HSLS 754: Speech Sound Disorders (3)

Fall 2016
Gallaudet University
Department of Hearing, Speech, and Language Sciences
Room SLCC 1303 , Tu 6:00-8:50

Instructor: Karen Garrido-Nag, Ph.D., CCC-SLP

Office: SLCC 2223, x6964
Office Hours: By appointment
E-mail: Karen.garrido-nag@gallaudet.edu

COURSE DESCRIPTION

This course provides an overview of the relations between articulation and phonology. We will examine the development of articulation and
phonology in typical children, the factors associated with articulatory and phonological disorders, the assessment and treatment of articulatory and
phonological disorders in children, and the risk factors and possible prevention strategies for articulation and/or phonological disorders (Standard III-
D). We will examine various case studies, assessment devices and intervention strategies directed at articulation and phonology. Prerequisite:
Phonetics

COURSE POLICIES
Academic Integrity:

All allegations regarding violations of the Universitys Policy on Academic Integrity will be investigated and treated with utmost seriousness. Please read the
Gallaudet University Policy on Academic Integrity, as you will be responsible for its content. More information can be found on page 27 of the Graduate Course
Catalogue or at this link: https://www.gallaudet.edu/academic-catalog/registration-and-policies/graduate-policies/academic-integrity.html. If you are unsure as to
any part of the Policy, please discuss it with the instructor or your academic advisor. Please familiarize yourself with the concept of due process. Violations of the
Academic Integrity Policy (e.g., cheating, plagiarism, abuse of computers) will result in a failing grade for the course (i.e., grade of XF on transcript), and/or
expulsion from the University.

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Accommodations for Students with Disabilities

Students have the responsibility of formally requesting accommodation through the Office for Students with Disabilities (OSWD) at the beginning of each
semester. For more information on policy and procedures, consult page 10 of the Graduate Course Catalogue: http://www.gallaudet.edu/oswd-the-office-for-
students-with-disabilities.html

Gallaudet University Strategic Goals:

1. Maintain and strengthen its unique position as a place in which higher education, research, and scholarly pursuits of all kinds are conducted
in an inclusive environment where the ASL/English bilingual communication abilities and potential of deaf students are fully realized.
2. Enroll a diverse and talented student body by providing rigorous academic programs and an effective co-curriculum and services that
support recruitment, retention, graduation, and life-long learning.
3. Create and sustain a climate that fosters respect among students, faculty, staff, and administrators for the full range of human diversity,
educational backgrounds, ideas, and perspectives.
4. Conduct exemplary programs of research, scholarship, and outreach within the context of its visually-oriented learning environment and with
respect to its unique service population.
5. Obtain the financial and other resources necessary to support excellence in its programs and uses these resources effectively and
efficiently.

Hearing, Speech and Language Sciences Learner Outcomes:

1. SLP students will demonstrate knowledge of the biological sciences, physical sciences, *statistics, and the social/behavioral sciences. (ASHA Standard IV-A)

2. SLP students will demonstrate knowledge of basic human communication and swallowing processes, including *the appropriate biological, neurological,
acoustic, psychological, developmental, and linguistic and cultural bases. (ASHA Standard IV-B)

3. SLP students will demonstrate knowledge of communication and swallowing disorders and differences, including appropriate etiologies, characteristics,
anatomical/ physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in:
1. Articulation
2. Fluency
3. Voice and resonance, including respiration and phonation

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 4. Receptive and expressive language (phonology, morphology, syntax,
semantics, pragmatics, prelinguistic communication, and paralinguistic
communication) in speaking, listening, reading and writing
5. Hearing, including the impact on speech and language
6. Swallowing (oral, pharyngeal, esophageal, and related functions including
oral functions for feeding and orofacial myology)
7. Cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning)
8. Social aspects of communication (including challenging behavior,
ineffective social skills, and lack of communication opportunities)
9. Augmentative and alternative communication modalities (Standard IV-C)

4. SLP students will demonstrate current knowledge of the principles and methods of, and clinical skills in prevention, assessment, and intervention for people
with communication and swallowing disorders (listed in 1 through 9) across the lifespan, including consideration of anatomical/physiological, psychological,
developmental, and linguistic and cultural correlates. (Standards IV-D and V-B)

5. SLP students will demonstrate knowledge and skills in oral, written and other forms of communication sufficient for entry into professional practice, including
skills in communicating effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family,
and other professionals involved in case management. (Standard V-A)

