CSD 451: School Age Language Disorders, Spring 2010 SYLLABUS

Western Washington University 1 CSD 451: School Age Language Disorders, spring 2010 SYLLABUS Instructor: Eva Baharav, Ph.D., CCC-SLP

Course: CSD 451: School Age Language Disorders Class Meetings: MWF 8:00-8:50 Classroom: AW 304 Instructor: Eva Baharav, Ph.D., CCC-SLP Office hours: TBA Assistants: Amanda Figueira, TA room, AIC; Office hours TBA on BB

Required Texts: Paul, Rhea (2007). Language Disorders from Infancy through Adolescence. St. Louis, Missouri: Mosby. Justice, L. M. and Ezell, H. K. (2008). The Syntax Handbook.. Eau Claire, WI: Thinking Publications.

Course Goal and Objectives:

The purpose of this course is to provide information on language disorders in the school age population. Specifically, students will review various issues pertaining to the identification, assessment and intervention of language disorders for ages five to twenty one. Topics covered in class include: The roles and responsibilities of the SLP with respect to literacy; Considerations in planning an assessment of school age children with language learning disorders; Considerations in developing an intervention plan for a school age child with a language learning disorder; Understanding the impact of a language learning disorder on academic success and on the learning of literacy; The development of pragmatics, discourse structure, literacy and metalinguistic skills; The IEP process within the context of IDEA; Identification of issues related to special child populations with language disorders; Differentiating between language differences in diverse populations and language disorders. Western Washington University 2 CSD 451: School Age Language Disorders, spring 2010 SYLLABUS Instructor: Eva Baharav, Ph.D., CCC-SLP

Successful completion of this course entails demonstration of the following learning markers associated with ASHA certification standards:

Standard IIIC: Nature, characteristics and etiology of Speech, Language, Hearing and Communication Disorders and Differences Students will be able to: - identify characteristics associated with receptive and expressive language disorders in the school age population. - enumerate etiological factors leading to school age communication disorders

Standard IIID: Prevention, Assessment and Intervention: Students will be able to: - demonstrate knowledge of the methods of assessing language abilities, interpreting assessment data and developing goals and objectives for intervention. - identify various approaches to intervention in language disorders in the school age population. - enumerate primary, secondary and tertiary intervention methods in communication disorders in the school age population - explain the IDEA, Part B legislature and its mandate for family involvement. - Discuss the roles, responsibilities, knowledge and skills of the SLP with respect to literacy - Demonstrate a working knowledge of the IEP process in the school within the context of IDEA - Outline a well justified assessment plan for a school age child with a suspected language disorder - Interpret and report assessment and evaluation findings pertaining to a school age child - Plan a well justified intervention program for a school age child with a language disorder and determine the context for intervention - Differentiate language difference from language disorder in individuals who are culturally or linguistically different

Course Design: I am looking forward to all of us learning with and from each other as you continue to acquire knowledge in child language disorders. Western Washington University 3 CSD 451: School Age Language Disorders, spring 2010 SYLLABUS Instructor: Eva Baharav, Ph.D., CCC-SLP

You will be assigned to a group with whose members you’ll be preparing three assignments. There will be 10 groups of about 4 people each. In class, you will sit with your group members for some of the discussions held in class. The three assignments which you will prepare via BB with your group will receive a group grade; However, your individual grade for this assignment will be a combination of the group grade and your individual level of participation in the group discussion, which will be monitored by me and the TA. This way, different people in the group may receive a different grade for a project depending on their level of participation. Course Requirements: Readings: The course calendar has the part to be read from each chapter from Paul’s book for each session. Be prepared to answer each of the RELEVANT items from the study guide at the end of the chapter. In some of the lecture sessions I will pose a study guide question and ask the groups to discuss the answer to the question. I will then call on one group to present the answer to that question to the class. As you are approaching your senior/graduate- level status, I am expecting you to take on greater responsibility for your learning by preparing questions from the reading assignments covered well in advance of lectures in class. You will be required to demonstrate knowledge of the assigned reading material in the test even if not all of it is covered in class. Therefore I expect you to bring up questions in class for material that needs clarification. Examinations: (70% of grade) There will be two exams during the course: A midterm – TBA, depending on progress with the material covered, around the first week in May, and a final, given on the date posted on the university’s finals schedule. Each test will comprise 35% of your course grade, and will cover material presented up to the point of the test. The test material is not cumulative. Midterm will cover material in Paul’s chapters 10, 11 and 12; the final will cover material in Paul’s chapters 13, 14, 4 and 5. Please note: Rather than review exam results in class, special TA times will be arranged for you to do that. Western Washington University 4 CSD 451: School Age Language Disorders, spring 2010 SYLLABUS Instructor: Eva Baharav, Ph.D., CCC-SLP

