SETON HALL UNIVERSITY-SCHOOL OF HEALTH AND MEDICAL SCIENCES
DEPARTMENT OF SPEECH-LANGUAGE PATHOLOGY, SPRING 2013
GMSL 6518: ACQUIRED DISORDERS OF LANGUAGE & COGNITION
Instructor: Venu Balasubramanian, Ph.D
Office Hours: 12:00 -1:00 PM (T & TH)
Office: 222B McQuaid Hall
Phone: (973) 275-2912
Course Description:
This course offers information pertaining to clinical aspects of the study of
aphasia and other acquired disorders of language and cognition in adults. The
focus of this course will be on protocols for diagnostic evaluation and treatment
acquired disorders of language and cognition in adults. This course will deal with
the conceptual scaffoldings of two major schools (? paradigms) of thought in the
field of aphasia, namely, the impairment approach (information-processing
approach, cognitive-linguistic) and the Social-functional approach. A series of
cases will be discussed to exemplify these approaches. In addition, this course
offers information on the cognitive-linguistic deficits in dementias and right
hemisphere damage. This course is designed to promote both team and
individualistic learning of the subject matter.
Competencies:
Functional Objectives
1. Students will be able to recognize and describe the general symptoms of
Aphasia(s)
a. Testing Method: Will view video tapes containing speech/language samples
and list the observed symptoms
b. Standards:
IIIc Knowledge of Social aspects of Communication (Characteristics)
III C. Knowledge of Receptive and Expressive Language Disorders
(Characteristics)
III C. Knowledge of Cognitive Aspects of Communication (Characteristics)
IV G. Skills in Evaluation - Screening (Rec. and Exp. Language)
IV G. Skills in Evaluation -Screening (Cognitive Aspects of Comm)
IV G. Skills in Evaluation - Screening (Social Aspects of Comm.)
c. Rubric for assessing knowledge base
Not Evident: < 80%
Progressing: 80-90%
Consistent: > 90%
2. Students will demonstrate knowledge of aphasia test administration and
interpretation- BDAE, WAB, BNT, ASHA FACS, CADL
a. Testing Method: Group Assignment. Each group will be assigned a major
aphasia test battery and will be required to administer it on normal/aphasics
b. Standards:
III D. Knowledge of Prevention, Assessment and Intervention of Receptive and
Expressive Disorders
III D. Knowledge of Prevention, Assessment and Intervention of Cognitive
Disorders
III D. Knowledge of Prevention, Assessment and Intervention of Social
Communication Disorders
IV G. Skills in Evaluation - Adapt Procedures
IV G. Skills in Evaluation - Adapt Procedures
IV G. Skills in Evaluation - Adapt Procedures
IV G. Skills in Evaluation - Appropriate Procedures
IV G. Skills in Evaluation - Appropriate Procedures
IV G. Skills in Evaluation - Appropriate Procedures
c. Rubric for assessing knowledge base
Not Evident: < 80%
Progressing: 80-90%
Consistent: > 90%
3. Student will be able to distinguish characteristics of aphasia syndromes
a. Testing Method: Exam/Quiz
b. Standards:
III C. Knowledge of Cognitive Aspects of Communication
III C. Knowledge of Social Aspects of Communication
III C. Knowledge of Social Aspects of Communication
III C. Knowledge of Cognitive Aspects of Communication
III C. Knowledge of Receptive and Expressive Language Disorders
III C. Knowledge of Receptive and Expressive Language Disorders
IV G. Skills in Evaluation - Interpret Results
IV G. Skills in Evaluation - Interpret Results
IV G. Skills in Evaluation - Interpret Results
IV G. Skills in Evaluation - Case History
IV G. Skills in Evaluation - Case History
IV G. Skills in Evaluation - Case History
C. Rubric for assessing knowledge base
Not Evident: < 80%
Progressing: 80-90%
Consistent: > 90%
4. Students will be able to identify appropriate methods of treatment for
individuals with aphasia and construct intervention plans
. Testing Method: Group assignment: case descriptions with diagnostic profiles
will be offered for the identification and planning of treatment. Based on this
description, a written work product will be submitted by each group
b. Standards:
III D. Knowledge of Prevention, Assessment and Intervention of Receptive and
Expressive Disorders
III D. Knowledge of Prevention, Assessment and Intervention of Cognitive
Disorders
III D. Knowledge of Prevention, Assessment and Intervention of Social
Communication Disorders
IV G. Skills in Intervention - Materials and Instrumentation
IV G. Skills in Intervention - Materials and Instrumentation
IV G. Skills in Intervention - Materials and Instrumentation
IV G. Skills in Intervention - Tx Plan Development
IV G. Skills in Intervention - Tx Plan Development
IV G. Skills in Intervention - Tx Plan Development Rubric for assessing
knowledge base
C. Rubric for assessing knowledge base
Not Evident: < 80%
Progressing: 80-90%
Consistent: > 90%
General Teaching Procedure/Methodology:
Power-Point presentation of lectures
Video (case) presentations & discussions
Guest lectures
Required Readings: As always, students will be responsible for the readings.
