                          1.

                          2.

                           

                          3.

                          4.

                          5.

                           

                           

                          6.

                           

                          7.

                          8.

                          M 1.1.1

                          M 1.2.1

                           

                          M 1.2.1

                          M 1.2.2

                          M 1.3.1

                           

                           

                          M 1.3.2

                           

                           

                          Advances in speech Sciences.

                          Perspectives in fluency and Voice disorders

                          Physiological of audition.

                          Auditory Physiology

                          Linguistics in Clinical practices/Independent Projects

                          Advances statistics and Research Methods.

                          Clinical Work (Speech Pathology)

                          Clinical Work (Audiology)

                          75

                          75

                           

                          75

                          75

                          75

                           

                           

                          75

                           

                          250

                          250

                          3 hrs.

                          3 hrs

                           

                          3 hrs

                          3 hrs

                          3 hrs

                           

                           

                          3 hrs

                           

                          Practical & Oral

                          Practical & Oral

                          80

                          80

                           

                          80

                          80

                          80

                           

                           

                          80

                           

                          100

                          100

                          20

                          20

                           

                          20

                          20

                          20

                           

                           

                          20

                           

                          100

                          100

                          100

                          100

                           

                          100

                          100

                          100

                           

                           

                          100

                           

                          200

                          200

                          6) a) Be able to suggest ways of modifying electro acoustic output of hearing aids to suit the needs of the patient.

                          b) Have knowledge in and assist in carrying cut insertion gain measurement.

                          7) Counselling the client/parent/regarding home training/hearing aid care/speech reading and auditory training.

                          8) Trouble shooting of hearing aids. To apply knowledge of electrocutes for classification of hearing aids and recommendation for different types of patients.

                          In addition to clinical examination, evaluation and management in terms of choice is specificity

                          of the procedures used, they shall comply with the following specific requirements.

                          1. Preparing audiocassettes for (i) increasing public awareness with respect to profession (ii) counselling of the case& or SOPs. 2) Comparison of behavioural and biophysical evaluation of hearing on two normal individuals and one each of conductive and sensori-neural loss.

                          3) Comparison of psychoacoustic and objective evaluations of hearing aids in two individuals (one child and one adult with hearing impairment).

                          4) Improving public awareness in the profession by paying visits to schools talking to X and XII standard students regarding the profession and orienting other professional groups i.e. paediatricians neurologists, GP etc.

                          5) Screening programs in schools.

                          6) One detailed report (in a formal for journal publication) in one of the following categories

                          (I) Diagnostic

                          (II) Hearing Aid Evaluation

                          (III) Other Rehabilitative Management.

                          APPENDIX A (2)

                          SCHEME OF CURRCULUM FOR SCOND YEAR POST GRADUATE COURSE

                          Sr. No

                          Subject code

                          Subject

                          Credits (clock hours)

                          Scheme of the Examination

                          (Minimum required)

                          Duration of the paper

                          Main Exam.

                          Marks I.A

                          Total

                          1

                           

                           

                           

                           

                          2

                          3

                           

                          4

                          5

                           

                          6.

                           

                          7.

                          8.

                          9.

                          M 2.1.3

                           

                           

                           

                           

                          M 2.1.4

                          M 2.1.5

                           

                          M 2.2.3

                          M 2.2.4

                           

                          M 2.2.5

                           

                           

                           

                           

                           

                           

                          Advance in Language Acquisition and Developmental Language Disorders.

                          Advance in Adult language Disorder.

                          Clinical Phonology and Neuromotor Speech Disorders.

                          Speech Perception.

                          Seminar in diagnostic Audiology.

                          Seminar in Management of the hearing.

                          Dissertation

                          Clinical work (Speech pathology)

                          Clinical work (Audiology)

                          75

                           

                           

                          75

                          75

                          75

                          75

                          75

                           

                          250

                          250

                          3 hrs

                           

                           

                          3 hrs

                           

                          3 hrs

                          3 hrs

                          3 hrs

                          3 hrs

                           

                           

                          Practical & Oral

                          Practical & Oral

                          80

                           

                           

                          80

                           

                          80

                          80

                          80

                          80

                           

                           

                          100

                          100

                          20

                           

                           

                          20

                           

                          20

                          20

                          20

                          20

                           

                           

                          100

                          100

                          100

                           

                           

                          100

                           

                          100

                          100

                          100

                          100

                           

                           

                          200

                          200

                           

                          DIPLOMA IN HEARING AID AND EARMOULD TECHOLOGY

                          1. PURPOSE

                          There are more than one million hearing aid users in the country and it is expected that there is 7% growth rate in hearing aid industry. Due to death of services in this area a large number of hearing aids are either unutilized or underutilized by the majority of persons using hearing aid in Indian particularly among the children in special schools, rural population and women with hearing-Impairment. Hence to enable better utilization of amplification and assistive devices by the hearing impaired persons, there is a felt need to conduct a diploma or certificate course for hearing ad technicians. The course is also designed so as to meet the pragmatic needs of the hearing aid industry.

