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)
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.
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.
All assignments will be submitted electronically to: email@example.com
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).
- Due: one week after the topic is covered in class
- 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
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
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.