Communication Sciences and Disorders 201

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Communication Sciences and Disorders 201
Introduction to Communication Disorders
Fall 2009
Instructor:
Classroom:
Office Hours:
Contact Info:
Wendy J. Pulliam, MS, CCC-SLP
Hiner 201
4:00 Monday & Wednesday
[email protected]
Course Description:
An overview of various speech, language and hearing disorders; factors related to the causes and severity
of communication disorders; and the professions associated with communication disorders, especially
speech-language pathology and audiology.
Required Texts:
Justice, L. (2010). Communication Sciences and Disorders: A Contemporary Perspective. Allyn &
Bacon, MA: Pearson Education, Inc. ISBN: 9780135022801.
National Student Speech-Language-Hearing Association. (2005). Communication Sciences: Student
Survival Guide. Clifton Park, N.Y.: Thomson Delmar Learning. ISBN 1-4018-8256-0.
Course Objectives:
Longwood College of Education and Human Services Conceptual Framework Competencies (CFC)
The following conceptual framework competencies guide the planning and delivery of instruction in this
course. Specific course objectives reflect this framework as they focus on the needs of the students for
developing skills as professionals who will be knowledgeable, caring, and ethical decision-makers.
1.
Plan for Instruction
2.
Implementation and Management of Instruction
3.
Evaluation and Assessment
4.
Knowledge of Subject
5.
Behavior Management
6.
Communication Skills
7.
Professional Responsibilities
8.
Technology
9.
Diversity
The American Speech-Language-Hearing Association (ASHA) Knowledge and Skills Assessment
(KASA) Standards applicable to this course include:
 Standard III-B. Demonstrate knowledge of basic human communication and swallowing
processes, including their biological, neurological, acoustic, psychological, developmental, and
linguistic and cultural bases.
 Standard III-C. Demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders and differences and swallowing disorders, including their etiologies,
characteristics, anatomical/physical, acoustic, psychological, developmental, and linguistic and
cultural correlates.
 Standards III-D. 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.
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The above competencies and standards are coded to the course objectives as CFC or KASA.
Upon completion of this course, students should be able to:
1. Describe the differences between communication, speech, language, and hearing. (CFC 4, KASA
III-B)
2. Name the components of language and discuss the prerequisite skills for developing language.
(CFC 4, KASA III-B)
3. Describe the components of language and demonstrate understanding of the prerequisite skills for
the development of language. (CFC 4, KASA III-B)
4. Demonstrate understanding of the differences between speech and language disorders. (CFC 4,
KASA III-C)
5. Describe the difference between language delay, language disorders, and language difference
(CFC 4, 9)
6. Describe causes of speech, language, and hearing disorders across the lifespan (CFC 4, KASA
III-B)
7. Explain the difference between screening tests and diagnostic tests in speech, language, and
hearing. (CFC 3, 4; KASA III-D)
8. State the educational and certification requirements for becoming a speech-language pathologist
or audiologist. (CFC 4)
9. Identify other professionals who may work with speech-language pathologists and audiologists
with persons who have communication disorders. (CFC 4)
10. Be familiar with the American Speech-Language-Hearing Association Code of Ethics. (CFC 4,
7)
11. Describe the variety of employment settings and clientele for speech-language pathologists and
audiologists. (CFC 4)
POLICIES AND PROCEDURES:
Responsibilities of the Learner: All learners are expected to abide by the Honor Code, and respect the
intellectual property and copyright of others. Learners are expected to complete all assignments,
including group projects, in a timely manner. Learners agree to interact with others in the course in a
courteous and professional manner, recognizing the value of others’ opinions. Learners will recognize
that they are part of a larger community of learners and that their diligent and regular participation in this
course is to the benefit of all learners.
Honor Code: The following Honor Code Statement is required on all written work including tests and
written papers:
I have neither given nor received help on this paper (test, etc) nor am I aware of any infraction of
the Honor Code.
Students are expected to abide by the Longwood University Honor Code at all times. Suspicion of any
in-class or related violation will be investigated and university policy will be followed. Consequences for
violation of the Honor Code on any individual assignment may include a grade of “0” on the assignment
in question, a grade of “F” in the course, and/or referral to the Longwood University Judicial Board.
