Longwood University
College of Education and Human Services
Communication Sciences and Disorders Program
APHASIA and RIGHT HEMISPHERE DISORDERS
CSDS 515; Fall 2011
Instructor: Dr. Michele L. Norman
Class: Monday 6 - 8 pm
Office: Hull 224
Telephone: 434-395-2341
Office Hours: Monday/Friday 11-2;
Monday 3-5
Email: normanml@longwood.edu
COURSE DESCRIPTION:
This course is an introduction to specific acquired neurogenic language and
communicative disorders. Students will become familiar with both theoretical and
applied knowledge relating to aphasia and right hemisphere disorders well as evaluation
and treatment for these disorders. 2 credits
REQUIRED TEXT:
Brookshire, R. H. (2007). Introduction to neurogenic communication disorders
(7th ed.). St. Lois, MO: Mosby.
Helm-Estabrooks, N, & Albert, M.L. (2004). Manual of Aphasia and Aphasia
Therapy (2nd ed.). Austin, TX Pro-Ed, Inc.
Chapey, R. (2008). Language Intervention Strategies in Aphasia (5 th ed.).
Lippincott, Wilkins and Williams.
SUGGESTED SUPPLEMENTAL TEXT:
Johnson, A. F., and Jacobson, B.H. (2007). Medical Speech-Language
Pathology: A practitioner’s guide (2nd ed.). New York: Thieme Medical Publishers,
Inc.
Additional readings as assigned.
COURSE OBJECTIVES:
The following conceptual framework competencies guide the planning and delivery of
instruction in this course. Specific course objectives reflect this framework as they focus
on the needs of the students for developing skills as professionals who will be
knowledgeable, caring and ethical decision-makers.
LONGWOOD CONCEPTUAL FRAMEWORK COMPETENCIES
CFC 1 – Plan for Instruction
CFC 2 – Implementation and Management of Instruction
CFC 3 – Evaluation and Assessment
CFC 4 – Knowledge of Subject
CFC 5 – Behavior Management
CFC 6 – Communication Skills
CFC 7 – Professional Responsibilities
CFC 8 – Technology
CFC 9 – Diversity
ASHA KASA Standards (applicable to this course)
Standard III-C Demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders and differences and swallowing disorders, including their
etiologies, characteristics, anatomical/physiological, acoustic, psychological,
developmental, and linguistic and cultural correlates.
Standard III-D: The applicant must possess knowledge of the principles and methods
of prevention, assessment, and intervention for people with communication and
swallowing disorders, including consideration of anatomical/physiological,
psychological, developmental, and linguistic and cultural correlates of the disorders.
Upon completion of this, course students should be able to:
1.
2.
3.
4.
demonstrate an understanding of the epidemiology, etiology,
neuropathophysiology and mechanisms of injury associated with Aphasia
and RHD. (KASA III-C; CFC 4)
demonstrate knowledge of the characteristics of cognitive communication
disorders resulting from Aphasia and RHD (KASA III-D; CFC 4,9)
demonstrate knowledge and application of the principles and procedures
underlying diagnosis and treatment of clients with Aphasia and RHD (KASA
III-D; CFC 1,2, 3,4,8,9)
demonstrate understanding of the implications of psychosocial and
socioemotional issues for clients and their families (KASA III-D; CFC
1,2,3,8)
COURSE REQUIREMENTS
1.
2.
3.
4.
5.
6.
Participation - Students are expected to attend and participate in class.
Attendance will be taken.
Abstract- Review one empirical article of Aphasia or RHD
Assessment review & demonstration – As a group, you will complete
review of an assessment using the form provided. Individually, you will
demonstrate administration and scoring of any assessment presented in the
class.
Reaction Paper – 1-2 page paper describing how the information you have
learned from the assigned reading will impact your service delivery to a
person with aphasia or RHD.
Tests - There will be a midterm and final examination.
Team Project and Presentation – Create and information package on the
selected topic or disorder. Present the package to the class explaining the
contents.
