Department of Communicative Sciences and Disorders
CSD 560- Language and Learning Disorders in School-Aged Children/Service Learning
Spring 2012
Mon/Wed 12:40-2:00
Location: 08 Curry Health Building
Instructor: Ginger Collins, Ph.D.,CCC-SLP
Office hours: TBA
Email: ginger.collins@umontana.edu
Office: 21 Curry Health Building
Required Text:
Nelson, N.W. (2010). Language and Literacy Disorders: Infancy through Adolescence, New
York, NY: Allen & Bacon.
Wallach, G.P., & Butler, K.G. (1994). Language Learning Disabilities in School-Age Children
and Adolescents; Some Principles and Applications, New York, NY: Allen & Bacon.
Additional readings from other books have been assigned and will be available on E-reserve at
the Mansfield Library. Journal articles are also available online at the Mansfield Library
website, and students are responsible for locating and downloading these articles.
Course Objectives:
Upon completion of this course, the student should be able to:
Differentiate between students with language learning disabilities, identify students at risk for
language learning disabilities, demonstrate knowledge of language, reading, writing, and spelling
development during the school years, administer norm-referenced tests of language, reading, and
writing, assess language, reading, and writing using a variety of descriptive measures, analyze
and interpret assessment information, identify procedures to improve language, phonological
awareness, reading, writing, and spelling abilities, and identify and use strategies to improve
language and literacy skills.
Conceptual Framework: This course provides a learning community that a) integrates ideas, b)
encourages cooperative endeavors, and c) respects diversity and individual worth. These
concepts are illustrated through the following activities: a) reviewing concepts and policies from
other fields of study (education and psychology, in particular) and discussing the influence these
have on the field of speech-language pathology, b) posting messages to various discussion board
fora and reflecting and commenting on one another’s differing viewpoints, and c) discussing
various alterations and adaptations to diagnosis and intervention based on cultural diversity.
Learning Outcomes
The ASHA Knowledge and Skills Acquisition (KASA) document details the Standards for the
Certificate of Clinical Competence (SCCC). It is utilized to demonstrate compliance with
accreditation standards related to preparing students to meet ASHA certification requirements. It
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covers nine main knowledge areas (articulation, fluency, voice and resonance,
receptive/expressive language, hearing, swallowing, cognitive aspects, social aspects, and
communication modalities) across five clinical parameters (etiology, characteristics, prevention,
assessment, and intervention). Due to the importance of the KASA standards in tracking and
documenting the student’s achievement related to these knowledge areas and clinical parameters,
they are directly related to the Learning Outcomes. Accordingly, the relevant Standard(s) are
noted under each Learning Outcome. The relevant Conceptual Framework areas are also noted
and discussed in more detail below:
In this course, students’ knowledge of prevention, assessment, and intervention of school-age
language disorders will be assessed on projects and through a practical lab experience. A
competency must be Evident (70% or better) on these to pass the ASHA standards. If a student
does not meet the required standard, an individualized remediation plan will be developed. In
some instances, a student may pass the course without passing all of the competencies.
Knowledge
Competencies
III C
Knowledge of
receptive and
expressive language
disorders
III D
Knowledge of
prevention,
assessment, and
intervention of
expressive and
receptive language
disorders
Competency
Evaluation Method
The student will:
The student will:
Identify complexities in a
sample of language that are
potential barriers for students
with language learning
disabilities; 5 domains will be
examined: syntax/morphology,
cohesion, phonology/spelling,
semantics/vocabulary,
pragmatics/coherence
-Correctly identify at least 5
possible barriers in each
domain and provide detailed
descriptions of the factors that
contribute to those
complexities.
2. Collaborate with colleagues
and demonstrate:
a) prevention,
b) assessment, &
c) treatment strategies in
school-age language disorders
-Complete an analysis of a
Criteria
Mastery:
Score of
90% or
better
Evident:
Score of 7089%
Not Evident:
Score of
below 70%
written language sample.
-Synthesize and language-based
strategies for prevention,
assessment, and treatment of
expressive and receptive
language disorders by providing
detailed descriptions of reading
and writing intervention
strategies as though preparing a
script for an intervention session.
-Write goals and objectives
appropriate for a hypothetical
client with a language-learning
disorder.
Mastery:
Score of
90% or
better
Evident:
Score of 7089%
Not Evident:
Score of
below 70%
Remediation
Strategies
The professor will
provide supplemental
readings and/or
additional tutorials to
support the student in
meeting this
objective’s criteria
before revising and
resubmitting the
presentation in
question.
The professor will
provide
supplemental
strategies for
research and
interpretation of
literature to support
the student in
meeting this
objective’s criteria
on additional
demonstrations of
prevention,
assessment, and
treatment
techniques.
