CSD 293E.3 Acquired Language Disorders
CSD 293E: Acquired Language Disorders
Course: CSD 293E, (unique #06410) Acquired Language Disorders
Class Meetings: T-Th 12:30 – 1:30; ENS 109
Instructor: Thomas P. Marquardt, Ph.D.
Office: CMA 7.202
Office Hours: Wednesday 1:00-2:30 or by appointment
Required Reading Packet: Available at Jenn’s Copy; across from CMA on Guadalupe Street.
Text: Brookshire, R. Introduction to neurogenic communication disorders, 7th Ed. St. Louis: Mosby.
Course Description: Based upon current scientific understanding and clinical standards of practice,
CSD 293E is graduate-level course focusing on the characteristics, assessment, and clinical management of acquired neurogenic language disorders.
Knowledge and Skills Acquisition (KASA): The following knowledge and skills can be acquired during this course.
· Knowledge of human communication processes, including their biological, neurological, psychological, developmental and linguistic and cultural bases.
· Knowledge of the nature of language and communication disorders and differences, including the etiologies, characteristics, anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.
· Knowledge of the principles and methods of prevention, assessment, and intervention for persons with acquired language disorders, including the etiologies, characteristics, anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.
· Knowledge of standards of ethical conduct
· Knowledge of processes used in research and the integration of research principles into evidence-based practice.
· Skill in oral and written or other forms of communication for entry into professional practice.
Specific Learning Objectives: Upon completion of this course, students will be able to:
· Demonstrate basic understanding of current issues regarding access and service-delivery in medical speech-language pathology.
· Differentiate the speech-language and cognitive characteristics of aphasia, right-hemisphere syndrome, dementia, and traumatic brain injury.
· Identify appropriate formal and informal assessment procedures for cognitive-communicative disorders in adults, including accommodations for persons from culturally and or linguistically diverse backgrounds.
· Describe a hierarchy of appropriate intervention options and management strategies for adults from various backgrounds and with acquired cognitive-communicative disorders.
· Execute written and oral communications, using appropriate terminology and style to convey, to various audiences information about acquired disorders of communication.
Course Requirements: Students should prepare for class by reading the assigned materials before the related lecture. Readings and lectures are designed to complement each other. The course content and requirements are intellectually challenging and require a significant amount of study and preparation. For optimal learning, at least 2.5 to 3 hours of study-time should be allotted for each hour of class time. Additional study time may be required for some material, according to individual needs.
There will be two examinations, and an in class presentation. Additional oral or written classroom activities may be implemented to provide mutual feedback about your understanding of lecture and reading materials.
Week Topic Reading__________________________
August 23 Course overview-assignments None
August 30 Neural Bases/Neurologic Assessment Brookshire, Chapters 1, 2 & 8
Description/Classification of Disorders
September 6 Assessing Neurogenic Speech, Brookshire, Chapter 3
Language and Communication
September 13 Traumatic Brain Injury Brookshire, Chapter 11 Cognitive/Communication Deficits
September 20 Traumatic Brain Injury Assessment Turkstra, L., Coelho, C., & Yvisaker, M.
Coelho, C., Ylvisaker, M., and Turkstra, L. (2005).
September 27 Traumatic Brain Injury Treatment Ylvisaker, M. Turkstra, L., Coehlo, C.,
Yorkston, K., Kennedy, M., Sohlberg, M. et al. (2007)
October 4 Presentations (Brain Trauma)
October 11 Presentations (Brain Trauma)
October 18 Test #1 October 18, 2011;
October 25 Dementia: Assessment/Treatment Brookshire, Chapter 12 ASHA (2005)
November 1 Presentations (Dementia)
November 8 Presentations (Dementia)
November 15 Right Hemisphere Brain Damage Brookshire, Chapter 10
November 22 Right Hemisphere Brain Damage Blake (2007)
November 29 Presentations (Right Hemisphere)
Test #2 December 1, 2011
Test/Treatment Approach Critical Review Assignments
1. Blast Traumatic Brain Injury (2) 10/4
2. Sports Related Concussions (2) 10/4
3. Scales of Cognitive Ability for Traumatic Brain Injury 10/6
4. Brief Test of Head Injury 10/6
5. Treatment of Post Traumatic Brain Injury Executive Function 10/11
6. Use of External Memory Aids as a Compensation Technique in Traumatic 10/11
7. Direct Attention Training in Traumatic Brain Injury 10/11
8. Integrating Cognitive and Emotional Interventions in Traumatic Brain 10/13
9. Self-Regulation: Framework for Intervention for Memory and Problem 10/13
Solving in Traumatic Brain Injury
10. Arizona Battery for Communication Disorders of Dementia 11/1
11. Group Reminiscence Therapy for Dementia 11/1
12. Spaced Retrieval Training for Dementia 11/1
13. Care-Giver Active Cognitive Stimulation for Individuals with Alzheimer’s 11/3
14. Educating Caregivers on Alzheimer’s Disease and Training Communication 11/3
15. Computer-Assisted Cognitive Interventions for Dementia 11/3
16. Montessori-Based Interventions for Dementia 11/8
17. Simulated Presence Therapy for Dementia 11/8
18. Mini Inventory of Right Brain Injury (MIRBI) 11/29
19. Pragmatics in Right Hemisphere Brain Damage (2) 11/29
20. Treatment for Visual Neglect in Right Hemisphere Brain Damage 11/29
Regular attendance is expected for this required graduate course. You are expected to notify the instructor via email, if and when absences are unavoidable, just as you would in a professional employment setting. You are responsible for obtaining class notes and other materials upon your return.
