CSD 367K: Assessment and Treatment of Speech-Language Disorders in Children. TA Office/hours: CMA therapy room (to be arranged by TA)

Transcription

1 1 CSD 367K: Assessment and Treatment of Speech-Language Disorders in Children Fall Semester, 2016 Instructor: Courtney T. Byrd, Ph.D., CCC-SLP Time: T, Th 11-12:30 Room: CMA Office: CMA 4.118B Office hours: Fridays 1 to 3 Office Number: courtney.byrd@austin.utexas.edu TA: TBA TA Office/hours: CMA therapy room (to be arranged by TA) I. Main Objectives of Course a. To learn the scope of practice for speech-language pathology b. To learn the nature and causes of speech and language disorders in children c. To learn how to differentiate normal and disordered speech and language systems in children d. To learn how to ask and investigate empirical questions and think critically in their related interpretations and application to evidence-based practice e. To learn multicultural perspectives regarding speech and language disorders, including differentiation of language differences from language disorders f. To develop a greater empathy and understanding of persons with communication deficits and their loved ones g. To learn how to identify the strengths and weaknesses of formal and informal tests for speech and language disorders h. To learn the components of an effective assessment both in general and specific to various speech and language disorders i. To learn the components of effective treatment both in general and specific to various speech and language disorders with particular emphasis on evidence-based practice j. To learn the fundamental principles of effective counseling k. To learn the fundamental principles of professional report writing l. To inspire you to pursue meaningful contributions to our field II. General Overview of Course (please note this outline is subject to change; please also note the following abbreviations: Art. = article, ppt = powerpoint, WA= writing assignment, CTE= critical thinking exercise) Date Topic Resources Aug 25, Sept 1, Sept 6 Scope of practice Art. 1, ppt set 1 Foundations of assessment: Theory and application Art. 2, ppt set 2 Multicultural considerations Art. 3, ppt set 3, Intro Fundamental principles of counseling Art. 4, ppt set 3, CTE-A Sept 8 In class large group collaboration on Writing Assignment WA-1a 1 - Scholarly Article Critique Sept 13, 15, 20 Foundations of Treatment: Theory and application Art. 5, ppt set 5, CTE-B Service delivery models Art. 6, ppt set 6 Fundamental steps to improving writing skills Art. 7, ppt set 7 Sept 22 In class peer-review of Writing Assignment 1-Scholarly WA-1b Article Critique Sept 27, 29 Principles of evidence based practice Art. 8, ppt set 8, CTE-C Interpreting and reporting treatment info Art. 9, ppt set 9 Oct 4 INITIAL DRAFT of Writing Assignment 1 deadline Submit WA-1c via canvas

2 2 Oct 6 EXAM I Oct 11 Nature, assessment, treatment of Articulation Disorders Art. 10, ppt set 10, CTE-D Oct 13 Nature, assessment, treatment of Phonological Disorders Art. 11, ppt set 11 Oct 18 Fundamental principles of professional writing: SOAP ppt set 12 Discussion I of Case Profiles Case folders In class paired completion of Writing Assignment 2 - WA-2 folder Analysis and Report of Treatment Progress Submit via canvas prior to class ending Oct 20, 25 Nature, assessment, treatment of low incidence, high risk Art. 12, ppt set 13, CTE-E communication disorders Oct 27, Nov 1 Assessment and treatment of Language Disorders Art. 13, ppt set 14 Nov 3 In class small group completion of Writing Assignment 3- Submit via canvas prior Establishing Functional Outcomes to class ending Nov 8 Exam II Nov 10 Nature, assessment, and treatment of Developmental Art. 14, ppt set 15, CTE-F Stuttering Nov 15 Independent review of case folder/ ASHA Convention CTE-F Nov 16 Final Draft of Writing Assignment 1 WA 1d Submit WA 1d via canvas Nov 17 In class collaborative completion of initial draft of Writing WA-4 folder Assignment 4 Clinical Evaluation Report ppt set 16 Review of the general sections in written evaluation Reports and sections specific to disorders Discussion III of Case Profiles Case folder Nov 22 Nature, assessment, and treatment of Voice Disorders Art. 15, ppt 17 Nov 24 Thanksgiving Nov 29 In class self-evaluation of Writing Assignment 4 WA-4 folder Final Discussion of Case Profiles Dec 1 EXAM III Dec 7 FINAL DRAFT of Writing Assignment 4-Clinical Evaluation Submit via canvas by no Report deadline later than 12 pm III. Summary of Assignments to Fulfill Writing Flag The course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have

