Contact Information

CSD 393D Infant and Toddler Assessment and Intervention (06430)

College of Communication

Department of Communication Sciences & Disorders

Course:               CSD 393D Infant and Toddler Assessment and Intervention (06430)

Time:                  Tues  9:00-11:00

Place:                 ETC 2.102

Instructor:           Barbara L. Davis


Office:                 CMA 7.218 (471-1929)

Office Hrs:           Tuesday 1-3 or by appointment

Course Packet:   Jenn’s Copy and Binding

                           2200 Guadalupe (473-8669)


Course Description: 

This course will cover current issues in service delivery for infants and toddlers in the 0-3 age range as well as extensions of this information to planning for children with severe to profound levels of developmental delay and disability. Emphasis will be on developing awareness of unique aspects of these populations as well as understanding of assessment and intervention protocols. With reference to assessment and intervention, a goal will be to develop critical awareness of the strengths and challenges inherent in available testing and intervention procedures for these developmentally young children. Class will consist of discussions based on readings, and presentations by class members on topics related to this developmental period. Assignments will include an assessment instrument and an intervention approach summary/critique.

 Learner Outcomes:

Standard III-B. The student must demonstrate knowledge of basic human communication processes, including their biological, neurological, psychological, developmental, and linguistic and cultural bases

Standard III-C. The student must demonstrate knowledge of the nature of pre-linguistic, communication development and disorders and differences and characteristics including anatomical/physiological, psychological, developmental, and cultural correlates, cognitive and social aspects of communication, and communication modalities

Standard III-D: The student must possess knowledge of the principles and methods of prevention, assessment, and intervention for people operating at a pre linguistic level of communication, including consideration of anatomical/physiological, psychological, developmental, linguistic and cultural correlates.

 Course Assignments:

All assignments will be submitted electronically to:

 35% Class Reading/Presentation: Summary/Critique Select one reading from two different classes covered before Spring Break. One of your two choices may include the parent presentation. For each article selected, two other data based studies on that topic should be incorporated into your summary-critique. a.) Summarize: main points in the reading/presentation, b.) Critique: compare/contrast outside references with class reading/presentation re: strengths, missing information, support for argument (use EBP guidelines as appropriate), applications to clinical assessment and/or intervention, appropriate populations (e.g. developmental or chronological age, diagnosis).

  1. Due: one week after the topic is covered in class
  2. Length: 1-2 pages

 35% Assessment Instruments: Summary/Critique:  Critique an available assessment instruments for the 0-3 or severe-profound population.  We will decide together a.) instruments to review and b.) information we would like to have about the instruments.. You will be responsible for the following:

1.)   Due: Group: oral presentation, March 20/27

                    Individual papers: one week after your group’s oral presentation.

2.)   Length: Group: 10-20 minutes

            Individual:  2 pages

 30% Intervention Approaches: Summary/Critique:  Compare/contrast two of the intervention approaches covered in class readings and discussions. The following topics should be summarized and critiqued: 1.) published research basis for the approach (include a minimum of three data based papers outside of class readings), 2.) goals of the approach, 3.) theoretical basis of the approach (as stated by the authors), 4.) adequacy of description for assessment and intervention aspects of the approach and 5.)  populations with whom the intervention approach has been implemented (either clinically or in data based research). You may include other topics in your critique as they seem helpful to comprehensiveness.

1.)   Due: May 9

2.)   Length: 3-5 pages

Schedule for Readings & Assignments

 Date                                         Topic                                                   Reading

1. January 17                             Class Introduction


2. January 24 (DURKEL)             Introduction to infancy             Lamb et al. (C1 & 2)


3. January 31                             Issues in Intervention                           

                                                Framework                                            Reilly


4. February 7                             Population Characteristics                      Rubin


5. February 14   (EASON)           Family                                                  Trout & Foley


6. February 21                           Service Delivery                         Nelson



7. February 28                           Joint Attention                                       Mundy et al.

                                                Turn-taking                                            Stivers et al.

                                                                                                            Gros-Lewis et al.

8. March 6         (MANN) Gesture                                                 Petitto & Marentette


March 13                                  Spring Break


9. March 20                               Assessment Presentations


10. March 27                             Assessment Presentations


                                                Intervention Approaches         


11. April 3                                 Functional Comm. Training                     Zigafoos et al.

Patten & Watson

12. April 10                                Communication Repair                           Halle, Brady & Drasgow

12. April 17                                PECS                                                   Lucioni

                                                                                                            Yoder & Stone

13. April 24                                Hanen                                                   Girolametto & Weitz.

                                                                                                            Tannock & Girolametto  14.  May 1                                  Prelinguistic Milieu                                Fey et al,

Warren et al.