SPLP5360 Aphasia & Related Disorders Spring 2006



University of Texas at El Paso

College of Health Sciences

Department of Rehabilitation Sciences

Speech Language Pathology Program

SPLP 5360: Aphasia and Related Disorders, Spring 2018

Instructor: Patricia Lara PhD, CCC-SLP

Office: Room 401

Office Hours: Monday and Wednesday: 11:00-12:00 p.m. or by appointment.

I will make every effort to be in my office during office hours, but there may be times when I will be required to be at meetings, consultations that have not been scheduled at this time, and these may conflict with my office hours. If you e-mail me, please be aware that while I will attempt to respond to your e-mails as quickly as possible, other duties such as grading, grant and manuscript preparation may not allow me to respond to you immediately. Therefore, if I have not responded within 48 working hours, please resend your e-mail.

E-mail: plara2@utep.edu

Class days and times: MTWRF from 12:00-1:45 pm (block schedule)

Room: 233

Required Text: Chapey, R. (Ed). (2008) Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders. Baltimore, Md. Lippincott Williams & Wilkins.

Required Readings: In addition to readings from your textbook, additional readings will be assigned from the other sources.

Course Description: This course includes the study of the etiology, symptomatology, diagnosis, treatment of aphasia and related neurogenic disorders including traumatic brain injury, concussion, right hemisphere syndrome, and dementia. Bilingual/multicultural aspects of neurogenic disorders are also discussed.

Course Objectives:

ASHA Standards: Standard III Receptive & Expressive Language; Cognitive Aspects of Communication; Social Aspects of Communication; Communication Modalities

UTEP Knowledge Competencies Addressed: Neurogenic 3,4,6,7,8,11,12,13; Cross Cultural 6, 10,14; Diagnostic 1; Language Treatment 2,3,4,5; Writing & Oral.

Desired Student Outcomes:

Students will:

1. Identify (name & define), describe and clinically integrate (apply information to the solution of clinical practice issues) the anatomy of the brain and speech-language behavior.

2. Identify, describe and clinically integrate the theories of normal and disordered speech-language behavior following cortical/subcortical insult.

3. Identify, describe and clinically integrate the various assessment and treatment instruments/procedures used with neurogenic communication disorders.

4. Identify, describe and clinically integrate the various brain plasticity mechanisms assumed to account for recovery of function.

5. Identify, describe and clinically integrate communication rating systems used with neurogenic communication disorders.

6. Identify, describe and clinically integrate WHO-International classification of functioning, disability and health.

7. Identify, describe and clinically integrate single subject treatment designs.

8. Identify, describe and clinically integrate the impact of multicultural and multilingual variables on the diagnosis and treatment of neurogenic communication disorders.

9. Demonstrate an understanding of clinical research issues by analyzing and critiquing the three treatment articles.

10. Demonstrate knowledge of information literacy as evaluated by the student’s ability to determine and access effectively and efficiently the information needed for the project. Through the student’s ability to critically analyze the information and sources, the student can incorporate and use the information for increasing his/her knowledge base regarding a specific project such as the evidence based practice project.

10. Express knowledge in written and spoken form consistent with professional expectations.

Course Format and Methods of Instruction:

Classes will consist of lecture, seminar-type discussions, individual and group work pertaining to the various topics. Additionally practical sessions, where assessment procedures and treatment techniques are practiced will be undertaken. Community engaged learning will also be incorporated into the course. Some classes will consist of different amounts of time assigned to all of these activities.

