SPED 375
Language Development and Disorders
Fall, 2011
Instructor: Dr. Rachel Mathews
Office: Hull 236
Office Hours: W 10- 12:30 pm&
Ph.395 2532
e-mail: mathewsr@longwood.edu
Class meeting: W:4:30-7:15pm
Location: Hull 246
Other days/times by
appointment
Blackboard:http://blackboard.longwood.edu
Course Description
This course is designed to provide students with an introduction to the normal acquisition
of language, and deviations in language development due to environmental and organic
etiologies. Assessment and intervention approaches for language disorders, particularly
in students with disabilities, are stressed.
Required Text
Kuder, S. J. 3rnd.ed. (2008). Teaching students with language and communication
disabilities. Needham Height, MA.
Professional Teacher Outcomes of the Longwood Conceptual Framework for Teacher
Education are:
TC1 Planning
TC2 Implementation and Management of Instruction
TC3 Evaluation and Assessment
TC4 Knowledge of Subject
TC5 Classroom Behavior Management
TC6 Communication Skills
TC7 Professional Responsibilities
TC8 Technology
TC9 Diversity
F1
Educator Reflections
Course Objectives
This course is designed to provide students with a fundamental understanding of
language development and language intervention. Upon successful completion of the
course students should be able to:
I. Knowledge
1. Define language and its components (TC4).
2. Identify the stages of normal language development (TC4).
3. Describe the major models of language acquisition (TC4).
2
4. Describe organic and environmental factors that are associated with language delays
(TC4).
II. Skills
1. Discuss language disorders and their association with various exceptionalities (TC6,
F1).
2. Identify, describe, and demonstrate competence in using various tools for assessing
language (TC 3).
3. Identify, describe, and demonstrate competence in using methods for enhancing
language acquisition in exceptional students (TC2).
III. Disposition
1. Demonstrate an understanding of a multicultural perspective on language
development and disorders (TC 9).
2. Demonstrate sensitivity to the needs of children and youths with language disorders
TC2, TC9).
3. Disseminate information regarding individuals with language disorders (TC 6).
4. Knowledge about the historical development of LD, MR, ED, VI, & HI (TC 1).
5. Membership in a local, state, or national professional organization is required for all
students pursuing to be a professional in Special Education (TC 7).
Course Requirements
Students expecting to earn the highest possible grade in this course must complete the
following in a satisfactory and timely manner. Late work will be penalized by one point
per day. Furthermore, any work submitted 3 days or more after the Due date will not
be accepted.
1. Two tests and a final exam.
The tests and final will consist primarily of objective items and short answer questions.
2. Case study
Language Sample Case Study Assignment
Students will be given two case studies, one from a typical child and another from a child
of the same age and gender with atypical language development. Both case studies will
present the background of the child as well as a language sample elicited under similar
conditions and containing at least 50 utterances ( See more details of this assignment,
toward the end of this syllabus). This will be a group project of three students in a group.
Your group members are assigned by your instructor (See your group members below).
3. Meeting with the Professor. You (Each group) are required to make an appointment
and meet with the professor for consultation three days after getting your graded case
study.
4. Oral presentation. Present the above case study to the whole class on the assigned
dates. This should be a power point presentation. The length of the presentation is 10
minutes.
3
5. Class Participation
The design of this class will require that in each class, the students enrolled
participate in activities that will involve small group collaboration, single and /or group
presentations. On assigned dates, following a lecture, students will be asked to form small
groups and discuss. In these small groups, students will be expected to read or explore the
materials or questions provided and present the material briefly to the class (10% of the
final grade).

Notes on each chapter will be posted on the blackboard. You should read
your chapters using the notes before coming to class.
Evaluation of Student Performance
Grades will be based on the following point values for each course requirements.
Quiz 1
Quiz 2
15%
15%
Case study analysis and intervention
Meeting with the professor for
case study consultation
Oral Presentation
Final Exam
Your attitude toward
class, and participation
20%
10%
15 %
15%
10%
Note: Assignment submitted late will be penalized by 1 point for each day. Excuses or
delay will be considered only if supported by a letter from the Dean of this Department
and in any case all assignments should be submitted within three days of the due date.
Assignments submitted after that three days will not be accepted.
Final grading scale: 95-100 A, 89-94 B, 83-88C, 77-82 D, 76 and below F.
Note: Students are required to meet all course requirements in order to receive the final
course grade.
Class Attendance.
It is the students’ responsibility to attend class on time for the entire class period.
If they miss a class for any reason, they will be held responsible for all material covered
and announcements made in their absence. Student should make arrangements with a
peer to get any notes/handouts given on the days of their absence.