3 3 the opportunity to revise one or more assignments, and to read and discuss your peers' work. There will be a total of four writing assignments. Together, these four assignments comprise nearly one half of your grade for this course. These exercises are designed to help you acquire the needed competencies and skills for writing professional research reports. Through completion of each assignment you will enhance your ability to critically analyze, integrate, and professionally communicate relevant research regarding the nature, assessment and treatment of communication disorders. Each assignment will be graded for content and form. Please refer to canvas for specific content and formatting instructions as well as the related rubric for each assignment. I strongly encourage you to use the Undergraduate Writing Center, FAC 211, : The Undergraduate Writing Center offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis. Any undergraduate enrolled in a course at UT can visit the UWC for assistance with any writing project. They work with students from every department on campus, for both academic and non-academic writing. Whether you are writing a lab report, a resume, a term paper, a statement for an application, or your own poetry, UWC consultants will be happy to work with you. Their services are not just for writing with "problems." Getting feedback from an informed audience is a normal part of a successful writing project. Consultants help students develop strategies to improve their writing. The assistance they provide is intended to foster independence. Each student determines how to use the consultant's advice. The consultants are trained to help you work on your writing in ways that preserve the integrity of your work. IV. Critical Thinking Exercises A critical component to connecting our course materials to our daily clinical practice is sharing our own experiences as well as learning from the experiences of others. A significant portion of this course is comprised of writing your thoughts, yet in your future profession, you will also be required to vocally articulate your perspective. Thus, almost every week of the semester you will either be required to develop a video blog related to a critical thinking exercise that has been assigned to you for that particular week or you will be required to listen to and respond to questions related to someone else s video blog. Please refer to canvas for specific content and formatting instructions as well as the related rubric for the completion and analysis of these video blogs. V. Exams The exam format for this course is authentic as opposed to traditional. You will be provided authentic clinical scenarios and required to respond in a manner that displays higher order, analytical, and synthetic thinking. Completion of exams in this format will strengthen your understanding of the breadth and depth of the research that exists to date. Navigating these exams will also advance your ability to translate theory to practice. Guideline regarding exams: If you are ill when an examination is scheduled, please or call me prior to the exam to indicate that you will not be present at the exam. Please also know that ONLY a written excuse from medical personnel or a University excused absence will be accepted. Without such prior notice and documentation, you will not be allowed to make up the examination. Failure to abide by this guideline will result in a "zero" for that examination. VI. Point Allocation and Grading Scale Exam 1 Theory and Practice: Foundations of Assessment and Treatment 100 points Exam 2 Nature, Assessment, and Treatment of Topics Listed on Syllabus 100 points Exam 3 Nature, Assessment, and Treatment of Topics Listed on Syllabus 100 points CTE A-F Viewing and completion of assigned critical thinking exercises 35 points WA1-a: Evaluation of peer initial draft 15 points WA1-b: Scholarly article critique initial draft 0 points* WA1-c: Scholarly article critique final draft 50 points WA2: Analysis and Report of Treatment Progress 50 points

4 4 WA3: Establishing Functional Outcomes 60 points WA4: Clinical Evaluation Report 90 points Total: 600 points A A B B C C D D- 357-below F Please make an appointment with me as soon as possible if you need course adaptations or accommodations because of a disability *to be eligible to receive credit on your final draft for your scholarly article critique, you must submit for formal review a full, initial draft that meets the minimum standards detailed on canvas VII. Students with Disabilities Please notify your instructor of any modification/adaptation you may require to accommodate a disability-related need. You will be requested to provide documentation to the Dean of Student's Office in order that the most appropriate accommodations can be determined. Specialized services are available on campus through Services for Students with Disabilities. For more information go to: VII. Religious Holy Days Observance Policy The Texas Education Code specifies that an institution of higher education shall excuse a student from attending classes or other required activities, including examinations, for the observance of a religious holy day, including travel for that purpose. A student whose absence is excused under this subsection may not be penalized for that absence and shall be allowed to take an examination or complete an assignment from which the student is excused within a reasonable time after the absence. A student who misses classes or other required activities, including examinations, for the observance of a religious holy day should inform the instructor as far in advance of the absence as possible, so that arrangements can be made to complete an assignment within a reasonable time after the absence. For more information on this policy go to: VIII. Policy on Scholastic Dishonesty The University defines academic dishonesty as cheating, plagiarism, unauthorized collaboration, falsifying academic records, and any act designed to avoid participating honestly in the learning process. Scholastic dishonesty also includes, but is not limited to, providing false or misleading information to receive a postponement or an extension on a test, quiz, or other assignment, and submission of essentially the same written assignment for

5 5 two courses without the prior permission of the instructor. By accepting this syllabus, you have agreed to these guidelines and must adhere to them. Scholastic dishonesty damages both the student's learning experience and readiness for the future demands of a work-career. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. For information regarding this policy go to: IX. Students Privacy and Web-based Class Sites Web-based, password-protected class sites are available for all accredited courses taught at The University. Syllabi, handouts, assignments and other resources are types of information that may be available within these sites. Site activities could include exchanging , engaging in class discussions and chats, and exchanging files. In addition, class rosters will be a component of the sites. Students who do not want their names included in these electronic class rosters must restrict their directory information in the Office of the Registrar, Main Building, Room 1. For information on restricting directory information got to: