CSD 551
Diagnostic Procedures II: Analysis, Interpretation, and Planning
Spring 2011
M/W 9:30-10:45
Ferguson 325
Instructor: Terri H. Ramsey, M.Ed., CCC-SLP
E-mail: t_ramsey@uncg.edu
Office Hours: M/W 11:00-1:00 and by appointment
Course Description: Differential diagnosis of speech, language, voice, and rhythm
problems.
Prerequisites: CSD 550 or permission of instructor
Required Text:
Shipley, K.G. & McAfee, J.G. (1998). Assessment in Speech-Language
Pathology: A resource manual (Third Edition). San Diego, CA: Singular.
Reference Material:
www.asha.org
Hegde, M. N. (2009). Pocket Guide to Assessment in Speech-Language
Pathology (Second Edition). San Diego, CA: Singular.
Hegde, M. N. (2009). Pocket Guide to Treatment in Speech-Language Pathology
(Second Edition). San Diego, CA: Singular.
Standardized test manuals, scoresheets, and tests located in materials room
Endless other organizations, journal articles, books, DVDs, videos, and web sites
Student Learning Outcomes:
Upon completion of this course, the student will increase
1. his/her knowledge regarding various risk factors of communication disorders.
2. his/her knowledge regarding possible impacts of a variety of syndromes,
illnesses, or conditions on communication.
3. his /her knowledge regarding selection, administration, and scoring of
standardized tests.
4. his/her ability to interpret and analyze data, including case histories,
standardized and non-standardized tests, and informal measures.
5. his/her skills in finding relevant research and literature related to particular
disorders.
6. his/her skills at demonstrating effective speaking during oral presentations.
7. his /her knowledge of the formal diagnostic process and specific assessment
procedures.
Course Requirements:
1. Class Attendance and Participation. As this is a preprofessional class, please do
not sign up for this class if you will be unable to attend regularly. Attendance will
be taken daily, and absences will directly impact your grade. Medical and family
emergencies will be the only excused absences. Further, active participation is
expected daily. If you feel you will be unable to contribute on a regular basis
to discussion, please do not take this class. Students will have input in each
other’s participation grades several times throughout the semester.
2. Risk Factor Assignment. Each student team will choose a potential risk factor of
communication impairment. The team will research the topic and prepare a 1-2
page summary explaining why this would be a risk factor for communication
impairment and addressing possible implications for speech, language, or
feeding/swallowing. A reference list should be included with at least three current,
professional journal articles and at least three websites. The team should be
prepared to share information during class discussion. Teams will be asked to post
their summaries on Blackboard for class members to access.
3. Oral and Written Presentations (Syndromes, Illnesses, Conditions). Student
teams will research and read topic related information in print, video and on the
Internet and prepare a 30-40-minute professional multimedia presentation for class.
Interviews with families or individuals, as well as with educators or health care
providers are expected. Professional dress and presentation skills will be required.
In addition, each student team will prepare a thorough handout about their topic
area(s) to be turned in and shared with all class members. A comprehensive
reference list will be included including at least four internet references and at least
three current, professional journal articles must be included.
***Included in the written summary (to be sent to Mrs.Ramsey for posting on
Blackboard one class period prior to presentation) should be a
description/definition and list of identifying characteristics.
Focus of the oral presentation should be
a) possible communication impact
b) pertinent therapeutic considerations
**Each team will also provide the class members with a handout on the day of the
presentation focusing on the communication impact and the therapeutic
considerations.
**Teams are responsible for making arrangements for copying prior to their
presentation.
4. Diagnostic Observation Presentation and Write-up – All student teams will
observe one complete speech and/or language diagnostic. This will include
attending meetings between clinicians and supervisors prior to, and following, the
evaluation, This process typically includes: one Diagnostic planning meeting, the
Dx itself, the staffing following the Dx, and the Reporting conference at the UNCG
Speech and Hearing Clinic. Each student team will prepare a written summary of
the diagnostic, including all formal and informal measures used. Student teams will
share thoroughly these cases with the class during a formal presentation. Again,
professional dress and speaking skills will be expected. The presentation will take
one entire class period.
5. Test Presentation - Each student or team will study one assessment tool thoroughly
and present it to class. This includes knowing when a clinician would choose to
administer the instrument, specific domain(s) measured, and how results might be
interpreted. For example, if a client did poorly on this section..what could it mean?
If a client scored well on this part, but did poorly on this part…what could it mean?
6. Scoring and Interpretation of Tests - all students will score and interpret various
tests and complete checklists confirming his/her active participation in each
assessment presentation.
Grading:
1. Risk Factor Assignment (SLO 1,5,6)
2. Presentation on Syndrome/Condition/Disorder (SLO 2,5,6)
3. Diagnostic Observation: Presentation and Write-up)
(SLO 1, 2, 3, 4, 5, 6,7)
4. Scoring and Interpretation of Tests
5. Test Presentation (3, 4, 6, 7)
6. Class Participation
Grades
A+
B+
C+
Below 70
98-100
88-89
78-79
F
A
B
C
93-97
83-87
73-77
ABC-
10%
20%
30%
15%
15%
10%
90-92
80-82
70-72
Disability Statement
The instructor will make all accommodations necessary for students with a documented
disability or medical condition. It is the individual’s responsibility to provide the
instructor with documentation and recommendations from Student Services at UNCG or
a physician during the first week of class.
Honor Code and Class and Class Attendance
Students must abide by the UNCG Honor Policy at all times, and all assignments and
examinations must be pledged in order for credit to be received. A complete description
of this policy may be found in the UNCG policies for Students. The instructor will
promptly investigate any suspicion of an infraction with a faculty committee, and College
procedures will be followed.
Students are expected to attend all classes. Attendance will be taken. Absences will be
excused only with a doctor’s excuse or letter from the Dean. If 10% of classes are missed
the student’s final grade will be lowered one letter.
Extra Credit – There is no extra credit.
Tentative Class Schedule
January 10
Introduction and Overview
Groups form; topics chosen; assignments made and discussed
January 12, 19
Risk Factors – RISK FACTOR ASSIGNMENT DUE Jan 19
Interpreting the history – Health Risks
Jan. 24, 26, 31
Interpreting the history – Social and Educational Risks
Case study
Feb. 2, 7, 9
Cases and further discussion
Feb. 14, 16, 21
PRESENTATIONS (syndrome, conditions, etc.)
Feb. 23, 28, March 2 Basics of Assessment
March 7-11
March 14
SPRING BREAK
Continue Assessment Basics, Test Selection, administration,
interpretation
March 16, 21, 23, 28, 30
April 4, 6, 11, 13, 18, 20
April 25
May 2
Test Presentations
Case Presentations
Flex time…..we will build in/use as needed…
FINAL/WRAP UP
***As there is a quite a bit of independent, outside of class work required for this class,
there may be several days throughout the semester when a formal class meeting will not
be held. These will be announced at least a week in advance.