GRADING SCALE
Abstract
10 pts
180-185=A- 186-200=A
Reaction Paper
10 pts
160-165=B- 166-172=B
Assessment Review
10 pts
140-159=C
Assessment Demo
10 pts
< 140=F
Team Project
15 pts
Team Presentation
5 pts
Midterm Exam
70 pts
Final Exam
70 pts
TOTAL
200
pts
176-179=B+
ASSIGNMENTS
All written assignments are to be submitted in Blackboard before midnight of the date
due.
Reaction Paper (10 Points)
You will complete a 1-2 page paper describing the information you have learned from
reading the short story and how it will impact your service delivery.
Abstract: (10 pts total)
You are required to complete an abstract on an empirical article. The article selected
must 1) be data based and 2) discuss a speech, language, communication, or
swallowing impairment in relation to the topic area (Aphasia or RHD) as the focus of the
problem. You must attach your abstract to a copy of the article.
Use the abstract format provided in this syllabus. All abstracts must be typewritten,
double-spaced using Times New Roman 12 point font with 1” margins on all sides.
There is no page limitation. Follow the APA (6th ed.) guidelines.
Assessment review and demonstration (20 points total)
You are expected to participate in the review of an assessment using the form provided.
This portion of the assignment is completed as a team and is worth 10 points. Each
member of the group will receive the same grade. You are responsible for learning how
to administer and score all assessments. You will also be required to administer (5
points) and score (5 points) a randomly assigned assessment to demonstrate your
knowledge.
Examinations: (140 pts total)
The examination will include information presented in class, in assigned chapters, and
in assigned additional readings. Each examination is with 50 points. The final
examination will be comprehensive and may include multiple choice questions and
cases.
Team Project: (15 pts)
Each team will develop an information package containing information specific to the
topic assigned.
The package should include, but is not limited to, the following:
 Descriptions, Definitions, and Explanations regarding the topic
 Brochures, pamphlets, and/or flyers
 Helpful communication hints or tips
 Listing of various types of resources available (local, regional, national, web)
 Rehabilitation/therapeutic services available
 Support group and/or counseling information
The package should be user-friendly. Be creative in putting the contents of the package
together. You may create items to be included, as well as use materials provided
through other resources (if they are reliable). Include a list of ALL references in APA
format (6th ed.). All participants in the group will receive the same grade.
Team Presentation: (5 pts)
As a team, you will present your project to the class. Your team will have 30 minutes to
introduce your package and review its contents. All participants will receive the same
grade.
ACADEMIC EXPECTATIONS
No more than nine Longwood non-degree graduate hours may be counted toward a
degree, certificate or licensure program. Students are expected to apply to a Longwood
graduate program prior to enrolling in classes. At the latest, all application materials
should be received by the Graduate and Extended Studies Office before the completion
of six hours.
Disability Statement:
The instructor is willing to meet reasonable accommodations for any student's
documented disability. The student should bring supporting material to the instructor
during the first week of class, including the accommodations needed, as outlined by the
Learning Center at Longwood University.
Honor Code:
Students are expected to abide by the Longwood Honor Code, and all assignments
and examinations must be pledged in order for a grade to be earned. The
instructor will investigate any suspicion of an Honor Code infraction.
Class Attendance:
Attendance in all class meetings is expected. ALL absences should be discussed
with the instructor prior to time of absence, if possible. In accordance with the
Longwood Attendance Policy, the class grade may be lowered one letter grade if the
student misses 10% of class meetings and a grade of "F" may be assigned if a student
misses 25% of class meetings. If a student is absent on a quiz or test date, without
prior discussion with the instructor, the grade will be zero.
Policy on Late Work:
All assignments are due to the instructor at the beginning of class on the assigned due
date unless otherwise arranged or notified. Work submitted late will be accepted,
however a penalty will be incurred. Five % of the total point value of the assignment
will be lost for each calendar day beyond the required submission date.
Additional Readings: TBA
Class Schedule
(This schedule may be revised during the semester if necessary)
Week
Date
Topic
Assignment
Reading
1
8/22
Overview of stroke
2
8/29
Overview of Aphasia
3
9/5
No Class!
