CD 5733
NEUROGENIC DISORDERS III: DEMENTIA, RIGHT HEMISPHERE SYNDROME, AND
TRAUMATIC BRAIN INJURY
FALL 2006
Instructor:
Billy Irwin, Ph.D., CCC-SLP
Class:
Tuesday 5:00-7:45 (Annex)
Office:
123A Duncan Hall
Office Hours: M 1:00-3:30, T 9:00-12:00 and by appointment
email: irwinwh@appstate.edu office phone: 262-8313 home phone: 265-3234
Course Description: Description, differential diagnosis, and treatment of the
impairments, activity limitations, and participation restrictions related to cognition and
communication associated with dementia, right hemisphere damage, and traumatic brain
injury. Special consideration will be given to age-, gender-, and culture-related
differences.
Course Materials
Required Texts
 Brookshire, R.H. (2003). Introduction to neurogenic communication disorders
(6th Edition). St. Louis, MO: Mosby.
Selected readings from:
Gillis, R. (1996) Traumatic Brain Injury: Rehabilitation for Speech-Language
Pathologists. Boston: Butterworth-Heinemann.
Ylvisaker, M, & Feeney, T (1998) Collaborative Brain Injury Intervention: Positive
Everyday Routines. San Diego: Singular
Ylvisaker, M & Gobble, E. (1995) Community Re-Entry for Head Injured Adults. Boston:
Butterworth-Heinemann.
Ylvisaker, M, Szekeres, S, & Feeney, T. (2001) Communication Disorders Associated
with Traumatic Brain Injury. In Chapey, R. (Ed.) Language Intervention Strategies in
Aphasia and Related Neurogenic Communication Disorders (4th ed.) (pp 745-808).
Philadelphia: Lippincott Williams & Wilkins.
Tompkins, C. (1995) Right Hemisphere Communication Disorders .San Diego: Singular
Publishing.
Lubinski, R. (1995) Dementia and Communication. San Diego: Singular Publishing.
***Additional articles will be assigned throughout the course to be presented and
discussed by students.
Additional Materials: Clark, Henson, Forster, and Barber (2002) Neurogenic disorders
of communication and swallowing: An interactive guide. Boone, NC:
Instructional Technology Center, ASU. (CD-ROM available in the LRE
office)
Course Goals and Objectives: Upon completion of this course, students will be able to
demonstrate understanding of the classification systems, assessment of the cognitivecommunicative disorders, treatment and management methods including treatment
planning and treatment execution, and evaluation of efficacy. In addition to acquiring a
knowledge base, students will apply the knowledge in classroom tasks designed to
address competencies.
Students completing the course will demonstrate the following:
1. understand the anatomical and neurological support system for cognition and
communication function (ASHA III-C) (*Exams, presentations)
2. identify characteristics of normal cognition and communication with appreciation
for diversity in communicative function (ASHA III-C) (*Presentations,
conversation partner training)
3. identify and characterize:
 pathophysiology and impairments contributing to cognitive-communicative
disorders (ASHA III-D)
 activity limitations in cognitive-communication function, and
 participation restrictions resulting from cognitive-communicative disorders
(*Exams, presentations)
4. understand the impact of a variety of common neurological disorders on cognition
and communication (ASHA III-D) (*Exams, presentations)
(*Activity through which competency is demonstrated)
Course Procedure/ Teaching Methods: Students in this course will be expected to
demonstrate understanding of the conceptual material and ability to apply the knowledge
to specific problems (cases). Classroom time will consist of lectures and supplemental
materials including multimedia presentations and active learning activities, for example
group discussions and presentations.
Course Requirements: Students will be expected to participate in classroom activities
and come to class prepared to do so. The assigned readings should be read prior to the
topic discussion. Come to class with questions, observations, and willingness to share
experiences. In addition to the classroom activities, there will be in class presentations of
selected articles from the literature, conversation partner training, case presentations, a
portfolio, and 3 exams.
