COGNITIVE COMMUNICATION DISORDERS: CSD 597G
Instructor: Michael Fraas, PhD; Assistant Professor; OH 9:30-10:45 MW
Meeting Time: MW 1:00-3:00; AIC-W 406
REQUIRED READINGS:
Haskins, E.C. (2012). Cognitive rehabilitation manual: Translating evidence-based
recommendations into practice. Reston, VA: ACRM Publishing.
Scott, J. (2013). More than a speed bump. Portsmouth, NH: River Run Press. ISBN-13: 9780988537071. (Available at www.Amazon.com or http://www.morethanaspeedbump.org/)
Cicerone, K.D., Langenbahn, D.M., Braden, C., Malec, J.F., Kalmar, K., Fraas, M., Felicetti, T.,
Laatsch, L., Harley, J.P., Bergquist, T. (2011). Evidence-based cognitive rehabilitation: Updated
review of the literature from 2003 through 2008. Archives of Physical Medicine and
Rehabilitation, 92 (4), 519-530. (To be posted on Canvas)
Fraas, M. & Calvert, M. (2009). The use of narratives to identify characteristics leading to a
productive life following acquired brain injury. American Journal of Speech-Language
Pathology, 18, 315-328. (To be posted on Canvas)
ASHA CERTIFICATION STANDARDS:
Standard IV-B: The applicant must have demonstrated knowledge of basic human
communication and swallowing processes, including the appropriate biological, neurological,
acoustic, psychological, developmental, and linguistic and cultural bases. The applicant must
have demonstrated the ability to integrate information pertaining to normal and abnormal human
development across the lifespan.
Standard IV-C: The applicant must have demonstrated knowledge of communication and
swallowing disorders and differences, including the appropriate etiologies, characteristics,
anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural
correlates in the following areas: cognitive aspects of communication (attention, memory,
sequencing, problem-solving, executive functioning); social aspects of communication (including
challenging behavior, ineffective social skills, and lack of communication opportunities)
Standard IV-D: The applicant must have demonstrated current 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.
Standard IV-F: The applicant must have demonstrated knowledge of processes used in research
and of the integration of research principles into evidence-based clinical practice.
STUDENT LEARNING OUTCOMES (SLO):
1.
Students will demonstrate mastery of course content.
a. Students will identify and describe the neurological substrates that control
cognitive processing, e.g. attention, memory, executive function, visual
perception, and social communication;
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i. ASHA Standard: IV-B, IV-C
ii. Evidence Source: Mid-term, final, reflective writing assignments,
project;
b. Students will describe the theoretical frameworks for attention, memory,
executive function, visual perception, and social communication;
i. ASHA Standard: IV-B, IV-C
ii. Evidence Source: Mid-term, final, project
c. Students will describe the psychosocial-emotional factors involved in the
rehabilitation of acquired brain injuries;
i. ASHA Standard: IV-B, IV-C
ii. Evidence Source: Mid-term, final, project
2.
Students will demonstrate the knowledge of processes used in research and of the
integration of research principles into evidence-based clinical practice;
a. Students will synthesize research related to the psychosocial-emotional and
cognitive deficits following acquired brain injury
i. ASHA Standard: IV-F
ii. Evidence Source: Reading and discussing evidence-based research
articles, Oral history project
3.
Students will demonstrate the knowledge and skills necessary for conducting
evaluations of cognitive function;
a. Clinical Evaluations
i. ASHA Standard: IV-D
ii. Evidence Source: Mid-term, final, project
4.
Students will make recommendations for appropriate interventions to manage
cognitive deficits, and demonstrate effective implementation these treatments;
a. Behavioral and compensatory management strategies, counseling and
education
i. ASHA Standard: IV-D
ii. Evidence Source: Mid-term, final, project
Students will develop interpersonal and group skills by engaging in team-based
discussions, written reflections, and projects.
EVALUATION:
Students will be evaluated on the following criteria:
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
Participation in class discussion (10% of final grade): In order to gain knowledge of the
complex concepts associated with this course it is important that students read the
material before coming to class and actively participate in class discussions. You are
embarking on a career in which communication skills are vitally important; therefore, it is
essential for you to develop the confidence and capacity to speak in front of your peers.

Exams (40% of final grade combined): The mid-term and final will test students’
knowledge of previously discussed concepts. Questions will be in multiple choice, T/F,
short answer, and case-study analysis format.

Treatment Presentation (20% of final grade): Working in pairs, students will identify a
peer-reviewed research article published after 2008 that describes a specific treatment
approach for addressing a cognitive or behavioral deficit related to acquired brain injury.
Students will lead a discussion of the article and provide a demonstration of the treatment
technique when applicable. Articles will need to be approved by Dr. Fraas and then
emailed to the entire class one week prior to presentation so that everyone has an
opportunity to read it. The article selected and the date of presentation should be
congruent with the topic being covered in lectures. A sign-up sheet will be provided in
class. Your presentation should include the following:
1. A description of the treatment and a demonstration, if applicable;
2. Some justification for selecting the article;
3. The populations that may benefit from the treatment;
4. An explanation of the relevance of the treatment;
5. Three specific questions related to the article (can be in any form).

Analysis of “More Than a Speed Bump” (30% of final grade): You will be required to
analyze the story written by Jim Scott, a survivor of a traumatic brain injury. You will
examine Jim’s story for major themes discussed throughout.
1. Identify 3 major themes or issues of relative importance that are elicited in his story
and write a 3-5 page paper that ties these themes to literature in the field of acquired
brain injury and cognitive rehabilitation;
2. At least 2 articles should be referenced for each theme;
3. Themes may include: emotional issues (e.g. anger, anxiety, depression); social issues
(e.g. friends, dating, interacting with others); quality of life; support (e.g. friends,
family); vocation; spirituality. However, themes may be given arbitrary titles, which
you deem appropriate for the issues being discussed by the subject. The article by
Fraas & Calvert (2009) will provide an example of how to approach this assignment;
4. Your identification and interpretation of these themes/issues will be aided by a Skype
conversation that we will have with the author. Your preparedness (i.e. having
completed the reading) and development of poignant questions prior to our
discussion with the author will help you further develop your analysis. Papers are due
Wednesday June 3rd.
Oral History Analysis Grading Rubric:
General
Details
Content: complete, accurate
Brief description of subject
 Who was he?
 What happened?
Major Themes (3-4 minimum)
 Relevant
Points
10
15
3
 Related to injury
Supporting literature
Complete (min. 2/theme)
 Appropriate (e.g., recent)
 APA format
Paper
Spelling, syntax, grammar
Organization, clarity
TOTAL POSSIBLE POINTS = 50
15
5
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PROPOSED COURSE OUTLINE (Tentative):
Week 1:
Introduction to course; review of syllabus and Canvas LMS
Week 2:
Chapter 1: Principles of Cognitive Rehabilitation
Begin reading “More Than a Speed Bump”
Week 3:
Chapter 4: Attention
Attention treatments
Week 4:
Chapter 3: Memory
Memory treatments
Week 5:
Chapter 2: Executive Function
Executive function treatments
Week 6:
Mid-term examination
Wednesday May 6th, Skype with Jim Scott; You should have completed
reading “More Than a Speed Bump” and be prepared to ask Jim questions.
Week 7:
Chapter 5: Hemispatial Neglect
Treatments for hemispatial neglect
Week 8:
Chapter 6: Social Communication
Treatments of social communication
Week 9:
Psycho-Social-Emotion Aspects of ABI; Impact on the Family
A multidisciplinary approach; A Norwegian perspective
Week 10:
Wrap up the quarter; “More Than a Speed Bump” papers are due.
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