Assessment Instrument Presentations: (5% of grade) To familiarize yourselves with a variety of assessment instruments from a language disorders perspective, your group will present to the class an instrument assigned to you, using a Power Point presentation format. Each Friday marked on the calendar below, two groups will present (Starting the week of April 12th). Each presentation should last a total of 15 minutes, including answering questions. The calendar in the syllabus indicates which groups are presenting on a given week. By Monday at 5:00 p.m. in the week assigned to you, your group needs to email the whole class your Power Point presentation so people can read about the test in advance and prepare questions about the instrument to the group presenting. You will find the directions on what to present and criteria for my scoring of your group’s presentation to earn you the 10 points at the end of the syllabus. Part of your presentation includes your submission to the TA one hard copy of your presentation. When presenting to the class, I encourage you to be as creative as you can to demonstrate to your classmates how that instrument works and what it is trying to assess. I am leaving it up to your group to decide if you’d like to have your group demonstrate the administration and scoring to the class, or assign the class to do it in pairs while you put the items on the screen. I am also leaving it up to you on whether you’d like ALL members of your group to present, or only a few of you. Narrative Analysis: (10% of grade) Your group will be given several narratives to analyze based on what you’ll be taught in class. You may be asked to present some of your analyses to the class. The narrative analysis forms will be handed out to you in class, but you will be discussing them as a group via BB. You may disagree about how to analyze the various narratives. If you cannot reach consensus, you may submit more than one analysis, provided you explain the rationale for your analysis. A designated member of your group will need to actually submit ONE document which represents the group’s consensus analysis (or more than one, in case there is no consensus). Further instructions will be given later in the course. Failure to complete an assignment on time will result in the lowering of your grade by one point per week day. Exceptions to this rule must be discussed with me no less than one week prior to the due date. Western Washington University 5 CSD 451: School Age Language Disorders, spring 2010 SYLLABUS Instructor: Eva Baharav, Ph.D., CCC-SLP

If you require special accommodations of any kind, I would be happy to help, but I need to know as soon as possible. Class notes and assignments will be posted on Blackboard. Please make use of this information. If you have difficulty accessing Blackboard, please let me know as soon as possible. Academic integrity is the pursuit of scholarly activity free from fraud and deception and is an educational objective of WWU. Please consult your current General Catalog for specifics of academic dishonesty and the consequences of such actions. Quiz on Syntax (5% of grade) We will review chapters 11 and 12 from the Justice and Ezell book. The review will be followed by a quiz (consult the calendar). T-Unit analysis of Rudi’s speech sample (10% of grade) You will be given a speech sample to analyze for thematic units (T-units) with your group. This will be reported via Blackboard. Consult the calendar in the syllabus. A word about Observation Hours This quarter you are on your own regarding observation hours. PLEASE BE ADVISED that ASHA requires FULL 60-minute hours, not 50-minute sessions. Each observed session needs to be signed by an ASHA-certified SLP. Please check the appendix in this syllabus for further instructions. Summary of Requirements and Points Requirements Percent of grade Two tests 70 Presentation of an Assessment instrument 5 Narrative Analysis 10 Quiz 5 Charlie’s speech analysis 10 ______Total 100 %

Following is the rubric for grades by percentage figures: A = 93-100; A- = 90-92.9; B+ = 87-89.9; B = 83-86.9; B- = 80-82.9; C+ = 77-79.9; C = 73-76.9; C- = 70-72.9; D = 65-69.9; F = <65 Western Washington University 6 CSD 451: School Age Language Disorders, spring 2010 SYLLABUS Instructor: Eva Baharav, Ph.D., CCC-SLP

