[semester, year]
Course Syllabus
Communicative Sciences & Disorders 566 (3 credits)
Acquired Cognitive-Communication Disorders
INSTRUCTOR:
EMAIL:
OFFICE:
PHONE:
POSTAL ADDRESS: 32 Campus Dr., Missoula, MT 59812-6695
OFFICE HOURS:
WEBSITE: Moodle
Required Textbooks:
Sohlberg, M.RM, & Mateer, C.A. (2001). Cognitive Rehabilitation: An Integrative
Neuropsychological Approach. Guilford Press: NY. ISBN: 978-1-57230-613-4.
Recommended Textbook:
Bhatnagar, S. C. (2008). Neuroscience for the Study of Communicative Disorders, 3rd Edition.
Lippincott Williams & Wilkins. ISBN: 1605476617
Required Readings:
Kleim & Jones (2008). Principles of experience-dependent neural plasticity: implications for
rehabilitation after brain damage. JSLHR, 51, 259-275.
Turkstra, L., Ylvisaker, M., Coelho, C., Kennedy, M., Sohlberg, M. M., & Avery, J. (2005).
Practice guidelines for standardized assessment for persons with traumatic brain injury. Journal
of Medical Speech-Language Pathology, 13(2).
Ylvisaker, M., Turkstra, L., & Coelho, C. (2005) Behavioral and social interventions for
individuals with traumatic brain injury: a summary of the research with clinical implications.
Seminars in Speech & Language. 26(4):256-67.
Kennedy, M. R. T., Coelho, C., Turkstra, L., Ylvisaker, M., Sohlberg, M. M., Yorkston, K.,
Chiou, H. H. & Kan, P. F. Intervention for executive functions after traumatic brain injury: A
systematic review, meta-analysis and clinical recommendations. Neuropsychological
Rehabilitation. 2008, 18 (3), 257-299.
Hopper, T., Mahendra, N., Kim, E., Azuma, T., Bayles, K., Cleary, S., Tomoeda, C. EvidenceBased Practice Recommendations for Working with Individuals with Dementia: SpacedRetrieval Training. Journal of Medical Speech-Language Pathology. Volume 13, Number 4, pp.
xxvii-xxxiv. Copyright © 2005 Thomson Delmar Learning. Thomson and Delmar Learning are
trademarks used herein under license.
Contents
Introduction
UM Mission Statements
Welcome
About the Instructor
Class Organization
Learning Objectives
Knowledge and Skills Acquisition (KASA)
Class Attendance Policy
Study Commitments
Occupational Health and Safety
Content overview
Learning approaches
Classroom Lectures
Moodle
Support Services and Resources
Students with Disabilities
Directory of Assistance
Course Outline
Assignments
Resubmission
Plagiarism Policy
Student Code of Conduct
Grading Scale
1
UM MISSION STATEMENTS
MISSION STATEMENT
THE UNIVERSITY OF MONTANA
The University of Montana capitalizes on its unique strengths to create
knowledge, provide an active learning environment for students, and offer
programs and services responsive to the needs of Montanans. The
University delivers education and training on its four campuses and through
telecommunications to sites inside and outside of Montana. With public
expectations on the rise, the University asks its students, faculty, and staff
to do and accomplish even more than they have in the past. The dedication
to education for and throughout life reflects the commitment to service
learning and community building on and off the campuses. The University
enhances its programs through continuous quality review for improvement
and remains fully accountable to the citizenry through annual audits and
performance evaluations.
MISSION STATEMENT
THE UNIVERSITY OF MONTANA-MISSOULA
The University of Montana-Missoula pursues academic excellence as
indicated by the quality of curriculum and instruction, student performance,
and faculty professional accomplishments. The University accomplishes
this mission, in part, by providing unique educational experiences through
the integration of the liberal arts, graduate study, and professional training
with international and interdisciplinary emphases. Through its graduates,
the University also seeks to educate competent and humane professionals
and informed, ethical, and engaged citizens of local and global
communities. Through its programs and the activities of faculty, staff, and
students, The University of Montana-Missoula provides basic and applied
research, technology transfer, cultural outreach, and service benefiting the
local community, region, state, nation and the world.
WELCOME
Welcome to CDS 566. My hope is that you will find this course informative, interesting,
comprehensive, and interactive. I am passionate about the topics we cover in this course
and hope that you will find aspects of the course that inspire you as a developing
clinician. I strongly request class participation, questions, and discussion – the more you
actively you engage during class time the better you will absorb and ultimately learn the
material. Please do not hesitate to contact me at any time if you have questions or
concerns about your obligations in this course. If you are struggling, please don’t delay to
contact me. If you have an honest desire to learn the material and are willing to put in the
necessary work, I will do all that I can to ensure that you do well. I ask that your primary
goal be to learn the material rather than just to achieve the best grade.
CSD 566 Acquired Cog-Commun Disorders
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ABOUT THE INSTRUCTOR
[insert instructor bio here]
COURSE ORGANIZATION
This class is a lecture and seminar in adult neurocognitive disorders.
Topics include neuroanatomy and neuropathology, assessment and
treatment of neurogenic cognitive-communicative aspects of aphasia, right
