CD 5732 Neurogenic Disorders II
Syllabus
Spring 2010
Instructor: Billy Irwin, Ph.D., CCC-SLP
Office hours: M 9-12, W 10-12, and by appt. in ED 123A
Contact Information: irwinwh@appstate.edu, phone 262-8313 (office)
Course Description
Differential diagnosis and management of the impairments, activity limitations, and
participation restrictions related to aphasia, apraxia of speech, dysarthria, and dysphagia.
Special consideration will be given to the impairments, activity limitations, and
participation restriction related to these disorders. (Meets ASHA II-B).
Course Outcomes/Competencies
Students completing the course will demonstrate the ability to analyze, synthesize, and
evaluate information for etiologies, characteristics, anatomical/physiological/
neurophysiological, psychological, and linguistic/cultural correlates of:
 receptive and expressive language in speaking, listening, reading, writing, and
manual modalities of communication
 disorders and differences in receptive and expressive language in speaking,
listening, reading, and writing
 communication modalities
Specifically, students will demonstrate competency in the following areas:
1. knowledge of basic human speech swallowing processes, including their
biological, neurological, acoustic, psychological, developmental, and cultural
bases (ASHA IIIB) (Exam, group presentations 80%)
2. knowledge of the principles and methods of prevention, assessment, and
intervention for people with aphasia, including consideration of
anatomical/physiological, psychological, developmental, and cultural correlates of
the disorders (ASHA IIID) (Exam, group presentation 80%)
3. knowledge of standards of ethical conduct governing provision of services to
individuals with motor speech and swallowing disorders (ASHA IIIE) (Exam
80%)
4. knowledge of processes used in research and the integration of research principles
into evidence-based practice in the management of motor speech and swallowing
disorders (ASHA IIIF) (Individual reports, group presentations 80%)
5. knowledge of contemporary professional issues related to the management of
neurogenic communication disorders (ASHA IIIG) (Exam, presentations)
Course Materials
Required Texts
 Murray, L. L. & Clark, H. M. (2006). Neurogenic disorders of language: Theory

driven clinical practice. Clifton Park, NY: Thomson Delmar Learning.
Additional readings will be assigned throughout the semester
Course Requirements
Grading for the course will be as follows:
1. Chapter questions, article reviews, class assignments, class participation (20%)
2. Case reports (10%)
3. Group presentations (30%)
4. Final Exam (20%)
5. Resource notebook (20%)
Exam: The exam will be cumulative and will consist primarily of case studies and openended short answer questions, although it will include essay-like and multiple choice
questions.
Chapter questions, quizzes, article reviews, class assignments and participation:
Assignments must be turned in on time. You are expected to keep up with readings, etc.
and this is a check to ensure that happens. The grading of these assignments will include
mostly satisfactory/unsatisfactory remarks. Students will be docked points for missing
assignments. It is expected that you will participate in class by contributing to the
discussions. If it appears that everyone arrives prepared, the chapter and other questions
may be completed on the honor system (not turned in).
Group Presentations of selected articles: See rubric
Group Presentations Of Cases: Students will present evidence-based practice reviews
for selected assessment and intervention options. Each student will be given skeletal
background and medical information regarding a patient. The student will be responsible
for the following:
1. Elaborating on the information provided. Specifically, the students will embellish
the background information, develop an assessment plan, and develop mock
results consistent with the information provided. The assessment should address
impairment, activity, and participation, and the results should be consistent with
other information given and developed.
2. The assessment information will be collected, at which point the entire class will
discuss/critique each assessment. Each group will be responsible for leading the
discussion of their assessment results.
3. Each student will receive copies of an assessment (different from the one their
group developed). The group will develop an intervention plan complete with
treatment tasks, specific instructions, and data collection strategy. This will
require a literature review and implementation of evidence-based practice skills.
4. The students will share their intervention strategies with the class, at which point
we will discuss and critique the plans. The presentation to the class should include
a thorough demonstration of each tx task, or a detailed description of the indirect
intervention along with a detailed report of the evidence base supporting that
decision. The discussion will be led by the presenting group. Each group will
provide a handout that summarizes the information.
Grading
The grade for the presentations will be divided unequally between assessment and
intervention with the specified weights.
Assessment : 30% (15 pts content, 15 pts presentation )
 Content (15 pts):
Including all necessary information
Appropriateness of assessment plan
Evaluation of impairment, activity and participation
Consistency of data (with respect to other
information)

Presentation :
Handout (includes a summary of the tools used,
a concise version of the relevant information, and
a written report of the results and interpretation)
(5 pts)
Clarity and brevity of presentation (5 pts)
Professionalism, enthusiasm, and participation
during presentation (5 pts)
Treatment: (70%) (50pts content, 20 pts presentation)
 Content (10 pts each): Including all necessary information
Appropriateness of intervention plan
Appropriately targeting each WHO level
Rationale for selection of tasks, outcomes
Appropriate specification of outcome measures
Adequate explanation of relationships between
short and long term goals
Documentation/rating of evidence

Presentation:
Handouts (10 pts)
o For each intervention with explanation of
targets, and details of implementation
o A family education handout(s) explaining
the communication and/or swallowing
disorder
Clarity and conciseness of presentation (5 pts
Professionalism, enthusiasm, and participation
during presentation (5 pts)
Resource Notebook: Each student will continue developing a neurogenic
communication disorders and swallowing resource notebook. This should build upon
the resources you developed in Neuro 1. The resource notebook should minimally
include the following sections:
 General information suitable as a handout for family and staff education for each
disorder area (30 %)
 Specific information about instruments, questionnaires, etc (30%)
 Detailed information re: intervention strategies, techniques, tasks, practice
guidelines, etc. for each area of impairment (30%)

Other resources (community and patient, staff, family education for each
disorder area- associations, foundations, etc.) (10%)
Grading Scale:
A
> 95%
A93
B+
B
B-
91
88%
5%
C+
C
F
82%
78%
<7