6. SLP students will demonstrate knowledge of research processes and integration of research principles into evidence-based clinical practice. (Standard IV-F)

7. SLP students will demonstrate knowledge of ASHAs current Code of Ethics and ethical conduct standards, professional contemporary issues, including entry
level and advanced credentialing, regulations and policies relevant to professional practice. (Standards IV-E, G and H)

Learning Outcomes/ Objectives and Evaluative Methods (Based on ASHA)

Course OUTCOME LEARNING OPPORTUNITIES ASSESSMENT Program SLO

METHODS
Std IV-C Lectures, Class Discussions, Exam, Individual 1,2,3,4
Demonstrated knowledge of articulation disorders and Presentations, Case Study Presentation, Case
differences, including etiologies, characteristics, anatomical/physiological, acoustic, Study
psychological, developmental, and linguistic/cultural correlates

Std IV-D

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Demonstrated knowledge of the principles and methods of prevention, assessment, and 1,2,3,4
intervention for people with articulation disorders, including consideration of
anatomical/physiological, psychological, developmental, and linguistic/cultural correlates of the
disorder

Std IV-E 6,7

Demonstrated knowledge of standards of ethical conduct

Std IV-F
Demonstrated knowledge of processes used in research and the integration of research 6,7
principles into evidence- based clinical practice.

Std V-A
Demonstrated skill in oral and written or other forms of communication sufficient for entry into 5
professional practice.

Std V-B 1-14, 17

Achieved skills in 1,2,3,4,5,6,7
1. conducting screening and prevention procedures
2. collecting case history information and integration of client information from relevant
others
3. selecting and administering appropriate evaluation procedures
4. adapting evaluation procedures to meet client needs
5. interpreting, integrating, and synthesizing all information to develop diagnoses and
make appropriate recommendations for intervention
6. completing administrative and reporting functions necessary to support evaluations
7. referring clients for appropriate services
8. setting appropriate intervention plans with measurable achievable goals that meet
the clients needs, and collaborating with relevant others
9. implementing intervention plans
10. selecting/developing/using appropriate materials and instrumentation for prevention
and intervention
11. measuring and evaluating client performance and progress
12. modifying intervention plans, strategies, materials as appropriate to meet the clients
needs
13. completing administrative and reporting functions necessary to support intervention
14. identifying and referring clients for services as appropriate

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 15. Providing counseling regarding communication disorders to clients, family,
caregivers and relevant others in arti,culation, fluency, voice/resonance, receptive
and expressive language, hearing, swallowing, cognitive aspects of communication,
social aspects of communication, and augmentative and alternative communication

READING REQUIREMENTS

REQUIRED TEXTS:
Bernthal, J., & Bankson, N., (2013). Articulation and Phonological Disorders. (7th Edition) Boston: Allyn & Bacon.
Secord, W., Boyce, S., Fox, R., Donahue, J., Shine, R. (2007) Eliciting Sounds: Techniques and Strategies for Clinicians. New York:
Thomson.

RECOMMENDED TEXTS:
Bernhardt. B. H., & Stemberger, J. P. (2000). Workbook in NonLinear Phonology for Clinical Application. Austin, TX: Pro-Ed.
Bleile, K. (2003) Manual of Articulation and Phonological Disorders. (2nd Edition) New York: Thomson Delmar Publishing Co.
Caruso, A, J., Strand, E. A. (1999). Clinical Management of Motor Speech Disorders in Children. New York: Thieme.
Gillon, G. T. (2004). Phonological Awareness: From Research to Practice. New York: Guilford Press.
Creaghead, N., Newman, P., & Secord, W., (1989). Assessment and Remediation of Articulatory and Phonological Disorders. New York: Allyn
and Bacon.
Hodson, B. (2007) Evaluating and Enhancing Children Phonological Systems: Research and Theory to Practice. Greenville, SC: Thinking
Publications.
Hodson, B., & Paden, E. (1991). Targeting Intelligible Speech. Texas: Pro Ed.
Goldstein, B. (2000). Cultural and Linguistic Diversity Resource Guide for Speech- Language Pathologist. San Diego: Singular Publishing
Company.
Watson, M., Murthy, S. N. J., & Wadhwa, N. Phonological Analysis Practice: An Electronic Workbook. Eau Claire, WI: Thinking Publications.

