CSD553-10: Seminar in Preschool language disorders
Instructor: Eva Baharav, Ph.D., CCC-SLP
Syllabus
Course:
Class Meetings:
Instructor:
Office hours:
TA:
1
CSD 553: Seminar in Preschool Language Disorders
MTWF 9:00 - 9:50 in AW 406
Eva Baharav, Ph.D., CCC-SLP, 378 AIC
TBD, sign up sheet on door
Michelle Wiklund, TA room, AIC, 3rd floor
Required Texts/ Resources:
Paul, Rhea (2007). Language Disorders from Infancy through Adolescence.
St. Louis, Missouri: Mosby.
Justice, L. M. and Ezell, H. K. (2008). The Syntax Handbook. Eau Claire,
WI: Thinking Publications.
Download and print the following:
http://www.speech-language-therapy.com/ASHA03McLeodBleile.pdf
Recommended Resources:
Weiss, Amy L. (2001). Preschool Language Disorders Resource Guide. San
Diego, CA: Singular (Thomson Learning)
Schwatz, Sue and Heller Miller, Joan E. (1006). The New Language of Toys.
Bethesda, MD: Woodbine House.
Pepper, Jan and Weitzman, Elaine (2004). It Takes Two to Talk. Toronto
Canada: The Hanen Program.
Disc on Normal Development, installed on department's computer - needs to
be consulted at all times when reviewing clients for possible disorders.
Course Objectives:
This course is a graduate level seminar on the nature and treatment of preschool language
disorders. It is expected that all students enrolled in CSD 553 have completed CSD 361, or
its equivalent. This course material is aligned with ASHA’s Standard III for certification
in speech language pathology. Please review this standard on the following link:
http://www.asha.org/about/membershipcertification/handbooks/slp/slp_standards.htm#STD_III
Consequently, general goals for this course are:
(a) To gain knowledge in identifying and characterizing language and
communication disorders and differences in the preschool population,
(b) To expand and refine your basic assessment and intervention skills for this
population,
(c) To provide a forum for discussing current issues in the area of preschool
language development and disorders, and
(d) To acquire skills in integrating evidence-based practice into clinical
considerations and decision making
Specific learning markers (learning outcomes) are found in Appendix A to this syllabus.
It is expected that students achieve a mastery level for these markers. Mastery of the
knowledge related to these outcomes is required. Students who fail to demonstrate a
CSD553-10: Seminar in Preschool language disorders
Instructor: Eva Baharav, Ph.D., CCC-SLP
Syllabus
2
satisfactory degree of knowledge acquisition, based on their performance on a variety of
formative assessments, or who communicate to the instructor their own perception of an
inadequate grasp of concepts, will be provided alternatives for learning and demonstration
of mastery of course-related knowledge. Evidence for the acquisition of these
competencies will be in the form of class discussions, class presentations, reports, short
assignments, lab analyses and examinations.
Following is the rubric for grades by percentage figures:
A = 93-100; A- = 90-92.9; B+ = 87-89.9; B = 83-86.9; B- = 80-82.9; C+ = 77-79.9;
C = 73-76.9; C- = 70-72.9; D = 65-69.9; F = <65
Course Format:
I place a premium on applying knowledge gained through course work to clinical
experience. Therefore, we will study the clients you are assigned this quarter who fit the
description of PreK language disorder. Each Friday, two pairs (dyads) of students will
present two clients, according to your turn assignment (which will be posted on BB) with
a discussion focus relevant to the week's topic covered in class. Details are below.
On most Mondays, the week’s topic will be introduced in lecture format.
On Tuesdays, there will be a lab session to practice the material covered in the Syntax
Handbook and to perform some of the language analyses you will need for your
Preschool clients. Details are below.
On Wednesdays, continued class discussions will be held related to the week's topic as
described in the calendar below.
On Fridays, dyads will present their clients and prepare class discussions relating to the
practice of the week’s topic in the clinic.
We will communicate via Blackboard and I may occasionally ask you to look up some
information in preparation for class. Be sure to check BB regularly for all
announcements.
During the last two weeks of the course, there will be class presentations on issues
relating to special populations: the manifestation of various etiologies causal to language
disorders in the preK populations, as well as linguistic and cultural diversity as it relates
to language disorders in the preK child. You will be assigned to a group, and with your
group members you will divide the work and presentation sections to the class. Specific
instructions are detailed in Appendix D below.
