Longwood University
College of Education and Human Services
Communication Sciences and Disorders Program
TRAUMATIC BRAIN INJURY & DEMENTIA
CSDS 620
Instructor: Dr. Michele L. Norman
Class: Mondays 6:15 -8 pm
Office: Hull 224
Telephone: 434-395-2341
Office Hours: Monday 4-6 pm: LCCLL;
Tuesday 2-4 pm: Hull 224
Email:normanml@longwood.edu
COURSE DESCRIPTION:
This course is an introduction to specific acquired neurogenic cognitive-communicative
disorders and normal aging. Students will become familiar with both theoretical and
applied knowledge relating to traumatic brain injuries and dementias as well as
evaluation and treatment for these disorders. 2 credits
REQUIRED TEXT:
Brookshire, R. H. (2007). Introduction to neurogenic communication disorders (7 th ed.).
St. Lois, Mosby.
Johnson, A. F., and Jacobson, B.H. (2007). Medical Speech-Language Pathology: A
practitioner’s guide (2nd ed.). New York: Thieme Medical Publishers, Inc.
SUGGESTED SUPPLEMENTAL TEXT:
Chapey, R. (2008). Language Intervention Strategies in Aphasia (5 th ed.). Lippincott,
Wilkins and Williams.
Murdock, and Theodoros, (2001). Traumatic Brain Injury Associated with Speech,
Language and Swallowing Disorders. Thomson-Delmar Publishing
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 traumatic brain injury (TBI) and
dementia. (KASA III-C; CFC 4)
demonstrate knowledge of the characteristics of cognitive communication
disorders resulting from TBI and dementia (KASA III-D; CFC 4,9)
demonstrate knowledge and application of the principles and procedures
underlying diagnosis and treatment of clients with TBI and dementia (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.
Participation - Students are expected to attend and participate in class.
Attendance will be taken.
Abstracts- Review of empirical articles on TBI and dementia
Tests - There will be 2 quizzes and a final exam
Papers – Assessment Review and Diversity Paper
Group Project and Presentation – Design a Handbook
GRADING SCALE
Abstracts
20 pts
180-188=A- 181-195=A 196-200=A+
Assessment Review
15 pts
160-165=B- 166-172=B
173-179=B+
Diversity Paper
10 pts
140-146=C- 147-152=C
153-159=C+
Team Project
50 pts
Team Presentation
5 pts
Midterm & Final
100 pts
< 140=F
TOTAL 200 pts
ASSIGNMENTS
Abstracts: (20 pts total)
You are required to complete a total of 2 abstracts on empirical articles; at least one
article must be about an injured adult or an injured school-aged (5-18 years) child the
other must be a bout a person with dementia. Each abstract is worth 10 points. All
articles selected must 1) be data based and 2) discuss a speech, language,
communication, or swallowing impairment 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 (5th ed.) guidelines for references.
Assessment Review (15 points)
You are expected to participate in the review of an assessment using the form provided.
This is a group assignment. Each member of the group will receive the same grade
Diversity Paper (10 Points)
You will complete a 1-2 page paper describing how the information you have learned
from one of the diversity seminar sessions will impact your service delivery to a person
of that culture with TBI or dementia
Team Project: (50 pts)
The group will develop a comprehensive manual (handbook) for patients with
TBI/dementia and their family members.
The handbook should include, but is not limited to, the following:
 Instructions on how to use the manual
 Definitions and explanations






Appropriate intervention activities
Helpful communication hints or tips
Annotated bibliography of media resources
Web-based resources
Support group and counseling information
Community resources
The manual should be unique from currently published manuals/handbooks. The
manual should be user-friendly for all populations including those with low literacy. Be
creative in designing the manual. Include a list of ALL references in APA format (5th
ed.). All participants in the group will receive the same grade.
Presentation: (5 pts)
As a group, you will present your project to the class. Your group will have 30 minutes
to explain your manual and review its contents, explain how it is unique from others
currently available, and demonstrate activities. All participants will receive the same
grade.
Examinations: (100 pts total)
The examinations will include information presented in class, in assigned chapters, and
in assigned additional readings. The final examination is cumulative and worth 50
points.
ACADEMIC EXPECTATIONS
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. 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:
Baddeley, A. (1990). Human memory. Theory and practice. Mahwah, NJ: Laurence
Erlbaum.
Beukelman, D. R., & Yorkston, K. M. (1991). Communication disorders following
traumatic brain injury. Austin: Pro-Ed.
Bigler, E., Clark, E., & Farmer, J. (1997). Childhood traumatic brain injury. Austin:
Pro-Ed
Hartley, L. (1995). Cognitive-communicative abilities following brain injury. San
Diego: Singular.
Richardson, T. E. (1990). Clinical and neuropsychological aspects of closed head
injury. London: Taylor & Francis.
Rosenthal, M., Griffith, E., Kreutzer, J., & Pentland, B. (1999). Rehabilitation of the
adult and child with traumatic brain injury. Philadelphia: Davis & Company.
Wilson, B., & Moffat, N. (1992). Clinical management of memory problems. San
Diego: Singular.
Ylvisaker, M. (1997). Traumatic brain injury rehabilitation. Children and
adolescents. Boston: Butterworth-Heinemann.
Ylvisaker, M., & Feeney, T. (1998). Collaborative brain injury intervention: Positive
everyday routines. San Diego: Singular.
Class Schedule
This schedule may be revised during the semester if necessary
Week
Date
Topic
Assignment
1
Jan12
Overview of TBI and
Medical aspects
2
19
No Class
3
26
Language, Cognitive,
Speech, and Swallowing
functioning following TBI
4
Feb 2
5
9
6
16
7
23
8
March 2
9
9
No Class
10
16
Overview of Dementia
11
23
Differential Diagnosis of
Dementia
12
30
Evaluation and assessment
13
April 6
14
13
15
20
Project Due
Presentation
16
27
FINAL
EXAM
Brookshire CH 8
Abstract #1
Due
Evaluation and Assessments
Intervention strategies
Reading
Johnson CH
Chapey CH
Project Due
Presentation
Midterm
Overview of Normal Aging
Aging Theories
Brookshire CH 12
Abstract # 2
Due
Johnson CH 7
Chapey
Johnson CH 8
Intervention strategies
Abstract Format
Name
Date
Course name & number
Abstract #1or 2
(double space)
Article reference in APA style (5th ed.) using hanging indentation and single space.
(double space)
Purpose/Problem: This statement should include the researcher’s 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 researcher’s 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
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?
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 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.
Team Project Grading Rubric
Traumatic Brain Injury and Dementia; CSDS 620
Group Authors:
HANDBOOK
POINTS
Instructions, Definitions,
and References
Communication hints
1
Community resources
Web-based resources
1
Annotated bibliography of
media resources
Support group/counseling
information
1
Accuracy of Contents
10
User-friendliness
10
Creativity & Uniqueness
10
Presentation
5
TOTAL
40
1
1
SCORE
COMMENTS