Maui Community College
Course Outline
1. Alpha
HLTH Number
126
Course Title
Introduction to Speech/Language Pathology Support Skills
Credits
3
Department
Allied Health Author Donna Haytko-Paoa, Caryl Hitchcock, PhD, Randy
Weirather, PhD.
Date of Outline
02/26/2010
2. Course Description:
Effective Date Spring 2011
5-year Review Date 2016
Provides a theoretical understanding of speech, language, and hearing
development including delay/disorder in adults and children in home and
community settings; supports families, parents and caregivers. Students
learn normal development of communication behavior, the nature of
communication disorders, and the interaction of speech pathology and
audiology with other allied health fields. Values to be promoted include a)
family-centered care, b) cultural sensitivity, c) age-appropriate activities,
d) functional skills, and e) collaborative teamwork.
Cross-list
Contact Hours/Type
3. Pre-requisites
3 hrs/lecture
Therapeutic Activity Aide I, Certificate of Competence
Pre-requisite may be waived by consent
yes
no
Co-requisites
Recommended Preparation
4. Function/Designation
AS Program
AAS Program
BAS Program
AA LE - Elective
Category
Category
Category
Additional Category
List Additional Programs and Category:
List Additional Programs and Category:
List Additional Programs and Category:
______________________________________________________
______________________
Chancellor
Approval Date
Revised 6/28/2016
Course Outline, page 1
2
Developmental/Remedial
Other/Additional: Explain: Therapeutic Activity Aide II
Certificate of Completion
See Curriculum Action Request (CAR) form for the college-wide general education student learning
outcomes (SLOs) and/or the program learning outcomes (PLOs) this course supports.
This course outline is standardized and/or the result of a community college or system-wide agreement.
Responsible committee:
5. Student Learning Outcomes (SLOs): List one to four inclusive SLOs.
For assessment, link these to #7 Recommended Course Content, and #9 Recommended Course
Requirements & Evaluation. Use roman numerals (I., II., III.) to designate SLOs
On successful completion of this course, students will be able to:
I. Demonstrate theoretical knowledge of speech, language, and hearing development/disorder and
culturally appropriate therapy skills for activity aides to be effective in community-based settings that
involve individuals and groups who require intervention services.
II.
III.
IV.
6. Competencies/Concepts/Issues/Skills
For assessment, link these to #7 Recommended Course Content, and #9 Recommended Course
Requirements & Evaluation. Use lower case letters (a., b.…zz. )to designate competencies/skills/issues
On successful completion of this course, students will be able to:
a. Explain conduct that reflects the American Speech-Language-Hearing Association (ASHA)
professional certification standards as appropriate for the roles of Therapeutic Activity Aides.
b. Demonstrate knowledge of basic human communication and swallowing processes.
c. Demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and
differences, and swallowing disorders, including the etiologies, characteristics, anatomical/physiological,
developmental, and linguistic and cultural correlates.
d. Acquire knowledge, following a plan of care, of the principles and methods of prevention,
observation and reporting change in an individual's condition across the lifespan with communication
and swallowing disorders, including consideration of anatomical/physiological, psychological,
developmental, linguistic and cultural correlates of the disorders.
e. Learn, following a plan of care, how to assist care-givers, therapists, and allied health professionals
(PT, OT, SLP) with assessment and planning for the delivery of appropriate intervention services.
f. Observe the implementation of a plan of care developed by the Speech Language Pathologist (SLP) to
achieve the short and long term goals of treatment and intended outcomes in a community based setting.
g. Learn how to assist parents and care-givers to develop routines and activities to facilitate selfdetermination and the inclusion of children and adults with special needs.
h. Describe the effects of the communication disorder on the individual within the cultural context of
the family and society.