Disability Statement: The instructor is willing to meet reasonable accommodations for any students with
a documented disability. Any student who feels she/he may need an accommodation based on the impact
of a physical, psychological, medical, or learning disability should contact Dr. Sally Scott, the Director of
Disability Support Services, whose office is located in 103 Graham Building (395-2391) to register for
services.
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Attendance Policy: Students are expected to attend each class and to arrive PROMPTLY for the
beginning of class. In accordance with the Longwood University policy on class attendance, a student’s
grade may be lowered by one letter grade if that student misses 10% of the scheduled classes (5 in
number) with unexcused absences. A student may be assigned a grade of “F” if that student has missed
a total (excused and unexcused absences) of 25% of class meetings (10 in number). A pattern of
tardiness may also affect a student’s grade.
Policy on Late Assignments: Students are expected to submit assignments by the beginning of class on
the required date. Work may be submitted late but will be charged a 10% penalty of total possible points
for each class period occurring after due date until date of actual submission up to a total of 30% of
possible points. Work submitted after the due date but before the next class meeting date is still
considered late and will be charged a 10% penalty, unless the student obtains prior permission from the
instructor. ALL LATE WORK MUST BE SUBMITTED BY 5:00 PM ON FRIDAY, DECEMBER 5.
Class Decorum:
Respect shall be offered to all (students, staff and faculty) in the class.
No Food during class time; drinks are ok.
Turn cell phones off.
Use computers for note taking if not distracting to others.
Throw away your trash at the end of the class.
During class time, please leave the classroom ONLY if absolutely necessary.
IPods, text phones, and other technical devices not specifically required for classroom activities
will not be permitted during class time.
REQUIREMENTS:
1. Quizzes and tests. There will be 4 quizzes (50 points each) throughout the semester and a 200 pt.
final exam.
2. Blackboard. Each student is responsible for verifying his or her access to Blackboard CSDS201.
Additional information about class assignments, expectations, and announcements will be posted
on Blackboard each week. New information for the upcoming week will be posted by 5:00 pm
on the preceding Friday. Plan to visit Blackboard at least once each week for updated
information. Do not expect to receive an in-class reminder about posted information!!! USE
INTERNET EXPLORER TO ACCESS BLACKBOARD.
3. Service Learning. Students will complete 15-20 hours of service learning during the semester
with children or adults with a communication disorder. Students will be required to provide an
entry into their field journal during each day of volunteering. The journal will answer specific
questions that will be provided by the instructor. At the end of the student’s experience they will
submit a reflection paper on what they learned from the experience. Students must submit a field
journal and reflection paper by Nov. 30 (200points).
4. Reflection Paper. (100 points) Each student will reflect on his or her decision to become a
speech-language pathologist or audiologist. What experiences and/or what people in your life
have influenced your decision in pursuing a degree in the area of speech language pathology or
audiology? Develop a 1-2 page paper that answers that question. Non-CSDS majors or students
who are undecided may choose to reflect on the services of an SLP or AUD provided either to
you or a family member currently or in the past. How do (or did) those services fit into the
individual’s overall educational or rehabilitation program? Non-majors and undecideds may
3
suggest an alternate topic for reflection if the suggested topic is not appropriate. Please discuss
the proposed topic with the instructor.
Papers should be word-processed, double spaced, with a size of 12 Times New Roman or Arial
font, a 1 inch margin on all four sides of the page, and a title page. Students should carefully
proofread for content, language (grammar and sentence structure), organization, and mechanics
(spelling, capitalization, punctuation). An evaluation rubric will be posted on Blackboard.
Submit the completed paper by Monday, Sept 9.
5. Group Project. (100 points) Each group will explore www.asha.org for information about one of
the following professions: speech-language pathologist, audiologist, and speech and hearing
scientist. Using this information, they will create an educational video including information
about educational/professional requirements, average salary, professional responsibilities, range
of work settings and clientele, and any other information that describes the selected professional.
The group will present their video on the date of submission and will be graded on creativity,
facts, organization, presentation, etc. You are expected to sign up for which profession you
would like to research on the WIKI and there will only be a limited amount of slots for each one.
Submit by Monday, Oct 5.
6. WIKI. (50 points) Periodically throughout the semester students will be asked to participate in
answering a question on WIKI. The topics for the discussion will either follow the viewing of an
assigned video segment on the CD provided with the textbook or will be questions based on the
information that was presented during the week or new information. Students will be informed
about the specific topic through the weekly announcement and will have until Friday noon of the
announcement week to post your responses.
