Course Description s49

CD 5661 Diagnostic Process Spring 2009

Instructor: Dr. Dawn Botts Schedule: Monday/Wednesday 9:00-10:15 Room: EDH 317 Office: EDH 328A Phone: Office: 262-4981 Email: [email protected] Office Hours: Tuesday 11:00-12:30; 2:00-4:00 please make an appointment Wednesday 2:00-3:30 please make an appointment Thursday 11:30-12:30 please make an appointment

Course Description

This course is designed to provide and in-depth understanding of assessment strategies used in communication disorders. A functional framework for understanding the diagnostic process and the interpretation of assessment results will be emphasized. Topics covered will include obtaining and interpreting case history data; conducting diagnostic interviews; and administering, scoring and interpreting data from diagnostic instruments used to evaluate various communication disorders. Issues related to the assessment of communication disorders in diverse populations will be highlighted.

Course Outcomes

Students will demonstrate competence in the following outcomes by attending all class lectures, reading all assigned material, effectively participating in class projects and activities, and successfully completing all quizzes and exams. Failure to demonstrate competence in the course outcomes by meeting the evaluation criteria may result in not passing the class.

ASHA Standard Outcome Implementation Evaluation Criteria

III-D; III-F 1. Demonstrate the Midterm Examination Overall score ability to integrate and Final Examination of 74% apply information Screening Activity concerning traditional Resource Document: and alternative Section I, VI, and VII screening and assessment measures and procedures III-D; III-F 2. Demonstrate the Midterm Examination Overall score ability to integrate and Final Examination of 74% apply information Practical Experience concerning ethnic, Activities cultural, and linguistic Resource Document: CD 5661 Page 2 of 12

diversity issues into the Section IV, VI, and VII diagnostic process III-D; III-F 3. Demonstrate the Midterm Examination Overall score ability to integrate and Final Examination of 74% apply information Practical Experience concerning assessment Activities methods appropriate for Resource Document: various communication Section I, III, VI, and VII disorders III-C; III-D; III-F 4. Demonstrate the Midterm Examination Overall score ability to integrate and Final Examination of 74% apply information Practical Experience obtained in the Activities diagnostic process Resource Document: including case history Section III, IV, VI, and VII interpretation, diagnostic planning, test selection, test administration, test scoring, and test results analysis IV-A 5. Demonstrate oral Practical Experience Overall score communication skills Activities of 74% appropriate for Screening Activity interviewing, conferencing, and administering assessment tools IV-A 6. Demonstrate written Midterm Examination Overall score communication skills Final Examination of 74% appropriate for Practical Experience diagnostic reports and Activities professional Resource Document: communication Section I, II, III, IV, V, and VII *evaluation criteria will reflect a cumulative score for quizzes and resource document

Required Texts

Haynes, W. O. & Pindzola, R. H. (2008). Diagnosis and evaluation in speech- language pathology (7nd Ed.) Boston: Allyn & Bacon.

Shipley, K. G. & McAffee, J. G. (2004). Assessment in speech-language pathology: A resource manual 3rd Ed.) Clifton Park, NY: Delmar Learning. CD 5661 Page 3 of 12

Supplemental Texts

Dworkin, J. P, & Culatta, R. A. (1996). Dworkin-Culatta oral mechanism examination and treatment system. Nicholasville, KY: Edgewood Press.

Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore: Paul H. Brookes Publishing Co.

Appalachian State University Communication Disorders Clinic. (2004). Suggested format for speech and language evaluation reports. Communication Disorders Clinic Policies and Procedures Manual, Appendix A, 1-21.

Course Requirements and Student Responsibilities

1. Attendance: Each student is expected to attend all class sessions. It is the policy of Appalachian State University that class attendance is considered to be an important part of a student's educational experience. Students are expected to attend every meeting of their classes, and are responsible for class attendance. No matter what basis exists for absence, students are held accountable for academic activities, and faculty may require special work or tests to make up for the missed class or classes. Students are required to call me in advance if you will miss class for any reason. In addition, students are required to meet with me to discuss makeup work for classes missed. Failure to contact me regarding absences or regarding makeup work will result in a deduction of 50 points per incident from a student’s cumulative points.

2. Participation: Each student is expected to contribute to the class both individually and in groups. Participation is defined as coming to class with completed class assignments and project work, joining in class discussions, posing questions, and sharing ideas and concerns. Your ideas and opinions are welcome in this class. Students are expected to use class time effectively and responsibly, as well as, demonstrate respect for fellow students, guest speakers, and instructors. Tardiness to class is not acceptable.

