
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.