Students are to notify the instructor in advance if they must miss a class for
illness or for a recognizable emergency. Their absence from class must be excused if
4
make up privileges are to be granted. Instructor may require documentation for
excused absences. Student Health Services can provide documentation only for
students hospitalized locally or absent at the direction of Student Health Services
personnel.” Faculty Desk Reference, Undergraduate Catalog, Longwood College.
Consistent with the Longwood attendance policy, a grade of "F" will be assigned
to students missing 25% of scheduled class meetings for excused or unexcused reasons.
If you do not complete all of the requirements, you will receive an “F” for the
semester. You will have to retake the course in the next semester and complete it in order
to meet the requirements of the University.
Note: Assignments submitted after the due date will be penalized by 1 point per day.
However, assignments submitted after one week of the due date will not be graded.
Trivial excuses such as car broke down, printer not working, sick on the previous day etc.
will not be excused.
Reminders
1. Students are to make note of all test and exam. dates and assignments due dates. No
further reminders will be given.
2. It is important to know that grades are not based on the effort made, the total number
of classes students enrolled in, or other circumstantial reasons such as the students'
job schedule, family situation etc. i.e. grades are based solely on performance.
3. Students should be aware of the duration of each class. The instructor will not dismiss
class early to facilitate student work schedules or any other personal problems they
may have.
Honor Code
Students are expected to abide by the Longwood College Honor policy. All tests and
assignments are to be pledged.
Classroom Manners
 All Electronic communication modes should be turned off before
the beginning of the class.

Please do not hold conversations with classmates whenever the instructor or
another person is speaking. This includes communication via ‘passing notes or
texting. Your undivided attention in class is a must. An atmosphere of mutual
respect is in order.
Disability Statement:
If you are a student with a disability, it is your responsibility to register with the Office of
Disability Support Services and to notify your instructor at least two weeks prior to a
needed accommodation so reasonable accommodations can be made.
Student Classroom Conduct:
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All students are expected to exercise self-discipline and a respect for the rights of
others at all times.
Please do not hold conversations with classmates whenever the professor or
another person is speaking. This will include passing notes or any other non verbal
communication methods. Your undivided attention is a must. An atmosphere of mutual
respect is in order.
Please be sure that cell phones and beepers are off. Courtesy to others is
important. That means respecting the opinions of others, and, in general, doing your part
to make this a positive learning environment for all students. Food or beverage, while
acceptable, should be as quiet as possible, and you must clean up after yourself.
More Important Notes
1. All assignments should be typed, **double spaced**, and submitted on the due dates
given.
2. All papers submitted should be **stapled together**. Do not use sleeves. Papers
not stapled will not be graded. The instructor will not supply stapler.

It is the students' responsibility to read carefully and understand the
course syllabus well. If there is anything they do not understand they
may seek clarification when they meet with the instructor during their
scheduled conference with the professor.
Class Schedule
Note: This is a tentative schedule and subject to change based on the nature and length of
class discussions.
Date
8/24
8/31
9/7
9/14
Topic/s
Introduction,
Syllabus overview
Language what is it?
Language and language
disorders
Phonology, morphology,
syntax, semantics, &
Pragmatics
Language acquisition- Bases
and models, Social, cognitive
bases
Rdng. Asmt.(CH/S)
1
1
2
3
6
9/21
9/28
10/5
10/12
10/19
Quiz 1 (Chs. 1-3)
Language acquisition -&
development - Video
Models, expressive language
emergence,
Language development –
preschool years, MLU
Language development continued
Lang. & Students with
Learning
Disabilities
Language and culture,
cultural diversity, dialectal
differences, Bilingualism,
appropriate assessment and
programs
4
5
5
7
16
Submit your Case study
Analysis
10/26
11/2
11/9
11/16
11/23
Language & students with
Intellectual disabilities
Quiz 2 (Chapters 4, 5, 7 , &
16)
Language & Students with
autism spectrum disorders
Case study presentation – 3
groups
Augmentative
communication - Guest
speaker
Case study presentation
Language and students with
emotional/behavioral
disorders
Method presentation - 3
groups
Assessment instruments
8
9
15
13
11/30
Review
7
Dec.7 3-5:50
Final Exam
pm
All chapters and other
material covered
Suggested Readings
Aldred, C., Green, J., & Adams, C. (2004). A new social communication intervention for
children with autism: Pilot randomized controlled treatment study suggesting
effectiveness. Journal of Child Psychology and Psychiatry, and Allied
Disciplines, 45(8), 1420-1430.
Bishop, D. V., & Norbury, C. F. (2002). Exploring the borderlands of autistic disorder
and specific language impairment: A study using standardized diagnostic
instruments. Journal of Child Psychology and Psychiatry, and Allied Disciplines,
43(7), 917-929.
Blamey, P. J. (2001) . Relationship among speech, perception, and production. Journal
of Speech, Language, and Hearing Research. 44, 264 – 283.