Important: You will need to bring Paul's book to class, as we will be discussing charts
and tables (BUT: it's a bit lighter than the Pena-Hegde book, so that's an improvement (:)
CSD553-10: Seminar in Preschool language disorders
Instructor: Eva Baharav, Ph.D., CCC-SLP
Syllabus
3
Grade:
Your grade will be based on the following:
Lab quizzes and assignments: 20%
Client presentation: 15%
Presentation of a class seminar in Preschool language disorders 15%
Final exam: 50%
There will be no midterm exam.
Below are details for each of these grade components:
Labs
Each week's lab will begin by your taking a quiz based on the assigned chapters from the
Justice and Ezell book, and Paul's book. You are expected to have prepared the assigned
focus reading in Paul's book, as well as have reviewed the Syntax Handbook chapters as
indicated in the calendar below.
In addition, during lab you will learn to perform several analyses based on a speech
sample: One word analysis, semantic relations analysis, structural analysis and a
pragmatic analysis.
Client presentations
The dyads scheduled to present their clients on a given Friday must create a focus for
presentation and discussion to the class, as much as possible related to the week's topic.
Your slide presentation must include clips which demonstrate the behaviors you wish to
discuss. You need to prepare a short discussion question or topic. At the end of the
presentation you must submit a CD with your slide presentation including the clips, the
full session DVD, and a worksheet for each clip (essentially following the procedure
practiced in CSD 515).
Please note that the Powerpoint presentation with the full session on DVD will be saved
in our department's electronic repository, and therefore must be fully explanatory to an
untrained observer (such as an undergraduate student observing a clinical session for the
25 required observation hours).
Both a blank form and a filled-in form are to be found under course docs. The discs need
to be marked as follows:
CSD 553-10,
CB Age 3:2, Symbolic Play (i.e. client's initials, age, targeted behavior)
Alisha Smith and Kamilla Davis, presenters
ALL three pieces need to be neatly collated in an envelope. The 2 CD’s need to be in a
Jewel case- Tim or I have them. BE SURE TO PUT YOUR NAME ON THE
WORKSHEET TOO. Important: Each clip needs to have a separate worksheet. When
you describe clips on the worksheet, refer to each clip by its name (or number)
The grading rubric for your presentation is attached in the appendix.
Seminar presentations
The last two weeks of the course, will be in seminar format and under your responsibility.
The topics - preschool language disorders in a pluralistic society, and special
considerations for special populations - will be covered by your picking topics and
CSD553-10: Seminar in Preschool language disorders
Instructor: Eva Baharav, Ph.D., CCC-SLP
Syllabus
presenting them to your class. During each session of the week one group will present to
the class as instructed in appendix D at the end of the syllabus.
Final Exam
The final exam will include two cases. For the first case you will outline an evaluation
plan and prepare a mock summary, and for the second case you will develop a therapy
rationale and plan, with goals and objectives. You will also write a short commentary on
these two cases regarding what we know about the particular disorder they present with.
4
CSD553-10: Seminar in Preschool language disorders
Instructor: Eva Baharav, Ph.D., CCC-SLP
Syllabus
5
Below is the course calendar. PLEASE BE AWARE THAT IT IS OPEN TO CHANGES AT MY
DISCRETION WHEN I DEEM IT APPROPRIATE FOR YOUR BENEFIT. I WILL MAKE SURE TO
GIVE YOU ADVANCE NOTICE OF CHANGES.
Dates:
Week
of
1/4
1/11
Topic
What’s going on this week
Course introduction:
Chk BB, for client list
and dyad assignment
according to client
Issues in Assessment
Paul Ch. 2
Focus: what are the
qualities of a good
standardized test?
T, W: Paul Ch. 1- read in its entirely
Prepare client profile for presentation to class. See Appendix B for
instructions
F: Present client profiles in class, esp. assessment data
M: Paul, Ch. 2
T: Quiz 1: J&E ch 1-2 + Paul Ch. 2
review how to transcribe
Assignment: transcribe client’s speech
W: Examining the Mullen Scales
F: 2 client presentations (dyads 1/2)
M: No Class
T: Paul Ch. 7 assessment -lecture
W: Symbolic play level from Paul
Read: Barton, E. and Wolery, M. (2008) Teaching Pretend Play to
Children with Disabilities. In Topics in Early Childhood Special
Education, Vol 28 # 2 (in library).
