CD 4864
Intervention Processes in
Communication Disorders
Three Semester Hours
Timothy B. Harris, Ph.D.
Professor, Communication Disorders Program
Office: EDH 322C
Phone: (Office) 262-6065
E-mail: (Office) harristb@appstate.edu
Office Hours: M 9:00-11:00; W 8:00-10:00; T 2:30-4:00; R 3:30-5:00
Course Description
An introduction to the diagnostic and therapy processes required in any clinical setting.
Special emphasis will be placed on hallmarks of quality assessments/diagnostics, interpreting
assessment/diagnostic findings, developing intervention plans and understanding how to
implement them, monitoring and assessing client progress, working with families, and working
with professionals from other disciplines. Attention will also be given to professional ethics.
(WRITING)
Course Outcomes
Course outcomes 2-5 described below partially fulfill two knowledge standards and one
skills standard for the Certificate of Clinical Competence in Speech-Language Pathology from
the American Speech-Language-Hearing Association (ASHA): Standard III-C: The applicant
must demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders and differences and swallowing disorders, including the
etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental,
and linguistic and cultural correlates. Specifically, they address basic knowledge of the nature
of disorders of articulation, receptive and expressive language (phonology, morphology, syntax,
semantics, and pragmatics; in speaking, listening, reading, writing, and manual modalities),
hearing (including the impact on speech and language), cognitive aspects of communication
(attention, memory, sequencing, problem-solving, executive functioning), social aspects of
communication (including challenging behavior, ineffective social skills, lack of communication
opportunities), and communication modalities (including oral, manual, augmentative, and
alternative communication techniques and assistive technologies). 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. Specifically, they address basic knowledge of the
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intervention of disorders of articulation, receptive and expressive language (phonology,
morphology, syntax, semantics, and pragmatics; in speaking, listening, reading, writing, and
manual modalities), hearing (including the impact on speech and language), cognitive aspects of
communication (attention, memory, sequencing, problem-solving, executive functioning), social
aspects of communication (including challenging behavior, ineffective social skills, lack of
communication opportunities), and communication modalities (including oral, manual,
augmentative, and alternative communication techniques and assistive technologies). Standard
IV-G: The applicant for certification must complete a program of study that includes
supervised clinical experiences sufficient in breadth and depth to achieve the following
skills outcomes: Part 1.e - interpret, integrate, and synthesize all information to develop
diagnoses and make appropriate recommendations for intervention. Part 2. a-f - develop settingappropriate intervention plans with measurable and achievable goals that meet clients'/patients'
needs; measure and evaluate clients'/patients' performance and progress; modify intervention
plans, strategies, materials, or instrumentation as appropriate to meet the needs of
clients/patients; and complete administrative and reporting functions necessary to support
intervention.
Course outcome 1 described below at least partially fulfills one knowledge standard for
the Certificate of Clinical Competence in Speech-Language Pathology from the American
Speech-Language-Hearing Association (ASHA): Standard III-E: The applicant must
demonstrate knowledge of standards of ethical conduct. Specifically, it addresses basic
knowledge of, appreciation for, and ability to interpret the ASHA Code of Ethics.
As a student in this course, you will:
1.
demonstrate a basic understanding of the ethical constraints of the practice of speechlanguage pathology and audiology [determined by performance on a mid-term
examination, and by application performance on a graded diagnostic critique, a graded
written intervention plan, a graded written lesson plan, a graded set of written
intervention progress notes, and a graded written intervention summary report].
2.
demonstrate knowledge of the characteristics of normal and disordered language and
speech in children and adults, relevant approaches/models of intervention and
intervention techniques, and appropriate involvement of families and other professionals
in the process (determined by performance on a related group written project, and by
application of information from all group written projects to a graded written diagnostic
critique, a graded written intervention plan, and a graded written intervention summary
report).
3.
demonstrate a basic understanding of the relationship between assessment/diagnosis
and intervention planning, and what constitutes quality assessment/diagnosis of
language and speech-sound system disorders in children and adults [determined by
performance on a mid-term examination, and on a graded diagnostic critique].
4.
demonstrate basic knowledge of the intervention process (relevant learning theories, longterm and short-term planning, planning of intervention sessions, documenting
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intervention outcomes, assessing intervention effectiveness, deciding about
continuing/altering intervention) with children and adults who have language and/or
speech-sound system disorders [determined by performance on a mid-term or final
examination – see course requirements, a graded written intervention plan, a graded
written lesson plan, a graded set of written intervention progress notes, and a graded
written intervention summary report].
5.
demonstrate the ability to write effective instructional objectives, lesson and intervention
plans, records of session results, and progress reports/discharge summaries (determined
by performance on a mid-term or final examination – see course requirements, a graded
written intervention plan, a graded written lesson plan, a graded written intervention
progress note, and a graded written intervention summary report).
Topical Content Outline
I.
Introduction to the course (course syllabus, course texts, pertinent other materials);
II.
Outcome 1 – Professional ethics for audiologists and speech-language pathologists
III.
Outcome 2 - Background information pertinent to intervention
A.
Collaborative literature research projects shared with other class members:
1.
2.
3.
4.
5.
6.
V.
normal neurological, cognitive, and social changes across the lifespan that
are relevant to communicative development/functioning;
the characteristics of normal speech across the lifespan, and characteristics
and critical diagnostic criteria regarding disorders of speech (phonemic
and phonetic) across the lifespan;
the characteristics of normal language across the lifespan, and
characteristics and critical diagnostic criteria regarding disorders of
language across the lifespan;
appropriate involvement of families and other professionals in diagnosis
and intervention of children and adults;
best practices approaches/models for intervention of speech-sound system
disorders in children and adults; and
best practices approaches/models for intervention of language disorders in
children and adults;
Intervention processes (Outcomes 3-5)
A.
Outcome 3 - Relationship of assessment to intervention planning
B.
Learning theories and related principles, and principles of rehabilitation [Klein &
Moses, Vol. I, pp. 34-43]
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C.
Outcomes 4 & 5 – Selection and writing of functional outcomes (long-term
goals) and general procedural approaches, and writing appropriate rationales for
these and for intervention
D.
Outcomes 4 & 5 – Selection and writing of term (short-term) goals and
procedural contexts
E.
Outcomes 4 & 5 – Selection and writing of session goals and procedures
F.
Outcomes 4 & 5 - Assessing the effectiveness of intervention
Required Readings
Texts:
Klein, H., and Moses, N. (1999, Volume I). Intervention planning for children with
communication disorders: a guide for clinical practicum and professional practice.
Needham Heights, MA: Allyn and Bacon
Harris, T., Culatta, R., Lieberman, J., Robinson, T., Brown, D., Sizer, M., Coffey, G. & Street, S.
(1994). Clinical Writing Manual. Boone, NC: Project ACCIS, with funding from the
William C. Hubbard Center for Faculty Development and Instructional Services.
Other Readings:
Battle. D. (Ed.) (1998) Communication Disorders in Multicultural Populations. Second Edtion.
Boston, MA: Butterworth-Heinemann: Nonbiased clinical management - selections
from chapters on four cultures (available at SOS Printing).
Ethical Codes for Audiology and Speech-Language Pathology: American Speech-LanguageHearing Association Code of Ethics (2003); North Carolina Board of Examiners for
Speech and Language Pathologists and Audiologists (1976, amended 1989); and North
Carolina Speech-Language-Hearing Association (not dated). (available at SOS Printing)
Haynes, W., Pindzola, R., & Emerick, L. (1992). Diagnosis and evaluation in speech-language
pathology. Fourth Edition, Englewood Cliffs, NJ: Prentice-Hall, Inc., Chapters 1 and 3
(available at SOS Printing)
Klein, H., and Moses, N. (1999). Intervention planning for adults with communication
problems: a guide for clinical practicum and professional practice. Needham Heights,
MA: Allyn and Bacon, Chapter 6 (available at SOS Printing).
Meyer, S. (2004). Survival guide for the beginning speech-language clinician. Second Edition,
Austin, TX: PRO-ED, Chapter 1, through the middle of p.22; Chapter 3, pp. 95-97;
Chapter 4, pp. 128-138; and Chapter 5 (available at SOS Printing)
Miller, T. (2001). Professional liability in audiology and speech-language pathology: Ethical
and legal implications. In Lubinski, J. and C. Frattali (Eds.), Professional issues in
speech-language pathology and audiology. San Diego, CA: Singular/Thomson
Learning, Chapter 4 (available at SOS Printing)
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Paul, R. (2001). Language Disorders from Infancy Through Adoloescence: Assessment and
Intervention, Second Edition, St. Louis, M O: Mosby, Chapter 3 and Tables of
Assessment Instruments (available at SOS Printing)
Peterson, H., and Marquardt, T. (1981). Appraisal and diagnosis of speech and language
disorders. Englewood Cliffs, NJ: Prentice-Hall, Inc., selections on progress reporting
(assessing intervention effectiveness) from Chapter 13 (available at SOS Printing).
Method of Teaching
As a student in this course, you need to read the assigned readings before each class
meeting. At least by the prior class meeting date, I will place study questions on the class web
page for the topics covered in noted class meetings. These should help you in preparing for class
discussion in your groups. If you come to each class meeting with tentative answers to the study
questions pertinent for that class meeting, and confirm or revise your tentative answers during the
class discussion, that will help you benefit optimally from class discussion. Class activities will
include small group discussion, reporting from the small groups, and further discussion of issues
on which there are differing opinions across the small groups. As is necessary and appropriate, I
will contribute to the discussion and supplement it selected materials that are pertinent to each
day’s topic.
I am not clairvoyant; so, your asking questions during the class meetings and contributing
to the discussion will help me as much as they do you. If you are having difficulty with the
course material and/or assignments (graded and not graded), you should let me know as early in
the term as possible so that appropriate resources can be identified and accessed to assist you in
achieving the course objectives.
Course evaluation will be accomplished with both the LRE "bubble form" and "openended questions". The plan is that open-ended questions will be available on ASULearn from
March 1-5, 2010. You are to respond independently to the open-ended questions during this
period, outside of class. The bubble form will be administered on April 27, 2010, during the
final class meeting of the course.
Course Requirements
Form of Submission – All Written Work:
All written work submitted for feedback or a grade is to be in electronic form (Zip disk,
CD, USB drive, or e-mail w/Word or Word Perfect document attachment). This will allow the
instructor to make readable comments within the document, and retain a copy without consuming
paper. Quizzes will be taken on ASULearn.
Common Background Group Written Project:
The content of CD 4864 assumes that students who are enrolled in it have completed the
following prerequisites: Communication Disorders, Audiology, and either Language Disorders
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or Disorders of Articulation and Phonology. These prerequisites imply that, given the
prerequisites for the disorders courses and Audiology, students enrolled in CD 4864 have also
completed the remaining undergraduate courses, or their equivalents, up through Communication
Development. It is also assumed that students who have completed only one disorders course are
currently enrolled in the other disorders course and, perhaps, Neuroanatomy, and/or Management
of Hearing Disorders. The funds of knowledge in these preparatory and/or concurrent courses
are critical to achieving the expected outcomes of this course.
In order that we begin our studies with sufficient common background in these areas,
groups of students will research relevant literature and prepare materials, which address critical
information, for sharing among the groups. Each group will address one of the following topics:
1) normal neurological, cognitive, and social changes across the lifespan that are relevant to
communicative development/functioning; 2) the characteristics of normal speech across the
lifespan, and characteristics and critical diagnostic criteria regarding disorders of speech
(phonemic and phonetic) across the lifespan; 3) the characteristics of normal language across the
lifespan, and characteristics and critical diagnostic criteria regarding disorders of language across
the lifespan; 4) best practices approaches/models for intervention of speech-sound system
disorders in children and adults, including appropriate involvement of families and other
professionals; and 5) best practices approaches/models for intervention of language disorders in
children and adults, including appropriate involvement of families and other professionals. A
maximum of 50 points (10% of the course grade) may be earned for the shared written
information/materials.
Resources pertinent to completing this course requirement may be found in texts such as
those for our courses in Phonetics, Structural Analysis of Language, Audiology, Communication
Development, Advanced Phonetic Transcription, Disorders of Articulation and Phonology,
Language Disorders, Management of Hearing Disorders, and Neuroanatomy. In addition, the
noted parts of the following texts will be helpful:
Course Text: Klein & Moses, Volume I, Chapters 1, 2, &, 7; and Appendices A, C, & D
Klein & Moses, Volume II, Chapters 3-6, 7 (149-166), 8 (197-228), & 11 (348-382)
Paul, R. (2001). Language Disorders from Infancy Through Adoloescence: Assessment
and Intervention, Second Edition, St. Louis, M O: Mosby, Chapter 3 (available at
SOS Printing)
Examinations:
Mid-Term – This examination will be worth 50 points (10% of the course grade), and cover:
1) professional ethics; 2) Learning theory; 3) daily intervention effectiveness assessment and
progress reporting, 4) instructional objectives, 5) session planning, 6) the appraisal and diagnosis
issues pertinent to intervention. The examination will consist of 25-35 multiple-choice
questions. You will be able to access the examination on the course ASULearn page between
12:00 a.m. March 17, 2010 and 11:59 p.m. on March 18, 2010. The time each of you has to
complete the examination, after accessing it, will be limited to 75 minutes (the length of a class
meeting for this course). After completing the examination, you will have access to your score,
general feedback, your responses, and the responses I determined to be correct.
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Final – This examination will be worth 50 points (10% of the course grade), and will cover:
1) selection of functional outcomes (long-term goals); 2) selection of long-term procedures; 3)
development of rationales for intervening and for methods; and 4) periodic intervention
effectiveness assessment and progress reporting. The examination will consist of 25-35
multiple-choice questions. You will be able to access the examination on the course ASULearn
page between 12:00 a.m. April 29, 2010 and 11:59 p.m. on April 30, 2010. The time each of you
has to complete the examination, after accessing it, will be limited to 75 minutes (the length of a
class meeting for this course). After completing the examination, you will have access to your
score, general feedback, your responses, and the responses I determined to be correct.
Individual Written Diagnostic Critique:
Each student will write a critique of the diagnostic process and procedures used with a
client and the report of its findings and recommendations. A description of the findings will be
provided, preferably in the form of an official report with identifying information removed. The
critique will address the relationship between what was measured and/or observed and the
presenting complaint. Measurement and observation include interview data, standardized test or
instrumental data, non-standardized methods of gathering data, and reviews of case history forms
and/or reports from other agencies. The critique will also address the conclusions drawn from
the measurement/observation, the information presented during the exit conference, and the
manner in which the summary or exit conference was conducted. Clear reference must be made
to applicable standards of quality and their source(s) where appropriate. A maximum of 50
points (10% of the course grade) may be earned on this task.
Individual Written Intervention Plan:
Each student will devise an intervention plan, based on written case information provided
by the instructor. A maximum of 80 points (16% of the course grade) may be earned on this
task. It is to be written using the ASU Communication Disorders Clinic Intervention Plan and
Summary Report format provided on the course web page.
Individual Written Lesson Plan:
Each student will prepare a written lesson plan based on assigned case information. A
maximum of 40 points (8% of the course grade) may be earned for this task. It is to be written
on the form provided on the course web page.
Individual Written Session Progress Note:
Each student will prepare one set of written session progress notes based on assigned case
information. A maximum of 30 points (6% of the course grade) may be earned for this task. It
is to be written on the form provided on the course web page.
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Individual Written Intervention Summary Report:
Each student will review the intervention outcomes for a patient based on written case
information provided by the instructor. The intervention review will be worth 50 points (10%
of the course grade). It is to be written in the form of an ASU Communication Disorders Clinic
summary report (course web page).
Portfolio:
Each student will develop a portfolio of information relevant to the course. The portfolio
is to be submitted in some appropriate Windows based format (e.g., Word, Word Perfect, Power
Point) on a zip disk, a CD, or a flash/USB drive. Links to relevant material on the Web may be
used. These links should be the URL for the specific material being used, not just the URL for
the Web site. You need to start working on this at the beginning of the course so that it is not a
“rush job” at the end of the term. Doing so will also give you time to consult with me about
various information and materials you propose to include, about your understanding of
appropriate citation, etc.
Students should also carefully check the information they include in the various
components of the portfolios, so that their use of the portfolios will neither mislead
clients/patients, nor put themselves at risk of making inappropriate clinical decisions.
Identifying and organizing information should include the student’s name, the course number and
title, the date the portfolio was completed, and a listing of the portfolio contents (major
components) and their subsections when pertinent. In the body of the portfolio, each major
component/category of information should be followed by a list of relevant, preferably current
references. Major components/categories of information must include, but are not limited to:
1.
2.
3.
4.
5.
