Graduate Course Proposal Form Submission Detail - SPA6565
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Approved, Permanent Archive
Submission Type: Change
Course Change Information (for course changes only): SPA 6410 is no longer a pre-req.
Comments: to GC for review 4/4/11; apprd 4/18/11. to USF Syst for Conc 5/3/11. Ready for SCNS 5/11/11; SCNS approved the removal of the prerequisite(s) for SPA 6565, effective 8/1/2011.
- Department and Contact Information
Tracking Number Date & Time Submitted 2476 2011-02-22 Department College Budget Account Number Communication Sciences and Disorders BC 121900 Contact Person Phone Ruth Bahr 43182 firstname.lastname@example.org
- Course Information
Prefix Number Full Title SPA 6565 Seminar in Dysphagia Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Dysphagia Course Online? Percentage Online B - Face-to-face and online (separate sections) 0
The course covers normal and abnormal anatomy/physiology related to swallowing function. Etiology, symptoms, and technique/instrumentation for diagnosis will be presented. Management techniques will be described.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for accreditation
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
Since it is a required course in our major, 70 students typically take this course annually. One-two sections are offerred solely on the Tampa campus and one section a year is offerred via distance learning.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
The individual must have a PhD in speech-language pathology or related discipline. He/she should be knowledgeable of clinical research and practice in the specialty of language learning and language disorders. If a PhD person were not available, accreditation procedures allow an individual to teach this course if they are post-Master's degree with certification in speech-language pathology and extensive experience in the area (i.e., more than 5 years post-Master's experience).
- Other Course Information
ASHA Knowledge and Skills Acquisition (KASA) Standards to be achieved:
III-B Demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, psychological, developmental, and cultural bases.
III-C Demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.
III-D Possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders.
III-E, F, G Demonstrate knowledge of standards of ethical conduct; processes used in research and the integration of research principles into evidence-based clinical practice; and contemporary professional issues.
IV-G The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve skills outcomes for evaluation, intervention, and interaction and personal qualities.
B. Learning Outcomes
The student will:
1. Identify the anatomy and physiology involved in normal swallowing for children and adults. (Standard III-B)
2. Describe primary physiological systems associated with swallowing, such as respiratory, gastrointestinal, musculoskeletal, and sensory systems. (Standard III-B)
3. Apply knowledge of normal swallowing processes to determine presence or absence of dysphagia in pediatric and adult populations. (Standard III-B, C)
4. Identify the symptoms, primary etiologies, and pathophysiology of dysphagia in children and adults. (Standard III-C)
5. Identify symptoms, underlying etiology, and pathophysiology of dysphagia in special populations (i.e., tracheostomized and ventilator dependent patients, patients with multiple diagnosis/comorbidities, and patients with postsurgical anatomical variations, systemic medical conditions, etc.). (Standard III-C)
6. Identify research-supported characteristics of normal and disordered swallowing across the life span. (Standard III-B, C)
7. Identify evidence-based methods for instrumental and noninstrumental assessment of dysphagia. (Standard III-C, D)
8. Demonstrate knowledge and skills needed to implement research-supported strategies for noninstrumental evaluation of swallowing. (Standard III-C, D, F)
9. Demonstrate knowledge and skills needed to implement research supported strategies for instrumental evaluation of swallowing. (Standard III-C, D, F; Standard IV-G)
10. Demonstrate the ability to devise research-supported therapy/management plans for the treatment of specific swallowing impairments, taking into account motivation level, quality of life, cultural, ethical, and moral issues. (Standard III-D, E, F; Standard IV-G)
11. Describe basic radiation safety protocols for speech-language pathologists and patients during radiographic swallow evaluation. (Standard III-E)
12. Apply knowledge of appropriate codes (i.e., ICD-9-CM and CPT) for documentation and reimbursement purposes. (Standard III –G)
C. Major Topics
Introduction to dysphagia
Anatomy & Physiology of Swallowing in Adults
Normal Swallowing & Development in Pediatrics
Evaluation of Pediatric Swallowing & Feeding
Clinical Evaluation of Swallowing
Instrumental Evaluation of Swallowing
I. Modified Barium Swallowing Study
II. Flexible Endoscopic Evaluation of Swallowing
Modified Barium Swallow Laboratory
Adult Neurologic disorders
Dysphagia and Head/Neck Cancer
Treatment Considerations in Adults
Disordered Swallowing in infants and children
Treatment Considerations in Infants & children
Respiratory Disorders with focus on Tracheostomy
Groher, M.E. and Crary, M.A. (2010). Dysphagia: Clinical Management in Adults and Children. Missouri: Mosby Inc. ISBN: 978-0-323-05298-6.