COURSE REQUIREMENTS/EVALUATIVE TOOLS

ATTENDANCE Students are expected to attend and be on time for ALL Classes. Because of the need to participate in presentations during class

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time, attendance is required!

REQUIRED READINGS - It is expected that all students will read the required readings prior to class and be prepared to discuss the target articles,
readings and lecture materials.

PARTICIPATION: This is an important component of this class. You are required to actively participate in discussions and the only way this can be
accomplished is by keeping up with your readings.

BLACKBOARD & E-MAIL - Every student is required & responsible for checking blackboard and e-mail everyday.

TARGET ARTICLE/S: Each student will be responsible for teaching part of the class by reporting on research article/s and heading the discussion
of the Q&A portion. *Powerpoint or Lecture to be submitted two weeks prior to lecture date.

PROJECT: Each student will pick and write a paper on a therapeutic approach (5-10 pages) as well as present it in class.
*Paper is due two weeks prior to date of presentation
*No need to submit your Powerpoint or Lecture

TICKET IN/TICKET OUT: (1) Take home message from your readings at the beginning of the class, (2) take home message from discussions at the
end of the class

FINAL EXAMINATION: Reflection essay

Grading Criteria

Computation of final grade

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ASSESSMENT TOOL WEIGHTING SCORING CRITERIA Time Required for Preparation
Target Article 30% See Table 1: Target Articles 15 hours
Intervention Project 30% See Table 2: Intervention Approaches 15 hours
Final Examination 10% Case study: analyze articulation/phonological error
patterns, complete a diagnostic report, write a
semester therapy plan
Class Participation 30% Can actively discuss TA and Intervention Approach 45 hours (3 hours each week for readings
assigned for each class and review of PPTs)
Ticket In/Ticket out for every class
Letter Numerical Descriptor
Grade Equivalent

A+ 97-100 Exemplary performance. Student meets A standards described below and demonstrates genuine freshness of thought, even some originality, in all assignments
and class discussions

A 94-96 Outstanding performance. Student shows engagement in all assignments a deep and personal way. Written exam, paper/presentation should have scholarly and
in-depth content, be well-organized, and be free of mechanical errors. All work must be documented.

A- 90-93 Commendable performance. A performance, but with some weaknesses.

B+ 87-89 Performance exceeds course requirements and is slightly better than B performance.

B 84-86 Satisfactory achievement for meeting course requirements; improvement is needed. A grade of B shows that the student has done strong work at a decent
standard of clarity and intellectual force. However, the work seems derivative, clichd, or sloppy. In other words, its good but not great, especially for graduate
school.

B- 80-83 Marginal satisfactory achievement. Assignments are poorly organized and somewhat mediocre in their presentation. Barely passing.

C+ 77-79 Unsatisfactory achievement. Reserved for those who have flaunted their lack of responsibility, presenting work that is truly weak in terms of content and writing.

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C 70-76

F Below 70 Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit (e.g. borrowing a
paper from the internet) or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an
incomplete. Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F for the entire course.

COURSE OUTLINE: SCHEDULE OF TOPICS, READINGS & ASSIGNMENTS

Date Topic Assignment
8/30 Course Introduction, Syllabus and *Phonetic Review Worksheet
Overview, Target Article (TA) *IPA Chart
assignment, Project assignment *Distinctive Features (Classification System)
(Cotello and Onstein)

9/6 Normal aspects of articulation: TARGET ARTICLE #1: Amy B, B & F -

Review Baker, E., & McLeod, S. (2011). Evidence-based practice for children with Chap 1
speech sound disorders: Part 1 narrative review. Language, Speech, and
Hearing Services in Schools, 42(2), 102-139.
Early phonological development weekend
Lof, G. L. (2011). Science-based practice and the speech-
Behavioral
Contingencies/Management: language pathologist. International journal of speech-language
pathology, 13(3), 18996. doi:10.3109/17549507.2011.528801
Evidence Based Practice
Straus, S. E., & Sackett, D. L. (1998). Using research findings in
clinical practice. British
Medical Journal, 317, 339342.