Bedrosian, J.L., Haag, L. A., Johnson, D. & Calculator, S.N. (1998)
Communicative competence as perceived by adults with severe speech impairments
associated with cerebral palsy. Journal of Speech, Language, and Hearing
Research, 41, 667-675. Cascella, P.W., & McNamara, K. (2005). Empowering
students with severe disabilities to actualize communication skills. Teaching
Exceptional Children, 37(3), 38 – 43.
Kircaali-Iftar, G., Birkan, B., & Uysal, A. (1998). Comparing the effects of
structural and natural language use during direct instruction with children with mental
retardation. Education and Training in Mental Retardation and Developmental
Disabilities, 33, 375-385.
Koegel, L.K. (2000) Interventions to facilitate communication in autism.
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Journal of Autism and Developmental Disorders, 30, 393-398. –
Lewis, B.A., Freebairn, L.A., & Taylor, H.G. (2000). Follow-up of children with early
expressive phonology disorders. Journal of Learning Disabilities,
33, 443 - 444.
McLean, J. & Snyder-McLean, L. (1999). How children learn language. San Diego, CA:
Singular Publishing Group.
Nigam, R (2001). Dynamic assessment of symbol combination by children with autism.
Focus on Autism and Other Developmental Disabilities, 16, 190 – 197.
Quill, K.A. (2000). Do-Watch-Listen-Say: Social and Communication
Intervention for Children with Autism. Baltimore: Paul H. Brookes Publishing Co.
Schoenbrodt, L., Kumin, L., & Sloan, J.M. (1997) Learning disabilities existing
concomitantly with communication disorder. Journal of Learning
Disabilities, 30, 264-281.
Shriberg, L.D., Paul, R., McSweeny, J.L., Klin, A., Cohen, D.J., & Volkmar, F.R. (2001)
Speech and prosody characteristics of Adolescents and adults with high-functioning
autism and asperger syndrome. Journal of Speech,Language, and Hearing
Research, 44, 1097-1115.
Wetherby, A. M. & Prizant, B. (2000). Autism Spectrum Disorders A
Transactional Developmental Perspective. Baltimore: Paul Brookes Publishing Co.
Windsor, J. Scott, M.C. Street, C.K. (2000). Verb and noun morphology in the spoken
and written language of children with learning disabilities. Journal of Speech,
Language, and Hearing Research, 43, 1322 – 1336.
Language Sample Case Study Assignment
Students will be given two case studies, one from a typical child and another from a child
of the same age and gender with atypical language development. Both case studies will
present the background of the child as well as a language sample elicited under similar
conditions and containing at least 50 utterances. For each child, teacher candidates will:
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Part I Analysis
a. Construct a detailed checklist to include all five language elements
b. Use the checklist to analyze both language samples including all specific
examples of correct and incorrect usage of each language element
c. Compute MLU for each child
d. Compute TTR for each child
e. Then, in a detailed narrative, compare and contrast the results of the analysis of
the language samples across all five elements obtained for the two
children.
Which child is typical and which child is atypical in his/her language
development? How do you know which child is typical and which child is
atypical? What theory and what data support your conclusion?
Part II Individualized Strategies for the Child with Atypical Language Development
a. Describe two individualized strategies you might use to enhance the language
development of, and teach communication skills to, the child with
atypical language development. Justify each of your suggested strategies
using data and theories (This portion will also be presented in class).
b. Then, describe specifically how you will provide an effective language model
for the child. Be sure to use examples from the language sample.
c. Next, specifically describe how you will match your communication strategies
to the child’s language proficiency and cultural or linguistic background.
Then, assume the child has a primary language other than English.
Specifically, what communication strategies and resources could you use to
facilitate understanding of subject matter for the child if he or she were an English
language learner?
d. Now assume that the child with atypical language development is nonspeaking. How might you plan augmentative, alternative, and assistive
technologies to support and enhance the communication of the child? Be
specific in your answer.
Present the information in a typed, double-spaced paper.
Be sure to attach and label the two checklists you have constructed as well as your
computations for MLU and TTR, each clearly labeled for each child. Divide the written
paper into Part I and Part II with appropriate headings and subheadings for each section.
Language Sample Case Study Papers will be graded according to the following criteria
On time and free from errors (grammar,spelling, etc.)