7. Suggested Course Content and Approximate Time Spent on Each Topic
Linked to #5. Student Learning Outcomes and # 6 Competencies/Skills/Issues
Revised 6/28/2016
course outline
3
1-2 weeks The Foundations of Communication Sciences and Disorders (I, a-h)
a. What is communication; the purpose of communication; how does communication relate to
language, speech and hearing.
b. What is a communication disorder and communication difference; classification of
communication disorders; careers in the field of communication sciences and disorders
c. Overview of the ASHA - American Speech-Language-Hearing Association standards
1-2 weeks Overview of Communication Development (I, a-h)
a. What is communicative competence and the foundation for communicative competence
b. The major communicative milestones from infancy to adulthood
c. Language diversity considerations
1-2 weeks Anatomy and Physiology of Communication and Communication Disorders (I, a-h)
a. Neuroscience and human communication; anatomy and physiology of speech, phonation,
respiration, articulation
b. Anatomy and physiology of hearing; outer ear, middle ear, inner ear, auditory nerves and auditory
brain function
c. Anatomy and physiology of swallowing; three phases
2-3 weeks Principles and Practice of Observation & Reporting Change Based on Plan of Care (I, a-h)
a. What is assessment; purposes of assessment; the assessment process
b. Types of assessment; assessment instruments
c. What is intervention; purposes of intervention; intervention planning; intervention models
d. How are interventions categorized; various models including Family Centered Intervention
e. Adaptive technologies, selection and use
2-3 weeks Communication Disorders Across the Lifespan (I, a-h)
a. Language disorders in early and later childhood including classification, characteristics,
identification, and treatment plans
b. Adult language disorders and cognitive-based dysfunctions including aphasia, types of strokes;
classification of aphasia, the assessment process; designing treatment plans and treatment settings;
measuring outcomes; and traumatic brain injury and dementia.
2 weeks Motor and Speech Disorders: Apraxia and Dysarthria (I, a-h)
a. What are motor speech disorders; classifications and individual differences
b. Apraxia and dysarthria
c. How are motor speech disorders identified and treated
d. Treatment goals and strategies.
2 weeks Hearing Loss across the Lifespan (I, a-h)
a. Pediatric hearing loss; characteristics; identification; treatment approaches
b. Adult hearing loss; classifications and characteristics, treatment approaches; assistive devices
2 weeks Feeding and Swallowing Disorders (I, a-h)
a. The normal swallow and disorders of swallowing; characteristics of dysphagia
b. Identification and treatment of dysphagia; nutrition and dietary considerations
Revised 6/28/2016
course outline
4
8. Text and Materials, Reference Materials, and Auxiliary Materials
Appropriate text(s) and materials will be chosen at the time the course is offered from those currently
available in the field. Examples include: Communication Sciences and Disorders: a Contemporary
Perspective, 2/E. Justice, L. 2010, Allyn & Bacon
Appropriate reference materials will be chosen at the time the course is offered from those currently
available in the field. Examples include: Magazines, Journals, websites and other peer-reviewed,
evidence-based media appropriate to the course.
Appropriate auxiliary materials will be chosen at the time the course is offered from those currently
available in the field. Examples include: Articles from magazines, journals, and newspapers.
Appropriate audio visual materials: guest speakers and site visits.
9. Suggested Course Requirements and Evaluation
Linked to #5. Student Learning Outcomes (SLOs) and #6 Competencies/Skills/Issues
Specific course requirements are at the discretion of the instructor at the time the course is being offered.
Suggested requirements might include, but are not limited to:
Activities (I, a-h)
Assignments (I, a-h)
Project/Presentations (I, a-h)
Other appropriate assessment methods (I, a-h )
50 - 70%
10 - 30%
20 - 30%
0 - 30%
10. Methods of Instruction
Instructional methods will vary considerably by instructor. Specific methods are at the discretion of the
instructor teaching the course and might include, but are not limited to:
Lectures and demonstrations, group discussions, student participation, role play, projects, field trips and
other appropriate emerging modalities
11. Assessment of Intended Student Learning Outcomes Standards Grid attached
12. Additional Information:
Revised 6/28/2016
course outline