Speech-Language
Pathology Department
SLP
623: Acquired Language Disorders
Spring
2010
Instructor: Deborah Insalaco, Ph.D., CCC-Sp, Licensed Speech Pathologist, Teacher of the Speech and Hearing Handicapped
Room: KH 213 Phone: 878-5319
e-mail: insaladm@buffalostate.edu
Office Hours: to be arranged, tentatively Th 11-12; F 8:30-11
Class meeting hours: Tuesday 8-10:30 AM, Ketchum Hall 313
Course Description
Texts
Homework
Grading Policy
Academic Integrity
Behavior Policy
Accommodations for Students with Disabilities
Outline
[home page][SLP 405][SLP 412][SLP 511][SLP 304][SLP608][SLP 609]
Prerequisite: successful completion of SLP 511 Neural Processes of Communication This is a required course that provides an understanding of acquired language disorders, with a focus on differential diagnosis and treatment of the varieties of cognitive-communicative disorders associated with acquired brain damage.
It partially fulfills the following ASHA standards:
· Standard III-B – “demonstrate knowledge of basic human communication and swallowing processes, including ….
o Cultural”
· 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 and characteristics of “receptive and expressive language … in speaking, listening, reading, writing, and manual modalities”
o etiologies and characteristics of “cognitive aspects of communication”
o etiologies and characteristics of “social aspects of communication”
o characteristics of “communication modalities”
· 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 disorders
o prevention of articulation disorders
o prevention, assessment, and intervention for receptive and expressive language disorders
o prevention, assessment, and intervention for cognitive aspects of communication
o prevention, assessment, and intervention for social aspects of communication
o assessment and intervention for communication modalities
· Standard IV-G – “complete a program of study … to achieve the following skills outcomes:
o Intervention – receptive and expressive language, cognitive aspects of communication
o “adhere to the ASHA Code of Ethics and behave professionally”
Course Objectives
Topics to be covered include prevention, etiology, diagnosis, and treatment for the following:
Critical Skill Areas
Technology: ANGEL is used as a tool for this course. It allows you to view and print out assignments and PowerPoint lecture notes, to view grades, and to e-mail classmates and me.
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 Format and 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 at ANGEL.
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.
Brookshire, R. H. (2007). Introduction to neurogenic communication disorders, 7th ed. St. Louis MO: Mosby.
Highly Recommended
Ylvisaker, M., & Feeney, T. J. (1998). Collaborative brain injury intervention: Positive everyday routines. San Diego CA: Singular.
Summative Assessments
·
Language sample analysis (Individual) 10 points
You will be given language samples to analyze from
people with aphasia or other disorder. You will perform a grammatical or conversational
analysis of that sample.
·
Case Study Presentation (Group of 2) 15
pts
This is a small group project for which you will be
given a case study (history, complaints, test results, no diagnosis). You will
perform a differential diagnosis, describe any further testing, and suggest
some treatment ideas. Prepare not more than 20 minutes of material.
· In Class Final (Individual) 20 pts.
Formative Assessments
·
3 Treatment Article summaries (Group of 3) 5 pts. each
Choose a recent (last 10 years) article on a treatment applicable to people
affected by the impairment we are currently discussing. Include the citation, a
brief description of the treatment (1 paragraph) and the type of study (case
study, etc.). This will allow you to make a comment on the level of evidence
for the treatments. Present the treatment in class for 3 min. and post your
article summary on ANGEL. Each group member will have a turn presenting an
article. I do expect the group members to assist!
· 5 Grand Round Homework Assignments (Individual) 5 pts each
·
3 Class presentation/Intergroup Questions (Group of 3) 5 pts. each
Each group will have a number (1-7). The first time we do this Group 1 answers 3
questions on the chapter posed by Group 2. The next time Group 2 answers 3
questions posed by Group 3 and so on through the semester. We will start the second
week of class. The quality of the questions and the quality of the answers will
be assessed.
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.
This is a guideline:
|
A |
100-95 |
|
A- |
94-90 |
|
B+ |
89-87 |
|
B |
86-83 |
|
B- |
82-80 |
I encourage collaboration, that is, discussion of assignments, 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. 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. 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 Disability Services Office at 878-4500.
|
Date |
Topic |
Readings, Assignments |
|
|
Week 1 |
Introduction, Pathology of Stroke, Neurological Assessment |
Brookshire 1 &2 |
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Week 2 |
Aphasia definitions |
Brookshire 8 pp 292-311, 321-325 |
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Week 3 |
Aphasia testing |
Brookshire 3, 5 pp 165-184, 196-226, 6 |
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Week 4 |
NO CLASS |
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Week 5 |
Aphasia treatment |
Brookshire 9 pp. 327-349,
360-389 |
|
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Week 6 |
Alexia & Dysgraphia |
Brookshire 5 pp. 185-196, 9 pp. 349-360 |
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Week 7 |
Right Hemisphere Dysfunction |
Brookshire 10 pp. 391-414 |
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Week 8 |
Right Hemisphere Dysfunction |
Brookshire 10 pp 414-443 |
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Week 9 |
TBI |
Brookshire 3, 7 |
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Week 10 |
NO CLASS – Spring Break |
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Week 11 |
TBI |
Brookshire 11, Ylvisaker & Feeney 3 |
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Week 12 |
TBI |
Ylvisaker & Feeney 5, 7 |
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Week 13 |
TBI |
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Week 14 |
Dementia |
Brookshire 12 |
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Week 15 |
Dementia |
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Week 16 |
Final exam |
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