hemisphere syndrome, traumatic brain injury, and dementia. The course
provides the foundation to clinical practice for this group of patients. It is
highly recommended that you complete the assigned readings prior to
each class.
There will be 2 exams (midterm and final), and 3 clinical assignments. The
assignments will count for approximately 50% of your grade and the exams
the other 50% of your grade. The final exam will be cumulative.
Exams will be closed-book. That means if you are an off-campus student,
you must find a proctor for the exams. Proctors need to be approved by
me at least one week prior to the exam. Specific guidelines for finding a
proctor will be provided.
LEARNING OBJECTIVES
-
Demonstrate a working knowledge of normal neuroanatomy and
the neurobiology of rehabilitation.
-
Demonstrate an understanding of behavioural and neurobiological
prevention of traumatic brain injury, stroke, and dementia.
-
Demonstrate an understanding of the cognitive-communicative
deficits associated with right hemisphere syndrome, traumatic brain
injury, and dementia.
-
Demonstrate the ability to evaluate and diagnose cognition and
language.
-
Demonstrate the ability to devise and implement appropriate
treatment plans for cognitive-communicative disorders.
-
Demonstrate the ability to effectively communicate and counsel,
both orally and in written form, with patients, families, and
professionals.
KNOWLEDGE AND SKILLS ACQUISITION (KASA)
This course will facilitate your acquisition of the following KASA standards:
Standard III-C
CSD 565 Neurocognitive Disorders
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Understand the nature of cognitive-communicative disorders
including their etiologies, characteristics, anatomical/physiological,
acoustic, psychological, developmental, and linguistic and cultural
correlates.
Standard III-D
Describe principles and methods of prevention, assessment, and
intervention for people with cognitive-communicative disorders
including consideration of anatomical/physical, neurological,
psychological, developmental and linguistic and cultural correlates
of the disorders.
-
Standard IV-G 1. Clinical Experiences in Evaluation
Collect case history information and integrate information from
clients/patients, family, caregivers, teachers, and other relevant
professionals.
Select and administer appropriate evaluation procedures, such as
clinical observations, non-standardized and standardized tests.
Adapt evaluation procedures to meet client/patient needs.
Interpret, integrate, and synthesize all information to develop
diagnoses and make appropriate recommendations for intervention.
Complete administrative and reporting functions necessary to
support evaluation.
Refer clients/patients for appropriate services.
Standard IV-G 2. Clinical Experiences in Intervention
Develop setting-appropriate intervention plans with measurable and
achievable goals that meet clients’/patients’ needs.
Collaborate with clients/patients and relevant others in the planning
process.
Implement intervention plans.
Select or develop and use appropriate material and instrumentation
for prevention and intervention.
Measure and evaluate clients’/patients’ performance and progress.
Modify intervention plans, strategies, materials, or instrumentation
as appropriate to meet the needs of clients/patients.
Complete administrative and reporting functions necessary to
support intervention. Identify and refer clients/patients for services
as appropriate.
Understand processes used in research and the integration of
research principles into evidence-based clinical practice.
Describe delivery of services to culturally and linguistically diverse
populations.
CLASS ATTENDANCE POLICY
This course is a synchronous course with materials that are presented live
and online. Students are expected to attend synchronous sessions and are
responsible for any content that is missed because of absence. Students
are expected to be participatory for all class meetings and complete all
assignments on time. In the event of an absence, each student is
CSD 566 Acquired Cog-Commun Disorders
4
responsible to obtain any information presented or material distributed in
class. The exams dates will be given well in advance, so you are expected
to make sure that you will be able to attend on those days. Students must
notify the instructor of serious circumstances that result in a missed midterm or final examination to be considered for rescheduling. Exceptions for
absences on exams will only be made for extreme extenuating
circumstances and require advance notice. Students may be asked to
provide written verification of the circumstances.
STUDY COMMITMENTS
This is a 3-credit class. Conventional wisdom dictates that during a regular
semester, one should spend 3-4 hours of time outside class for every
credit. That works out to about a 12- to 15-hour weekly commitment (3
hours in class, 9-12 hours outside class). Obviously, there is some
variation between students. Some will need to spend more time, while
others will be able to complete their work in less. The time you put into this
course should be spent completing the required reading, reflecting on your
reading, discussing readings among your peers, and completing your
assignments. This level of involvement will prepare you for each of the
exams.
OCCUPATIONAL HEALTH AND SAFETY
There are no out of the ordinary risks associated with this unit.
CONTENT OVERVIEW

