SLP 200: Introduction to Communication Disorders in Children: 3 credits Prerequisite or Co-requisite: PS 252 Child Development Psychology
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1 SLP 200: Introduction to in Children: 3 credits Prerequisite or Co-requisite: PS 252 Child Development Psychology Instructor: Prof. Rhea Paul, Ph.D., CCC-SLP Phone: paulr4@sacredheart.edu Office: E Cambridge, CHP Office hours: Mon 12-2 (12-1 in Cambridge Common; 1-2 in 02-E-08); Wed in SLP Lab (01-E-01) Fri. 3-5 in 02-E-08 Class Time/Place: M, W, 5-6:15 Place of Course in Program: The purpose of this course is to provide students with an initial overview of the field of communication sciences and disorders. The students will gain their first exposure to speech-language pathology through lectures, videos, and presentations by members of the faculty of the Department and guest speakers who have direct experience with individuals with communication disorders. Course Description: This course provides a general introduction to normal and disordered speech, language, and hearing in children and adults. This course considers the nature of communication disorders, reviews the various conditions associated with communication disorders, and introduces professional practices in speech-language pathology and audiology. A team-based inverse teaching approach will be used. Text Justice, L. & Redle, E. (2014). Sciences and : A Clinical Evidence-Based Approach. Pearson: Boston. Danger of a single story: IMPORTANT NOTE: Assigned reading for each week needs to be completed BEFORE class! Be prepared for a reading quiz at the opening of class noted on the schedule below.
2 Course Schedule Week Learning Outcomes of Upon completion of this course, students will be able to: 8/26 Describe the professions; Define terms 9/4 Describe the anatomical and physiological bases of communication 9/9 Give an summary of communication development 9/16 Discuss effect of language and cultural differences on communication 9/23 Describe speech sound disorders and their impact on communication 9/30 Define and discuss the classification of developmental language disorders 10/7 List the types and functional effects of acquired language disorders in adults 10/14 Define and describe the major types of motor speech disorders 10/21 Explain the role of augmentative and alternative communication in clinical practice 10/28 Give the defining characteristic of fluency disorders 11/4 Discuss the assessment and treatment of voice disorders Meets ASHA CFCC Standard IV-H Professional Credentials IV-B Basic Human IV-B Basic Human V-F Cultural differences Assignments Chapter 1; Access the ASHA website ( and find the title of the 2013 ASHA Convention Chapter 3 Quiz 1 Chapter 2 Chapter 5 Chapter 9 Quiz 2 Chapter 7 Quiz 3 Chapter 8 Quiz 4 Annotated Bibliography due Chapter 12 Quiz 5 Chapter 4 Quiz 6 Description of invention due Chapter 10 Quiz 7 Chapter 11 Quiz 8 Evidence base for intervention due
3 11/11 Describe assessment and treatment of hearing loss in children and adults 11/18 Define swallowing disorders and discuss their impact 11/25 Describe evidence-based practices in assessment and treatment 12/2 Use oral and written language skills to explain standards, scope of practice, licensure and certification in SLP IV-D Knowledge of prevention, assessment, and treatment; IV-F EBP IV-G Contemporary Issues IV-H Professional credentials Chapters 13, 14 Quiz 9 Chapter 15 Quiz 10 Clinical Observation Report due Chapter 6 First draft of Research Paper due Student Team Presentations V-A Oral/written Skills 12/9 Review for Final Exam Research Paper due; Team Participation Rubrics due Academic Products and Assessment Criteria Assignments Quiz 1-10 Student Team Presentations 10 Research paper Annotated Bibliography Description of disorder Evidence base for information First draft of paper Final draft of paper Points 2 pts. Ea Clinical observation report 10 Team participation/grad level assignment 10 Total Possible Points 100 Academic Products Descriptions.