6.
the defining speech, language, cognitive, social, and neurological characteristics of
persons, across the lifespan, who are considered to be developing/functioning normally
and not normally in these domains;
"hallmarks" of quality assessment/diagnosis of communicative function;
factors that affect interpretation of assessment/diagnostic findings;
"best practices" approaches/models and techniques for intervening to improve the speech
function of persons across the lifespan;
"best practices" approaches/models and techniques for intervening to improve the
language function of persons across the lifespan;
one intervention protocol and one intervention effectiveness/progress assessment
protocol supported by annotated lists of references (each reference followed by a brief,
but sufficient discussion of why it was selected for the protocol in question) – an
intervention protocol is not an intervention plan (generic or specific), but rather a clear,
concise set of guidelines for planning and conducting intervention that is general in focus,
not disorder-specific; a progress assessment protocol is not a summary report (generic or
specific), but rather a clear, concise set of guidelines for a) evaluating the effectiveness of
and/or progress made during intervention, and b) recommending appropriately based on
that evaluation; and
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7.
samples of the student’s writing from this course and from other courses in the major in
which significant, evaluated written work was required.
All writer-developed items in the portfolio should follow the guidelines for journal article
manuscript preparation in the latest edition of the American Psychological Association (APA)
Style Book in terms of citing relevant literature in a body of text and preparing necessary
reference lists. Present and/or future tense should be used as appropriate. The portfolio will be
worth 100 points (20% of the course grade).
Ungraded Requirements:
CD-Related Movie Night with the Graduate Students –
You are expected to view a CD–related movie, “_________________,” at a scheduled time with
the CD graduate students, or at another time on your own. We will discuss the movie from a CD
perspective after the scheduled viewing night. The viewing night has tentatively been scheduled
for _________ evening, ________ at ______ p.m., in University Hall 168. Dinner (________) is
“pot luck”. The movie is scheduled to start at _______. I will let you know if the date or time
changes.
Evaluation/Grading
Points will be totaled for all graded work and compared to the grading scale below to
determine the course grade. The total possible is 500.
Grading Scale
473-500 = A
458-472 = A443-457 = B+
1.
2.
428-442 = B
413-427 = B398-412 = C+
383-397 = C
368-382 = C353-367 = D+
338-352 = D
323-337 = D0-322 = F
Examinations will be graded automatically with a key on ASULearn. Scores recorded in
the grade spreadsheet for the course (all students and individual student versions) will
reflect the results of item analysis of the questions by the instructor.
The Communication Disorders program has implemented outcomes-based education at
both the undergraduate and graduate levels. Therefore, one criterion for successful
completion of the course is meeting a minimum standard of 80% acceptable performance
on each of five individual graded written assignments (diagnostic critique, intervention
plan, lesson plan, intervention progress note, and intervention summary report). You may
revise your original submission of any of these, on which performance was below the
80% minimum standard, one time, in an attempt to meet this standard. All revisions
must be submitted by the end of the last examination period (day and time) in the
university’s final examination schedule.
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3.
4.
5.
6.
Because this is a required major course, the second criterion for successful completion of
the course is earning at least a grade of C based on your overall performance on graded
work in the course. Examinations and the portfolio may not be redone to improve the
grade.
If you do not earn at least a grade of C for the course, and/or do not meet the minimum
acceptable performance level for any graded written assignment standard (see #2, above)
by the end of the semester, you must repeat the course.
Extra credit will not be awarded in this course.
According to university policy, grades of Incomplete are assigned only when something
beyond the student's control prevents her/him from completing the course requirements.
Grades of Incomplete in this course must be removed not later than four weeks into the
student's next term of enrollment, including Summer Sessions if that is your next term of
enrollment.
Academic Integrity
As a community of learners at Appalachian State University, we must create an
atmosphere of honesty, fairness, and responsibility, without which we cannot earn the trust and
respect of each other. Furthermore, we recognize that academic dishonesty detracts from the
value of an Appalachian degree. Therefore, we shall not tolerate lying, cheating, or stealing in
any form and will oppose any instance of academic dishonesty. This course will follow the
provisions of the Academic Integrity Code, which can be found on the Office of Student Conduct
Web Site: www.studentconduct.appstate.edu.