Course Assignments:

1. Group Project: Evidence Based Practice Project: (75 pts): Your group will do a search and review of all the treatment articles pertaining to one of the language intervention approaches listed below. You will list the articles in a table like the one on the last page of the syllabus, Table 1. Your group will then synthesize the information gathered and include the summary with your table. The group will also do an oral presentation on that information. The presentation should be no more than 10-15 minutes in length and must include a power point presentation. All members of the group are expected to participate in the development of the project and presentation. The quality of paper and oral presentation is crucial to the assignment of a grade. Due date: May 2, 2018

Language Intervention Approaches that will be assigned to a group.

a. Psychosocial/Functional approach

b. Traditional approach

c. Cognitive/Neuropsychological approach

d. Cognitive/Neurolinguistic approach

e. Specialized Interventions

Rationale: The purposes of this assignment is the following; to have you learn to use the library and research sources in the field, read other critiques printed in our literature, develop a critical approach to clinical treatment research in the field which is the basis for patient care. If you don't know the literature you are doing a disservice to the patients you treat. You are encouraged to use the UTEP and TX Tech. Health Science Center library. This assignment is an example of integration of clinical practice and research (Oppenheimer, Self, and Sieff, 2006, Integration of Clinical Practice and Research: Successful Curriculum Models, ASHA.)

Group Membership:

Group 1: Benton, Martinez, Rosales, Valles(Psychosocial/Functional Approach)

Group 2: Escobar, Mendiola, Ruiz, Vera(Traditional Approach)

Group 3: Fierro, Orozco, Sanchez, Zarate(Cognitive/Neuropsychological Approach)

Group 4: Gutierrez, Palisoc, Sotelo(Cognitive/Neurolinguistic Approach)

EBP Group Assignment Grading Criteria

|Requirements |Awarded |

|Oral presentation is well organized, to the point, informative and keeps the audience’s attention |15 |

|Provides correct statement on indications for treatment, who is a candidate for this treatment, and how treatment |15 |

|technique alters swallowing physiology | |

|Provides a concise and focused synthesis of the peer-reviewed journal articles orally and in written form |20 |

|Able to defend or dispute the treatment technique’s efficacy based on the chosen peer-reviewed journal articles |25 |

2. Treatment Article Critique: 25 pts each=100 pts total; The student is to select and critique 4 "treatment" articles in the area of aphasia. If the articles you choose are not treatment articles, your critique will not be graded. Please respond to each of the questions in the order presented below. Please state the question asked and insert your response below the question. Please address the questions as they are listed below.

a. Was the treatment rationale clearly stated and was it relevant? Provide rationale from the article for your response.

b. What was the treatment hypothesis and was it operationally defined? Provide rationale for your response.

c. What are the independent and dependent variables used in the study?

d. What is the specific research design used? And what are the control mechanisms for the chosen design?

e. What specific data analysis (descriptive? Statistical? Visual Inspection, etc.) was used? And is this statistical analysis parametric or non-parametric? And why was this statistical analysis chosen?

f. Was the conclusion justified? And state whether the data supported the conclusion. Please provide rationale for your response.

g. How can you integrate the information in the treatment article into clinical practice?

Rationale: The purposes of this assignment is for the student to learn to use the library, library resources, research sources in the field, read other critiques printed in our literature, develop a critical approach to clinical treatment research in the field which is the basis for patient care. If you don't know the literature you are doing a disservice to the patients you treat. You are encouraged to use the UTEP and TX Tech. Health Science Center library. This assignment is an example of integration of clinical practice and research (Oppenheimer, Self, and Sieff, 2006, Integration of Clinical Practice and Research: Successful Curriculum Models, ASHA.)

Due dates:

Critique #1: Jan. 30, 2018

Critique #2: Feb. 28, 2018

Critique #3: Mar. 30, 2018

Critique #4: Apr. 30, 2018

Journal Article Review Grading Rubric

|Requirements |Points Assigned |

|Answers all questions correctly, focused and shows that there was an analysis and synthesis of the information|10 |

|provided in the journal article | |

|Provides rationale for answers |7 |

|Explains in own words |3 |

|Reference is complete and in correct format |5 |

3. Community Engaged Service Learning: (50 pts); Task Description; Students will be assigned to groups of 4 students. Each group is to find a community entity that provides services to the elderly and/or that provides services on prevention of strokes or heart disease. The group is to contact the community entity and volunteer a minimum of 10 hours. Examples of possible opportunities are: Stroke support group, Senior Games, Senior Citizen Centers, American Heart Association, ALS Support Group, Brain Injury Support Group, Alzheimer’s Association.

