Early Child Language Development and Intervention. ComD Fall 2009, 3 Credit Hours T, Th 8-9: TLRB

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1 Early Child Language Development and Intervention 1 ComD Fall 2009, 3 Credit Hours T, Th 8-9: TLRB Course Outline Instructor: Dr. Martin Fujiki Office Hours: Th, 10-11, or by appointment ( , martin_fujiki@byu.edu) Office Location: TLRB 130 Teaching Assistant: Gwi-Ok Jang (comd630@gmail.com) Text: Paul, R. (2007). Language disorders: From infancy through adolescence (3 rd. Ed.). St. Louis: Mosby Elsevier. Course Description and Objectives: This course focuses on young children with language impairment. We will specifically examine the pre-linguistic, emerging language, and the developing language user. Through text, lecture, and a variety of multi-media sources, students will be introduced to specialized knowledge relevent to the theoretical basis, prevention, clinical assessment, prognosis, and rehabilitation of child language impairment. The student will make progress toward ASHA s 2006 standards for the Certificate of Clinical Competence in Speech-Language Pathology. In addition, the course will be structured on professional outcomes based on the professional accreditation standards. The following standards will be addressed. CAA Standards Standard III-B: The applicant must demonstrate knowledge of the nature of basic human communication, including their biological, neurological, acoustic, psychological, developmental, linguistic and cultural bases. Standard III-C: The applicant must demonstrate knowledge of the nature of language, hearing, and communication disorders and differences, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Standard III-D: The applicant must possess knowledge of the principles and methods of assessment, and intervention for people with communication disorders, including consideration of physical, psychological, developmental, and linguistic and cultural correlates of the disorders. Standard III- E: The applicant must demonstrate knowledge of standards of ethical conduct. Standard III- F: The applicant must demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practice. Standard III- G: The applicant must demonstrate knowledge of contemporary professional issues. Standard IV-A: The applicant must complete a curriculum of academic and clinical education that follows an appropriate sequence of learning sufficient to achieve the skills outcomes in Standard IV-G. Standard IV-B: The applicant must possess skill in oral and written or other forms of 1

2 communication sufficient for entry into professional practice. 2 Goal #1 Students will demonstrate competent knowledge of early receptive/expressive language development. Specific Objectives Method of Evaluation Mechanisms CAA Standard Students will gain a knowledge of: Receptive language development. Expressive language development. Play development Early communication development. Class projects Chapter and lecture quizzes Objective scores Written feedback on project and quizzes III-B IV-A Goal #2 Students will demonstrate competent knowledge and skills concerning the appropriate selection, administration and interpretation of a variety of assessment techniques and measurement tools. Specific Objectives Students will gain a knowledge and skills of the following; Formal and informal assessment tools for play, expressive, & receptive language skills. Interpreting scores formal formal and informal measures. Creating informal measures. Linguisitic, cultural, social, and cognitive aspects of communication. Method of Evaluation Class projects Chapter and lecture quizzes Mechanism Objective scores on projects Final eval CAA Standard III-C IV-A IV-B Goal #3 Students will demonstrate competent knowledge of various treatment options for receptive and expressive language delays. Specific Objectives Students will gain a knowledge of: the prevalence and incidence of language delays. Risk factors for LI, Contemporary research best practice options Various Treatment options communicaiton Prof. issues; ethical conduct Method of Evaluation Chapter and lecture quizzes Presentations chapter questions Mechanism Objective scores on quizzes, projects, etc CAA Standard III-D III-F IV-B 2

