Dr. Sudhin Karuppali

Associate Professor

Department of Audiology & Speech Language Pathology (at Mangalore)

CURRENT ACADEMIC ROLE & RESPONSIBILITIES

    • Teaching: Undergraduate and Post graduate students
    • Clinical supervision and patient care
    • Digital coordinator of the Department of Audiology and SLP (Mangalore)
    • Faculty member for IQAC, SOAHS
    • Guide: Ph.D/Dissertations/Conference presentations/Clinical & Journal clubs 

SUBJECTS CURRENTLY TEACHING

Subject Subject code Semester
Neurobiology of Speech-Language and Cognition SLP 104 First semester - M.Sc (Speech Language Pathology)
Language Disorders in Children SLP 204 Second semester - M.Sc (Speech Language Pathology)
Neurology B.2.1 Second Semester BASLP

ACADEMIC QUALIFICATIONS

Degree Specialisation Institute Year of passing
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

Experience

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

AREAS OF INTEREST, EXPERTISE AND RESEARCH

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.

Understanding of idiomatic expressions in children between 11 - 14 years

2013-01-01 Jayashree S Bhat

International Journal of English and Education, 2013, Vol 2, Issue 1.

The development of idiomatic understanding - A review

2012-01-01 Jayashree S Bhat

Language in India, 2012, Vol 12.

An auditory-visual conflict of emotions: Evidence from McGurk effect

2012-01-01 Jayashree S Bhat Krupa Shreya

Advances in Life Science and Technology, 2012, Vol 4.

Understanding actions and intentions: An insight into theory of mind

2011-01-01 Jayashree S Bhat

International Proceedings of Economics, 2011, Vol 26.

Cueing hierarchy as an effective treatment approach in the treatment of anomic aphasia

2011-01-01 Buddhima S BS Premalatha

Language in India, 2011, Vol 11, Sept Issue.

Manipal Manual of Adolescent Language Assessment

2016-01-04 Sudhin Karuppali Jayashree S Bhat

Manipal University Press. ISBN: 978-9382460336

Efficacy of using simile completion tasks as a measure to evaluate the figurative language abilities in adolescents aged between 10-15 years

2014-31-07 Sudhin Karuppali Jayashree S Bhat

Nepal Journal of Medical Sciences, 2014, 3 (2), 110-115

Lexical Density and Diversity in Written Language of Adolescents Between 10–16 Years of Age

2017-01-07 Sudhin Karuppali Sonia Babu Jayashree S Bhat

Journal of the Indian Academy of Applied Psychology, 2017, Vol 43 (2), 316-325

If ‘Express’ is to ‘Say’, then ‘Believe’ is to What? Development of an Aristotelian Styled Analogical Reasoning Task for Indian Adolescents

2018-01-04 Jayashree S Bhat Sudhin Karuppali

Journal of Clinical and Diagnostic Research. 2018 Mar, Vol-12(4)

Measuring the morphological language system of Indian school-going adolescents using a novel derivational suffix task

2018-01-04 Jayashree S Bhat Sudhin Karuppali

Journal of Indian Association of Child and Adolescent Mental Health. 2018, 14 (2), 66-92.

Decoding the Macrostructural Form of Oral Narratives in Typically Developing Children Between 6 – 11 Years of Age: Using Story Grammar Analysis

2018-01-03 Alisha Appose Sudhin Karuppali

Online Journal of Health and Allied Sciences. 2018, 17(1):12.

Can the socio-economic status of young children influence their language performance? An Indian study

2018-01-07 Nikita Dadlani Sudhin Karuppali Jayashree S Bhat Radish Kumar B

Journal of Indian Association for Child and Adolescent Mental Health. 2018, 14(3), 13–33.

Do children with autism spectrum disorders exhibit biological motion perception deficits? Evidence using an action recognition paradigm

2018-01-10 Sudhin Karuppali

Indian Journal of Child and Adolescent Mental Health. 2018, 14 (4), 38-57

Determining the development of syntax in typically-developing Indian adolescents using a syntactic analysis package.