3. Professional Behavior: Each student is expected to demonstrate professional behavior in the classroom. Professional behavior includes maintaining a positive attitude, listening respectfully to others, and using appropriate channels to express concerns. Professionals attempt to solve problems constructively and maturely. Actively listening to speakers and focusing on class discussions are forms of professional behavior.

4. Assignments: Each student is expected to complete the required readings, class assignments, quizzes, and examinations by the due date indicated on the syllabus. Assignments will be turned in at the beginning of the period on the day they are due. Computer problems will not be accepted as an excuse for being late with assignments. If you are ill on the day an assignment is due, you are expected CD 5661 Page 4 of 12

to send it with someone or else send it electronically. If an assignment is late or incomplete, you will need to make an appointment with the instructor to verbally review the material and up to 25 points may be deducted from your grade.

5. Learning Assistance Program: Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

6. Code of Academic Integrity: Please read the Code of Academic Integrity which can be found at the Office of Student Conduct web site: http://studentconduct.appstate.edu/. Any instances of cheating, plagiarism or other offenses listed in the code will be taken very seriously. As faculty members we are bound by the sanctions imposed by the academic integrity board.

7. Inclement Weather: Each student is expected to adhere to the following weather policy. In the event of serious weather problems that could affect the safety and well being of students and/or instructor traveling from off-campus, the class will be postponed only if all students can be notified by telephone. See inclement weather policy on page 75 of the university catalogue. If a class needs to be rescheduled because of inclement weather, please use one of the following options: check your campus email for instructions, call Dr. Botts’ office for recorded instructions, or call Dr. Botts’ home.

Course Outline and Required Reading

Date Lecture Topic Haynes et al. Shipley & Assignment Due McAfee 01-12-09 Introduction 01-14-09 Preschool Screening DIAL Training 01-19-09 MLK Holiday 01-21-08 Preschool Screening Training (Bliss Warren) 01-26-09 Audiology Screening Training 01-28-09 Preschool Screening Training (Bliss Warren) 02-02-09 Perspectives on Chapter 1 Article Application Diagnosis 02-04-09 Perspectives on CD 5661 Page 5 of 12

Diagnosis 02-09-09 Multicultural Issues in Chapter 12 Chapter 2 Article Application Assessment 02-11-09 Multicultural Issues in PPVT-3 Assessment 02-16-09 Simulation 02-18-09 Simulation 02-23-09 Psychometric Chapter 3 Chapter 1 Article Application Considerations in RD Section II: Assessment Psychometric Considerations 02-25-09 Psychometric EVT-2 Considerations in Assessment 03-02-09 Alternative Assessment Article Application RD Section I: Assessment Frameworks 03-04-09 Midterm Exam 03-09-09 Spring Break 03-11-09 Spring Break 03-16-09 Alternative Assessment PLS-4 03-18-09 The Clinical History Chapter 2 Chapters 3, 4 Article Application 03-23-09 The Oral-Facial Chapter 9 Chapters 6, 11 Article Application Mechanism Examination and Motor Speech Disorders 03-25-09 The Oral-Facial CELF-3 Mechanism Examination 03-30-09 Simulation 04-01-09 Simulation TOPA 04-06-09 Speech Sound Disorders Chapter 6 Chapter 7 Article Application 04-08-09 Speech Sound Disorders CTOPP 04-13-09 University Holiday 04-15-09 Language Disorders Chapter 4, 5 Chapter 8 Article Application RD Section VI: ASHA Guidelines 04-20-09 Language Disorders TOAL 04-22-09 NCSHLA Convention 04-27-09 Simulation RD Section IV: Diagnostic Agendas RD Due 04-29-09 Simulation TOWL-3 05-02-09 Final Exam 3:00-5:30 (Saturday) * The instructor reserves the right to modify this schedule as necessary CD 5661 Page 6 of 12

Additional Reading for Lecture Topics

Perspectives on Diagnosis Tyler, A. A., & Tolbert, L. C. (2002). Speech-language assessment in the clinical setting. American Journal of Speech-Language Pathology, 11, 215-220.

Multicultural Issues in Assessment Crowley, C. J. (2004). The ethics of assessment with culturally and linguistically diverse populations. ASHA Leader, 9, 6-7. Laing, S. P, &. Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language, Speech, & Hearing Services in Schools, 34, 44-55.

Psychometric Considerations in Assessment Wiig, E. H. (2000). Authentic and other assessments of language disabilities: When is fair fair? Reading & Writing Quarterly, 16, 179-210.

Alternative Assessment Gutierrez-Clelien, V. F., & Pena, E. (2001). Dynamic assessment of diverse children: A tutorial. Language, Speech, and Hearing Services in Schools, 32, 212-224.

The Clinical History Westby, C., Burda, A., & Mehta, Z. (2003). Asking the right questions in the right ways: Strategies for ethnographic interviewing. ASHA Leader, 8, 4-17.