3 Course Requirements: Students are required to read assigned. During lecture, class participation regarding the topic material is strongly encouraged. Evaluation of how well a student comprehends reading and lecture material will be based upon class projects, quizzes, and a take home examination. There will be no makeup or late exams or quizzes given without a valid doctor or university excused absence. 3 Grading: Language Intervention Presentation Lecture Quizzes (10, drop one) Book Quizzes (6, drop one) Observation write up Written Exam extra credit: completing the course evaluation 100 points 90 points 50 points 25 points 100 points Total: 365 points 2 points Grades will be assigned based on the accumulation of points received on tests and projects. Percentage of total points earned is calculated, and grades are usually assigned according to the class distribution of points. Students who earn % of the possible points can expect an "A" grade, those earning approximately 80-89%% or more can expect a "B" grade, those earning approximately 70-79% can expect a "C" grade, and those earning 60-69% can expect a "D" grade. There is no quota as to how many students can earn a particular grade, however. Earning 90% or more of the possible points will guarantee a grade of at least A-. Earning 80% will guarantee a grade of at least B- and so on. 1. Language intervention project. Students will make presentations on one of the following intervention models: (a) Prelinguistic Milieu Teaching, (b) Social Communication, Emotion Regulation and Transactional Support (SCERTS), (c) Developmental, Individual-Difference, Relationship Based Model (DIR, also called the floortime model), (d) the Hannen Approach to Early Language Intervention, (e) Relationship Development Intervention (RDI) or (e) focused stimulation. Other approaches can also be presented (e.g., applied behavior analysis) but must be approved by the instructor. Students will make presentations in teams of two or three. Depending on how things work, you might also present individually. A team will have an entire class period for your presentation. An individual will have one half of a class period. The first presentation, on Nov. 17 will receive a 5 pt. bonus for going first. Presentations should describe the intervention, including video examples of what it looks like. The theoretical rationale should be discussed as well as the available efficacy data. After seeing your presentation, the other students should know what the procedure involves, why it is supposed to work, and if it works. Grading will be based on the following scale: 20% presentation style, clarity, and organization 15% use of video and other enhancements 20% presentation of the rationale for the procedure (why it is supposed to work,with supporting evidence) 25% presentation of the methodology (how do you do it?) 20% presentation of efficacy information (what is the evidence that the procedure works?) 3

4 You must attend all of the student presentations. There will be a 10 pt. grade penalty per absence for missing other students presentations (the only exception being illness with a note from a physician) Lecture quizzes. There will be 10 quizzes given randomly throughout the semester. Quizzes will not be announced. They may consist of short answer questions or writing assignments, and will be worth 10 points each. The subject matter for the quiz will be what ever we have studied the past one or two class periods. Quizzes must be taken during class time on the day given. If you are absent on the day of a quiz you will not be allowed to make it up (the only exceptions being official university excused absences or illness with a note from your physician). You will be allowed to drop one quiz from the final total. If you do not do well on a quiz, you may earn back 2 points (added to your score). You can do this by writing a short paper (about a page, double spaced, typed) on the quiz topic--this must be a paper--not just writing the right answer over the part you missed. If you take this option, it is up to you to make sure you understand the concept (more on this will be presented in class). Corrections will only be accepted two sessions after a quiz has been returned. 3. Book quizzes. There will be 6 book quizzes. Each of these is scheduled in the course outline. Quiz questions will be taken directly from the study guides. The same policies apply for quizzes as for the lecture quizzes. 4. Take home exam. There will be a comprehsive take home exam. The exam will be essay in nature. You should reference your answers as you would a research paper or a thesis. The exam will be distributed on Nov. 12 and due on Nov. 17, at the beginning of class (10 pt. per day penalty for being late). 5. Observation. You should do an observation of an early childhood intervention program at either the Provo Early Intervention Program (PEIP) or Kids on the Move. Contact information is as follows: PEIP. Contact Carol Moody, any time after Labor Day. (801) , or talk to her when she is in the department. You can arrange a two hour visit (home visits are acceptable). Kids on the Move. (801) Amanda Gidden ext 166. Call to schedule your visit. They are very accommodating to BYU students so please keep your appointment or call if you have an emergency. Failing to show up for a scheduled appointment is a serious problem and your class grade will be adversely impacted. Observations should be completed by Dec. 8. After you have completed your observation write up a 1-2 page long summary of what you learned. It is important that you attend class to participate in discussion and other activities. Everyone has one absence, no questions asked. After that, you will be penalized 5 pts. for being absent or excessively late. This does not mean that you should come to class no matter how sick you are. Absences for illness with a doctor s note or university excused absences almost automatically excused. For other absences you should talk to me. Professional conduct. Please abide by the following rules to allow for the best learning environment for you and your fellow classmates. Also remember, being socially appropriate means, thinking of others and how they perceive things. If you have any problems with a test 4

