Contact Information

CSD 293E.3 Acquired Language Disorders


CSD 293E: Acquired Language Disorders

Fall 2011

 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

Telephone: 471-6831


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.

 Course Outline

 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;

Dementia Characteristics

 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

                                 Project_____________________________                                             Date____ 

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

    Brain Injury                    

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:


  1. 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%)

  1. 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%)
  2. Discussion:  Presentation of three discussion questions  based on the test/treatment critique.  (20%).
  3. 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

 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-

Language-Hearing Association.

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,