University of North Carolina at Greensboro / Department of Communication Sciences and Disorders

CSD 337-01/02 Spring Semester 2014 Language Disorders Elena Patten Ph.D., CCC-SLP Time: T & TH 9:30-10:45 (01) 11-12:15 (02) Email: [email protected] Office: Ferguson 316 This is the best way to reach me, emails are usually returned within 24 hours. Office Hours: by appointment Location: Ferguson Building Room 325 Office Phone: 334-4657

Course Syllabus

Catalog Description

Nature, theory, measurement, and management of language problems across the lifespan.

Prerequisite: CSD 306, 307, 308, 309

For Whom Planned: CSD Juniors, some Seniors, and three-year Graduate Students who need to study the pre-professional area in language disorders

Course Description

This three semester hour undergraduate-level course focuses on language disorders in children and adults. The purpose of the course is to introduce students to childhood and adult language disorders through lecture, discussion, observation and class lab experiences. Students will develop knowledge of the characteristics of language disorders within specific age periods. The course will also focus on the characteristics of different language disorders within the context of family, peer and work relationships.

Student Learning Outcomes

Outcomes 1. The student will demonstrate knowledge of the linguistic, developmental and cultural bases of language disorders in children and adults. 2. The student will understand the nature, extent, impact and potential causes of language disorders 3. The student will demonstrate knowledge of and skill in approaches to language assessment and the basic principles of language intervention 4. The student will become aware of the influence of culture on language development and language use and the importance of considering linguistic and cultural differences in the language assessment process 5. The student will demonstrate skills necessary for analyzing language abilities at the pre-linguistic, single word, multi-word, sentence, and discourse levels 6. The student will understand the impact of hearing disorders on language 7. The student will be able to explain the emergence and development of literacy and demonstrate knowledge of language disorders involving writing and reading. 8. The student will demonstrate knowledge of the social impact of language disorders

Course Texts

Required

Vinson, B. P. (2012). Language Disorders Across the Lifespan. (Third Edition) Clifton Park, N.Y.: Thomas Delmar Learning.

Course format

The course is designed as a combination of lecture and seminar format. Emphasis will be on informed discussion. It is, therefore, essential that all the selections be read before coming to class. Activities will include readings, discussion, data collection, practical in- class labs, small group activities, class presentations, collaborative learning groups, videotape analysis, assessment and treatment demonstrations.

Assessment of Student Learning

Grading Policy

Total points for exam, presentations and assignments will be 400 points, distributed as follows:

Assignments/Exams Points 1. Extemporaneous Written Response 20 2. Diagnostic report 100 3. Group project & presentation 80 200 (100 points 3. Exam 1 & 2 each) Total Points 400 Assignments are to be handed in on the due date. Assignments handed in after the due date will be late and 5 points will be deducted for each day overdue. Detailed information about each assignment will be posted on Blackboard.

1. In class extemporaneous writing task: At the beginning of several classes, you will write a one-paragraph response to a question based on the reading. For the first several assignments, I will select one or more papers to edit in class. Later, you will exchange papers with a peer in class and edit each other’s work. Later in the semester one assignment will be graded on content (10pts) and writing, which includes grammar, punctuation and clarity of ideas (10pts).

Purpose: This is a writing intensive course. The best way to become a better writer is to write! This assignment targets succinct extemporaneous presentation of your own ideas based on reading assignments.

2. Diagnostic report: There will be a folder made available with the client’s background information, test results and other analyses. The student will write a formal 4-6 page double-spaced diagnostic beginning with background, describing and interpreting the test results and making recommendations. (100 points)

Purpose: To gain experience in writing clinical reports. Your writing must be professional but understandable to parents. Students must be able to read raw assessment protocol results and interpret findings in a meaningful and logical manner. Each section will be submitted separately. The instructor will also provide feedback (not detailed edits) in order for the student to make modifications. The final written report will be due at the end of the semester. You are encouraged to have the writing center and peers read and edit your writing!