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Study Commitments
Because the general workload of the graduate student is far greater than that of an undergraduate
student, you must allow for ample time outside of class for reading, studying, conducting
research, and writing. Your ultimate goal in becoming an expert in the field of speech-language
pathology is first becoming an independent scholar. This means conducting research and
seeking additional information on topics with which you feel that you have not reached a level
competence. There are numerous reading assignments in this course. It is recommended that you
create a study schedule for yourself at the start of the semester.
Honor Code
Academic misconduct is subject to an academic penalty by the course instructor and/or a
disciplinary sanction by the University. All students need to be familiar with the Student
Conduct Code. The Code is available for review online at
http://life.umt.edu/vpsa/student_conduct.php
Class Attendance & Policies
As in all college courses, attendance in class (or online) is expected and will benefit your final
grade. There is a documented positive correlation between attendance and good grades. I do not
give out my lecture notes. General notes are provided on Moodle in PDF form. If you miss class,
please obtain additional notes from a classmate.
1.
Participation. Each student is expected to read assigned material prior to class and
participate in class discussions (face-to-face & online)
2.
Students are required to conduct themselves according to professional standards (e.g.,
dress code, professional conduct, etc.) as discussed in class and as stated in the student
handbook when conducting observations, volunteer work, or interventions off-campus.
3.
Written work done outside of class must be reasonably correct in mechanics (e.g.,
spelling, grammar, punctuation, etc.). Points will be deducted for inadequate written
work.
4.
All typed assignments completed outside of class must be single-spaced, using Times
New Roman font unless otherwise specified by the instructor. All font sizes for typed
assignments must be size .12. Any font size less than .12 will be returned for re-typing to
required font size, placing the student at risk for late submission. The instructor will only
accept the first submission of an assignment for grading. Review your assignment for
errors and formatting before submission.
5.
All PowerPoint presentations must be typed using .20 font size, or larger. No specific
style of font is required, but the presentation is expected to look professional. Do not use
whimsical or difficult-to-read fonts, such as, chiller, jokerman, or
script.
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5.
In ALL work, use person-first language to be consistent with IDEA. Emphasize the
person more than the disability (e.g., a child with mental retardation, NOT a mentally
retarded child).
6.
Students who miss class (or any portion of class) are responsible for the content. Any
student who misses a class has the responsibility for obtaining copies of notes, handouts,
assignments, etc. from class members who were present. If additional assistance is still
necessary, an appointment should be scheduled with the instructor. Class time is not to be
used to go over material with students who missed class(es).
7.
Submission of work taken directly from another source (e.g., lesson plan copied from a
book, the Internet, or material developed by another student) will be considered
plagiarism and grounds for no credit on the assignment unless properly credited. Students
are encouraged to use a variety of resources in obtaining ideas and illustrations that will
help complete assignments. See the APA Guide for the correct method to cite other
authors’ work. Another useful resource I strongly recommend: owl.english.purdue.edu
8.
Late submissions: five points will be subtracted from the student’s earned grade for each
day beyond the due date.
Student Resources
Two tutoring programs are available to students, one administered by the TRiO and the other by
the Undergraduate Advising Center; both are located in Corbin Hall. More information on
TRiO, visit TRiO at Lommasson Center 154, call 406-243-5032, or log on to
http://www.umt.edu/triosss/ . The Undergraduate Advising Center is located in the Lommasson
Center 269, or you can visit http://www.umt.edu/uac/
The Writing Center is available to help you improve your writing skills. Writing instructors are
available to help you plan and develop your thoughts. For more information, visit them online at:
http://www.umt.edu/writingcenter/, email growl@mso.umt.edu or call (406) 243-2266. Internet
resources that are also helpful in improving writing include: http://owl.english.purdue.edu/
http://grammar.ccc.commnet.edu/grammar/
Students with Disabilities
Students with disabilities are encouraged to plan ahead and can contact Disability Services for
Students (DSS). For additional information, contact DSS Director Mary Lee Vance, Ph.D.,
Lommasson Center 154 marylee.vance@mso.umt.edu or (406) 243-2373. Please visit
http://www.umt.edu/dss/ to find details about the available services.
Foreign Exchange Students and Scholars
The office of Foreign Student and Scholar Services (FSSS) is available for general counselling
and provides direct support services, consultation, and liaison. Staff members at FSSS are
available to help with academic advising, cultural adjustment, financial problems, and other
issues. The FSSS office is in the Lommasson Center, Room 219. For more information, contact
fsss@umontana.edu or visit http://ordway.umt.edu/sa/fsss/.
