University of Texas
Department of Communication Sciences & Disorders
Course: CSD293F-1 Aphasia
Time: Thursdays 9-11
Room: Jester A217A
Instructor: Thomas P. Marquardt, Ph.D.
Office Hours: Thursday 1:30-3:00 or by appointment
Required Text: Brookshire, R. (2007). Introduction to neurogenic communication disorders, 7th ed. St. Louis: Mosby.
Course Description: The course focuses on the etiology, characteristics, assessment and treatment of language disorders due to brain damage.
Date Topic Readings
January 19 Review of course objectives and requirements. None
Overview of etiology and characteristics of
January 26 History of aphasia Dunn, 1950; Hillis,
2007; Dronkers, et al.,
& Bastiaanse, 2006
February 2 Neuroanatomy and neurophysiology of speech Brookshire, Chapter 1
and language. Etiologies of brain damage. Small & Llano, 2009
Recovery, reorganization and neuroplasticity. Hademenos, 1997
February 9 Aphasia tests. Aphasia taxonomies and Brookshire, Chapter 5
classification. Paradis, M. (BAT)
Lomas, et al. (1989)
February 16 Fundamentals of aphasia therapy. Brookshire, Chapter 7
February 23: Aphasia Types: Broca’s, Wernicke’s, Brookshire, Chapter 8
Conduction, anomic, and global.
March 1: Aphasia Types: Transcortical sensory and
motor, subcortical aphasia, progressive aphasia
March 8: Review and Test #1
March 22: Neuroimaging in brain damage.
Clinical assessment in aphasia.
March 29: Spontaneous recovery and prognosis.
April 5: History of therapy for aphasia. Brookshire, Chapter 9 Treatment goals, stimuli, therapy procedures.
April 12: Semantic treatment; therapy for reading and
April 19: Contraint induced therapy, group therapy.
Treatment of bilingual speakers with aphasia.
April 26: Quality of life, conversational prompting. Brookshire, Chapter 6
May 3: Test #2
http://aphasiatx.arizona.edu/ Composite tables of aphasia treatment studies.
http://www.aphasia.org/index.html National Aphasia Association website.
http://www.asha.org/members/compendiumSearchResults.aspx?type=1&searchtext=Aphasia ASHA systematic reviews of aphasia treatment.
Examinations and Course Grades: The course grade will be based on the scores from two examinations, and a research paper. Each of the three components will be equally weighted, as follows: Test I (possible 100 points) + Test II (possible 100 points) + research paper (possible 100 points )= possible 300 total points.
Test #1: March 8, 2012
Test #2: May 3, 2012
Research Paper: April 26, 2012
Research Paper: The assigned paper is expected to be 5-7 pages in length prepared according to APA guidelines. Topics assigned are included in the assignments section of blackboard
Plus-Minus Grading Scale: The following scale will be used to determine a final letter grade, calculated as a percentage of 300 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
Learner Objectives: Upon completion of this course, you should be able to:
(a) analyze, synthesize, and evaluate the neurological, psychological, and linguistic bases of communication (Standard III-B)
(b) analyze, synthesize, and evaluate information related to etiology, characteristics, anatomical, physiological, psychological and linguistic correlates of receptive and expressive language disorder. The include phonology, morphology, syntax, semantics, and pragmatics in speaking, listening, reading, and writing modalities. (Standard III-B)
(c) analyze, synthesize, and evaluate information related to etiology, characteristics, anatomical, physiological, psychological and linguistic correlates of social aspects of communication (Standard III-C)
(d) analyze, synthesize information related to the principles and methods of prevention for adult individuals with receptive and expressive language disorders and cognitive disorders (Standard III-D)
(e) analyze, synthesize, and evaluate information related to the principles of assessment for disorders in receptive and expressive language, social aspects of communication, and cognitive aspects (Standard III-D)
(f) analyze, synthesize, and evaluate information related to the principles and methods of intervention for disorders in receptive and expressive language and social aspects of communication (Standard III-D)
(g) collect and integrate information from clients/patients, family, caregivers, and other professionals for adults with receptive and expressive language disorders (Standard IV-G)
(h) interpret, integrate, and synthesize all information to develop diagnosis and make appropriate recommendations for intervention in receptive and expressive language disorders (Standard IV-G)
(i) develop setting appropriate intervention plans with measurable and achievable goals that meet the need of patients with receptive and expressive language disorders (Standard IV-G)
(j) select or develop appropriate materials for instrumentation for intervention in receptive and expressive language disorders (Standard IV-G)
(k) measure and evaluate clients’/patients’ performance and progress (Standard IV-G)
(l) modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients (Standard IV-G)
(m) identify and refer clients/patients for appropriate services (Standard IV-G)
(n) communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and related others (Standard IV-G)
(o) provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others (Standard IV-G)
(p) adhere to the ASHA Code of Ethics and behave professionally (Standard IV-G)
The University of Texas at Austin provides upon request appropriate academic
accommodations for qualified students with disabilities. For more
information, contact the Office of the Dean of Students at 471-6259, 471-
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.
1. Knowledge of neuroanatomy and neurophysiology for speech, language and cognitive processing is assumed. If you do not have this background, basic anatomy and neurology texts are available in the library.
2. If you begin having difficulty with this course, arrange an appointment with the instructor as soon as possible.
3. All assignments are due on the dates indicated, including the readings.
4. You will have an opportunity to evaluate the course at the end of the semester.
5. Outlines of lecture materials will be provided on the Blackboard website for the course.
6. Attendance at lectures is expected but the course grade will be determined from performance on the tests and other required activities of the course. If a student misses a lecture they should contact a fellow student to obtain lecture notes and handouts.
7. A make-up test or delay in the submission of any required work will be permitted only with a medical excuse.
8. Don’t cheat.