Topic 1: Normal Neuroanatomy & Neurophysiology Review, and
neuropathology related to language-related activities

Topic 2: Neurobiology of Rehabilitation/Neuroplasticity

Topic 3: Neuroanatomic explanations of right hemisphere stroke,
traumatic brain injury, and dementia

Topic 4: Assessment of cognitive-communication disorders resulting
from Traumatic Brain Injury (TBI)

Topic 5: Treatment of cognitive-communication disorders resulting from
TBI

Topic 6: Prevention of TBI

Topic 7: Assessment cognitive-communicative deficits associated with
Right Hemisphere Syndrome (RHS)

Topic 8: Treatment of cognitive-communicative deficits associated
RHS.
CSD 565 Neurocognitive Disorders
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
Topic 9: Prevention of stroke

Topic 10: Assessment of cognitive-communicative deficits associated
with dementia

Topic 11: Treatment of cognitive-communicative deficits associated
with dementia

Topic 12: Prevention of dementia
LEARNING APPROACHES
Classroom lectures and demonstration, reading assignments, video
presentations, class discussion, clinical observations.
Moodle
Moodle is the University of Montana’s on-line learning system. It is critically
important that you maintain an accurate e-mail address with the University
of Montana.
In this unit, Moodle will be used to:

Provide important announcements regarding your course

Provide assessment instructions

Provide supplemental readings/materials

Provide a digital dropbox for completed assignments
You will need to connect to the Internet to access it, at:
http://umonline.umt.edu/
SUPPORT SERVICES AND RESOURCES
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 Jim Marks, Lommasson Center 154 or (406) 243-2243
(Voice/Text) or jim.marks@umontana.edu. Please visit
http://www.umt.edu/dss/ to find details about the available services.
CSD 566 Acquired Cog-Commun Disorders
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DIRECTORY OF ASSISTANCE
Concern
Contact
Contact details
Matters concerning the
course
Instructor
Refer to the Introduction in this
Course Information
General academic issues
relating to your course
Department
Chair
Refer to the UM website at
http://www.umt.edu.
& click the link to academics.
Moodle difficulties
IT Helpdesk
Ph: (406) 243-4357
Website: http://umonline.umt.edu/
Difficulties accessing your
Student Computer account
Technical difficulties in PC
Labs
IT Helpdesk
Ph: (406) 243-4357
Email:
Library enquiries
UM Library
Ph: 406/243-6866
Email:
Help with library databases,
Internet searching and
Reference queries
Purchasing of text books and
stationery
http://www.lib.umt.edu/contact
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
General administration
enquiries
e.g. admissions/ enrolments,
course information,
graduation
Ph: 406-243-2107
Email:
CSD 565 Neurocognitive Disorders
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Tentative Course Outline – syllabus is subject to change as needed
SESSION
Session 1
LECTURE TOPIC
Introduction
Neuroanatomy and
Neurophysiology Review
READINGS
ASSIGNMENTS
Ch. 1 (Sohlberg &
Mateer)
Ch. 1 (Brookshire)
– PDF on MOODLE
Session 2
Neurobiology of
Rehabilitation/Neuroplasticity
Kleim &Jones
(2008)
Ch. 3 (Sohlberg &
Mateer)
Session 3
Neuroanatomic and
neurophysiologic
explanations of acquired
cognitive-communication
disorders
Ch. 2 (Sohlberg &
Mateer)
Session 4
Formal assessment of
cognitive-communication
disorders resulting from TBI
(adults)
Ch. 4 (Sohlberg &
Mateer)
Informal assessment of
cognitive-communication
disorders resulting from TBI
(adults)
Ch 4, 5, 9
(Sohlberg &
Mateer)
Formal and informal
assessment of cogcommunication disorders
resulting from pediatric TBI
Ch. 14 (Sohlberg &
Mateer)
Session 5
Session 6
Session 7
Treatment of speech/motor
speech deficits resulting
from TBI (adults & peds)
Treatment of cognitivelinguistic deficits resulting
from TBI (adults & peds)
Turkstra et al
(2005)
Ch. 14 (Sohlberg &
Mateer)
Ch. 5, 6, 7, 8, 15
(Sohlberg &
Mateer)
Ylvisaker et al
