NEUROGENIC DISORDERS III: DEMENTIA, RIGHT HEMISPHERE SYNDROME, AND
TRAUMATIC BRAIN INJURY
Spring 2010
Instructor:
Office:
Billy Irwin, Ph.D., CCC-SLP
123A Duncan Hall
Office hours: M, 9-12 W 10-12, by appt. 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.
Accomodations:
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 registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.
Please utilize the services/accommodations available if you have need of them.
Academic Integrity/Honor Pledge:
The Academic Integrity Code
Students attending Appalachian State University agree to abide by the following Code:
• Students will not lie, cheat, or steal to gain academic advantage.
• Students will oppose every instance of academic dishonesty.
Students shall agree to abide by the Academic Integrity Code when submitting the admission application.
The Honor Pledge
The Honor Pledge is a cornerstone of the Appalachian State University’s Academic Integrity
Code and serves as a reminder of the University’s commitment to academic integrity. No Ap- palachian student shall unfairly further their own academic performance. Students attending
Appalachian State University pledge:
“I pledge on my honor that I have not violated the Appalachian State University
Academic Integrity Code.”
Course Materials
Required Texts : Murray, L. & Clark, H. (2006) Neurogenic Disorders of Language;
Theory Driven Clinical Practice . Clifton Park, NY: Thomson Delmar Learning.

Selected readings from:
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 (4 th
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.
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: understand the anatomical and neurological support system for cognition and communication function (ASHA III-C) (*presentations) identify characteristics of normal cognition and communication with appreciation for diversity in communicative function (ASHA III-C) (*Presentations, conversation partner training) 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 (
*presentations, social function planning) understanding of the impact of a variety of common neurological disorders on cognition and communication (ASHA III-D) (*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, discussion, and student presentation of supplemental materials.
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):
CASE REPORTS (1,3,4)
RESOURCE NOTEBOOK (3,4)
= 20%
= 10%
PRESENTATIONS (DEMENTIA, RHD, TBI) (1,2,3,4) = 50%
CONVERSATION PARTNER PROJECT = 10%
SOCIAL FUNCTION PLANNING/
IMPLEMENTATION = 10%
100%
Grading Scale :
A
B+
C+
F
> 95%
91
82%
< 78%
A-
B
C
93
88%
78%
B- 85%
Case Presentations
Students will present and lead discussion of case studies. These will be done individually and in pairs. Basic case information will be provided to get you started.
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
Demonstration of treatment tasks, if applicable
Method of data collection
RESOURCE NOTEBOOK
Develop a resource notebook 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. You should all do this together and share the load.
A screening tool
Assessment Protocols: review of medical history (a guide for reviewing medical records) 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/participation targets 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.
As a group, we will plan a "mini-workshop" for the Neuro I class. The workshop will be an application of the material we cover in our discussions and reading. We will try to schedule this pretty soon, during one of our weekly meetings if possible. We will collaboratively develop the plan.
Evaluate the training you provided by addressing the goals you developed in #2 above, and discuss what worked, what could be improved on, and how you would implement the plan differently or change the plan altogether.
REMEMBER TO REFER TO THE EVIDENCE UPON WHICH YOU ARE
BASING YOUR PLAN.
Date
1/25
CD 5733
TOPIC SCHEDULE
Week
1
2/1
2/8
2/15
2/22
2/28
2
3
4
5
6
Topic
Introductions, Overview of course, intervention strategies for improving communication in dementia (in anticipation of
N1 conversation partner pairing).
Assignment of N1 students for
CP training, orientation at
Glenbridge Healthcare, assignments due;Dementia – overview, mechanisms of damage, associated disease processes, cognitive and communicative deficits associated with dementia
Assessment of cognition and communication in dementia, tools, treatment approaches
Dementia Treatment
Case presentations
Cognitive impairment

4/12
4/19
4/26
3/1
3/22
3/29
4/5
11
12
13
7
8
9
10 subsequent to TBI TBI- overview, mechanisms of damage, associated physical impairments, behavioral changes, communicative deficits Assessment of cognition and communication in
TBI, appraisal tools
Treatment of cognitive communicative disorders associated with TBI
Treatment continued
Case Presentations
Right hemisphere disorders
(RHD) of cognition/communication- overview, mechanisms of damage, cognitive impairments, communicative impairments
Assigned articles, reading, online work
Assessment of RHD, appraisal tools RHD - treatment candidacy, treatment approaches/strategies, treatment planning
Summary of Cognitive communicative disorders- general issues in management, documentation, associated issues/concerns, Evidence Base for treatment Case presentations , notebooks due-
Last Day of class meeting