Multicultural/Multilingual Issues Infused Courses:
This course provides a thorough understanding of normal
swallow physiology and its related disorders across the lifespan.
Etiological factors are reviewed, noting the high risk categories
for varied cultural groups. Instrumental diagnostic techniques
are introduced. Emphasis is given to multiple management issues
in general, as well as by varied cultural groups.
Interdisciplinary approaches to the assessment and treatment of
swallowing disorders are discussed.
- To describe the normal human deglutition process throughout
- To understand the cause and effects of disorders on the
- To understand and experience the changing role of the
speech-language pathologist in dysphagia practice.
- To describe and integrate current research on normal and
- To develop report writing skills for bedside and
videofluoroscopic assessment approaches.
- To develop a clear understanding of current assessment and
treatment approaches for dysphagia management.
- To demonstrate understanding of treatment approaches via
completion of a treatment plan.
- To demonstrate knowledge of theoretical and practical
content via successful completion of a midterm and final
Learning Objectives/KASA Expected Outcomes
1 Define language as a behavioral system comprising content
(semantics), form (phonology, morphology, syntax), and use
8 Recognize the medical model for SLP services in acute care,
rehabilitation, and long-term care settings.
8a/IIIa, IIIb, 17-24 Describe the anatomic and neuromuscular
systems involved in respiration, phonation, resonation,
articulation, hearing, and swallowing.
12a 10. Possess skills in oral and written communication
sufficient for entry into professional practice.
12b Demonstrate the speaking and listening ability necessary
for effective clinical and professional interaction with
clients/patients and their relevant others.
12c Be able to write and comprehend technical reports,
diagnostic and treatment reports, treatment plans, and
13 Demonstrate understanding and skill at use of
instrumentation for the assessment and treatment of
15 Demonstrate the ability to analyze, synthesize, and
evaluate information in the areas of basic human communication
16/III-c Demonstrate knowledge of the nature of the following
speech, language, hearing, and communication disorders and
differences and swallowing disorders including their etiologies,
characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic and cultural correlates
and principles and methods of prevention and assessment, and
16c, III-c, 55-64 - voice and resonance, including respiration
16g, IIIc-85-94 - swallowing (oral, pharyngeal, esophageal,
and related functions, including oral function for feeding;
17 Demonstrate knowledge of standards of ethical conduct.
18 Demonstrate knowledge of processes used in research and the
integration of research principles into evidence-based clinical
19 Identify and use appropriate methods of qualitative and
19a Identify relevant variables in research design.
20 Know sources of research information and how to gain access
to this information.
21 Have had experience critically evaluating and incorporating
research relevant to professional practice.
22 Demonstrate knowledge of contemporary issues, including
current professional clinical standards, accreditation
requirements, and ASHA practice policies and guidelines; relevant
legislation and regulations pertaining to students and adults
with communication disorders; knowledge of policy and procedures
at the federal, state, and local level; current models of
evaluation and intervention; business practices; and
23/III-B, 26-33 Describe current surgical techniques related
to communicative and swallowing functions, prosthetics.
24 Demonstrate knowledge about certification, specialty certification, licensure, and other relevant professional
25 Planning of goals and procedures.
27 Identify principles of collaboration among allied
professionals, client, families in clinical practice.
30 Write recommendations for service (including long and short
41 Develop intervention goals and procedures with reference to
the child's/adult's cultural and linguistic background,
explicit theories defining language and its components, utilizing
developmental taxonomies in the development of intervention
46 Develop individual education/intervention plans with
reference to baseline data (linguistic, maintaining factors) from
evaluation of speech, language, hearing, and communication
47 Write appropriate long-term, short-term, and session
50 Adhere to the ASHA Code of Ethics and behave
Perlman, A.L., & Schulze-Delrieu, K. (1997).
Deglutition and its disorders: Anatomy, physiology, clinical
diagnosis, and management. San Diego: Singular Publishing Group.
Dikeman, K.J., & Riquelme, L. (2002). Ethnocultural
concerns in dysphagia management.
Perspectives on Swallowing and Swallowing Disorders, October, 31-36.
Riquelme, L.F. (2004). Cultural competence in dysphagia.
Your grade will be based on the following:
- Results from the two examinations (50%)
- Videofluoroscopy reports (20%)
- Class and lab participation/attendance (10%)
- Observation/reaction paper (10%)
- Treatment plan report (10%)
Week 1: Introduction
- Course requirements
- Overview and history of swallowing disorders
- Role of the SLP in dysphagia assessment, treatment and
- Overview of the anatomy & physiology of the normal
Weeks 2 & 3: Anatomy & Physiology of the Normal
- Neuromuscular controls
- Respiratory functions related to deglutition
Weeks 4 & 5: Assessment Procedures
- Medical chart review
- Direct clinical examination
- Fiberoptic nasoendoscopy (FEES)
Weeks 5 & 6: Disorders of Swallowing
- Etiological factors: neurogenic, structural,
- Signs and symptoms
- Reaching a diagnosis
- Introduction to esophageal disorders-symptoms, tests
Weeks 7 & 8: Treatment/Intervention
- Examination #1
- Treatment planning: nutrition/hydration status
- Management strategies
- Treatment candidacy
- Other referrals
- Patient/caregiver/team education
- Discharge planning
- Clinical management: swallowing maneuvers
- Compensatory postures/positioning
- Bolus modification
- Adaptive equipment
- Physiotherapeutic exercises
- Sensory stimulation
- Prosthetic/surgical management
- Non-oral feeding
Week 9: Ethical Considerations
- Patient rights/quality of life
- Advanced directives
- ASHA Code of Ethics
- Treatment/no treatment
- PO versus NPO
Week 10: Pediatric Dysphagia
- Review of the anatomy
- Team issues
Weeks11 & 12: Special Populations
- Approaches to working with multicultural populations
- Geriatrics-normal aging processes
- Tracheotomized/ventilator dependent populations
Week 13: Final Examination
Videofluoroscopy Reports (2)
Each student will be expected to hand in 2 written reports
upon viewing the assigned videotaped examinations. Tapes and
Sample Reports will be provided to each student in class.
Each student will be required to conduct an onsite observation
of a Clinical Dysphagia Evaluation or a Videofluoroscopy. Paper
is to include pertinent clinical information, as well as a
personal reaction to the process. More information provided in
Treatment Plan Report
Each student will be expected to generate a Dysphagia
Treatment Plan, based on diagnostic data provided by the
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