Basically, students and faculty are to claim as their work only those things that they have
done without inappropriate assistance (witting or unwitting) from others. Examples of things
that are covered in this policy include, but are not limited to, written examinations (including
application tasks), audio and/or video products, papers or manuscripts, and portfolios. If the
ideas of others are used in any manner in a student's or faculty member's work, they must be
appropriately cited as such in the text and in an attached reference list. In situations where
collaboration is permitted, the fact that there has been collaboration, and the identities of those
who collaborated, must be included in some readily apparent way in the completed work. In
situations where independent effort is required, the work of individual faculty members and
students must be clearly distinct from the work of other students and faculty members. The
presence of highly similar or identical work from two or more students or faculty, or between
student/faculty work and previously published works, could be considered a violation of the
university's Academic Integrity Policy. Evidence regarding intent to deceive would be the
primary determinant of whether a violation had occurred.
Accommodations for Students with Disabilities
Appalachian State University is committed to making reasonable accommodations for
individuals with documented qualifying disabilities in accordance with the Americans with
Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking
accommodations based on a substantially limiting disability must contact and register with The
Office of Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once
CD 4864, Interv. Proc. CD
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registration is complete, individuals will meet with ODS staff to discuss eligibility and
appropriate accommodations.
Attendance/Participation Policy
I expect you to attend class. The university attendance policy for undergraduate students
is described on pages 45 and 46 in the 2009-2010 General Bulletin. Absences will be handled on
a case-by-case basis. Absences deemed unexcused will result in scores of “0” for any graded
work missed.
Inclement Weather
When there is inclement weather, and classes are not officially cancelled or delayed, I will
typically be present for class. When this is the case, you will need to exercise judgment about the
advisability of trying to get to class, especially if you live off campus. You should contact me as
soon as possible about your particular situation and decision.
I will post a notice on the course web page as soon as I know that the University has
officially cancelled or delayed classes. You should also check the ASU home page and/or
AppalNET, as well as any of the radio or television stations noted in the University’s
policies/procedures. The following are pertinent parts of Appalachian’s inclement weather
policies/procedures:
The media do not announce individual class cancellations (i.e., when an
individual instructor cannot get to campus for class, but classes in general are not
cancelled or delayed).
Appalachian State University reserves the right to cancel or delay classes during
severe weather conditions. In determining whether to do so, the Chancellor consults with
the Provost, Vice Chancellors, and other appropriate personnel. Only the Governor of
North Carolina has the authority to close the institution due to adverse weather
conditions.
The Office of Public Affairs, or its designee, has the responsibility for publicizing
the Chancellor’s decision to cancel or delay classes. Every effort will be made to reach
such a decision by 6:30 a.m. of the affected day. The information will be disseminated
via the ASU home page and AppalNET, and to local radio and regional TV stations able
to report the university’s status in sufficient detail (e.g., the expectations for staff
members or the time until which classes are being delayed). Locally, those stations are:
WATA 1450 AM, WECR FM 102.3, MTN Charter Cable Channel 18, WBTV Charter
Channel 3, WCYB Charter Channel 5, WJHL Charter Channel 11, WGHP Channel 8.
Also, a recorded telephone message announcing any change in normal operations is
available at (828) 262-SNOW.
“Classes are cancelled” means that no classes will be held on the day or night
indicated. Announcements of class delays will specify the point during the day at which
classes will resume meeting at their regularly scheduled times. “The University is
closed” means that all classes and other activities are cancelled and that only essential
personnel who can reach campus safely are expected to report.
