Department of Communication Sciences and Disorders ...



Department of Communication Sciences and Disorders Fundamentals of Speech and Language Analysis Course Number:CSD 337Course Title:Language DisordersCredits:3 hoursPrerequisites:CSD 306, 307, 308, and 309For Whom Planned: The course is planned CSD Juniors, some Seniors, and three-year Graduate Students who need to study the pre-professional area in language disordersInstructor: Catalogue Description: Nature, theory, measurement, and management of language problems across the lifespan.Learning Outcomes: Upon completion of the course, students will be able to:1. Demonstrate knowledge of the linguistic, developmental and cultural bases oflanguage disorders in children and adults.2. Understand and identify the nature, extent, impact and potential causes of languagedisorders.3. Demonstrate knowledge of and skill in approaches to language assessment and thebasic principles of language intervention including writing outcomes.4. Identify the tools necessary for analyzing language abilities at the pre-linguistic,single word, multi-word, sentence, and discourse levels.5. Describe the general principles of assessment and intervention.Explain the emergence and development of literacy and demonstrate knowledge of language disorders involving writing and reading.Recognize and write in genres appropriate to the discipline of Communication Sciences and Disorders and Language Disorders.Apply informal and formal approaches to writing and multiple drafts to deepen their mastery of the subject.Teaching Strategies:Guided Web-based exploration exercises and practices (Canvas)Daily reading assignments (textbook chapters and information on Canvas)Discussion in response to a unit’s critical inquiry question (Canvas)Objective Formal Quizzes completed each week on CanvasArticle reviews/reactionsCase Study ReportEvaluation:Each assignment will be given a percentage of the final grade. The following scale will be used to determine letter grades:A+97-100%C73-76A94-96C-70-72A-90-93D+67-69B+87-89D63-66B83-86D-60-62B-80-82F<60%C+77-79Assignments for Students (% indicates percentage of final grade)Quizzes (50%): There will be weekly sets of questions to complete in an objective format (multiple choice and true/false) that cover the essential information for Units 1 to 15. The lowest grade will be dropped.Three article reviews/reactions (30%): Read a research or review journal article. Summarize the article in 1-2 pages and have at least on paragraph that attempts to integrate information from the relevant chapter in your text and provide some reaction to the information. Due dates are listed in the syllabus. Many national and international organizations have good resources including but not limited to the American Speech-Language-Hearing Association, Speech- Language and Audiology Canada, the Heart and Stroke Foundation, Autism Research Institute, Speech Pathology Australia etc. The student is expected to find sources independent of the textbook and required readings for this class.The article review must be in APA format and include the following as a minimum standard: an introduction and conclusion, 1 inch margins, size 12 Times New Romans font, title page, appropriate citations, reference section, and double spaced.A grading rubric will be posted in Canvas.Case Study Report (20%): Observe a client who has a communication disorder discussed in this course and talk to the clinician and/or supervisor providing therapy. Describe the nature of the disorder. What specific difficulties is the client having in spoken or written language and communication? What are the specific treatment goals? What procedures are being used to achieve these goals? Would you work on anything else or use different procedures or strategies? What is the prognosis (long-term outcome) for the client? Write-up should be 5-7 pages.Missed Assignments and Quizzes:For all assignments and quizzes that are not submitted by the deadline, 10 points will be deducted each day the assignment/quiz is late, until the assignment/quiz is completed. For example, if an assignment is due by midnight on a Monday, and a student does not turn it in until Thursday evening, 30 points would be deducted- in addition to points typically deducted for accuracy, etc. Only students with a serious emergency such as an illness, accident or family emergency will be allowed to make up missed exercises. After the missed assignment or quiz thestudent must, within a reasonable period (e.g., up to one week), present the instructor with acceptable, independent documentation of the emergency (e.g., a physician’s letter, police report or request from the Dean of Students). Documentation from a roommate, friend or family member will not be considered acceptable, independent documentation for such an emergency. If you miss an assignment or quiz: 1) get documentation and 2) get in touch with the instructors right away. Computer or Information Technology (IT) difficulties are not acceptable reasons to submit assignments or exams after the deadline. If IT difficulties arise please call UNCG’s IT support at 336-256-8324 (6-TECH).Grading Rubrics for assignments will be posted on Canvas.Required Texts:Reed, V. A. (2012). An introduction to children with language disorders (4th ed.). Boston, MA: Pearson Education.American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.Required