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DIRECTORY OF ASSISTANCE
Concern
Contact
Contact details
Matters concerning the
course
Instructor
Office: CHC 21
(406) 243-2626
ginger.collins@umontana.edu
General academic
issues
Department
Chair
Office: CHC 051
(406) 243-2376
lucy.hartpaulson@mso.umt.edu
Difficulties accessing
your Student Computer
account,
Technical difficulties in
PC Labs, Difficulty with
Moodle
IT Helpdesk
Library inquiries
UM Library
Help with library
databases, Internet
searching and
Reference queries
406.243.4999
866.225.1641 (toll-free)
umonline-help@umontana.edu
In person. At the Information Center.
Staff are available from 8am-9pm on weekdays, 1-6pm
on Saturday, and 1-9pm on Sunday.
Phone. 406/243-6866 or 800/240-4939
Staff are available from 8am-9pm on weekdays, 1-6pm
on Saturday, and 1-9pm on Sunday.
Email. Ask a UM Librarian.
Messages will be responded to within 24 hours.
Chat. Staff are available to IM from 8am-9pm on
weekdays, 1-6pm on Saturday, and 1-9pm on Sunday.
Text. (406)68-MONTE (686-6683)
Staff are available via text from 8am-9pm on weekdays,
1-6pm on Saturday, and 1-9pm on Sunday.
Purchasing of text books
and stationery
UM Bookstore
Ph:
(406) 243-1234
Fax: (406) 243-2001
email: contact@umtbookstore.com
website: http://www.umtbookstore.com
University of Montana Bookstore
University Center, 1st & 2nd Floor
5 Campus Drive, Missoula, MT 59801
Service Learning
This is a service learning course. Service Learning at UM is a method of teaching and learning
in which students, faculty and community partners work together to enhance student learning by
applying academic knowledge in a community-based setting. Student work addresses the needs
of the community, as identified through collaboration with community or tribal partners, while
meeting instructional objectives through faculty-structured service work and critical reflection
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meant to prepare students to be civically responsible members of the community. At its best,
service learning enhances and deepens students’ understanding of an academic discipline by
facilitating the integration of theory and practice, while providing them with experience that
develops life skills and engages them in critical reflection about individual, institutional, and
social ethics.
It is my philosophy that service learning experiences help to enhance academic learning, and
vice versa, that academic learning can enhance service learning. You are required to donate a
minimum of 15 hours of volunteer service to a community organization which provides service
in the area of language and literacy for school-aged children. An arrangement with the Flagship
Program of the Missoula School District has been made to accommodate all students enrolled in
the course to work with elementary or middle school aged youth in an after-school program for
students struggling with language and literacy. Volunteer hours a) involving diagnosis,
treatment, or prevention of language disorders and b) are supervised by a licensed speechlanguage pathologist who holds the Certificate of Clinical Competence can be counted towards
observation hours and/or clinical hours.
Alternate service learning experiences can be arranged for students participating in this course at
a distance, or for students for whom the assigned service placement would create a religious,
moral, or political conflict. Students wishing to arrange an alternative experience need to have it
approved by the instructor. You are to inform your instructor of your choice by February 1. If
you need assistance in choosing a service learning placement, consult with the instructor as soon
as possible for ideas and assistance.
You are required to create a “lesson plan” for each session of your volunteer placement and
collect data for and monitor the progress of the elementary/middle school students involved. A
format for both will be provided by the instructor. Each student will also complete a brief
reflection of each volunteer session. The civic engagement portion of this class (both written and
practical performance) accounts for 70 of the 500 possible points that students can earn in this
semester.
Blended Course
The course schedule, readings, and assignments are listed below. In the CSD department at the
University of Montana, we have both on-campus and distance students concurrently enrolled in
courses. In order to serve the needs of our unique student body, we offer courses that are
“blended,” that is, the majority of the graduate-level coursework is not strictly “face-to-face,” nor
is it strictly “online.” Students will participate in lectures (either face-to-face or while
synchronously observing online from a distance) as well as other activities designed to foster
independent learning, including guided self-study, volunteer work in the community, viewing
courses on www.speechpathology.com, and/or reading journal articles or sample case studies.
Students who have identified themselves as distance students will be permitted to view lectures
synchronously via internet. Students who have identified themselves as on-campus students,
however, are expected to attend classes face-to-face. Only in rare circumstances will face-toface students be permitted to view online lectures. The student must request online access prior
to the lecture, and the instructor will examine each request on a case-by-case basis to determine
if online access will be granted.
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Consult your course syllabi, the UM academic calendar
http://www.umt.edu/provost/about/academiccalendar.aspx and final exam schedule
http://www.umt.edu/Registrar/students/finalsweek2/Autumn.aspx before making travel plans.