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Class Meeting Schedule and Related Assignments and Readings
Date
Topic and Other Important Information
1/12/10
Introduction to the course; (Outcome 2) assign groups for collaborative
background projects and small group discussion in class; (Outcome 1)
Preparatory activity for the discussion of professional ethics
1/14/10
(Outcome 1) Discussion of professional ethics for speech-language pathologists
and audiologists, including an application activity with actual ASHA Board of
Ethics questions/cases [Miller (2001), pp. 63- middle of p. 68 and middle of p. 70top of p. 72]
1/19/10
(Outcome 4) Begin discussion of learning theories pertinent to this course [Klein
& Moses, Volume I, Chapter 1, pp. 34-43; Klein & Moses, Volume II, Chapter 6]
1/21/10
(Outcome 4) Conclude discussion of learning theories pertinent to this course
1/26/10
(Outcome 4) Discussion of daily intervention effectiveness assessment/daily
progress reporting (SOAP, POMR, Narrative) [Peterson & Marquardt (1981) and
Meyer (2004), Chapter 5]
1/28/10
(Outcome 5) Practice writing daily progress notes in SOAP format
2/2/10
(Outcomes 4 & 5) Discussion of, and practice in writing instructional objectives
[Meyer (2004), Chapter 1 through middle of p. 22]; case information posted on
class web page for graded SOAP note;
2/4/10
(Outcome 4) Introduce discussion of session/lesson planning [Klein & Moses,
Volume I, Chapter 6 to the bottom of p. 191]; graded SOAP note due
electronically
2/9/10
(Outcome 4) Conclude discussion of session/lesson planning; graded SOAP
note returned
Topic and Other Important Information
Date
2/11/10
(Outcome 5) Practice writing session/lesson plans; (Outcome 1) group
background information written reports due electronically
2/16/10
(Outcome 5) Conclude practice in writing session/lesson plans; draft table of
contents for portfolio due electronically
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2/18/10
(Outcome 3) Nature of assessment and diagnosis and their relationship to
intervention [Course Text, Chapter 3, through p. 75, and Haynes, et al (1992),
Chapter 1]; also consult Battle (1998) for information on non-biased, culturally
appropriate assessment in various populations;
2/23/10
(Outcome 3) Discussion of psychometric considerations in assessment and
diagnosis; begin practice in critiquing assessment and diagnosis [Haynes, et al
(1992), Chapter 3]; also consult Paul (2001) Tables of Assessment Instruments for
information on specific instruments (Outcomes 4 & 5) draft portfolio table of
contents returned with comments; case information posted on class web page
for graded session/lesson plan
2/25/10
(Outcome 3) conclude practice in critiquing assessment and diagnosis; graded
group background projects returned
3/2/10
(Outcome 4) Discussion of selecting and writing functional outcomes/long-term
goals and general procedural approaches [Klein & Moses, Volume I, Chapter 4,
through p. 106]; also consult Battle (1998) for information on non-biased,
culturally appropriate intervention of speech and language problems in various
populations; graded session/lesson plans due electronically
3/4/10
(Outcome 5) Practice in selecting and writing functional outcomes/long-term
goals and general procedural approaches; graded session/ lesson plans returned;
case information posted on class web page for graded diagnostic critique
3/8-12/10
University Break (Spring Break) – No classes
3/16/10
(Outcome 4) Discussion of writing rationales for intervention, functional
outcomes/long-term goals, and general procedural approaches; also consult Battle
(1998) for information on non-biased, culturally appropriate intervention of
speech and language problems in various populations; graded diagnostic
critique due electronically
3/18/10
(Outcome 5) Practice in writing rationales for intervention, functional outcomes/
long-term goals, and general procedural approaches; graded diagnostic critiques
returned; Mid-term examination to be completed on ASULearn by 11:59
p.m.
(Outcome 4) Discussion of selecting and writing term/short-term goals and
procedural contexts [Klein & Moses, Volume I, Chapter 5, through the bottom of
p.144]; also consult Battle (1998) for information on non-biased, culturally
appropriate intervention of speech and language problems in various populations
3/23/10
3/25/10
(Outcome 5) Practice in writing term/short-term goals and procedural contexts
3/30/10
(Outcome 5) Practice in writing complete intervention plans
CD 4864, Interv. Proc. CD
14
Date
Topic and Other Important Information
4/1/10
(Outcome 5) Practice in writing complete intervention plans
4/6/10
State Holiday (Easter) – No classes
4/8/10
(Outcome 5) Discussion of periodic intervention effectiveness assessment and
progress reporting [Peterson & Marquardt (1981) and Meyer, Chapter 3, pp. 95-97
and Chapter 4, pp. 128-138]; case information posted on class web page for
graded intervention plan
4/13/10
(Outcome 5) Practice writing periodic reports of intervention effectiveness and
client/patient progress
4/15/10
(Outcome 5) Practice writing periodic reports of intervention effectiveness and
client/patient progress; Graded intervention plans due electronically by
midnight; Case information posted on class web page for graded summary
reports
4/20/10
(Outcome 5) In-class work on portfolios;
4/22/10
(NCSHLA) Out-of-class work on portfolios; graded summary reports due
electronically
4/27/10
In-class work on portfolios; “bubble form” course evaluation; graded
summary reports returned
4/30/10
Noon-2:30 p.m. - Course Final Examination Period; portfolios due
electronically for grading by 2:30 p.m.; Final examination to be completed on
ASULearn by 11:59 p.m.