7. Extra Credit. Extra credit opportunities may be available throughout the semester, for specified
points. Extra credit will not be accepted after the announced due date.
8. Participation. Students are expected to take an active part in classroom discussions and
activities. Each student is also expected to complete assigned readings from the text. Students
will be held accountable for readings through class discussions and scheduled tests.
GRADING POLICIES:
1. Grades are earned: they are not gifts. The instructor does not GIVE grades; rather the
EARNS the grade through organization, diligence, planning, and execution. Students are
expected to assume individual responsibility for the quality, presentation, and timelines of
their own work.
2. Grades are assigned based on how the student’s overall performance aligns with the
established rubrics. Therefore, it is imperative that students review the grading rubrics before
submitting assignments.
3. The instructor makes every effort to evaluate students’ work equitably and fairly. Grades are
not negotiable. The instructor is willing to review and recalculate grades when a
computational error is suspected. A student may request a review of computation only.
Requests to otherwise alter a grade will not be honored.
4. Then actual points earned will be used to determine the letter grade equivalency. Point
values are rounded neither up nor down to assign a grade equivalent.
5. Individual requests for extra credit will not be honored. Any extra credit opportunities
offered at the discretion of the instructor will only be offered to the entire class as optional
credit opportunities.
4
Summary of Requirements:
Assignment
Quiz 1
Quiz 2
Quiz 3
Quiz 4
Reflection Paper
Group Project
WIKI
Final
Service Learning
Attendance
TOTAL
Grading Scale
98 – 100% A+
92 – 97% A
90 – 91% A88 – 89% B+
82 – 87% B
80 – 81% B-
Points Available
50
50
50
50
100
100
50
200
200
Grade reduction if >10%
850
78 – 79%
72 – 77%
70 – 71%
68 – 69%
62 – 67%
60 – 61%
C+
C
CD+
D
D-
Your Points
Below 60%
F
Tentative Schedule of Topics and Activities
Note: The Schedule may need to be adjusted to allow for further development or
discussion.
Date
Topic/Activity
8/24
Introduction to Course
8/26
Foundations of CSD
What is Communication?
Communication vs. Language vs. Speech
Communication Disorder(s) Defined
Professionals in CSD
Communication Development: Birth to 5
Communication Development: School Age
Anatomy & Physiology: Neuroanatomy
Overview
Anatomy & Phys: Speech Overview
LABOR DAY NO CLASS
Anatomy & Phys: Hearing Overview
Anatomy & Phys: Swallowing Overview
What is Assessment?
Principles of Assessment & Intervention
Augmentative and Alternative
Communication/Complex Needs
What is a Language Disorders
Language Disorders Intervention and
8/31
9/2
9/7
9/9
9/14
9/16
9/23
9/28
9/30
Assignment(s) Due Date
Chapter 1
Chapter 2
Chapter 3
Reflection Paper Due
Chapter 4
Quiz Chapters 1-4
Chapter 5
Chapter 6
5
10/5
Assessment
Presentations of Videos
Group Project Due
Chapter 7
Quiz Chapters 5-7
10/12
10/14
10/19
10/21
Adult Language Disorders/Cognitive
Dysfunction
FALL BREAK NO CLASS
Reading Disabilities
Phonological Disorders
Fluency Disorders
10/26
Voice Disorders
10/28
11/2
11/4
Motor Speech Disorders
Pediatric Hearing Loss
Guest Speaker on Hearing Loss
(Thom Casey)
Hearing Loss in Adults
Feeding and Swallowing Disorders
Chapter 11
Quiz Chapters 8-11
Chapter 12
Chapter 13
10/7
11/9
11/11
11/16
11/18
Guest speaker on swallowing disorders
(Shannon Salley)
Assessment and Treatment of Swallowing
Disorders
11/23
11/25
11/30
THANKSGIVING HOLIDAY
ASHA Code of Ethics
12/2
12/11 (Friday)
Review for Final Exam
FINAL
Chapter 8
Chapter 9
Chapter 10
Chapter 14
Chapter 15
Quiz Chapters 12-15
Service Learning Log and
Journal Due
3:00-5:30
6
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