5 points
Two checklists clearly constructed and labeled
5 points
Two MLU computations
5 points
Two TTR computations
5 points
Compare and contrast
5 points
Individualized strategies
10 points
Effective language model
5 points
Strategies match cultural/linguistic background
5 points
10
Augmentative, alternative, and assistive technologies
__5 points
Total 50 points
The Rubric given below will be used for evaluating this project
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SPED 375 Language Sample Case Study Rubric
Category
C
E
C
On time and
error free
Constructs
Two
Checklists
Computes
MLU
Computes
TTR
Total
Indicator Not Demonstrated
Indicator Demonstrated
Exemplary
Contains frequent errors in
spelling or grammar; Handed in
after due date
Does not construct two checklists;
Does not include all five language
domains; Does not include all
specific examples for appropriate
language domains; Misclassifies
examples
Contains some errors in
spelling or grammar or
Handed in after due date
Constructs two checklists;
Includes all five language
domains and some specific
examples for appropriate
language domains;
Misclassifies some examples
5
Does not compute MLU or does
not compute MLU for one child;
Incorrectly computes MLU
Does not compute TTR or does
not compute TTR for one child;
Incorrectly computes TTR
Incorrectly determines which
child is typical and which is
atypical; Does not relate typical
and atypical language
development to theory or to
language sample data; Does not
relate typical and atypical
language development to child’s
exceptional conditions,
experience or background
Computes MLU for both
children; Makes minor
computational errors
Computes TTR for both
children; Makes minor
computational errors
Correctly determines which
child is typical and which is
atypical; Relates typical and
atypical language
development to some theories
or to some language sample
data; Somewhat relates
typical and atypical language
development to child’s
exceptional conditions,
experience or background
Contains few errors in
spelling or grammar;
Handed in by due date
Constructs two
checklists; Includes all
five language domains
and all specific
examples for
appropriate language
domains; Correctly
classifies all examples
Correctly computes
MLU for both children
Correctly computes
TTR for both children
5
Correctly determines
which child is typical
and which child is
atypical; Clearly relates
typical and atypical
language development
to appropriate theories
and to appropriate
language sample data;
Clearly relates typical
and atypical language
development to child’s
exceptional condition,
experience, or
background
Clearly describes two
individualized
strategies appropriate to
enhance language
development and teach
communication
skills to child with
exceptional learning
needs; Includes
strategies that are
clearly appropriate and
evidence-based
5
Compares
and
Contrasts
Typical and
Atypical
Language
Development
6
Includes
Individualize
d Language
Strategies
6
Describes no or only one
individualized strategy to enhance
language development and teach
communication skills to child
with exceptional learning needs;
Selected strategy or strategies are
not appropriate or evidence-based
Describes two individualized
strategies to enhance
language development and
teach communications skills
to child with exceptional
learning needs, but strategies
are not fully explained or
strategies are not evidencebased
Provides
Effective
Language
Model
6
Does not describe how he/she will
provide an effective language
model or description is clearly not
an effective language model
Describes how he/she will
provide an effective language
model but does not provide
specific and appropriate
Clearly describes how
he/she will provide an
effective language
model; Presents clear
5
5
10
5
12
examples from the language
sample
Considers
Cultural or
Linguistic
Background
6
Does not match communication
strategies to child’s language
proficiency and cultural and
linguistic background; Does not
include appropriate
communication strategies or
resources to facilitate
understanding of subject matter
for child with exceptional
learning needs whose primary
language is not English
Matches some
communications strategies to
child’s language proficiency
or to cultural and linguistic
background; Includes some
appropriate communication
strategies and resources to
facilitate understanding of
subject matter for child with
exceptional learning needs
whose primary language is
not English
Includes
augmentativ
e,
alternative,
and assistive
technologies
6
Does not demonstrate knowledge
of communication and social
interaction alternatives for
individuals who are nonspeaking; Does not include
appropriate augmentative,
alternative, and assistive
technologies to enhance
communication of child
Demonstrates some
knowledge of communication
and social interaction
alternatives for individuals
who are non-speaking;
Includes some appropriate
augmentative, alternative,
and assistive technologies to
enhance communication of
child
and appropriate
examples from the
language sample
Clearly matches many
communication
strategies to child’s
language proficiency
and cultural and
linguistic background;
Includes appropriate
communication
strategies and several
resources to facilitate
understanding of
subject matter for child
with exceptional
learning needs whose
primary language is not
English
Clearly demonstrates
knowledge of
communication and
social interaction
alternatives for
individuals who are
non-speaking; Includes
many appropriate and
specific augmentative,
alternative, and
assistive technologies
to enhance
communication of
child.
Justification
for Variance
in Scoring:
Strengths:
Suggestions:
Scale:
/50
Grand Total:
Grade:
Case Study Analysis - Group members
5
5
13
Group
Group
Group
Group
Group
Group
Members
Members
Members
Members
Members
Members
Courtney,
Suzanne,
Carmen,
Monica,
Erica,
Chelsea,
Emily,
Missy
Hillary
Carrie,
Hannah,
Catie
Heather
Jennifer M
Allison
Jennifer A
Mandy
Samanta
Maggie
Debbie
Tammy
Amy