Book Website: http://evolve.elsevier.com/enroll/
Course code: 1926_eplomanprine_0001
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
There is a course website on Blackboard, and students will be required to access information on this website. In addition, please enroll in the Evolve website that accompanies your text. This site has useful video links on normal and disordered swallowing and will be a great resource for you throughout the semester (website link and class code provided under text details above). Course requirements include examinations, in class quizzes and a group assignment. Class participation is also expected. The following weighting scheme will be used to determine your final grade.
Mid Term Exam 30%
Final Exam 30%
Group Assignment 30%
In Class Quizzes 10%
Based on the above weighting scheme, final grades will be determined using the following scale
Final Score Grade
Less then 59.99 F
G. Assignments, Exams and Tests
Two examinations (mid-term and final) will be administered in this class. Examination dates are listed on the class schedule and there will be no make up examinations for unexcused absence.
Class Quizzes: (10% of grade)
At the start of each class (5:15pm), there will be a short ten-minute quiz covering the previous lecture topic (i.e. last weeks lecture and reading assignment). Quizzes will allow both the instructor and student to gauge how well course materials are being understood and are intended to keep you on track throughout the course. They will also be indicative of the types of questions that will appear in your exams and will provide good practice for these. Questions will be in the form of multiple choice, true/false, short answer and will account for 10% of the final grade. There will be no make up quizzes for unexcused absence.
Group Assignment: (30% of grade)
Each student will be required to complete a group assignment. Specifically, students will form groups of 2-3 students and choose a topic from the suggested topics listed below (a group may present on a topic not included in the list at the approval of the instructor).
There will be a sign up sheet in class and groups will be expected to choose a topic by the end of the second class (August 31st).
Each group will complete a 20-minute presentation to the class and prepare a educational handout that will be distributed at the start of each presentation. The presentation and handouts should be prepared as though you are doing an ‘inservice’ to other healthcare professionals, patients, caregivers or parents (audience dependent upon topic area selected). Students should purchase a binder that will become your Dysphagia clinical portfolio. You will compile handouts from each group presentation and this portfolio will serve as a useful resource in your clinical placements and careers. Your grade for this assignment will be based upon:
• 50% oral presentation
• 40% class handout for dysphagia portfolio
• 10% Question and Answer (response in your session and participation in others)
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Absences due to Illness or Lateness
Class begins at 5:15 p. m. Attendance in class is required. Absences are acceptable only under extreme circumstances. For example, at the discretion of the instructor, students may be excused from class in the event of medical or family emergencies. If you need to be absent due to medical reasons (yours or your immediate family's) on a test day or a day that an assignment is due, please provide a physician's note and notify me at least 2 hours prior to class via e-mail. Under any circumstance, such as being late to class due to an unforeseeable situation, you must notify me before class begins. Continual lateness will result in a reduced final grade.
Absences due to Religious Observances:
Students are expected to notify their instructors at the beginning of each academic term if they intend to be absent for a class or announced examination. Students absent for religious reasons, as noted to the instructor at the beginning of the academic term, will be given reasonable opportunities to make up any work missed. For further information, please refer to: http://generalcounsel.usf.edu/policies-and-procedures/pdfs/policy-10-045.pdf
Any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable. The University of South Florida has very specific policies and procedures regarding academic dishonesty or disruption of academic process. Cheating is defined as follows by the University of South Florida as:
(a) the unauthorized granting or receiving of aid during the prescribed period of a course-graded exercise: students may not consult written materials such as notes or books, may not look at the paper of another student, nor consult orally with any other student taking the same test; (b) asking another person to take an examination in his/her place; (c) taking an examination for or in place of another student; (d) stealing visual concepts, such as drawings, sketches, diagrams, musical programs and scores, graphs, maps, etc., and presenting them as one's own; (e) stealing, borrowing, buying, or disseminating tests, answer keys or other examination material except as officially authorized, research papers, creative papers, speeches, etc. (f) Stealing or copying of computer programs and presenting them as one's own. Such stealing includes the use of another student's program, as obtained from the magnetic media or interactive terminals or from cards, print-out paper, etc.
If you have any questions, please refer to the University’s Undergraduate Academic Dishonesty policy at
• Procedures for Alleged Academic Dishonesty or Disruption:
• Student Academic Grievance Procedures -- http://www.ugs.usf.edu/catalogs/0809/arcsagp.htm
J. Program This Course Supports
- Course Concurrence Information