2018-08-12 Swathi Shenoy Sudhin Karuppali

International Journal of Adolescent Medicine and Health, https://doi.org/10.1515/ijamh-2018-0059

Measuring the verbal reasoning abilities in Indian adolescents across 10-16 years of age: Using fable comprehension

2019-01-01 Rini Elsa Jacob Sudhin Karuppali

Journal of the Indian Academy of Applied Psychology. 2019. 45 (1), 105-116

Thinking about what he thinks of what I think: Assessing higher theory of mind abilities in Indian bilingual children between 3.0 and 8.11 years of age

2019-01-03 Raisa, Z. H Sudhin Karuppali Jayashree S Bhat Gagan Bajaj

Indian J Psychiatry. 2019 Mar-Apr;61(2):167-176

Assessment of selected semantic skills in the age range 7.6 to 15.6 years

2009-01-01 Hassan PC Jayashree S Bhat Sudhin Karuppali

2009 - 2011 II MASLP/Dissertation

Development of language independent proficiency rating index

2010-01-01 Prathamesh Bailoor Jayashree S Bhat Sudhin Karuppali

2010 - 2012 II MASLP/Dissertation

Syntagmatic and paradigmatic aspects of language in children between 10-16 years of age

2011-01-01 Prakruthi Datta Jayashree S Bhat Sudhin Karuppali

2011 - 2013 II MASLP/Dissertation

Perception of emotional expressions with and without a social context

2011-01-01 Revathy Shruthi Sudhin Karuppali Jayashree S Bhat

2010 - 2014 III BASLP (annual).

Syntactic ambiguity resolution by dominant language users of English and Kannada

2010-01-01 Calida Dasmine Sudhin Karuppali Jayashree S Bhat

2010 - 2014 III BASLP (annual).

Visuo-spatial orientation across gender: Evidence from hand pointing and maze task

2012-01-01 Thejaswi (PG) Sudhin Karuppali Jayashree S Bhat

2012 - 2014 I MASLP .

A Journey through Asperger’s Syndrome: Inference making and Theory of Mind abilities

Calida Dasmine (UG) Sudhin Karuppali

2010 - 2014 III BASLP (annual)

Assessing lexical breadth and depth in bilingual children aged between 5.0 - 10.11 years of age

2016-20-02 Priya Pauline Rego Sudhin Karuppali

2014 - 2016 II MASLP/Dissertation

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

2016-20-02 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 Sonia Babu Jayashree S Bhat Sudhin Karuppali

2013 - 2015 II MASLP/Dissertation

Knowing without Knowing: Affects of Subconscious Priming on Word Retrieval.

2015-03-01 Nayana P Kumar Sudhin Karuppali

ISHAcon January 2015

Understanding the cognitive linguistic system of an adolescent with Asperger's Syndrome.

2015-03-01 47th ISHAcon January 2015 Shradha B Mubsira N Sudhin Karuppali

Does the verbal ability of children with ASD influence the mother's interactive role? Evidence from using DPICS

2015-03-01 47th ISHAcon January 2015 Thashmi L Monica P Sudhin Karuppali

Lexical density and Diversity in Written Genre: A developmental perspective in adolescents

2015-03-01 47th ISHAcon January 2015 Sonia Babu Sudhin Karuppali

Can you tell me what he is thinking about what i am thinking? Assessing theory of mind abilities in bilingual children between 3.0 - 5.11 years of age.

2016-07-02 48th ISHAcon Feburary 2016 Zeba Raisa Sudhin Karuppali

Look at me. Do you think i am happy or sad?

2016-07-02 48th ISHAcon Feburary 2016 Calida P Anjana H Sudhin Karuppali

Assessing lexical breadth and depth in English speaking children aged between 5 - 10.11 years using Systematic Analysis of Language Transcripts.

2016-07-02 48th ISHAcon Feburary 2016 Priya P

Seeing an action is like doing an action: Testing the hypothesis of direct and mediated mapping of perception to action.

2011-23-01 43rd ISHAcon January 2011 Delora Desma Sudhin Karuppali Jayashree S Bhat

Understanding actions and intentions: An insight into theory of mind

2011-23-01 43rd ISHAcon January 2011 Christina J Sudhin Karuppali Jayashree S Bhat

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

2017-20-02 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 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 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 Rini Elsa Jacob Sudhin Karuppali

2016 - 2018 II MASLP/Dissertation

Distribution of patients with certain communication disorders at the out-patient Department of Audiology and Speech-Language Pathology at Kasturba Medical College Hospital, Attavar, Mangalore: A 5 year retrospective study

2019-20-02 Najiya Jahan Sudhin Karuppali

2017 - 2019 II MASLP/Dissertation

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

2019-20-02 Larisa Vaz Sudhin Karuppali

2017 - 2019 II MASLP/Dissertation

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

    2019-04-08

    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.