Dr. Sudhin Karuppali

Associate Professor

Department of Audiology & Speech Language Pathology (at Mangalore)

Qualification: Ph.D; PG (Dip) Hospital Management; M.SC (SLP); BASLP


    • Teaching: Undergraduate and Postgraduate students
    • Clinical supervision and patient care
    • Internship coordinator of the Dept of ASLP, KMC, Mangalore 
    • Member of Faculty Research Forum, KMC Mangalore
    • Website coordinator of the Dept of ASLP, KMC, Mangalore 
    • Faculty member for IQAC, MCHP
    • Recognized PhD guide, MAHE  
    • Guide: Dissertations/Conference presentations/Clinical & Journal clubs 


Subject Semester / Year
Neurobiology of Speech-Language and Cognition First semester - M.Sc (Speech Language Pathology)
Language Disorders in Children Second semester - M.Sc (Speech Language Pathology)
Neurology Second Semester BASLP
Language Disorders in Children Fourth Semester BASLP


Degree Specialisation Institute Year of passing
Post Graduate Diploma Hospital Management Annamalai University 2021
Doctorate in Philosophy in Speech and Hearing Speech Language Pathology Kasturba Medical College, Manipal University, Mangalore 2015
M.Sc (Speech Language Pathology) Speech Language Pathology Dr. S.R.C.Institute of Speech and Hearing, Bangalore 2009
B.Sc - Speech and Hearing Audiology & Speech Language Pathology Dr. S.R.C.Institute of Speech and Hearing, Bangalore 2007


Institution / Organisation Designation Role Tenure
Department of Audiology and Speech Language Pathology, KMC Mangalore Associate Professor Teaching, Research, Clinical Management June 2015 - till date
Department of Audiology and Speech Language Pathology, KMC Mangalore Assistant Professor - Senior Scale Teaching, Research, Clinical Management Jan 2013 - June 2015
Department of Audiology and Speech Language Pathology, KMC Mangalore Assistant Professor Teaching, Research, Clinical Management Dec 2010 - Jan 2013
Department of Audiology and Speech Language Pathology, KMC Mangalore Lecturer Teaching, Research, Clinical Management Dec 2009 - Dec 2010
Dr. S.R.Chandrasekhar Institute of Speech and Hearing, Bangalore Clinical Supervisor Clinical managment Aug 2009 – Nov 2009


Area of Interest

Brain, Language and Behaviour

Area of Expertise

Child & Adolescent Language, Childhood & Adult Dysarthria

Area of Research

Adolescent Language, Autism, Psycholinguistics

Professional Affiliations & Contributions

  • Member of Rehabilitation Council of India (RCI), 2009.
  • Member of Indian Speech and Hearing Association (ISHA), 2008.
  • Member of Dakshina Kannada - Indian Speech and Hearing Association, 2010.
  • Member of IEEE-R10 -Asia and Pacific (Mangalore subsection), 2021


Assessment of Language Development – A Manipal Manual

June 2021 Language assessment Lakkanna, S Venkatesh, K. Jayashree S Bhat Sudhin Karuppali

Book publication: Manipal Universal Press, 2021

Manipal Manual of Adolescent Language Assessment

01-04-2016 Language assessment Sudhin Karuppali Jayashree S Bhat

Book publication: Manipal University Press, 2016

Auditory Perceptual Training of Listeners To Evaluated Dysphonic Voice: Auditory Perceptual Analysis of Human Voice

2012 Voice Sudhin Karuppali B.S. Premalatha

Book publication: Lambert Academic publishing, ISBN: 978-3659238932

Development of higher-order theory of mind abilities in bilingual children between 3.0 - 8.11 years of age.

2016-20-02 Theory of mind Zeba Raisa Hussain Sudhin Karuppali

2014 - 2016 II MASLP/Dissertation

Semantic aspects of language in adolescents between 10 - 16 years of age.

2015-20-02 Adolescent language Sonia Babu Jayashree S Bhat Sudhin Karuppali

2013 - 2015 II MASLP/Dissertation

Understanding actions and intentions: An insight into theory of mind

2011-23-01 Actions and intentions Christina J Sudhin Karuppali

43rd ISHAcon January 2011

Effects of socio-economic status on language development of children between 2.0 – 4.11 years of age

2017-20-02 Language development Nikita D Dadlani Sudhin Karuppali

2015 - 2017 II MASLP/Dissertation

Assessing syntactic development in adolescents between 10 to 16 years of age

2017-20-02 Adolescent language Swathi Shenoy Sudhin Karuppali

2015 - 2017 II MASLP/Dissertation

Assessing the macrostructure of oral narratives in children between 6 - 11 years of age

2018-20-02 Narratives Alisha Appose Sudhin Karuppali

2016 - 2018 II MASLP/Dissertation

Assessing the verbal reasoning skills in adolescents between 10 - 16 years of age.