Guide to EBP: Linguisystem (2009)

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9/13 Later phonological development.
*Phonological Processes
*Phonological Deviations
*Phonological Error Patterns
INTERVENTION::
Eliciting Sounds (Secord):
Phonetic Placement, Sound
Approximations, Moto-Kinesthetic
and Sound Stimulability
9/20 Etiology/factors related to
phonologic disorders
TARGET ARTICLE #2: Marysabel B, B & F -
Lass, N. J., Pannbacker, M., (2008) The application of evidence-based Chap 2, 3
practice to nonspeech oral motor treatments. LSHSS, 39, 408-421. (Review Tuesday
of EBP)
McCauley,R., Strand, E., Lof, G. Schooling, T., & Frymark, T. (2009)
Evidence-Based Systematic Review: Effects of Nonspeech Oral Motor
Exercises on Speech, Am Journal of Speech Language Pathology, 18: 343-
360.
Ruscello, D. M., (2008) Nonspeech oral motor treatment issues related to
children with developmental speech sound disorders, LSHSS, 39, 380-391
Forrest, K. (2002) Are oral motor exercises useful in the treatment of
phonological/ articulatory disorders? Seminars in Speech and Language,
23, 15-25.
Lof, G. L. & Watson, M. (2010). Five Reasons Why Nonspeech
Oral Motor Exercises (NSOME) Do Not Work. Perspect Sch
Based Iss, 11(4), 109-117. doi: 10.1044/sbi11.4.109.
Forest, K. (2002). Are Oral-Motor Exercises Useful in the Treatment of
Phonological/Articulatory Disorders? Seminars in Speech and
Language, volume 23
TARGET ARTICLE # 3: Eric B, B & F -
Fey, M.E. (1992). Articulation and phonology: Inextricable constructs in Chap 4
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 Structure and function of the
speech and hearing mechanisms:
Hearing loss and influence on
speech and sound perception
Motor abilities: structure of the
speech mechanism
Oral myofunctional
disorders/tongue thrust
Neuromotor disorders: dysarthrias
and apraxia
Psychosocial factors: age, gender,
SES, personality
9/27 Phonological assessment
procedures.
*Analysis of Phonological
Development and Disability
speech pathology. LSHSS, 23, 225-232.
TARGET ARTICLE #4: Megan
Dodd, B. (2014). Differential Diagnosis of Pediatric Speech Sound
Disorder. Current Developmental Disorders Reports, 1(3), 189-196.
INTERVENTION 1: Traditional Approach (van Riper):) NAOMI
*Eliciting Sounds Book
TARGET ARTICLE # 5: Brittany B, B & F -
Chap 5
Skahan, S. M., Watson, M., & Lof, G. L. (2007). Speech-language
pathologists' assessment practices for children with suspected
speech sound disorders: Results of a national survey. American
Journal of Speech-Language Pathology, 16(3), 246-259.
Williams, A.L. (2002). Prologue: Perspectives in the assessment of childrens
speech. AJSLP, 11, 211 212.
TARGET ARTICLE #6: Yconne
Tyler, A.A. (2002). Five Views of the Elephant. AJSLP, 213-214
Tyler, A.A. & Tolbert, L.C. (2002). Speech-Language assessment in the
clinical setting. AJSLP, 11, 215 220
Bleile, K. (2002). Evaluating articulation and phonological disorders when the
clock is running. AJSLP, 11, 243 249.
Miccio, A.W. (2002). Clinical problem solving: Assessment of phonological
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 disorders. AJSLP, 11, 221 229.
Hodson, B.W., Scherz, J.A. & Strattman, K.H. (2002). Evaluating
communicative abilities of a highly unintelligible preschooler. AJSLP, 11, 236
242.
Khan, L.M. (2002). The sixth view: Assessing preschoolers articulation and
phonology from the trenches. AJSLP, 11, 250 254

10/4 Published Phonological TARGET ARTICLES #7: Erin

Assessment Materials Hoffman, P.R. & Norris, J.A. (2002). Phonological assessment as an integral
part of language assessment. AJSLP, 11, 230 235.

Lof, G. (2002). Two Comments on this Assessment Series.

AJSLP, 11, 255 256.
Ingram, K., & Ingram, D. (2002). Commentary on Evaluating Articulation
and Phonological Disorders When the Clock is Running AJSLP, 11, 257
258.
Williams, L. (2002). Epilogue: Perspectives in the Assessment of Childrens
Speech. AJSLP, 11, 259 263.

Fey, M. E. (1992). Articulation and PhonologyAn Addendum. Language,

Speech, and Hearing Services in Schools, 23(3), 277-282.

INTERVENTION 2: Contrast Approach (MINIMAL- MAXIMAL) Gierut, J.A.