Software:Internet browser preferably by Firefox or ChromeiSpartan AccountAdobe ReaderAdobe Flash Player*In ‘Global Settings’ (top right in Canvas window), there are options regarding your Notifications and settings. Students can control how they are notified. It is recommended that you DO NOT change the default settings for this.Supplemental Readings:Helm-Estabrooks N, Albert ML, Nicholas M. (2012). Manual of aphasia and aphasia therapy. (3rd ed.). Austin, TX: Pro-Ed.Kamhi, A., Masterson, J., & Apel, K. (2007). Clinical decision making in developmental language disorders. Baltimore: Brookes.McCauley, R., & Fey, M. (2006). Treatment of language disorders in children. Baltimore: Brookes. Paradis, J., Genesee, F., & Crago, M. (2011). Dual language development and disorders: handbook on bilingualism and second language disorders (2nd ed.). Baltimore: Brookes.Paul, R. (2007). Language disorders from infancy through adolescence (3rd ed.). St. Louis: Mosby.Roseberry-McKibben, C. (2007). Language disorders in children: A multicultural and case perspective. Boston: Allyn & Bacon.Vinson, B. P. (2012). Language disorders across the lifespan. (3rd ed.). Clifton Park, N.Y.: Thomas Delmar Learning.Recommended websites:UNCG Writing Center: UNCG Library: Speech-Language-Hearing Association: National Stroke Association: Speech-Language and Audiology Canada: Pathology Australia: National Center for Learning Disabilities: for Disease Control and Prevention: National Institutes of Health: check your UNCG email, Discussion on Canvas and the Announcements on the Course Canvas regularly!!! These are the ONLY ways the instructor has to communicate with you!Unless you have an issue of a confidential nature (e.g. death in the family, illness, setting up a phone call) please post questions and issues to Canvas. Only email the instructor if you have questions or concerns of a confidential nature. Using the Canvas group communication tools is especially important in an online class. That way everyone can participate in questions, answers and discussions. In general, I will check Canvas and email between 8 am EST and 2 pm EST most weekdays. If you post on a Friday after 2pm EST I will respond on the next regular work/school day.Academic Integrity:We are all bound by the UNCG Academic Integrity Policy. Cheating and plagiarism will not be tolerated in this class. If a student is caught cheating or plagiarizing in any form, they will receive a failing grade for the class and will be reported to the university for appropriate disciplinary action. All work submitted for grading must be original work that is prepared for this class. When a student signs or places their name on any work submitted, they are agreeing to abide by the academic integrity policy. Please see the UNCG policy located at seeks to comply with the Americans with Disabilities Act. Students requiring accommodations based on a disability must be registered with the Office of Accessibility Resources and Services (OARS) which is located at 215 Elliott University Center. To contact the office for further information call 336-334-5440 V/TTY. Students with a disability must provide a letter from the OARS stating the appropriate accommodations for the class prior to the first day of class. If a student has a documented disability and needs to discuss how these academic accommodations will be implemented in the class, please contact me through email to set up a phone call or face- to- face meeting prior to the first day of class. All information regarding the disability and/or accommodations will be kept confidential.ModuleTopicPresenter/ VideoChapterAssignmentDue EST1Language andHuman CommunicationLanguage and Human Communication1-Ch 1 quiz1/15/2016 by11:55 pm EST3Toddlers and Preschoolers with SLIGenetic Link to Language DisorderCauses of Specific Language ImpairmentLate- talkers3-Ch 3 quiz1/22/2016 by11:55 pm EST4Children withLearning DisabilitiesLanguage and Children4-Ch 4 quiz1/29/2016 by11:55 pm EST5Adolescents with LanguageImpairmentAdolescent Literacy Part 1Adolescent Literacy Part 25-Ch 5 quiz2/05/2016 by11:55 pm EST6Children with Intellectual DisabilitiesIntellectual DisabilitiesAngelman SyndromeAngelman Syndrome Part 2Down Syndrome6-Ch 6 quizArticle Review #1 due2/12/2016 by11:55 pm EST7Children withAutismAutism Spectrum7-Ch 7 quiz2/19/2016 by11:55 EST pm8Language and Linguistically- Culturally DiverseChildrenNewcomers Nuggets9-Ch 9 quiz2/26/2016 by11:55 pm EST9Children with AcquiredDisordersCoping with Brain InjuryStrokes in Children10-Ch 10 quiz3/04/2016 by11:55 pm ESTSpringBreakNoAssignmentsDue10Language and Other Special Populations ofChildrenIntro to Hearing Loss8 & 11-Ch 8 quiz-Ch 11 quizArticle Review #2 due3/18/2016 by11:55 pm EST11Language and AACLanguage and AAC12-Ch 12 quiz3/25/2016 by11:55 pm EST12AssessmentSpeech Pathology Part 1Speech Pathology Part 213-Ch 13 quiz4/01/2016 by11:55 pm EST13Considerations forLanguage InterventionsConsiderations for Language Intervention14-Ch 14 quiz4/8/2016 by11:55 pm EST14Aphasia and Cognitive – Linguistic DisordersAphasiaStrokesPreventing StrokesStroke Causes & Effects-Readings-quizArticle Review #3 due4/15/2016 by11:55 pm EST15Alzheimer’s and Other types of DementiaDementia-Readings-quiz4/22/2016 by11:55 pm ESTCase Study Report Assignment Due4/29/2016 by11:55 pm EST ................
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