                          2.AIM

                          To cater to the us, care, maintenance and repair of hearing aids, assistive devices and ear mould needs of the persons with hearing impairment all over the country.

                          3.OBJECIVES

                          I) To increase the availability of hearing aid repair and Earmould making facility. ii) To regulate and improve the quality of hearing aid dispensing.

                          Iii To meet the

                          Needs of children in special schools. iv) To enable optimal utilization of hearing aids.

                          4. DURATION OF THE COURSE One academic year.

                          5. ELIGIBLITY CRITERIA 12th class pass with physics background or any recognised diploma in electronics/ electrical or qualified dental technicians.

                          6.TEACHER STUDENT RATIO: 1:5

                          7. PAPERS FOR THEORY Theory paper; for 200 marks Paper I- Hearing aids Paper II Earmould

                          8.PRACTICALS Weight age for Internal and External examinations of 200 and 100 marks respectively totalling 300 marks.

                          9. CRITERIA FOR PASSING 40%each in theory and practical training is 90% compulsory for all students. Students may avail 8 days leave in a year by applying in writing.

                          10. attendance

                          Attendance for both theory and practical training is 90% compulsory for all students. Students may avail 8 days leave in a year by applying in writing.

                          11. EXAMINATION

                          There shall be one examination at the end of the course.

                          12. CERTIFICATE

                          Certificate shall be issued by institution recognized by RCI.

                          13. INFRASTRUTURE

                          A list of tools to set-up the Earmould lab for hard acrylic Earmould and for hearing aid repair is enclosed (appendix I)

                          13.1 EQUIPMENT-

                          UV curing machine, equipment for Biopor and Microspore technology

                          -Bench motor (2880 RMP)

                          - Hearing Motor (5000 -2000 RMP)

                          - Hearing aid analyzer

                          - Illuminating magnifying lens 3xfor BTE aids.

                          1.3.2 SPACE REQUIREMENT TOTAL: 500 sq. Ft

                          -Storage for raw materials, work benches, taps with sinks and waste bins

                          30 Sq, Ft,

                          - 10’ x 15’ office room

                          150 Sq.Ft,

                          - 10 ‘x 15’ class room with students desk and black

                          200 Sq, Ft,

                          - Hearing aid repair cubicles – 3 numbers each 40 Sq. Ft.

                          120 Sq. Ft.

                          13.3 FURNITURE

                          - Necessary furniture required for the ear mould lab. –Furniture for storing finished material and furniture for the equipment. – Chairs for work benefits. –Wooden table measures 2’ x 4’ with 2’ height 2nos - Chairs 4 nos- Steel almarirah 6’ 2 nos - 5 amps multisocket with switch 2 nos 14.

                          STAFF

                          Core

                          faculty

                          Earmould/ Dental Technical with experience in Earmould making - Electronics engineer

                          Guest faculty - 2 Audiologist

                          15. SUGGESTED HOURS ALLOCATED FOR THEORY AND PRACTICALS

                          THEORY PAPERS: - Hearing Aids: 5-1/2hrs/ week for 40 weeks 220hrs- Earmould: 5-1/2hrs/week for 40 weeks - 220hrs Total – 440

                          PRACTICALS: 25 hours / weeks for 40 weeks - 1000hrs

                          16. PAPERS FOR THE COURSE

                          PAPER I: HEARING AID.

                          Objectives: At the end of training the student is expected to realise the following:

                          1. To identify, describe and tell the purpose(s) of each component used in hearing aids and assistive devices in Indian market, and its market value.

                          2. To undertake repair of all types of hearing aids and assistive devices.

                          3. To procure hearing aid repair kit and hearing aid assessment gadgets.

                          4. To undertake minor repairs of audiometer.

                          UNIT 1:

                          i) Introduction to Electricity – Basic electronics circuits – Circuit elements R.C.L. – series and parallel circuits using RC, RL,RLC, Circuits – Circuit theorems – Principles of magnetism – Mutual Inductance – Transformer theory & magnetic coupled circuits.

                          ii) Introduction to AC & DC electrical circuits – Electrical resonance & brief introduction to transient circuits.

                          iii) Introduction to electrical machinery – transformers – DC motors – AC motors etc., brief introduction to electrical power distributions.

                          iv) Electrical devices – different types of switches – relays – circuit breakers – fuses grounding – wires and cables used.

                          UNIT 2:

                          i) Introduction to electronics – Atomic structure formation of bonds and bond theory – conductors – semi-conductors and insulators – semiconductors material science – formation of semi-conductor junction.

                          ii) Introduction to electronic components – PN junction diodes Led – zener diode negative resistance diodes, etc.

                          iii) Transistors – junction transistors – field effect transistors – injunction transistors etc., - SCR & thyristors etc. Discussion of IC technology.