F: 2 client presentations (dyads 3/4) (focus on symbolic play)
M: Paul Ch. 7: IFSP and Assessing comprehension. Set up w own
client
T: lab- Quiz 2 J&E ch 3-4 + Paul Ch. 7. One-word analysis
Assignment: Perform Bloom’s one-word analysis
W: MacArthur- go over the test, rationale and how to report
F: 2 client presentations (dyads 5/6) (if possible, one dyad report
MacArthur results, the other dyad report on assessing
comprehension)
1/18
MLK
day M
Assessment of
Emerging Language:
Symbolic play
Focus: How is
symbolic play
assessed?
1/25
Assessment of
Emerging Language
one word analysis;
comprehension and
production
Focus: methods for
assessing
comprehension and
compr. strategies
Assessment of
Developing Language:
Standardized tests
Focus: Criterion
Assessment of
receptive lg. Paul pp
338-344.
2/1
M: Paul Ch. 8: Developing a communication profile
T: lab- Quiz 3 J&E ch 5 + Paul Ch. 7 assessing compr.
Review one-word analysis reportW: Go over PLS-4, OWLS
F: 2 client presentations (dyads 7/8)
CSD553-10: Seminar in Preschool language disorders
Instructor: Eva Baharav, Ph.D., CCC-SLP
Syllabus
Dates:
Week
of
2/8
2/15
No
class
Mon.
2/22
3/1
3/8
3/18
6
Topic
What’s going on this week
Assessment of
Developing Language:
Criterion referenced
tests
Focus: Criterion testing
of language production:
morphol. and syntax
Intervention for
Emerging Language
Focus: Family centered
intervention
M: Paul Ch. 8/ Criterion testing
T: lab- Quiz 4 J&E ch. 6 + Paul Ch. 8 assessing productive syntax
semantic relations analysis
W: Project 2 Ch. 3: Summarizing analyses and developing a Tx
rationale
F: 2 client presentations (dyads 9/10)
Intervention for
Developing Language
Focus: 1. models of
service delivery
2. approaches to
intervention
T: Quiz 5 Quiz J&E Ch. 7-8+ Paul Ch 7 assessing semantic
relations and developing a Tx rationale in emerging lg.
Developing G & O from a Tx rationale
W: Paul Ch. 7; Writing a Tx plan based on rationale
F: Dyad 11 presents clients; writing G & O
M: Paul, Ch. 9: Policy issues + models of service delivery
T: Quiz 6 Quiz J&E Ch. 9+ Paul Ch 9: Family practice
Assessing pragmatics through an interaction model: Hanen’s
approach
W: Ch. 9: Products and processes
F: Ideas Fair: Students share intervention ideas (you’ll need to
navigate Judith Kuster’s website, and present to the class)
Language Disorders in M: grp 1: ASHA's policies regarding services to CLD populations
a pluralistic society:
T: grp 2: using standardized and criterion-referenced tests w CLD
Paul, Chapter 5
children
W: grp 3: multi-cultural teaching techniques
F: grp 4: selected issues in working with CLD populations
Special Considerations M: grp 5: hearing impairments
for Special Populations: T: grp 6: mental retardation
Paul, Chapter 4
W: grp 7: FAS / ADHD
F: grp 8: ASD
10:30- 12:30
Final exam
CSD553-10: Seminar in Preschool language disorders
Instructor: Eva Baharav, Ph.D., CCC-SLP
Syllabus
7
Appendixes/ Appendices
Appendix A: Learning markers for CSD 553:
Specific learning markers are attached. Mastery of the knowledge related to these
outcomes is required. Students who fail to demonstrate a satisfactory degree of knowledge
acquisition, based on their performance on a variety of formative assessments, or who
communicate to the instructor their own perception of an inadequate grasp of concepts, will
be provided alternatives for learning and demonstration of mastery of course-related
knowledge.
1. Learning indicator: The student will distinguish among models of child language
disorders based on etiology, nature, and or processing factors.
Standard: III-C: Expressive and Receptive Language
Activity: CSD 553
Faculty member assessing the marker: EB
Evidence Source: written report and class discussion, and/ or exam
Target competency level: 83%
2. Learning indicator: The student will demonstrate knowledge of the nature of
speech, language, and communication characteristics of different diagnostic
populations and/or conditions
Standard: III-C: demonstrate knowledge of the nature of speech, language, and
communication disorders and differences, including the etiologies and
characteristics
Activity: CSD 553
Faculty member assessing the marker: EB
Evidence Source: Mini projects and/or exams
Target competency level: 83%
3. The student will integrate information on prevention, diagnosis and treatment of
emerging and developing language disorders
Standard: III-D: knowledge of the principles and methods of prevention,
assessment, and intervention for people with communication disorders
Activity: CSD 553
Faculty member assessing the marker: EB
Evidence Source: Report on a client in either the emerging or developing
language phase.