Grading:
Final grade average will be weighted as follows (competency addressed):
CONVERSATION PARTNER TRAINING
CASE REPORTS (1,3,4)
CLASS PRESENTATION OF CASES (2, 4)
PORTFOLIO (3,4)
EXAMS (DEMENTIA, RHD, TBI) (1,2,3,4)
Grading Scale:
A
B+
C+
F
> 95%
91
82%
< 78%
AB
C
93
88%
78%
B-
85%
= 25%
= 25%
= 10%
= 15%
= 25%
100%
Case Presentations
At tof the course, students will present and lead discussion of case studies. These may be
done individually or in small groups. Basic case information will be provided.
Develop and present the following for each case:
 Background information relevant to the case
 Assessment plan with rationale and discussion of evidence base, and
consideration of the WHO framework
 Treatment plan with rationale, goals, and discussion of evidence base and
evidence rating
o Demonstration of treatment tasks, if applicable
o Method of data collection
Conversation Partner Training
Student pairs will prepare and present conversation partner training to students currently
enrolled in Neuro I (using FOCUSED program materials and student-developed
materials). You will be responsible for scheduling and completing the training. You will
be responsible for observing the conversation partners in conversation and reporting on
the observation. In addition, you will provide a critique of the interaction and present the
critique to the class. Turn in your detailed plan ASAP.
Portfolio
Develop a portfolio with sections for each disorder area (Dementia, RHD, TBI). Each
section should include the following features, and should complement the materials
developed in Neuro 1 and Neuro 2.
 A screening tool
 Assessment Protocols:
 one page for review of medical history (a guide for reviewing medical records)
 one page for interview questions (may be categorized by disorder area)
 cognitive and language dysfunction
 annotated bibliography of selected instruments
 Treatment guidesheets

address each of the main disorder areas: TBI, RHD, Dementia

include strategies and techniques for addressing specific impairments associated
with each of the disorders (e.g., attention, memory, problem solving, discourse
production, etc.) and for activity limitations and participation restriction.
 One page summaries of common standardized treatment protocols with enough
detail that the essential components of the treatment can be understood from the
summary alone
 Staff and family education materials suitable as handouts (for Dementia, RHD, and TBI).
These should describe the communication disorder succinctly using non-technical
terms. Tips for enhancing communication and behavior should be included.
CD 5733
TOPIC SCHEDULE
Date
Week
Topic
8/22
1
8/29
2
9/5
3
9/12
4
9/19
9/26
5
6
10/3
10/10
7
8
10/17
10/24
9
10
10/31
11
11/7
12
11/14
11/21
13
14
11/28
12/6
12/12
15
Introductions, Overview Of Course, Review Of Neurogenic CDs,
Assignment of N1 student groups for CP training
Dementia – overview, mechanisms of damage, associated disease
processes, cognitive and communicative deficits associated with
dementia (CP training plan due)
Assessment of cognition and communication in dementia, tools,
treatment approaches
Treatment and management of cognition and communication in
persons with dementia
Conversation partners report due
Right hemisphere disorders (RHD) of cognition/communicationoverview, mechanisms of damage, cognitive impairments,
communicative impairments
Assessment of RHD, appraisal tools
RHD - treatment candidacy, treatment approaches/strategies,
treatment planning
Case presentations, exam
Cognitive impairment subsequent to TBI,
TBI- overview, mechanisms of damage, associated physical
impairments, behavioral changes, communicative deficits
Assessment of cognition and communication in TBI, appraisal
tools, Halloween party?
Treatment of cognitive communicative disorders associated with
TBI
Treatment continued
Discussion of treatment, evidence base, open discussion of case
related issues
Case presentations, portfolios due
Reading Day (Or class day with take-home exam)
Final exam due
THE TOPIC SCHEDULE IS SUBJECT TO CHANGE THROUGHOUT THE SEMESTER.