                          UNIT 3:

                          i) Amplifiers: Introduction – classification – transistor used as an amplifier in CC, CE, CB configuration – small signal and large signal amplifiers-wide band amplifiers – power amplifiers – push pull amplifiers, complementary & symmetry amplifier coupled amplifiers (RC coupled, transformer coupled, direct coupled amplifiers) feed back amplifiers (series and shunt voltage feedback amplifier; series and shunt current feed back amplifiers) discuss AGC circuits – characteristics of amplifiers – frequency response – input and output impedance, voltage gain, current gain, power gain, fidelity of the amplifier – and other characteristics – operational amplifiers.

                          ii) Filters – power filters – transmission line filters – classification of TL filters based on frequency characteristics – type of components used – active & passive filters discussion about different types of active filters equalizer.

                          UNIT 4:

                          i) Oscillators theory of oscillations – sine wave oscillators – Wien bridge oscillator – RC phase shift oscillators – Hartle colpits, Crystal oscillators, etc.

                          ii) Modification & demodulation – necessity for modulation – different types of modulation – theory of amplitude modulation – frequency modulation and demodulations.

                          UNIT 5: Digital electronics – introduction – characteristics of digital signal – electronic gates – combination of gates – counters (up-down counter, ring counter, decade counter etc.) shift registers – Different types of flip – flops, Multivibrators (Monostable, astable, and bistable) semiconductor memories like RASM, ROM, EPROM, EEPROM etc – Buffer – analog to Digital to analog converters – Digital display devices like LED LCD, etc.

                          UNIT 6: Introduction to hearing aids – familiarization with different components used in the hearing aids – type of hearing aids – body level – behind the ear – in the canal – etc., introduction to digital hearing aids – trouble shooting of different types of hearing aids – Elector acoustical measurement of hearing aids – Discussion of hearing aid standards used in different types of hearing aids like Body level, BTE, etc.

                          UNIT 7:

                          Assistive Listening Devices – working principles – brief discussion about different types of ALDs – like visual telephone bell indicator, Vibralarm, induction loop system, group hearing aids etc., Discussion of different type of measuring and analysing equipment – trouble shooting of ALDs.

                          UNIT 8:

                          Brief introduction to computers and its applications.

                            1. PAPERS II – EARMOULDS.

                          Objectives:

                          At the end of the training the student is expected to learn:

                          1. (i) Preliminary examination of the ear, injuries/allergies.

                          (ii) Impression taking - Institution based. – Community/Home based.

                          (iii) Flasking - Institution based. – Community/Home based. – Making plaster cast.

                          (iv) Scooping. (v) Packing and curing - Institution based. – Community/Home based.

                          (vi) Processing - Trimming. – Drilling. – Making sound bore. – Smoothening. – Polishing. – Ring fixing with metal and plastic rings. –Dispensing. – Trouble shooting and repair.

                          2. To perform Electro acoustic analysis of hearing aid.

                          3. To interpret Electro acoustic analysis of hearing aid.

                          4. To organize and administer a hearing aid repair and ear mould lab.

                          UNIT 1:

                          Properties of Earmould materials: - Earmould – definition. – Ear moulds and its role. – Type – physical modification. – Custom & standard. – Procedure to make Ear moulds. – Acoustic modification of Ear moulds – Venus, dempers, horns. – Care and maintenance – Counselling. – Trouble shooting & repair of Ear moulds. – Acrylic technology in India/Abroad. – Heat – cure, cold – cure. – Ear moulds for body level hearing aid, tubing, connectors for BTE. - Soft mould earplugs for swimmers and for protection against, noise/infection.

                          UNIT 2: -

                          Definition of sound, its transmission with reference to hearing, hearing aids and Ear moulds. – Essential anatomy and physiology of the external ear, middle ear and inner ear.

                          UNIT 3:

                          Hearing – How we hear, importance of hearing, hearing Evaluation, Audiogram, speech discrimination, hearing and vacation, audiometer and its uses.

                          UNIT 4:

                          Hearing impairment: - What if hearing impairment. – Types and causes of hearing impairment (Prenatal, Perinatal and Postnatal). – Management of persons with hearing impairment. – Medical/surgical treatment. – Audiological rehabilitation.

                          17. READING LIST

                          Alpiner & Mc McCarthy. (1987) "Rehabilitative Audiology – Children and Adults" Baltimore: Williams & Wilkins. Chapter in V.D. Larsen et.al. Ed (1974) "Contributing Hearing Aid Performance by Earmould Design" in Auditory and Hearing Prosthetic Research NY: Grune Stratton. Pollack. M.C. (1980). Amplification for the hearing impaired. NY: Grune Stratton. Robert E. Sandlin (Ed.). (1995). "Handbook of Hearing Aid Amplification: Theoretical & Technical Consideration". Vol.I, Williams & Wilkins, Baltimore. Samuel F.Lybarger. (1978). Chapter on Ear moulds in Jack Katz (Ed.). Handbook of clinical Audiology, 2nd Ed. Williams & Wilkins, Baltimore. Schow, R.L. & Nerbonne, M.A. (Ed.). (1989). "Introduction to Aural Rehabilitation". 2nd July Ed. Allyn & Bacon.