Fall, 2009
Speech-Language
Pathology Department
Course Description
Texts
Assignments
Grading Policy
Academic Integrity
Behavior Policy
Accommodations for Students with Disabilities
Outline
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Instructor: Deborah Insalaco, PhD, CCC-Sp, Licensed Speech Pathologist, Teacher of the Speech and Hearing Handicapped
Room: Ketchum Hall 213 Phone: 878-5319
e-mail: insaladm@buffalostate.eduOffice Hours: M, W 11:00-11:30 AM; F 8:30-11:30AM
Class meeting hours: Tuesday
This is a required course. Pre-requisites include undergraduate anatomy and physiology. This course provides an understanding of neuroanatomy and neurophysiology as the foundation for diagnosis and treatment of communicative disorders of neurological origin.
It partially fulfills the following ASHA standards:
· Standard III-B - “demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. Basic Human Communication Processes:
o Biological
o Neurological
o Psychological”
· Standard III-C - “demonstrate knowledge of the nature of speech, language, hearing disorders and differences, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following areas:”
o etiologies of “articulation”
o etiologies of “cognitive aspects of communication”
o etiologies of “social aspects of communication”
· Standard III-D – “possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders”
o prevention of “cognitive aspects of communication”
Course Objectives
Goals are to familiarize the students with neuroanatomy and physiology such that a) they know normal structure and function of the CNS and PNS; b) they can read a medical history/examination of patients with neurological damage and understand site of lesion information and describe impaired processes. You will demonstrate knowledge of
· the biological, psychological, and neurological bases of human communication
· the etiologies of disorders of cognitive and social aspects of human communication
Critical Skill Areas
Technology: ANGEL is used as a tool for this course. It allows you to view and print out assignments and .rtf lecture notes, to view grades, and to e-mail classmates and me. A short period of class time will be set aside for acquainting you with its attributes and functions.
The following will not be taught. You are expected to be able to use:
Writing Style: Speech-Language Pathology uses the American Psychological Association (APA) style. Become familiar with the Publication Manual, 6th edition which is available in the Reference area of the Butler Library. You will likely want to purchase a copy before you do your Master's Project as a graduate student. Butler Library has a quick guide to the 5th edition on the Butler Library website. Note that it is the 5th edition and is different from what the department asks for. See Speaking and Writing Tips.
Course Requirements
Attendance: Regular attendance and prompt arrival are required. You will miss out on assignments and oral directions on how to complete assignments if you are not present. If you are ill or cannot attend, look on ANGEL, ask a friend, or e-mail me.
Interruptions: Unless you are expecting an important call, for example, from a sick family member for whom you have primary responsibility, all cell phones and pagers should be off. Please let me know if you need to keep your cell phone on. Texting during class is not considered good classroom etiquette.
Required:
Bear, M. F., Connors, B. W., & Paradiso, M. A. (2007). Neuroscience: Exploring the brain (3rd ed.). Lippincott, Williams, & Wilkins.
Your undergraduate anatomy textbook.
Recommended:
Nolte, J. & Angevine, J. (2007). The human brain in photographs and diagrams (3rd ed.) Mosby.
If you are more CD-ROM inclined, you might like
William, S. M., White, L. E. & Mace, A. C. (2007). Sylvius 4: An interactive atlas and visual glossary of human neuroanatomy. Sinauer. $47.95. Available as a download only.
Formative Assessments
Homework: 10 assignments. They are due by
Summative Assessments
Mid-term: Short answer, diagrams. Part will be open book, open notes. Part will be closed book.
Quiz: Diagrams
Final Examination: Short answer, closed book
Course Grade
Homework 5 points each (50 points)
Mid-term: 15 points
Quiz: 10 points
Final Examination: 25 points
You are welcome to discuss grades during office hours. If an answer has been marked incorrect, but you believe it to be correct, bring written material to support the contention.
Missed exams/assignments: If you miss an examination or cannot hand in a large assignment because of ill health, e-mail or telephone me before the exam/due date, then obtain a physician's note. Late homework will not receive full credit, 1/2 a point for each day late.
This is a guideline:
|
A |
100-95 |
|
A- |
94-90 |
|
B+ |
89-87 |
|
B |
86-83 |
|
B- |
82-80 |
I encourage editing fellow's/sister's drafts and sharing notes. However, unless
specifically noted otherwise, all work handed in must be unique.
Changing a few words or the word order is not sufficient to qualify as your own
work. If you quote, use quotation marks and cite the reference properly. You
may not hand in work from another course for credit in this course.
There are strict rules concerning authorship. When composing a narrative you
must cite appropriately. If you use the same words as someone else, you must
use quotation marks and cite the author’s name, the year of publication,
and the page number. Failure to do so
constitutes plagiarism.
Academic misconduct refers to plagiarism or cheating on examinations or assignments, and is inconsistent with the aims and goals of Buffalo State College. Specifically, students may neither use the work of another individual without proper acknowledgment nor perform work for another individual. Other examples of inappropriate academic conduct include prior acquisition or possession of an examination or submission of false data. As a result of a sustained allegation of academic misconduct, a low or failing grade for part or all of the coursework may be given to the student at the discretion of the instructor. No penalty for an alleged instance of academic misconduct may be imposed unless the student has been apprised of the allegation, the penalty, and the procedures of due process that are available (BSC Graduate Catalog, p. 28).
If you are charged with academic misconduct, you have the right to due process according to the rules of the college. The first step in this process is discussion with me.
All students are expected to comport themselves in a manner that conveys respect, tolerance, and civility. All members of the college community are expected to contribute to the college environment to move the college community in the direction of respect for all.
I will have removed from the classroom anyone who, in my opinion, is disrupting the educational process and may pursue formal charges against the student under the college judicial system, pursuant to BSC's Procedure Regarding Disruptive Individuals.
Accommodations for Students with Disabilities
If you have a disability or suspect that you have a disability that requires any type of accommodation to fulfill the requirements of this course, please call the Office of Disability Services at 878-4500.
|
Session |
Topics |
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Week 1 |
Orientation |
Chap 1, Chap 7 & appendix, 167-173, 192-199 |
|
Week 2 |
Blood-brain barrier, Blood supply, CSF, meninges |
Chap 7, 173-174, 234-235 |
|
Week 3 |
Motor System - Central Control (Direct Activation Pathways and Indirect activation pathways) |
Chap 14 |
|
Week 4 |
Motor System – Control Circuitry& Lower motor neurons |
Chap 13 |
|
Week 5 |
Cranial Nerves |
Chap 8, Chap 12, 400-401, 415 |
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Week 6 |
Central Visual Processes |
Chap 9, 309-321, 333-340 |
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Week 7 |
Central Auditory Processes |
Chap 11, 363-376 |
|
Week 8 |
Language |
Chap 20 |
|
Week 9 |
Mid-term |
|
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Week 10 |
Memory |
Chap 24 |
|
Week 11 |
Memory |
Chap 25 |
|
Week 12 |
Attention |
Chap 21 |
|
Week 13 |
Frontal Lobes/Cognition |
Chap 15, 498-507, 568-571, |
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Week 14 |
Neurons and Action Potentials |
Chaps 2, 3, 4 |
|
Week 15 |
Synaptic Transmission and Transmitters |
Chaps 2, 5 |
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CEP Week |
Final Exam Tuesday 12-15 |
Cumulative –
Closed Book |