Western Washington University Communication Sciences and Disorders Course Syllabus CSD 546 Assessment Winter Quarter 2015 Instructor: Lesley Stephens

Course Description: CSD 546-The purpose of this course is to present students with current practice relative to assessment of Communication Disorders. Issues relative to assessment instruments, interacting with clients and caregivers, communicating with other professionals, writing accurate and informative evaluation reports, and incorporating assessment results into effective intervention strategies will be discussed. This course is providing information that will add to the assessment information you have learned and will continue to learn in your CSD academic and theory based coursework. The student will put all of the assessment information into practice through bi-weekly diagnostic evaluations (DE) of both children and adults in a future quarter.

Specific CSD 546 Course Learning Outcomes (and related ASHA certification standards)

 The student will receive didactic training and supervised practicum experience in basic moving to more advanced evaluation skills-Standard IV A, C, and D  The student will be required to write complete, professional diagnostic reports- Standard IV B  The student will develop skills in collecting a case history, selecting and administering appropriate evaluation procedures, adapting procedures, making complete and accurate behavioral observations, developing diagnosis, making appropriate recommendations, completing administrative functions and making referrals- Standard IV G 1  The student will develop skills in communicating effectively, collaborating, counseling and professional behavior- Standard IV G-3  The student will learn and adhere to ASHA’s Code of Ethics- Standard IV G-3

Class Requirements: Each student will be assigned 2 tests or portions of tests. Each student will be responsible for comparing and contrasting the tests with another student and distributing to the class in a handout format. (20% of grade)

Each student will be responsible for critiquing two recorded or live assessment sessions. Form to be provided in class. This needs to be completed during the first 4 weeks of the quarter. (20% of grade)

Students will be provided with 2 client history forms and will be asked to prepare “mock” assessments for those clients. One will be done in class as a group and the second will be done on your own. This will include interview questions, formal assessments planned, materials (games/toys/activities) that you will use. You will be expected to incorporate academic coursework into the clinical setting. (40% of grade)

Class participation is 20% of grade. Text

Shipley, K.G. and McAfee, J.G. (2009) Assessment in Speech-Language Pathology: A Resource Manual (4th edition) Delmar, Cengage Learning

Class Schedule Class meets on Tuesday mornings from 8 to 8:50 AW 403

First class- January 6th Interviewing and review of case history, intake forms, outside records

January 13th Language sample (all ages)

January 20th Informal assessment

January 27th (test comparisons due - 20%) Informal assessment Hearing screenings/Play/Pragmatics

February 3rd Behavioral observation and frequently observed clinician errors (observation of diagnostic sessions and critiques due - 20%)

February 10th Formal assessment tools and frequently observed clinician errors (diagnostic test comparisons provided)

February 17th First mock diagnostic plan (groups in class – 20%)

February 24th Report writing – bring examples you have found on your own

March 3rd Diagnostic and prognostic statements (second mock diagnostic plan due – 20%)

March 10th Final class Appropriate referrals, reporting abuse Final thoughts and questions Teacher evaluation