The Oral-Facial Mechanism Examination and Motor Speech Disorders Hall, P. K. (2000). A letter to the parents of a child with developmental apraxia of speech: Part I speech characteristics of the disorder. Language, Speech, and Hearing Services in Schools, 31, 169-172. Hall, P. K. (2000). A letter to the parents of a child with developmental apraxia of speech: Part II the nature and causes of DAS. Language, Speech, and Hearing Services in Schools, 31, 173-175 Hall, P. K. (2000). A letter to the parents of a child with developmental apraxia of speech: Part III other problems often associated with the disorder. Language, Speech, and Hearing Services in Schools, 31, 176-178. Hall, P. K. (2000). A letter to the parents of a child with developmental apraxia of speech: Part IV treatment of DAS. Language, Speech, and Hearing Services in Schools, 31, 179-181.

Speech Sound Disorders Bleile, K. (2002). Evaluating articulation and phonological disorders when the clock is running. American Journal of Speech-Language Pathology, 11, 243-249.

Language Disorders Saenz, F. I., & Huer, M. B. (2003). Testing strategies involving least biased language CD 5661 Page 7 of 12

assessment of bilingual children. Communication Disorders Quarterly, 24, 184- 193.

Evaluation Criteria

A total of 400 points will be distributed as follows:

Midterm Exam 100 points Final Exam 100 points Class Presentation 50 points Screening Activity 50 points Resource Document Part I: Assessment Frameworks 20 points Part II: Psychometric Considerations 20 points Part III: Research 20 points Part IV: Diagnostic Agendas 20 points Part V: Practical Experience Worksheets 10 points Part VI: ASHA Guidelines 10 points Total Points 100 points * The instructor reserves the right to modify as necessary

The following grading scale will be used in this course:

A 93 to 100 C 74 to 76 A- 90 to 92 C- 70 to 73 B+ 87 to 89 D+ 67 to 69 B 84 to 86 D 64 to 66 B- 80 to 83 D- 60 to 63 C+ 77 to 79 F 59 and below

Guidelines for Midterm and Final Examinations

The in-class midterm and final examinations will consist of application questions. The exams are designed to inform the instructor how well students have synthesized information from class lectures and readings. Readings and lecture notes should be used to support your response to questions. The midterm and the final examinations are worth 100 points.

Guidelines for Class Presentation

The class presentation project will be completed as a group activity in which assessment tools will be presented to the class. This project will be worth 50 points.

Guidelines for Practical Experience Activities with Assessment Tools

The practical experience portion of the class is designed to assist students in integrating CD 5661 Page 8 of 12 and applying information concerning test administration. This portion of the class will provide hands-on experience with a variety of assessment tools. Each student will have the opportunity to investigate psychometric characteristics of commercially produced instruments, to practice administration and scoring of various tests, and to interpret test results.

Guidelines for Speech and Language Screening Activity

Each student will be assigned to participate in a speech and language screening experience. Students will be trained for this activity by certified, licensed speech- language pathologists and audiologists and will conduct the screenings at locations both on and off campus. This activity is worth a total of 50 points.

Guidelines for Resource Document Project

The resource document project is designed to assist students in organizing, applying, and synthesizing information from class lectures and readings. Each student will develop a resource document to provide evidence of competence, both knowledge- based and skill-based, in the diagnostic process. The resource document should be neatly organized in one loose-leaf notebook that is designed to serve as a handbook for future reference in clinical situations.

IMPORTANT: All entries in the resource document should be neatly written or word processed. Entries should also be properly organized, appropriately referenced, grammatically correct, and checked for spelling or typographical errors. An APA format (Publication Manual of the American Psychological Association - Fifth Edition) should be used. Any part of the project handed in late will be graded, minus 5 points per day, unless the student obtains approval from the instructor and makes an alternative arrangement prior to the due date. The resource document project is worth a total of 100 points.

Resource Document Section I: Assessment Frameworks

This section should contain information you have gathered concerning traditional and alternative language assessment measures and procedures. For each type of assessment listed below, you should (1) define the assessment framework, (2) give examples of methods of assessment that fit into that particular framework, and (3) include and summarize one article for 3 of the frameworks listed below. The articles must discuss a particular framework or method of assessment and come from a scholarly journal. Use the following text for parts 1 and 2 listed above: Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore: Paul H. Brookes Publishing Co. Section I is worth 20 points.

