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During the course of this semester I have acquired a great deal of knowledge in my CD 315 class.  This knowledge covers a wide spectrum of topics including how to prepare for information literacy, how to discover, retrieve and manage this information, how to process the info and, last, how to transfer it.  I would like to explain what I learned about each of these aspects.

First, I had to be sure I had a computer that I could always access and I was familiar with.  Fortunately, I have a computer in my apartment that I have been using for some time, which meant I was already familiar with how to use it (December's Email).

The next thing I had to do was make familiarize myself with what exactly literacy meant now that computers and the internet is so prevalent.  The article wrote about this can be located here but essentially I said a student has a wealth of information available at his finger tips now but with this he also has a greater responsibility to ensure the info he looks at is accurate and reputable because anyone can post info on the internet now, which  is where critiquing a page came into play.  It showed me that a page can say a great deal without ever giving any real info.

I also learned how to locate information using the web.  This included joining a mailing list, which allowed me to be in touch with people from a variety of places who are interested in the same things as me and using different types of search engines to find journals, books and other works on topics that I was interested in and access them and then document them.

After I had retrieved everything I needed I had to learn how to organize it in an appropriate manner.  This is when I began working on my first website.  Learning to create a webpage and use it to display my work made it very easy to provide easy access for anyone (including me) to look over my work.   In addition to displaying it on my own webpage, I also learned to keep a weblog to have all my drafts in one place that I could access on any computer with an internet connection.  The first thing I did on my weblog was create a prospectus for my project I was required to do.  I then did a draft of all my genres on this weblog.  One thing I learned while doing these genres is how to design a PowerPoint Presentation.  Before reading this article, I had always just listed all my infor.  Now I know to use PowerPoint to tell a story, not just list notes.  Each week two of my peers made comments about my genres and offered advice on how to improve them and I did the same for Jennifer and Shari.  These comments are at the bottom of each weblog entry.  They were always helpful and often I would make changes that had not been advised but I noticed myself after reading Jennifer and Holli’s comments. While following their advice I also employed the SCAR technique, which is a method of revising my work.   

After I had completed this phase of my work I went back through and converted each of the genres into a webpage.  I followed the same process I used to create my website and made sure all my links worked and the information was accurate and presented in a professional manner.  I also had to add the copyright information for every page.  This leads me to the topic of copyright. Two of the things I learned that really struck me was 1) the idea of Fair Use, which basically says I can use information I find as long as I am not using it make a profit and 2) the length of time a copyright lasts.  I did not know that the copyright for works published after the year 1977 lasts as long as the author lives plus 70 years. 

By employing all this knowledge I was able to locate information about my chosen topic, critique everything I found, use the information to create my project and document all the sources I used, and then create webpages based on this work.  This end result of all my genres can be found by going to Table of Contents.

Just click on this link and download the file to view my powerpoint presentation about what DAS is and how it is treated.

http://mupfc.marshall.edu/~stout16/DAS-Symptoms%20and%20Treatment

 

Click on the page or scroll to go to the next slide.

Apraxio of speech.  2002.  Retrieved November 4, 2005 from http://www.nidcd.nih.gov/health/voice/apraxia.asp

 

Developmental apraxia of speech.  (1993).  Retrieved November 4, 2005 from http://www.apraxia-kids.org/site/c.chKMIOPIIsE/b.980831/apps/s/content.asp?ct=464113

 
S. Ann & Vail, T. What is developmental apraxia of speech?  Retrieved November 4, 2005 from http://www.tayloredmktg.com/dyspraxia/das.shtml#home

 

What is Developmental Apraxia of Speech?

Developmental Apraxia of Speech (DAS, for short) is also known as Verbal Apraxia.  It is a speech disorder that interferes with a child's ability to correctly pronounce sounds, syllables and words by preventing the face, tongue, lips and jaw to work properly.  Usually there is nothing wrong with the child's facial muscles but the area of the brain responsible for telling the muscles how to move is damaged or not fully developed.

Main Characteristics of DAS:

Child struggles to speak

Child says words easily sometimes; other times has difficulty with same word

Child uses small number of sounds

Child has more difficulty with conversation than with imitating sounds

Child has difficulty combining words

Child sounds worse as the length of sentence increases

Child speaks slowly, rapidly or has uneven pace 

Cause of DAS:

DAS is a neurologically based speech disorder whose causes are unknown at this time.  Some theories suggest the impairment is the result of a small injury or difference in the area of the brain responsible for speech.

Treatment:

It is important to know that a child will not "grow out of" DAS.  Therapy is required to improve the child's speech.  This therapy is usually intensive and requires 2-3 sessions a week, beginning soon after the child is diagnosed.  Children can start therapy as young as 18 months and usually attend for 2-3 years.  Most children with DAS become proficient speakers after treatment.  In severe cases, augmentative devices may be used to aid the child.

For More Information:

If you suspect your child may have DAS, you should consult your local Speech-Language Pathologist.  To locate one in your area, visit: www.asha.org.  If you would like more information about DAS, please go to:  www.apraxia-kids.org or www.nidcd.gov.

Resources:

What is Developmental Apraxia of Speech?  Retrieved October 27, 2005, from http://www.tayloredmktg.com/dyspraxia/das.shtml#what.htm

Aram, D. M., & Horwitz, S. J.  (1983).  Sequential and non-speech praxic abilities in developmental verbal apraxia.  Developmental medicine and child neurology, 25 (2), 197-206.  Retrieved September 7, 2005 from the Medline database. 

ADVANCED THERAPY OBSERVATION REPORT # 1

Name: Chris Stout                                        Client's Initials:  M.B.

Date of Observation: October 20, 2005       Age: 10

Length of Observation: Two Hours              Indiv.  Yes  Group 

Client Disorder:  Articulation (Developmental Apraxia of Speech)

1)  Describe 1 segment of the session you found to be effective (What appeared to go well? What was successful?).

    While observing the client, I noticed he was able to articulate two-syllable and three-syllable words more appropriately when the clinician tapped out the rhythm of his speech on the table.  When she tapped the table the client was to say a syllable of the word.  It sounded like this: "ki," tap, "tty," tap, "cat."  Before using rhythm, the client could only say "ki-at."  I also noticed the client relaxed somewhat after some initial shyness about listening to the tapping.  This was a major improvement because previous to this the client was getting frustrated.  I noticed he was starting to avoid meeting our (the clinician and myself) eyes and his cheeks were starting to redden.  However, after following along with the clinician's tapping, the client started to smile again in response to the improvement and our praises.

2)  Describe 1 segment of the session you found to be less effective and/or confusing to you.  (What do you think did not produce a desirable result?  What did you not understand?)

    Simple repetition of the entire word appeared to be the least effective.  The client could barely make an approximation of the words and was obviously getting frustrated.  He was unable to clearly say any word and this lead to him withdrawing.  As I said before, he started to stare at the floor or the word lists and his cheeks began to turn red.  After he attempted to repeat each word three times, the clinician decided to move onto another method that could might be more effective and boost his confidence again.

    I don't think this was  the most appropriate method for this client or at least not at that time.  I don't think he was fully aware yet of where his tongue was during speech and where it should be.  This was causing (I believe) a lot of his problems.

 3)  Discuss 1 element of the session that surprised you and/or you found contradictory to your understanding (information you have from class, common sense, experience, or expectations).

    I was surprised that the clinician didn't go back over tongue placement with the client after he did so poorly on the repetition of words.  I recall from a previous class that in order to ensure the client can correctly form sounds, he should first be able to know how the sound is correctly made and what it should sound like.  the clinician didn't do any of this, she simply went on to another exercise.

 4)  Write about:

•       What you learned from this observation

       Before observing this client, I had read about tapping out the rhythm to aid a client's articulation but I had never actually seen it used.  It surprised me how much of a difference it made for this client.  Although the words he said were not perfect, they were noticeably better than any of his previous attempts. 

    Another thing I saw during this therapy session was the discomfort DAS causes in children.  I have seen several sessions of therap for DAS but they all involved very young children who did not appear overly concerned about how their speech was.  This child was very uncomfortable with his inability to say the words.

•  Your feelings/reactions of the impact of the therapist's intervention on the client

       I thought the clinician did  a great job of responding to the client's feelings.  When she saw his discomfort she moved onto another method that was much more successful for the client, which relieved his discomfort.  She was also very good about praising him when he did a good job which made him more responsive. 

•  Your feelings/reactions of the impact of the client on you as an observer

    I can't help but think how frustrating it must be for this child.  He knows exactly what he wants to say and how to say it.  The problem is with the message from his brain to his muscels.  I think that being able to help him eventually speak clearly and easily would give the clinician the greatest feeling of satisfaction.   Knowing that someday I will be able to help somebody like this child speak clearly and easily is what made me choose this major in the first place.