5 question, remember there are appropriate ways to direct your questions without coming across whinny, accusatory, or plain rude Cell phone policy- Turn off cell phones. You may loose points if your phone repeatedly goes off for text messages or calls. 2. Come to class on time to minimize distractions since quizzes may be given first. 4. Requests for quiz or test changes must be approved ahead of time with a doctor or university note unless an extreme emergency occurs. 6. No cheating will ever be tolerated. You will be turned in on the spot, excused to leave and asked not come back, resulting in a failed grade for the semester. Estimated Course Outline 1-3 questions will be chosen to answer from the chapter study questions for each in-class book quiz. (all quisses are closed book unless otherwise specified). Dates Sept 1, 3 Sept 8, 10 Topic, reading assignments Review syllabus, course expectations, Introduction; Reading: Chapter 1, Nature of Language Disorders Assessment Basics Reading: Chapter 2: Assessment Principles Thursday, Sept. 10; Quiz on chapter 1 Sept 15, 17 Sept 22, 24 Assessment: Who needs intervention? Formal tests and test scores Thursday, Sept. 24: Quiz on chapter 2 Reading: Chapter 3: Principles of Intervention (relevant to next week s material but there is a lot of information here so you should start now). Sept 29, Oct 1 Intervention Basics Suggested: Brinton & Fujiki (in press) Tuesday, Oct. 1; Quiz on Chapter 3 Oct 6, 8 Social emotional aspects of communication Reading: Chapter 6. Lecture content assessment and intervention during the prelinguistic period will closely follow the content of this chapter so please look at it before class. 5

6 Oct 13, 15 Oct 20, 22 Oct 27, 29 6 Reading: Chapter 7; Assessment and Intervention for Emerging Language. Assessment and intervention during the prelinguistic period Thursday, Oct. 15; Quiz on Chapter 7 Reading: Chapter 8; Assessment of Developing Language. Assessment and intervention during the emerging language stage Westby Play Scale presentation: Ms. Robinson Response to Intervention: Dr. Culatta Assessment and intervention during the emerging language period Thursday, Oct. 29; Quiz on Chapter 8 Reading: Chapter 9 Intervention for Developing Language Nov 3, 5 Nov 10, 12 Nov 17, 19 Social communication presentation: Dr. Brinton Tuesday, Nov. 10; Quiz on Chapter 9 Review and comprehensive take home exam (due Nov. 17) Nov. 17 Student presentation Nov 19 th, NO CLASS due to ASHA Convention Nov 24, 26 Nov 24- Friday instruction Nov 26- Thanksgiving Enjoy your week off. Dec 1, 3, 8, 10 Student presentations Observations due by Dec. 8 Preventing Sexual Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at or (24-hours), or or contact the Honor Code Office at Students With Disabilities Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability, which 6

7 7 may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office ( ). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at D-382 ASB. Academic Misconduct Academic misconduct is a serious matter and should be avoided. Details about what constitutes a violation of the Honor Code, Academic Honesty Policy, Academic Misconduct, and Plagiarism can be found in the Course Catalog. Any instance of academic misconduct will result in a failing grade in this course. 7

Human Development: Life Span Spring 2017 Syllabus Psych 220 (Section 002) M/W 4:00-6:30PM, 120 MARB

Human Development: Life Span Spring 2017 Syllabus Psych 220 (Section 002) M/W 4:00-6:30PM, 120 MARB Instructor Emily Anderberg, M.S., PhD Candidate Email emily.anderberg@byu.edu Office Hours By Appointment,