(1989) MEGAN

INTERVENTION 3: Multiple oppositions Williams, L. (2000) ERIC

10/11 Remediation Procedures. TARGET ARTICLES # 8: Jenna B, B & F -
Lewis, B. & Freebairn, L. (1992). Residual Effects of Preschool Phonology Chap 6
Disorders in Grade School, Adolescence, and Adulthood. JSHR, 35, 819-831

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 Lewis, B. A., Freebairn, L., Tag, J., Ciesla, A. A., Iyengar, S. K.,
Stein, C. M., & Taylor, H. G. (2015). Adolescent Outcomes of
Children With Early Speech Sound Disorders With and Without
Language Impairment. American Journal of Speech-Language
Pathology, 24(2), 150-163.

INTERVENTION 4: Paired Stimuli Approach (Weston and Irwin) MELISSA

10/18 Treatment approaches. TARGET ARTICLES # 9: Ally B, B & F -

Klein, E.S. (1996). Phonological/traditional approaches to articulation Chap 7
therapy: A retrospective group comparison. LSHSS, 17, 314 323

INTERVENTION 5: Multiple Phoneme Approach (McCabe and Bradley) -

ERIN

TARGET ARTICLE # 10: Stephanie A

Gierut, J.A. (2001). Complexity in Phonological Treatment: Clinical Factors.
LSHSS, 32, 229 241.

10/25 Language and dialectal variations. TARGET ARTICLE # 11: Stephanie S. B, B & F -
Gierut, J., Morrisette, l. & Ziemer, S. (2010) Nonwords and Generalization in Chap 8
Children with Phonological Disorders, American Journal of Speech
Language Pathology, 19: 167-177.

DeThorne, l.S., Johnson, C. Walder, J. L. & mahurin-Smith, J. (2009) When

Simon Says doesnt work: Alternative to imitation facilitating early speech
development. AJSLP, 18, 133-145.

INTERVENTION 6: Cycles Approach (Hodson) YCONNE

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11/1 Phonological awareness:
Description, assessment, and
intervention.
11/8 Motor Speech Disorders
11/15 Developmental Apraxia of Speech
Hall, P.K. (2000) A letter to the
parents of a child with
Developmental Apraxia of Speech
INTERVENTION 7: Sensory-Motor Approach (McDonald) STEPHANIE A.
TARGET ARTICLE # 12: Jamie B, B, &F pp
Rvachew, S. & Nowak, M. (2001). The effect of Target Selection strategy 320-329
on phonological learning. JSLHR, 44, 610 623.
INTERVENTION 8: Core Vocabulary Intervention (Dodd) AMY
TARGET ARTICLE # 13: Melissa
Tyler, A., Lewis, K., Haskill, A., Tolbert, L. (2002). Efficacy and Cross-
Domain Effects of a Morphosyntax and a Phonology Intervention. LSHSS,
33, 52-66.
Macrae, T., Tyler, A. A., & Lewis, K. E. (2014). Lexical and
phonological variability in preschool children with speech
sound disorder. American Journal of Speech-Language
Pathology, 23(1), 27-35.
INTERVENTION 9: Metaphon approach (Howell & Dean, 1991) JENNA
TARGET ARTICLE # 14: Naomi
GIERUT, J. & Hulse, L. (2010). Evidence-Based Practice: A matrix for
predicting phonological generalization. Clinical Linguistic and Phonetics, 24,
323-334.
INTERVENTION 10: Visual Phonics (Edwards and Anderson) JAMIE
INTERVENTION 11: PROMPT (Prompts for Restructuring Oral Muscular
Phonetic Targets) (Hayden) Stephanie S.
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11/22 Thanksgiving Holiday
11/29 Developmental Apraxia of Speech
Strand, E. Skinder, A. (1999):
Treatment of Developmental
Apraxia of Speech; Integration
stimulation methods. In Caruso,
Strand 91999). Clinical
Management of Motor Speech
Disorders in Children. New York:
Thieme
Square, P. (1999). Treatment of
Devt apraxia of speech: tactile-
kinesthetic, rhythmic and gestural
approaches.
12/6 Final Exam (Take-home)
No Class
TARGET ARTICLE # 15: Taylor
Koegel, R., Koegel, L., Van Voy, K., & Ingham, J. (1988). Within-clinic versus
outside-of-clinic self monitoring of articulation to promote generalization.
JSHD, 13, 392 399.
Postma, A. (2000). Detection of errors during speech
production: A review of speech monitoring models.
Cognition, 77(2), 97-132.
INTERVENTION 12: Lindamood Phoneme Sequencing Program
for Reading, Spelling, and Speech (LiPS) TAYLOR
NTERVENTON 13: Acoustic Tools for SSD Intervention ALLY
INTERVENTION 14: Integral stimulation methods (Strand, E. A.l, Skinder,
A., (1999) BRITTANY
INTEVENTION 15: Multimodal Intervention MARYSABEL
King, A. M., Hengst, J. A., & DeThorne, L. S. (2013). Severe speech
sound disorders: An integrated multimodal intervention. Language,
speech, and hearing services in schools, 44(2), 195-210.
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Table 1: Weekly Target Journal Article Discussion
Target Articles are REQUIRED readings for all students (ALL articles are posted on BB).
Each student will be responsible in heading a discussion of 1 or several articles:
o Provide a brief summary of the article
o Provide a critique of the articles
Conduct an EBP review
o Report on message of the article
o Facilitate the discussion of the articles/s
o Have several multiple choice questions in between or at the end of your presentation (each question should have 4 choices)
that will help your classmates understand/reflect on your presentation. You may also chose to use reflection questions
throughout your presentation.
o You are not limited to the articles you were assigned to. You may use (and highly encouraged) other articles that would support
the topic that is being covered.