4 Quizzes Each quiz will be taken individually on Blackboard. You will need to have a computer with you for each class. Quizzes are to be taken without access to any internet resources. Use of resources outside the quiz during the quiz period is prohibited. Quizzes measure basic knowledge and comprehension of readings and other homework assignments. Each quiz will be retaken by the team as a whole. Each student will receive two grades for each quiz, a score for the quiz taken individually and one for the same quiz taken by the team. Student Team Presentations Each team will be assigned a topic for a presentation. Presentations must include oral reports as well as PowerPoint or other visuals. See Student Team Presentation Rubric for assessment criteria. Presented on 12/2-12/4; no more than min./presentation. Research Paper Each student will choose a disorder to research. Students will then write assigned sections of the paper as follows, and receive feedback (formative assessment) on each section before completing the next: Annotated Bibliography: students will identify at least 6 refereed journal articles (no websites allowed) on the selected intervention technique. Students will read the articles and write an original summary of each, to be turned in on 10/7. Description of an assessment for the disorder. Students will choose one assessment instrument appropriate for this disorder, describe it and its research base, to be turned in 10/14 (1-3 pags.) Description of intervention approach: Students will find descriptions and examples or videos of the approach and use these to develop a written description of the intervention procedures, to be turned in on 10/21. (1-3 pgs.) Evidence base for intervention: Students will summarize the research reviewed in the annotated bibliography to describe the strengths and weaknesses of the evidence base for the intervention, to be turned in on 11/4. (1-3 pgs.) See Evidence Base for Intervention Rubric. First draft of Research Paper: Students will put the above information together to produce a first draft of a research paper, to be turned in on 11/25. (5-8 pgs.) Research Paper: Final draft of paper, including corrections based on feedback on first draft, to be turned in on 12/9. (6-10 pgs.) Clinical Observation Report Each student will complete at least 8 hours of clinical observation of an ASHA certified speech-language pathologist working with a client during the semester. The following observation experiences will be required: In-class video observations--1 hour Outside class video observations scheduled by Instructor--2.5 hours; arranged by sign-up Observations student arranges independently with an ASHA certified SLP--2.5 hours
5 Field observations organized by Director of Clinical Education, Alison Sprengelmeyer, and arranged by sign-up--2 hours. Students will be responsible for keeping track of observation hours and SLP s certification on the Clinical Observation Record form. Each student will choose one observation to describe in a written report, using the following format: Client s site, age, and disability type (DO NOT GIVE CLIENT NAME; use initials only) Assessment or intervention session For assessment observation: o Instrument name o Target communication behaviors o Clinician strategies used o Client response to assessment o Evaluation of client performance For intervention observation: o Intervention type (e.g., behavioral, parent training, social/pragmatic, etc.) o Target communication behaviors o Clinician strategies used o Client response o Evaluation of client performance Description of client/clinician interaction/relationship Overall impression of session with personal reflection on reaction to observation. What would you have done differently if you were the clinician? 3-6 pages, due 11/18. See Clinical Observation Rubric; Clinical Observation Record form. Team participation Team members will complete a Team Participation Rubric for each student on his/her team to reflect the student s contributions to the team over the course of the semester; these will be averaged with instructor s Rubric score to derive each student s team participation grade. Due 12/9. See Team Participation Rubric. All students must complete the rubric for all team members. Students who do not complete all team member evaluations by the assigned date will not receive credit for their own team participation. Graduate student assignment In lieu of the team participation component, each student taking the course for graduate credit will use the ASHA Practice Portal as well as other sources to prepare a Family Information document that explains a particular disorder, its diagnosis, assessment, and intervention in terms that can be understood by family members, in order to help them support a family member with a communication disorder. The document will also contain a list of resources for the family.
6 SHU Grade Criteria Letter Grade Grade Range Grade Points A A B B B C C* C-* D+* D* F *Note: the following grades are not available for Graduate Courses: C-, D+, D Course Policies Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University.(University Student Handbook) Attendance and Class Participation: Students are expected to attend each class-attendance will be taken. Each student is expected to read assigned material prior to class and participate in class discussions. Students may be called on to answer questions and provide opinions during discussions. Students who miss class are responsible for content. Any student who misses a class has the responsibility for obtaining copies of notes, handouts, assignments, etc. If additional assistance is still necessary, an appointment should be scheduled with the instructor. Class time is not to be used to go over material with students who have missed class. Submission of work taken directly from another source (e.g. lesson plan copied from a book, the internet, or material developed by another student) will be considered plagiarism and grounds for no credit on the assignment. Students are encouraged, however, to use a variety of resources in obtaining ideas and illustrations that will help them complete assignments independently. See the APA Guide for the correct method to cite other authors' work. University policy dictates that students must seek the instructor's permission to record class lectures. All cell phones/pages must be turned off during class time. Students are required to show conduct consistent with professional standards as discussed in class when conducting on-site observations. Work done outside of class must be reasonably correct in mechanics (e.g. spelling, grammar, punctuation, etc.). Points will be deducted for inadequate work.
7 All typed assignments completed outside of class must be double-spaced, using Times, Times New Roman, or Arial font. All font sizes for typed assignments must be size Any font size less than 11 or larger than 12 will be returned for re-typing to required font size. APA style is required for written papers, including table, figure, and graph formats, references and citations, and appropriate professional language use. In ALL work, use person-first language to be consistent with IDEA. Emphasize the person more than the disability (i.e., a child with Down syndrome, NOT a Down syndrome child). Student work will be returned as promptly as possible. All assigned work is due at the beginning of class on the due date designated in the course syllabus. Work submitted late will receive an automatic 5-point reduction from the earned grade. Students are encouraged to submit all assignments on time. Competency: In this course, your knowledge will be assessed on the appropriate portions of the exams, or other assignments. The American Speech- Language Hearing Association has set a competency of 80% or better on these assessments to meet certification standards. Students failing to attain the set criteria on a required competency assessment will be provided a remediation plan and an additional attempt to pass the competency. If students do not pass the competency a second time, one additional remediation will be provided. For students failing to attain the set criteria on a required competency assessment after the third attempt, the department and university are not able to recommend their application for ASHA certification and state licensure, even though they may receive an acceptable course/clinic grade or exceed the minimum GPA. ADA Policy Students with disabilities needing academic accommodation should register with and provide documentation to Jandersevits Learning Center; no accommodations can be provided without written instructions from the Learning Center.
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