Course Schedule Keep in mind that this is a proposed schedule and there will be some give and take in the schedule. Nevertheless, I expect you to prepare the readings for each topic before the date first listed. Week of Topic Readings/Assignments due 3/29 Course orientation Chapter 10, Paul, pp. 429-442 Language, Reading and Learning in School 4/5 Language, Reading and Ch. 10, pp. 442-452 Learning in School: Roles, For F: Review SLP's role wrt responsibilities, knowledge and literacy on ASHA’s site. The link skills the SLP needs to know wrt is under course docs. You need to literacy know the executive summary Each grp reports to the class on an article read in “Advance” magazine 4/12 Assessment of Language for Ch. 11, 454-494 Learning F: Group 1 + 2 present assessments Pragmatics OWLS and Renfrew Reading Test Pragmatics of narratives 4/19 Story Grammar and narrative Ch. 11, 494 -505 analysis SGM assignment - instructions Assessing the “metas”; Curriculum-based assessment Intervention at the Language for F: Groups 3 + 4 present Learning Period assessments: CELF-4 and TOPA-2 4/26 Hybrid intervention processes Ch. 12, 516 – 539; 546 -563 Narratives Story Grammar assignment due by The Metas Mon. 5:00 pm on BB. Service delivery

5/3 M: Midterm Lg. dev. in adolescence; student- W: Ch. 13, 573 - 586 centered assessment; assessing advanced language: semantics; the literate lexicon

Syntax and morphology, T- F: J & E Ch. 11 & 12- class Units Groups 5 + 6 present assessments TBD (chk w me) and Woodcock 5/10 Assessing Advanced Language: Ch. 13, 586 - 589 Cont'd Syntax and morphology, In class: analyzing Charlie's speech T-Units; sample. Assignment: analyze Rudi's speech sample- on BB Pragmatics: conversational; 590 - 592; 596- 601 discourse genres: classroom; narrative; expository text; persuasive texts F: J&E Ch. 11 & 12 quiz Groups 7 + 8 present assessments TOPL and TOAL Western Washington University 7 CSD 451: School Age Language Disorders, spring 2010 SYLLABUS Instructor: Eva Baharav, Ph.D., CCC-SLP

5/17 M: Quiz, J&E Ch. 11-12 Assessing the “Metas” Paul, Ch. 13, 607 - 611 Submit Rudi’s speech sample analysis on BB by 5:00 pm Mon Intervention for Advanced Paul, Ch. 14, pp. 631-653 Language: basic skills and functional communication F: Groups 9 & 10: present Pragmatics in the AL stage assessments: TPS and TOLD-I 5/24 Intervention for Advanced Ch. 14, pp. 671 - 684 Language: The "metas"; Contexts for intervention and transition planning

Child Language Disorders in a F: Ch. 5, 165-173; 174-183; 189- Pluralistic Society 191; 197-202

5/31 – memorial day Special considerations for M: No classes special populations: Intellectual Disability, disorders with W: Ch 4, 108-116; 124-129 environmental components, communication in psychiatric F: Ch 4, 129-134; 148-154 disorders, acquired disorders of communication Western Washington University 8 CSD 451: School Age Language Disorders, spring 2010 SYLLABUS Instructor: Eva Baharav, Ph.D., CCC-SLP

Appendix A: Directions and Criteria for grading test critiques

The most important part of your test presentation is to be sure all the students in class have a good understanding of how the test “works”: Find a creative way to demonstrate the items, the test administration, the way scoring is done, and how results are reported and interpreted. IMPORTANT: THIS NEEDS TO BE SWEET AND SHORT! Do not use more than 10 slides total.

If you need help scanning test items or protocols into Power Point displays, be sure to consult the student tech center (the STC). You will need to make copies of the test materials, since you cannot take these out of the building! At the end of the presentation, you will need to include a brief summary of some “made up” test results on an imaginary client, and write an interpretation of the results as if you’re reporting to parents and teachers. E.g.: “On the XXXXXX test, which evaluates performance on expressive and receptive language, Joey received a Standard score of …., which places him in the …Xth percentile. This means that….” a. Description of test, name, authors, age range to use, purpose (the slide describing the test needs to include year of publication) ___/2 b Demonstration of test items- use of good, clear examples ___/2 c. Demonstration of the scoring ___/2 d. Demonstration of reporting results, and their interpretation ___/2 e. Your evaluation of the test, with a sound rationale ___/2

Total Points: ___/10 Western Washington University 9 CSD 451: School Age Language Disorders, spring 2010 SYLLABUS Instructor: Eva Baharav, Ph.D., CCC-SLP

Appendix B: Directions on Clinical Observation Hours

All observation hours accumulated must be completed in accordance with American Speech, Hearing and Language Association (ASHA) requirements. These hours generally precede direct contact with clients/patients. However, while completion of all 25 observation hours is not a prerequisite to begin direct client/patient contact, the CSD faculty and staff strongly recommend that these observation hours be completed before the start of graduate school.