2018-20-02 Verbal reasoning Rini Elsa Jacob Sudhin Karuppali

2016 - 2018 II MASLP/Dissertation

Studying the pragmatic language skills of older children between 10-16 years using performance based measures

2019-20-02 Adolescent language Larisa Vaz Sudhin Karuppali

2017 - 2019 II MASLP/Dissertation

Parental concerns regarding communication of typically developing children and children with receptive expressive language disorder between 3.6-6.6 years of age

2020 Parental concerns Chinnu Thomas Sudhin Karuppali

2018 - 2020 II M.Sc SLP/Dissertation

Assessing pragmatic skills in adolescents between 10 – 16 years of age using a conversation task.

2020 Adolescent language Saniya Rasheeka Mariam Sudhin Karuppali

2018 - 2020 II M.Sc SLP/Dissertation

The effectiveness of visual activity schedule intervention on reducing problem behaviours in children with attention deficit hyperactivity disorder between 2 and 12 years of age: A systematic review.

2019 ADHD Naveena Thomas Sudhin Karuppali

2019 - 2021 II M.Sc SLP/Dissertation

An Auditory-Visual Conflict of Emotions: Evidence from McGurk Effect.

2012 McGurk Effect Krupa P Shreya Bhat

Independent project

Estimating the lexical breadth and depth in Konkani-English speaking Indian children

2016 Lexical system and Bilinguals Priya Rego Sudhin Karuppali Jayashree Bhat

2014 - 2016 II M.Sc SLP/Dissertation

    Communication disabilities in individuals with Autism Spectrum Disorders: A Speech Language Pathologist’s perspective - Arogyavani newspaper


    Known as a developmental disability, Autism or Autism Spectrum Disorders is the fastest growing disability all over the world including India. According to a latest estimate, 1 in 59 children are born with this disorder, which is a 15% increase over 2012 (Center for Disease Control, 2018). Studies have indicated that India can possibly have more than 2 million individuals with autism. These individuals may have a variety of problems, some of them being difficulty in understanding what others may say, and difficulty to initiate and maintain conversations with others around them. Their language development may be slow compared to their peer group, and sometimes may end up repeating another’s utterance (which is called echolalia). They also exhibit problems in interacting with people around them, and having the inability to understand another person’s feelings, emotions, thoughts, and behaviors. These individuals may show repetitive behaviors, with very focused interests on certain tasks that they do. They may have intellectual disabilities ranging from mild to severe impairments. Along with a variety of communication disturbances, these children may also have sensory processing disorders, wherein one or more senses (seeing, hearing, smelling, tasting, and touching) may be either under or over-reactive to stimulation. Children with autism may also exhibit problems in swallowing. Though males are four-to-five times more likely than females to be diagnosed with autism, not every child with autism will exhibit similar problems like another. Some of these problems may persist throughout their lifetime. Individuals having autism may exhibit problems varying in severity as well. In spite of many disabling conditions, a handful of children with autism may display exceptional skills in disciplines such as arts, mathematics, music, etc. surpassing typically developing individuals. There is no primary cause that has been identified for autism till date. Some of the possible causes have been attributed to be genetic, neurologic, environmental, infections, and so on. The identification of children with this disability has been challenging. Parents and care-givers generally notice signs of autism in the first three years of the child’s life. Due to poor awareness of this disability, sometimes these children are identified even after three years. Though a psychologist may play an important role in the diagnosis of autism, the treatment for this disability follows a multi-disciplinary approach that includes the pediatrician, clinical psychologist, general physician, speech language pathologist, audiologist, neurologist, ENT, ophthalmologist, physiotherapist, occupational therapist, sensory-integration therapist, special educator, school teacher, dietician, and social worker. Pediatricians and school teachers may be some of the first professionals who might be able to identify these symptoms during the early childhood years. Speech language pathologists are an important team member in the treatment of autism. These certified professionals are trained in identifying and treating the communication and swallowing difficulties these children with autism may face. Speech therapy becomes an integral part of these children, helping them to communicate effectively. With communication being a skill in understanding and speaking, it becomes an integral part of the society. Providing immediate and regular speech therapy will aid in better communication skills by these children, including better learning skills in school. However, the performance of these children with speech therapy, does depend on the time at which these children started receiving the intervention services. Early identification of these children becomes an important factor in determining the progress of therapy that has been received. Every year, 2nd of April is globally celebrated as ‘World Autism Awareness Day’. This exclusive day is to increase the awareness among the public about the importance of early identification and intervention of children with autism spectrum disorders. Though having problems in communication, these children with autism have unique personalities, and a voice inside them waiting to be heard by the world around them. The best treatment for these children will be, when the people around them begin seeing the world as how they see it.