(2005)
Kennedy et al
(2008)
Session 8
(catch up/review)
Prevention of TBI
Due: Prevention
Presentations (25
pts)
CSD 566 Acquired Cog-Commun Disorders
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Session 9
EXAM 1
Midterm Exam (55
pts)
Session 10
Formal and informal
assessment of cognitivecommunication deficits
resulting from RightHemisphere Syndrome
(RHS)
Ch. 10 (Sohlberg &
Mateer)
Session 11
Treatment of cognitivecommunication deficits
resulting from (RHS)
Ch. 10, 11
(sohlberg &
Mateer)
Session 12
Prevention of Stroke
Session 13
Assessment of cognitivecommunication deficits
associated with dementia
Session 14
Treatment of cognitivecommunication deficits
associated with dementia
Session 15
Prevention of dementia
Due: Prevention
Presentations (25
pts)
Session 16
Review/catch up
Treatment
Approach
Assignment due
(40 pts) & Portfolio
Due (55 pts)
Final Exam (cumulative)
Final Exam (65
pts)
Due: Prevention
Presentations (25
pts)
Hopper et al (2005)
Assignments (50% of grade)
Prevention Presentation (25 pts): You will create a Public Health Announcement
type presentation that highlights: (1) the incidence and prevalence of TBI, RHS, or
dementia; (2) prevention of TBI, RHS, or dementia; and (3) local, state, and
national resources for TBI, RHS, or dementia. You will also create a brochure-type
handout that summarizes your presentation. A handout explaining this assignment
in detail is posted on Moodle. This assignment is worth 25 pts (10% of your
grade).
Portfolio Assignment (55 pts): You will create a portfolio of diagnostic and
treatment material that will serve as a quick reference of material covered in this
class. A handout explaining this assignment in detail is posted on Moodle. This
assignment is worth 55 pts (23% of your grade).
CSD 565 Neurocognitive Disorders
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Treatment Approach Paper (40 pts): You will work in pairs. You will find an
empirical study on a specific treatment approach for TBI, RHS or dementia and
write a paper summarizing your findings. You will also create a handout to provide
to the rest of the class summarizing your treatment approach. Please refer to
Moodle for a complete description of this assignment. This assignment is worth
40 pts (17% of your grade).
Resubmission
In this course, you cannot resubmit your work for reassessment.
Plagiarism Policy
Plagiarism is the presentation of the work of another without
acknowledgement. As defined by the University of Montana’s Student
Conduct Code, plagiarism is “Representing another person's words, ideas,
data, or materials as one's own.” Staff and students may use information
and ideas expressed by others, but this use must be identified by
appropriate referencing.
Students who plagiarize may fail the course and may be remanded to
Academic Court for a possible suspension or expulsion from the University.
More information regarding student policy, academic misconduct, and
plagiarism can be found at:
http://www.umt.edu/catalog/policy_procedure.htm
Student Code of Conduct
The Student Conduct Code, embodying the ideals of academic
honesty, integrity, human rights, and responsible citizenship, governs
all student conduct at The University of Montana-Missoula. You are
expected to follow this code. It is also expected that each student will help
foster a collegial learning environment by sharing his or her experiential
and academic knowledge and practices, as well as respectfully listening to
the viewpoints of others and following basic netiquette rules. You are
expected to complete all reading assignments, written work, group
assignments, and examinations.
Grading Scale
There is a total of 240 points for this course. Final grades will be assigned as follows:
Letter
Grade
Percentage
A+
97-100
CSD 566 Acquired Cog-Commun Disorders
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A
AB+
B
BC+
C
CD+
D
DF
93-96
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
59 or lower
CSD 565 Neurocognitive Disorders