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Table 2: Project (Therapeutic Approach)
*Each student will pick an intervention method for articulation/ phonological disorder
*Paper: should include the following points
1. Purpose
2. Theoretical Construct (Philosophy of construct)
3. Design (Materials, administration, etc.)
4. Systematic review of evidence of efficacy of intervention
5. Strengths
6. Weaknesses
7. Recommendations
8. Multiple choice questions at the end of your presentation: Have several multiple choice questions at the end of your presentation (each
question should have 4 choices) that will help your classmates understand/reflect on your presentatio

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*Each project will be presented in class (40-50 minutes). Grading will follow Table 1 for the presentation and the paper will graded based on
Table II.

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Presentation Rubric Grade

Grading Sheet:
Content:

Accuracy of ideas: Knowledge in the area _

Thoroughness of information: Use of supporting information (appropriate citation and references)
Organization: clear, logical and organized- Introduction, Body and Conclusion
Integration: Demonstration of critical thinking, problem solving and appropriate speculation
Integration of clinical knowledge and academic knowledge
Delivery:

Ideas are clearly presented and Information was well communicated (Fluency, Rate, Intensity, Rhythm)
Language level appropriate for audience (register, terminology, vocabulary and grammar)
Use of audio/visual support
Shows confidence (well rehearsed, limited use of filler words, appropriate posture)
Interaction Style (body language, eye contact, physical organization)
Communication with Audience

Reflects before responding to questions

Acknowledges not having an answer
Clarifies, paraphrases and uses examples (Able to summarize major points, and provides audience with a take-home
message)
Professionalism

Professional Demeanor
Composure and Confidence
Poise
GRADE
A+ (97-100%), A (94-96%), A- (90-93%), B+ (87-89%), B (84-86%), B- (80-83%), C+/C (70-79%)

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Class Participation Rubric

5 4 3 2 1
Attendance Student attends class Student rarely Student Student Student always is
consistently and is on misses class or occasionally regularly arrives late and/or
time arrives late arrives late and late and misses demonstrates
misses class class poor attendance
consistently
Quality always contributes to the sometimes rarely contributes to Student is often never contributes to
discussion by raising contributes to the the discussion in the off task and the discussion in the
thoughtful questions, discussion in the aforementioned does not aforementioned
analyzing relevant issues, aforementioned ways. contribute to ways.
building on others ideas, ways. class very often
synthesizing across
readings and discussions,
expanding the class
perspective, and
appropriately challenging
assumptions and
perspectives

Professionalism- peer Student actively Student attends to Student Student does Student does not
relations attends to peers and peers. Works as inconsistently not attend to attend to others
actively responds to a partner during attends to peers. peers. Does and disrupts their
them during whole team activities. Passive little in small comments.
class and team contributor during group. Disrupts team
activities. team activities. activities.
Preparation/ Always prepared for Usually prepared Occasionally Rarely prepared Never prepared
Assignments class. for class prepared for class for class for class

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