Vacation plans are not an acceptable reason for rescheduling exams.
Although every effort will be made to adhere to the proposed schedule, unforeseen
circumstances can arise, so the schedule is subject to change. Additional readings may be
required occasionally and will be posted to Moodle along with any changes that may be made in
the schedule as it is outlined.
CLASS OUTLINE: January 23- May 3, 2012
Lecture
Date
Reading Assignment
Topic
1
1.23
Course syllabus, CH 1 (Wallch & Butler)
Review of syllabus, orientation to the course, & review
of normal curve and standard scores
2
1.25
Chs 5 & 6 (Wallch & Butler) & reflection on part II
Standardized Assessment
3
1.30
Pp 351-374 (Nelson)
Curriculum-based assessment & language sampling
4
2.1
CH 2 (Wallach & Butler)
Discourse
5
2.6
CHs 7 & 8 (Wallch & Butler)
Discourse
6
2.7
CH 3 (Wallach & Butler) & reflection on part I
Metalinguistic development
7
2.13
CH 9 (Wallch & Butler) CHs 4 & 5 (Moats)
Spelling & Phonology
8
2.15
CH 4 (Bain, Bailet, & Moats)
Spelling & Phonology
2.20
Washington-Lincoln birthdays observed- NO CLASS
2.22
Shapiro, L. (1997). An introduction to syntax. Journal of
Speech, Language, and Hearing Research, 40, 254–272.
9
Syntax
Scott, C., & Stokes, S. (1995). Measures of syntax in
school-age children and adolescents. Language, Speech,
and Hearing Services in the Schools, 26, 309–319.
10
2.27
CH 11 (Nippold)
Syntax
11
2.29
Sadoski, M., (2005). A Dual Coding View of Vocabulary
Learning. Reading & Writing Quarterly, 21: 3, 221 –
Vocabulary
238.
12
3.5
XLi
3.7
CH 12 (Wallach & Butler)
Word finding
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13
3.12
CH 7 (Brown & Yule)
Coherence & cohesion
14
3.14
CH 10 (Wallach & Butler)
Pragmatics & non-literal language
15
3.19
Norris, J., (1995). Expanding language norms for schoolage children and adolescents: Is it pragmatic? Language,
Speech, and Hearing Services in the Schools, 26: 342 352.
www.speechpathology.com course # 3378
Pragmatics & non-literal language
16
3.21
Boudreau, D., & Costanza-Smith, A., (2010). Assessment
and Treatment of Working Memory Deficits in SchoolAged Children: The Role of the Speech-Language
Pathologist. Language, Speech, and Hearing Services in
Schools, (in press- first published on December 20, 2010)
Memory
17
3.26
CHs 1 & 2 (Snowling)
Dyslexia
18
3.28
CH 14 (Wallach & Butler)
Auditory linguistic processing & language learning
4.2
4.4
Spring Break- NO CLASS
19
4.9
CH 12 (Nelson)
School-Age Policies & Practices
20
4.11
CH 13 (Nelson)
School-Age Intervention
21
4.16
CH 14 (Nelson)
www.speechpathology.com course # 3276
Interventions for Special Populations
22
4.18
Reading Interventions
Norris, J., (1991). From Frog to Prince: Using Written
Language as a Context for Language Learning, Topics in
Language Disorders, 12, 66-81.
Norris, J., (1989). Providing Language Remediation in the
Classroom: An Integrated Language-to-Reading
Intervention Method. Language, Speech, and Hearing
Services in the Schools, 20, 205-218.
23
4.23
TBA
Interventions continued
24
4.25
Presentations 1-3
Student Presentations
25
4.30
Presentations 4-6
Student Presentations
26
5.2
Presentations 7-9
Student Presentations
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Graded work- information about each assignment will be provided in class and on Moodle. No extra
credit assignments are available for this course.
Course assignments/requirements:
Presentation
Project 1-Language analysis
Project 2- Spelling
Project 3- Syntax
Project 4- Vocabulary
Project 5- Cohesive ties
Project 6- Pragmatics/Coherence
Project 8- Communicative Reading Strategies
Project 9 –Goals & Objectives
Civic Engagement
100 points
100 points
30 points
30 points
30 points
30 points
30 points
30 points
50 points
70 points
Total
500 points
Grading Policy:
Course grades will be assigned according to the following system, based on your earned
percentage of assigned points:
A+ = 98 – 100%
B+ = 88 – 89%
C+ = 78 – 79%
D+ = 68- 69%
A = 92 – 97%
B = 82 – 87%
C = 72-77%
D= 62-67%
A- = 90 – 91%
B - = 80 – 81%
C - = 70-71%
D-= 60-61%
F= 0-59%
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