4
9/12
Evaluation
5
9/19
Evaluation and
Intervention
Assessment
Review Due
Brookshire CH 7, 9 Helm-Estabrooks
CH 12-24; Chapey 4 and 6
6
9/26
Intervention strategies
Abstract Due
Chapey 1 and 7
7
10/3
8
10/10
No Class!
9
10/17
Overview of RHD
Brookshire CH 10
Chapey 34
10
10/24
11
10/31
Evaluation and
assessment
Myers CH 8 (Reserve)
12
11/7
Intervention strategies
Myers CH 9 (Reserve)
13
11/14
14
11/21
Special and diverse
populations
Assessment
demonstration
15
11/28
Review for Final
Examination
Assessment
demonstration
16
12/5
6:30-9 pm
FINAL EXAM
Brookshire CH 1, 2, 8
Reaction Paper
Helm-Estabrooks CH 1, 2, 3, 4
Brookshire CH 3 and 5
Helm-Estabrooks CH 8, 10, 11;
Chapey CH 2
MIDTERM EXAM
Team Project and
Presentation Due
Chapey 5 and 9
Assessment Review
Team Members
Write APA format (6th ed.) of assessment reference for written
report.
1. Standardization
a. Total number
b. Number of males/females
c. Ages (ranges and/or groups)
d. Diagnoses of participants
e. Exclusionary criteria
f. Inclusion of normal control group
i. Group characteristics
ii. Matching criteria
2. Assessment Materials
3. Areas Assessed
a. Subtest names
b. What does it assess
4. Testing Procedures
a. Basic information
b. Specialized instructions
5. Scoring Procedures
a. Basic (basal; ceiling)
b. Specialized
c. Types of scores provided
6. Interpretation
a. Severity Ratings
b. Normative Comparisons
7. Critique
Abstract Format
Name
Date
Course name & number
Abstract
(double space)
Article reference in APA style (6th ed.) using hanging indentation and single space.
(double space)
Purpose/Problem: This statement should include the researchers’ reasons or intents
for conducting the study, research questions, and hypotheses as indicated in the
article.
Methods: This is a general statement about how the researchers conducted the study.
Participants: Describe the population sample used in the study as thoroughly as
possible (age, gender, race, education, condition, etc.). How many were
included? Tell how they were recruited, what were the inclusionary and/or
exclusionary criteria.
Procedures: What did the researchers do? What steps were involved?
Instructions? Give details.
Materials: What did the researchers use? What assessments and
instrumentation?
Analysis: What research design was used? What were the independent and
dependent variables? What statistical methods were used? What were the covariates?
Results: What were the outcomes? What were the findings (without interpretation)?
Conclusions: What was the author’s interpretation of the findings? Were the research
questions answered? Were the hypotheses accepted or rejected? What were the
reasons given for the outcomes? What implications are made based on the
findings? What does the author propose as changes needed for future studies?
What are the future directions implicated in the study?
Critique: This section is the most important part of the abstract. This is your opportunity
to tell me what you thought of the article. I want to know about the flaws
(readability, poor design, lack of controlling for factors, inadequate sample size,
lack of diversity, confounding variables, etc.), whether you agree with the
author’s interpretations, suggestions for improving the study, and what do you
think the implications are for speech-language pathologists. Your comments
should be constructive and succinct. I want you to express your opinions, but
have supporting facts for your claims.
General Abstract Guidelines You do not need to provide text citations unless you are referencing a different
article.
 You should avoid using quotations. Paraphrase the information. Only use quotes
if repeating the exact words is necessary and relevant to your description of the
study. Quoting the authors does not demonstrate your understanding of what
you read; thereby defeating one of the main purposes for the assignment.
 You are graded on the factual information presented and your adherence to the
format and guidelines, not your opinions.
Team Project Grading Rubric
Aphasia and RHD CSDS 615; Fall 2010
Dr. Michele L. Norman
Team Authors:
Information Package
POINTS
Table of Contents
Descriptions, Definitions,
& Explanations
Communication hints
.5
.5
Brochures, pamphlets,
flyers, and/or various
resources
1
Support group/counseling
information
References
1
Accuracy of Contents
5
User-friendliness
5
Presentation
5
TOTAL
20
1
1
SCORE
COMMENTS