Examinations and Course Grades: The course grade will be based on the scores from two examinations, and an in class presentation. Each of the three components will be equally weighted, as follows: Test I (possible 100 points) + Test II (possible 100 points) + presentation (possible 100 points )= possible 300 total points.
Plus-Minus Grading Scale: The following scale will be used to determine a final letter grade, calculated as a percentage of 400 points: 93-100% = A; 90-92% = A-; 87-89% = B+; 83-86% = B; 80-82% = B-; 77-79% = C+; 73-76% = C; 70-72% = C-; 67-69% = D+; 63-66% = D; 60-62% = D-; Below 60% = F
Course Requirements/Work Product
Tests (2) (66%): The examinations includes information on the etiology, characteristics, and treatment of traumatic brain injury, Alzheimer’s Disease, and right hemisphere brain injury. The tests are scheduled for October 18, 2011 and December 1, 2011. The tests will include 5 questions chosen from a set of 10 questions made available 10 days before the test.
Test/Treatment Critique (33%): Review of an assigned test or treatment approach for cognitive communication disorders. The assignment has two parts:
- Written summary/critique limited to 500 words (2 pages) distributed to the class 24 hours before it is presented to the class. The summary/critique must include the following sections:
a. Purpose, b. Description of test or treatment procedures, c. Critique. (40%)
- Oral presentation of the test or treatment approach to the class. Each presentation is limited to 15 minutes. The presentation should include the use of media, as appropriate. (40%)
- Discussion: Presentation of three discussion questions based on the test/treatment critique. (20%).
- The instructor will determine half of the grade for the presentation; 50% will be determined on the basis of evaluations completed by assigned student teams.
Class Policies and Procedures:
· Arrive on time for class. If you are late, please do not disturb those who are already engaged in classroom activities.
· Observe courteous decorum at all times.
· Silence cell phones and other audible devices when you enter the classroom.
· Announcements and course documents will be posted on Blackboard.
The instructor reserves the right to make changes to this syllabus. Students are responsible for all changes announced in class, on Blackboard, or via email.
Students are expected to check email on a regular basis. See the University Policy regarding email notification at http://www.utexas.edu/its/policies/emailnotify.html
Scholastic Dishonesty: The University requests that the following policy statement be included on all course syllabi:
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 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 more information on scholastic dishonesty, please visit the Student Judicial Services web site.
Accommodations: If you need special accommodations because of disability, please provide documentation from the Office of Student Services, as soon as possible. Similarly, accommodations will be made for religious holidays.
ASLHA Ad Hoc Committee on Dementia (2005). The roles of speech-language
Pathologists working with individuals with dementia-based communication
disorders: Technical Report. Rockville, Maryland: American Speech-
Blake, M. (2007). Perspectives on treatment for communication deficits
Associated with right hemisphere brain damage. American Journal of
Speech-Language Pathology, 16, 331-342.
Coelho, C., Ylvisaker, M., and Turkstra, L. (2005). Nonstandarized assessment
approaches for individuals with traumatic brain injuries. (2005). Seminars
in Speech and Language, 26, 223-241.
Turkstra, L., Coelho, C., and Yvisaker, M. (2005). The use of standardized tests for
Individuals with cognitive-communication disorders. Seminars in Speech
and Language, 26, 215-222.
Turkstra, L., Ylvisaker, M., Coelho, C. Kennedy, M., Sohlberg, M. Avery, J. et al.
(2005}. Journal of Medical Speech-Language Pathology, 13, ix -xxxviii.
Ylvisaker, M. Turkstra, L., Coehlo, C., Yorkston, K., Kennedy, M., Sohlberg, M. et al.
(2007). Behavioural interventions for children and adults with behaviour
disorders after TBI: A systematic review of the evidence. Brain Injury, 21,