After this experience, you will fill in the community engaged service learning sheet at the end of this syllabus and turn in to Dr. Lara. You are also required to discuss your experience with the class. Please sign into the Center for Civic Engagement to log in your hours. Include the hours that you spend preparing your task and the time you spend at the site. Each student in the group must have the supervisor at the community organization sign their sign in sheet in order to get credit for this task. Please complete this assignment by April 23, 2018.

Rationale: The rationale for this activity is to provide the student with opportunities to apply course content to real world situations, practice public speaking, work collaboratively in teams, increase community involvement and improved social responsibility.

4. InterProfessional Practice and Education Experience: (50 pts). Date: Friday, March 23, 2018 12:30-4:00. Location: EPGN conference room, Please wear your scrubs or professional attire to this event. Please arrive at the event by 12:30 in order to register and be assigned to your IPE group.

Rationale: The purpose of this IPE experience is to provide our students with the opportunity to develop interprofessional relationships and learn collaboratively about other disciplines in order to work together in an atmosphere of mutual respect in the workforce.

5. Exam 1: 50 Points

6. Midterm Exam: 75 points

7. Final Exam: 100 points

Grading Policies:

Grades: Your final grade will be based on a total of 500 points:

450 – 500 points = A

400 – 449 points = B

350 – 399 points = C

300 – 349 points = D

Below 299 points = F

Course Policies:

1) All assignments must be turned in at the assigned completion date and time. Late assignments will not be accepted unless the student has arranged with Dr. Lara prior to the due date.

2) Students who miss exams or assignments will not be allowed to make up the exam or assignments unless a legitimate medical excuse is provided and approved by Dr. Lara within 24 hours of the deadline. A written note from your physician is required. If the student misses an exam, you will be given an alternate exam and will be scheduled at a time that is convenient for both the student and the course instructor.

3) As much as possible, your work in this course is evaluated according to the criteria used by your colleagues, clients, and other professionals in a professional work environment. In addition, this is a graduate level and professional course. Therefore, appropriate verbal and written terminology is expected on all assignments, quizzes and exams. As such, the following criteria will be used on assignments, quizzes and examinations in this course. Errors are penalized by deduction of one point each: incorrect terminology, spelling, sentence fragments, run-on sentences, number agreement errors, improper formation of plurals and possessives, and serious violations of format conventions in reports. This is implemented to all course assignments in addition to the grading rubric established for each course assignment.

4) References: If your work requires references and they are omitted or in the incorrect format, 5 points will automatically be deducted from your assignment grade.

5) You are responsible for proof reading all your work.

6) Professionalism/Class Participation: This class is intended to be an interactive experience between the students and the course instructor and as such, discussions are essential to the experience. Therefore, you will come to class prepared to discuss the assigned readings. The purpose of class is to provide you with the opportunity to discuss issues for clarification, interpretation and application of the assigned readings. Class time is not the venue for the course instructor to review the textbook and/or assigned reading with the student. Students are responsible for keeping up with the readings assigned. Students may be asked to lead class discussions at any time during the semester and may be quizzed at any time to ensure that the student is keeping up with the readings. In addition, students are to refrain from using cell phones, social media and e-mail while in class. This is disrespectful to the other members of the class and to the course instructor. If you have the need to have your cell phone at your desk, because of an emergency i.e. children, ill parent etc., please notify the course instructor prior to the beginning of the class. Students who violate this policy will be asked to excuse themselves from the room.

7) Exams: Some exams will be multiple choice, true or false, short answer, matching and/or essay question format. Please read questions carefully and answer the question asked. Do not write on the back of the exam paper unless directed by Dr. Lara. Do not make arrows or circles for the instructor to follow. Those responses will not be graded. Please use your 800# instead of your name on your exams and quizzes.