3. Group project and presentation: Inservice In groups of 3 or 4, students will select a population of their choice. This can be anything within the pediatric, adult, geriatric, or multicultural populations, but it must be related to language. Each group will develop a 30 minute inservice about their population appropriate for professionals or paraprofessionals who may encounter those individuals. Finally, students will prepare a 1 page summary about the disability specific to language skills and various means of addressing symptoms that would be appropriate for caregivers. One original research article related to the population must be included. Be creative with this. You may tell stories, show video clips, incorporate an interactive activity, discuss interventions used in treatment, highlight family aspects of the disability, etc. (100 points)

Purpose: To learn about a disability group and effectively communicate that information; to select and write short term goals and find age-appropriate activities, and to create an easy-to-understand written information guide for caregivers. 4. Exams 1 and 2: All tests will focus on material covered in class and in the textbook. Tests will be given on days indicated on the syllabus – the dates will not change. However, tests will only consist of the information we have had time to cover. There will be no make-up tests; therefore, if you miss a test, you will receive a “0” for that exam. (100 points each test)

Purpose: To assess knowledge of material learned and understood throughout the course and determine the student’s ability to express this in a coherent way.

Grading Scale

(The total for the course of 400 points will be converted to a percentage for the final grade)

Letter Letter Letter Letter Letter Percentage Percentage Percentage Percentage Percentage Grade Grade Grade Grade Grade A+ 98 - 100 B+ 87 - 89 C+ 77 - 79 D+ 67 - 69 F <60 A 94 - 97 B 84 -86 C 74 - 76 D 60 - 66 A- 90-93 B- 80 - 83 C- 70 - 73 Syllabus (This course schedule is provisional. Any changes will be announced in class and posted under course information and/or announcements in Blackboard). The course roughly organized into thirds by age groups: preschool, school age, adults /geriatrics

Date Topic Reading Assignment due Jan Intro/syllabus 14 Extemporaneous writing demonstration 16 Review of BIG 5 Chapter 1 language categories 21 General report writing for faculty.washington.edu/jul2/552A SLPs / ReportWritingChapter.pdf 23 Classification of language Chapter 3 Submit list of Based on etiology and group project diagnostic labels members Review Background 28 Preschool language and Chapter 2 literacy 30 PLS-4 assessment Feb 4 Assessment Chapter 5 6 Assessment Review results & interpretation 11 Treatment - preschool Chapter 6 Background 13 Treatment Review summary & rec 18 HEARING: Selected pages from text 20 School age language- Chapter 8 Results and based learning disabilities interpretation 25 Reading disabilities Chapter 9 Project Topic 27 Effects of language Chapter 7 disorders throughout the lifespan Mar 4 Midterm 6 Autism Chapter 4 11 Spring Break 13 Spring Break 18 SLI: Carrie Chapter 8 (refresh SLI portion) Summary and results 20 ADD/ADHD Chapter 10 25 Assessment in school-age Chapter 12 27 Treatment in school-age Chapter 13 Apr 1 Dementia Chapter 15 3 TBI Chapter 11 8 Adult Aphasia Chapter 14 10 Adult Aphasia Chapter 14 Writing project 15 Group presentations 17 Group presentations 22 Group presentations 24 Group presentations 29 Final exam

Attendance & Classroom Policy To successfully complete this course, students will be required to complete assignments on time. Attendance for all class meetings and participation are essential to the integration of course material and the student’s ability to demonstrate proficiency. Please be thoughtful of other students in the class by arriving on time. If you carry a cell phone, please turn it off while you are in class. Attendance is required and lectures are designed to supplement the material in the text, and by missing class you will take the risk of missing important examination information.

Academic Integrity: The UNCG Honor Code covers all of the work that you do for this class. It is your responsibility to be sure that you understand this policy concerning cheating, plagiarism, and other areas of academic dishonesty and the consequences for violation of this policy. Each student is required to sign the Academic Integrity Policy on all major work submitted for the course. Refer to the UNCG Graduate Bulletin or http://saf.dept.uncg.edu/studiscp/honor.html Academic Support Services – Special Needs UNCG provides assistance for “special needs” concerning factors that may seriously hamper your ability to attend and participate in class and to learn the material. It is your responsibility, however, to talk with me as soon as possible so that necessary arrangements can be implemented, and in the case of dyslexia or physical disability, to meet with a staff member at the Academic Skills Center.