Week 8 _ assignment: study guide forum: speech sound disorder

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Assignment: Study Guide Forum:

Speech sound disorder

Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.


To Prepare

· Your Instructor will assign you to a specific neurodevelopmental disorder from the 


sound disorder”

· Research your assigned disorder. Then, develop an organizational scheme for the important information about the disorder.

The Assignment – Instructions

· Create a study guide for your assigned disorder. – Please review PDF “creating studying guides”

Study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper.

· Your guide should be informed by the 
DSM-5-TR but also supported by at least four other scholarly resources.

Areas of importance you should address, but are not limited to, are:

· Signs and symptoms according to the 

· Differential diagnoses

· Incidence

· Development and course

· Prognosis

· Considerations related to culture, gender, age

· Pharmacological treatments, including any side effects

· Nonpharmacological treatments

· Diagnostics and labs

· Comorbidities

· Legal and ethical considerations

· Pertinent patient education considerations

**At least four other scholarly resources along with the DSM-5-TR**

** Please review the neurodevelopmental disorder from the 
DSM-5-TR** – see PDF attachment**

References: DSM-5 – Pages 31-33 and 44-45

(American Psychological Assoc.)

Diagnostic and statistical manual of mental disorders. [electronic resource] : DSM-5 (5th ed.). (2013). American Psychiatric Association.

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The purpose of study guides is to organize lecture notes and text book material so that you can increase your comprehension and
memory of large amounts of information. Preparing study guides that are visual is even more effective, as the visual organization helps
you see related concepts and make meaningful connections with the material, thus acquiring the higher levels of learning expected by
many of your professors.

Study Guides and Learning Levels
Preparing for tests often involves more than knowing facts, figures, formulas, and definitions. Many professors expect you to
demonstrate critical thinking, which involves more than rote memorization. Therefore, you must organize and process course materials
so that you can increase your comprehension and ability to think critically.

Examples of Learning Levels
Review the following examples of test questions from a sociology class. The first question only requires that you recall a definition, which
you can do well through rote memorization techniques, such as flash cards. The remaining questions require you to make connections
or conclusions that may not have been directly presented by your professor or your text book.

Question 1: A group of relatives by marriage constitutes a) a conjugal family b) an extended family c) a nuclear family d) none of
the above
Question 2: Describe the similarities and differences of these societal forms: matriarchal, neolocal, and patriarchal societies…
Question 3: Illustrate the economic flow and functions of a neolocal society.

To correctly answer test questions like those in the example,
you must create study guides that will help you:

Condense course material into smaller amounts of
information that are easier to remember.
Visualize, understand, and demonstrate relationships
among concepts and ideas.
Create examples and apply information to “real world”

Common Types Of Study Guides
Within this Idea Sheet are examples of common types of
study guides or “visual organizers”.

These study guides can be adapted based on your personal
learning style and the information you need to organize. Experiment with these, as well as using other study guide formats that you
have found to be effective. Remember, the purpose for study guides is to organize information so that you can demonstrate your
knowledge at the critical thinking level your professor expects.

Concept Map and Branching Diagram
Many students benefit when information is presented visually. Concept maps and branching diagrams allow you to organize information
spatially versus in a linear outline format. However, you still organize information from the general to the specific. You can then add
details and examples that help you apply the information. Concept maps and branching diagrams are useful for classes in any subject

Creating Study Guides

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Comparison Chart
A comparison chart allows you to organize information visually so that you can see relationships among categories or characteristics. It
is a very effective format when you need to be able to understand the differences or similarities among facts, theories, theorists,
processes, etc.

How to Create a Comparison Chart

Information you are

Characteristics you are comparing

Transmission Vaccine Symptoms

Hepatitis A      

Hepatitis A      

Hepatitis A      

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Example (from Psychology class)

Type of memory Information stored Capacity Duration of info. Format

sensory temporary; senses high <1 sec. (vision) few seconds (hearing) literal

short-term brief; info, currently being used limited <20 seconds auditory & verbal

long-term relatively permanent unlimited (?) long or perm. (?) semantic


Example (from a Chemistry class)

Name of organic compound Functional group Structure

1. Alkane    



Concept Card
Concept cards are “flash cards on steroids”, and you create them using index cards that are 3×5 or larger. On the front of the card, you
write the:

1. key idea or concept you want to learn

2. organizing term or phrase (upper right-hand corner). This is the category or term that allows you to see how your key ideas or
concepts are organized.

3. source of the information (textbook page, date of lecture, etc.

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On the back of the card, you write what is most important to know and learn about the concept, in your own words. To ensure you do
more than just memorize the information, include examples, summaries, and synthesis of main points as well as definitions. Include
diagrams, time lines, or other visuals that will help you understand the information at the level your professor expects.

Example 1: Back of Card

Example 2: Back of Card

Example 3: Front

Example 3: Back

Diagrams allow you to visually represent dynamic information such as a process, procedure, stages, and steps. For example, in a geology
class, you could create a diagram to describe how rock layers are formed. In a political science class, a diagram can help you understand
and learn the process for how a bill is passed into law.

Example 1: physical geography class

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Example 2: note-taking cycle

Time Line
A time line allows you to organize information chronologically. You are able to review information that must be understood and
remembered in sequence. Time lines would be effective for classes in which you are presented:

historical developments: history, anthropology, political science, music, art 
biological developments: biology, anatomy, physiology
human or other developments: psychology, biology, natural resources

Example 1: Development of an embryo

Example 2: Major Civil War Battles 1861-1863

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