1) Papathanasiou, I., Coppens, P., & Potagas, C (2013). Aphasia and related
neurogenic communication disorders. Burlington, Massachusetts: Jones &
Bartlett Learning.
2) Handouts to be distributed from time to time.
3) Additional readings will be made available at Walsh Library (e-reserve)
Course Requirements:
1. Exams: There will be THREE exams, including the final, each worth 50
points.
2. There will be a group project worth 50 points. This project mainly involves
developing assessment and treatment plans for cases with acquired language
and or cognitive disorders. Patient records will be made available on 4/16/13.
The project is due on 5/5/13. Delay in submission will lead to penalty of five
points for each day beyond the due date.
3. Regular class attendance and participation are required.
4. Students are required to read the book chapters and other readings
earmarked for each session
5. Group viewing of Boston Diagnostic Aphasia Examination – Training tape
Grading Policy
Letter grades will be assigned based on certain percentage of points secured in
the exams as well as the term papers and group projects /presentation. The
following grading scale will be used.
92.5 +
=A
90.0 – 92.4% = A87.5 – 89.9% = B+
82.5 – 87.4% = B
80.0 – 82.4% = B77.5 -- 79.9% = C+
70.0 - 77.4% = C
0 - 69.9% = F
(For further details see Dept. of SLP Graduate Student Handbook)
Standards Relative to Academic and Professional Integrity: Please see the
Seton Hall University Student Handbook (page 73)
For students with learning disabilities: Under the Americans with Disabilities
Act and Section 504 of the Civil Rights Restoration Act, students at Seton Hall
University who have disability may be eligible for accommodations in this course.
Should a student require such accommodations, he or she MUST self-identify at
the office for disability Support Services (DSS), Room 67, Duffy Hall, provide
documentation of said disability, and work with DSS to develop a plan for
accommodations. The contact person is Mrs. Linda Water at (973) 313-6003.
MSL 6518: Acquired disorders of language and cognition in adults
Spring 2013, Lecture schedule (Tentative)
1/15/13
Course introduction, Aphasia: Etiology & Characteristics, (Chapter 2)
1/22/13
Approaches to aphasia: Two Paradigms (chapter 4)
1/29/13
Diagnostic assessment of aphasia (chapter 4)
2/5/13
Diagnostic Assessment of aphasia
2/12/13
Exam I, Approaches to treatment of aphasia (chapter 5, Springer)
2/19/13
Approaches to treatment of aphasia
2/26/13
Case Discussion: case 1: Broca’s aphasia, agrammatism, & apraxia of speech
case 2: Broca’s aphasia, agrammatic, deep dyslexia & dysgraphia (Chapters
8-13)
3/12/13
Case discussion: Case 3. Anomic aphasia (mild aphasia), Relatively isolated
dysgraphia (chapters 7, 11-13), case 4. Global aphasia (chapters 6, 7, 12 & 13)
3/19/13
Guest presentation: Mrs. Greenspan & Adler Aphasia Center participant(s)
3/26/13
Case discussion: Cases 5 & 6 conduction aphasia (chapters 7, 8-13), Case 7.
Wernicke’s aphasia (chapter 6, 12 & 13)
4/2/13
Exam II, Bilingual/Multilingual aphasia (chapter 14)
4/9/13
Bilingual/Multilingual aphasia
4/16/13
Right hemisphere Damage (chapters 15 & 16), Case 8, a case with crossed aphasia
4/23/13
Dementias (chapter 18)
4/30/13
Dementias
Additional Required Readings
Cappa, S.F. (2008). Spontaneous recovery of aphasia. In B. Stemmer & H. Whitaker
(Eds.) Handbook of the neuroscience of language. London: Academic
press/Elsevier.(pp. 389-395)
Springer, L. (2008). Therapeutic approaches in aphasia rehabilitation. In B. Stemmer &
H. Whitaker (Eds.), Handbook of the neuroscience of language. London:
Academic press/Elsevier. (pp 397- 406).
Wallesch, C-W., & Bartels, C. (2008). Acute aphasias. In B. Stemmer & H. Whitaker
(Eds.) Handbook of the neuroscience of language. London: Academic
press/Elsevier. (pp. 269-278).
Salter, K., Teasell, R., Bhogal, S., Zettler, L., Foley, N. Aphasia: The evidence-based
review of stroke rehabilitation. WWW.ebrsr.com