8) Quizzes may not be made up. So please do not ask!

9) This is a professional training program and as such, students are expected to behave in a professional manner. One of these professional skills is consistent class attendance and punctuality. Failure to attend class or a pattern of tardiness will result in a decrease of 50 points from your final course grade. If you are going to be consistently late to class, please speak to the course instructor before the end of the first week of class. Students who do miss class for whatever reason are responsible for all materials missed and for ensuring that their assignments are turned in on time.

10) Active Learning Assignments – (ASHA Integration of Clinical Practice and Research, 2005). Some of the assignments for this course will be completed in groups. Please keep in mind that while group work may not be the individual student’s preference, these assignments are designed to encourage teamwork and collaboration since you will be expected to work as part of a treatment team once you graduate and working as a Speech Language Pathologist regardless of the setting (i.e. private practice, clinic, school, hospital, nursing home or home health).

11) Because the material contained in the PPT is the intellectual property of the course instructor or the publisher of the text book, students may not copy, distribute, share, reproduce or sell any lecture notes, videos, recordings or any other course material. This includes posting of any class material on the web for any reason. PowerPoints will not be posted on blackboard nor will they be e-mailed to the students. Audio, video recordings, and/or taking pictures of PPT slides is not permitted. Therefore, students are encouraged to take notes, participate in class discussions, take notes, ask questions, take notes and take notes.

12) Illness: While it is sometimes tough to make the decision to stay home during an illness, it's important to take care of yourself when you're ill, and that means staying home. Your classmates and the course instructor will thank you and you will feel better faster. E-mail the course instructor to notify of your absence.

13) You are directed to know the professional expectations for this academic program and the policy and procedures for accomplishing all assignments as described in the Clinical Handbook.

14) University Statement on Academic Integrity:

The University of Texas at El Paso prides itself on its standards of academic excellence. In all matters of intellectual pursuit, UTEP faculty and students must strive to achieve excellence based on the quality of work produced by the individual. In the classroom and in all other academic activities, students are expected to uphold the highest standards of academic integrity. Any form of scholastic dishonesty is an affront to the pursuit of knowledge and jeopardizes the quality of the degree awarded to all graduates of UTEP. It is imperative, therefore, that the members of this academic community understand the regulations pertaining to academic integrity and that all faculty insist on adherence to these standards.

Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, and any act designated to give unfair advantage to a student or the attempt to commit such acts. Proven violations of the detailed regulations, as printed in the Handbook of Operating Procedures (HOP) and available in the Office of the Dean of Students and the homepage of the Dean of Students at utep.edu., may result in sanctions ranging from disciplinary probation, to failing a grade on the work in question, to a failing grade in the course, to suspension or dismissal, among others.

15) ADA: If you have or suspect a disability and need accommodations, you should contact the Center for Accommodations and Support Services (CASS) at 747-5148. You can also e-mail the office at or go by Room 106, Union Building East. For additional information, visit the CASS website at utep.edu/cass

Course Content: See below (Please note that this outline is tentative and may be modified throughout the course; additional assignments may be added based on the instructor’s evaluation of the students understanding of course material.)

|Date |Topic of | |

| |Discussion | |

|Jan. 16 |Introduction to Aphasia |Review Syllubus, |

| | |Chapey, Section 1 |

|Jan. 17 |Continue with Introduction to Aphasia|Chapey, Section 1 |

| |and Acquired Communication Disorders |Grafman, J. (2000). Conceptualizing functional neuroplasticity. Journal of |

| | |Communication Disorders, 33(4), 345-355. |

| | |Grafman J. (2000). Evidence for four forms of neuroplasticity. Journal of Communication|

| | |Disorders. 33, 345–356. [PubMed] |

| | |Thompson, C. (2000). Neuroplasticity evidence from aphasia. Journal of Communication |

| | |Disorders, 33(4), 357-366. |

| | |Thompson, C. (2000), The neurobiology of language recovery in aphasia. Brain and |