Target competency level: 83%
4. The student will demonstrate knowledge of the nature and manifestation of
disorders in the following components of the receptive and expressive language
system of Preschool children with speech and language disorders: semantics,
morphology, syntax, and pragmatics as well as emergent literacy.
Standard III-C: Receptive and Expressive language: characteristics
Activity: CSD 553
Faculty member assessing the marker: EB
CSD553-10: Seminar in Preschool language disorders
Instructor: Eva Baharav, Ph.D., CCC-SLP
Syllabus
8
Evidence Source: class discussions and mini-projects characterizing language
impairments given speech samples
Target competency level: 83%
5. The student will distinguish language differences from language disorders in
linguistically and culturally different students
Standard III-C: demonstrate knowledge of the nature of speech, language, and
communication disorders and differences in the area of receptive and expressive
language
Activity: CSD 553
Faculty member assessing the marker: EB
Evidence Source: class discussions, mini-projects
Target competency level: 83%
6. The student will integrate information on research principles and their application
to evidence-based clinical practice.
Standard III-F: Integration of research principles and their application to
evidence-based practice
Activity: CSD 553
Faculty member assessing the marker: EB
Evidence Source: topic research paper
Target competency level: 83%
Appendix B: Reporting the client profile
Whether your client is new, or continuing in our clinic, your one-page report should
include under separate subheadings:
1. A 3-line Hx (age, family status, educational setting)
2. The assessments done, the date they were completed, and the results.
3. The Dx.
4. Recommendations.
5. Your idea on what you would like to evaluate/assess further, and why
6. Your plan on how to engage your client to gain a good speech/communication
sample (including calling his/her home and getting information on
likes/dislikes/what makes him/her tick)
CSD553-10: Seminar in Preschool language disorders
Instructor: Eva Baharav, Ph.D., CCC-SLP
Syllabus
9
Appendix C: Grading rubric for Client Presentations
Dyad # ___
Dyad Members:______________________________________________________
Date:__________________ Client's initials:_____________
The items below get either 1 (= well done), or 2 (= very well done)
Clear background information on the client was presented in class
_______
Comparisons were made between the client’s performance on various
communication and other functions and normal development behaviors so that
his/her deficits are clear to the class
_______
Assessment/Therapy rationale as well as G&O were clearly articulated _______
One topic-related focus issue was prepared and clearly stated by the dyad to present
to the class forum
_______
The dyad held productive class discussions of issues related to the client’s clinical
session.
_______
Submission included the slide presentation CD, the sessions' DVD, and a worksheet
for each clip, neatly labeled and collated.
_______
Total :
______/12
CSD553-10: Seminar in Preschool language disorders
Instructor: Eva Baharav, Ph.D., CCC-SLP
Syllabus
10
Appendix D: How to prepare the seminar presentation
Your group will be assigned either a topic (for issues on lg. disorders in a pluralistic
society), or a clinical population (for special considerations for special populations). If
you are presenting on a topic, each member of the group needs to contribute to the topic
from the suggested headings under the topic (below). If your group is presenting a
clinical population, each member of the group presents one of the following parts:
1. Description of the etiology, and how it affects preK language, and implications of the
effects of the disorder on educational performance; how is this disorder classified
under the list of disabilities under IDEA.
2. How assessment is conducted for this population (if relevant, bring an example and
sample sheets to the class).
3. Select intervention methods (cite sites, give examples).
Each group needs to leave time at the end of the period for discussion and questions and
answers.
Each presentation will include three (3) questions, which will be given to
you on the final exam.
You will have to do the following to get the full credit for your seminar presentation:
Grading:
1. A clear Ppt presentation must be presented to the class (no grammar/style errors) (5
points)
2. The Ppt must be posted a 2 days in advance on BB with three questions which the class
presentation will answer (5 points)
3. A good discussion will be facilitated in class, and the questions will be satisfactorily
answered (5 points)
4. A list of the three well articulated questions will be given to me on the day of your
presentation, with the correct course header, your group's members' names, with date
and topic of the presentation (5)