1. Traditional assessment 5. Portfolio assessment 2. Naturalistic assessment 6. Dynamic assessment 3. Focused assessment 7. Curriculum-based assessment CD 5661 Page 9 of 12

4. Performance assessment

Resource Document Section II: Psychometric Considerations

This section should contain information you have gathered concerning psychometric considerations for formal testing. These considerations include: 1) validity, 2) reliability, 3) normal curve, 4) standard deviation, 5) raw score, 6) percentile rank, 7) standard score, 8) standard error of measurement, and 9) confidence intervals. A template is provided to assist you in the organization of this material. Section II is worth 20 points. Resource Document Section III: Research

This section should contain information you have gathered while reading assigned articles focusing on the area of assessment. These articles are listed on pages 6 and 7 of the syllabus. You should include the article in the resource document along with a completed table reflecting important facts found in the article and how you would apply the information in the article to the clinical setting. A template is provided to assist you in the organization of this material. Section II is worth 20 points.

Resource Document Section IV: Diagnostic Agendas

This section should contain diagnostic agendas, or plans, for conducting a variety of evaluation sessions. You should develop a plan for each of the disorder areas listed below. Your plan should include 1) specific areas you will assess, 2) specific assessment tools, both formal and informal, you would administer, 3) a rationale for your selections, and 4) multicultural considerations. Note: Do not list several assessment tools of the same type for each area you will assess. You should choose specific assessment tools that are appropriate for the disorder area. Section IV is worth 20 points.

1. Articulation/phonology assessment for a 5 year old child

2. Preschool language assessment for a 3 year old child

3. School-age language assessment for a 12 year old

4. Motor speech disorders for an 8 year old suspected of exhibiting childhood apraxia of speech

Resource Document Section V: Assessment Tool Worksheets

This section should contain the worksheets completed for each assessment tool used in the practical experience portion of class meetings. All entries should be neatly written or word processed and should be checked for grammatical, spelling, and capitalization errors. Section V is worth 10 points. CD 5661 Page 10 of 12

Resource Document Section VI: ASHA Guidelines

This section should contain the following ASHA documents. Each document should be highlighted to display the pertinent information. The following publications are to be included in this section of the resource document. Section V is worth 10 points.

1) American Speech and Hearing Association. (1987). Instrument evaluation: Considerations for developing and selecting standardized assessment and intervention materials. http://www.asha.org/NR/rdonlyres/579596DF-EE94-4355-9C63- EF0595699C22/0/18948_1.pdf

2) American Speech and Hearing Association. (1998). Rights and responsibilities of test takers: Guidelines and expectations. http://www.asha.org/NR/rdonlyres/1055324A-5859-4206-BE73- EACE5A0D0C06/0/18811_1.pdf

3) American Speech and Hearing Association. (2004). Code of fair practices in education. http://www.asha.org/NR/rdonlyres/CF7C1147-84B3-46F7-B461- C057E95C921C/0/v1RPFairTesting.pdf CD 5661 Diagnostic Process Assessment Presentation Your Name

I. Title of Test

II. General Test Information A. Author B. Publisher C. Address of Publisher

III. Description of Purpose of Test

IV. Specific Test Information A. Type of Test (language, articulation, phonology, etc.) B. Type of Administration (individual, group, both) C. Who May Administer the Test D. Test Materials E. Age Parameters F. Administration Time G. Scoring Information H. Basals and Ceilings

V. Subtest Information A. Subtest Title B. Purpose of Subtest (This subtest assess the ability to ………) C. How to Administer the Subtest ** You repeat this information for each subtest and supplemental subtests CD 5661 Page 11 of 12

Oral Presentation Guidelines

I. The information outlined above should be completed, word processed, and turned in following the assessment presentation.

II. The information outlined above should be covered in your oral presentation of the assessment tool.

III. You should show the tool to the class, explain the assessment materials, describe how to complete scoring, and explain the subtests (showing the materials or demonstrating a practice item).

IV. You will have 15 minutes for your presentation. This is not a long timed period, so practice your presentation until you can give the information in 15 minutes.

CD 5661 Diagnostic Process Resource Document Section II Psychometric Considerations for Formal Testing

1. Define validity and explain the importance of validity when examining formal test instruments.

2. Define reliability and explain the importance of reliability when examining formal test instruments.

3. Explain the normal curve or the bell curve and its purpose in relation to formal test instruments.

4. Define standard deviation and explain its purpose in relation to formal test instruments.

4. Define raw score and explain its purpose in relation to formal test instruments.

5. Define percentile rank and explain its purpose in relation to formal test instruments.

6. Define standard score and explain its purpose in relation to formal test instruments.

7. Define standard error of measurement and explain its purpose in relation to formal test instruments.

8. Define confidence interval and explain its purpose in relation to formal test instruments. CD 5661 Page 12 of 12

CD 5661 Diagnostic Process Resource Document Section III Research

Your Name

Article Title in APA format

Information How would I apply this?