| | |Language, 71(1), 245-248. |

|Jan. 18 |The Aphasia |Chapey, Section 1 |

|Jan. 19 |Neural Basis of Language Disorders |Chapey, Section 1 |

|Jan. 22 |Medical Aspects of Communication |Chapey (2008), section 1 |

| |Disorders/Acute Etiologies of |Discussion on Thompson and Grafman articles |

| |communication Disorders | |

|Jan. 23 |Assessment of Communication Disorders|Chapey, Section 1 |

|Jan. 24 |Continue with Assessment of | |

| |Communication Disorders | |

|Jan. 25 |Continue with Assessment of | |

| |Communication Disorders | |

|Jan. 26 |Exam 1 |Exam will cover everything covered from the beginning of this course until this point |

|Jan. 29-Mar. 2 |Clinical Rotations |Read Chapey, Section 2 |

|Mar. 5 |Research Principles for the Clinician|Chapey, Section 2 |

|Mar. 6 |Aphasia Treatment, Recovery, |Continue Chapey, Section 2 |

| |Prognosis and Clinical Effectiveness | |

|Mar. 7 |Delivering Language Intervention |Continue Chapey, Section 2 |

| |Strategies | |

|Mar. 8 |Interprofessional partnerships in |Continue Chapey, Section 2 |

| |Delivery of Language Disorders | |

|Mar. 9 |Midterm exam |Exam will cover information covered during Mid-Term Week |

|Mar. 12-16 |Spring Break |Read Chapey, Sections 3 and 4 |

|Mar. 19-Apr. 20 |Clinical Rotations |Read Chapey, Sections 3 and 4 |

|April 23 |Language Interventions | Chapey, Sections 3 |

| | |Community engaged service learning discussions |

|April 24 |Psychosocial/Functional Approaches to|Chapey, Sections 3 and 4 |

| |Language Intervention | |

|April 25 |Traditional Approaches to Language |Continue Chapey, Sections 3 and 4 |

| |Intervention | |

|April 26 |Cognitive Neuropsychological |Continue Chapey, Sections 3 and 4 |

| |Approaches to Language Intervention |Read Chapey, Section 5 |

|April 27 |Specialized Interventions In Language|Continue Chapey, Sections 3 and 4 |

| |Management | |

|April 30 |Therapy for Associated |Continue Chapey, Sections 3 and 4 |

| |Neuropathologies of Speech and | |

| |Language-Related Functions | |

|May 1 |Bilingual Aphasia |Read: |

| | |Fabbro (2001). The bilingual brain: bilingual aphasia. Brain and Language, |

| | |79(2):201-10. |

| | |Proverbio, Cok, & Zani. (2002). Electrophysiological measures of language processing in |

| | |bilinguals. Journal of Cognitive Neuroscience. 14(7):994-1017. |

| | |Paradis, (2011). Principles underlying the Bilingual Aphasia Test (BAT) and its uses |

| | |Clinical Linguistics & Phonetics, 25(6-7):427-43. doi: 10.3109/02699206.2011.560326 |

|May 2 |Group EBP Projects Due |Group Presentation |

|May 3 |Final Exam |Cumulative |

Table 1

Population |Source |Study

Design |Sample

Size |Outcome (s) |Results |Evidence

Level | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Reilly, S. Douglas, J & Oates, J. (2004). Evidence Based Practice in Speech

Pathology. London, England: Whurr Publishers.

Speech Language Pathology Program

College of Health Sciences

University of Texas at El Paso

Aphasia and Related Language Disorders

Dr. Patricia Lara

Community Engaged Service Learning

Student Name:

Community Organization Supervisor Printed Name: _____________________________

Community Organization Supervisor Signature: ________________________________

Community Organization Contact Information:

1. Name of Organization:

2. What did you, the student do to assist the organization?

3. Briefly describe this experience.

4. What have you learned from this experience?

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