The observation hours must be completed under the direction of a qualified clinical supervisor who holds current ASHA certification in the appropriate practice area. Direction may include discussion or written reports as part of coursework requirements under an ASHA certified instructor or it may occur simultaneously with the certified clinician being observed. Students may use video recording if appropriate and as part of a coursework assignment as long as the oversight requirement is met as described above.

Additionally, the student must keep a record of the time spent in observation, recording number of minutes spent, not the number of sessions observed. The record is subject to verification per ASHA standards III and IV.

Off campus observations must be completed as described above and with permission of an on-campus faculty, advisor or clinical educator. After arranging for the observation, obtain a copy of the Letter of Introduction from the Clinic TA, signed by the Clinic Director to take with you, along with the observation log, to the observation appointment. Following the observation, ask the clinician for his/her signature and ASHA certification number on the log. If the observation is with a CFY or other non-certified SLP, complete an observation report as agreed upon by the on-campus supervisor. Have the on-campus ASHA certified faculty, advisor or clinical educator co-sign along with his/her ASHA account number. It is important that you retain a copy of the observation log in order to document the completion of the 25 observation hours required for ASHA certification. Please note: An observation hour is 60-minutes long, not 50, which is the typical length of a clinical session at our clinic. you have observed 11 clinical sessions last quarter (5 for CSD 361 and 6 for CSD 383), then you have under your belt a total of 9.16 hours (the math is: 50 x 11 = 550 : 60 = 9.16). Western Washington University 10 CSD 451: School Age Language Disorders, spring 2010 SYLLABUS Instructor: Eva Baharav, Ph.D., CCC-SLP

On Campus observations: Following are the instructions for observing clinical sessions at Western Washington University’s Speech-Language-Hearing Clinic

Before observing: You must request permission from the graduate student clinician to observe. To do this:  Ask the Clinic TA how to access the Master Clinic Schedule and find a client and time that work for you.  Ask the TA for a yellow form as seen below. These Observation Request forms must be filled out and approved prior to the session you wish to observe.  Take a form and fill in: Your name, mailbox number, the date, the clinician name/initials, the client initials, and the date you wish to observe.  Submit the form to the clinician’s box in the materials room at least 24 hours in advance (preferably 2-3 days in advance) of the session you wish to observe.  The clinician will return the form to your box indicating where you may observe (the client may have multiple family members who come to the sessions and there may be no room in the observation area) and if the clinician is available to answer questions about the session/client.

Example of form: Western Washington University 11 CSD 451: School Age Language Disorders, spring 2010 SYLLABUS Instructor: Eva Baharav, Ph.D., CCC-SLP

When observing:  The clinic dress code, posted behind the door of the materials room, must be followed.  Immediately before the observation session go to the clinic waiting room to sign in as an observer. Ask the receptionist at the reception area for a badge and for a sign-in/out form. Please fill out the form for the date, time, badge number, and your name. Put the badge on a visible part of your clothing (not on your waist) and wear it until the observation is complete and you return the badge. Remember to sign the badge back in before leaving.  Go to the arranged viewing area. You need to know the room number in which the client receives therapy. To find this out, look on the room schedules outside of treatment rooms for the appropriate client initials and times. o Please enter the observation area quietly and be courteous to the other people observing. Headphones allow you to hear the session. If family members show up and use all the head sets, please give up your seats to them and watch from another area.  Fill out your observation form while watching. You may be able to ask the clinician questions at the end, but be brief, as the student clinicians are very busy.

After the session:  Take your completed observation sheet and a pen and find the graduate clinician. S/he will likely be in the hallway outside of the treatment room, or inside cleaning up. Tell the clinician that you observed and give him/her your observation sheet to sign. If you have questions about the session, ask if s/he has time to answer some questions.  Go back to the waiting room and sign the badge back in.

PLEASE observe client confidentiality guidelines. Do not discuss the client in the hallway or the bathroom. Please use client initials instead of first names. This is a professional clinic and you are expected to behave professionally at all times.

Good luck!!!