SHS 597 Bilingual Speech and Language Pathology
Spring 2014 (1/13/14 – 5/5/2014)
Number of credit hours: 3
Course Description
This course focuses on speech and language assessment and intervention in speakers of
languages other than English and bilingual speakers, including adults and children. We will
focus on Spanish English because it is what we know best, but we will read across languages
and cultures and focus more on the principles. If you speak another language, you are welcome
to use this course to learn about the assessment and intervention principles, and you can focus
your projects on the language of interest to you. You will learn about literacy, phonological,
morphological, syntactic, semantic/lexical, and narrative assessments, including standardized,
criterion-referenced, non-formal and dynamic assessment methods. In addition, we will discuss
intervention techniques, selection of intervention goals across languages, evidence-based
practice, and models of intervention.
Course Prerequisites
Background in speech-language pathology desired. Background in bilingual development is also
helpful.
Instructor Name
M. Adelaida Restrepo, Ph.D., CCC-SLP
Contact Information
Office: Coor 3392
Email Address: laida.restrepo@asu.edu
Phone: 480-727-8795
Fax: 480-965-8516
Course Objectives
The students will develop assessment and intervention principles for working with English
language learners with an emphasis in Latin-American Families. Students will demonstrate the
following specific skills





Interview parents of ELL children, and adults and their family members
Use converging evidence along with alternative assessment methods to identify
speech and language disorders in bilingual children and adults
Integrate curriculum goals into intervention that facilitates home and school
language
Discuss the influence, pros and cons of bilingual and English-only educations in
your interventions of ELL children with speech and language disorders and the
language and literacy levels in adults in their different languages
Collaborate with other professionals to improve home-school language or workhome language connections

Advocate for the rights of immigrant children and adults for appropriate education
and health care.
ASHA Certification Standards
Successful completion of this class will assist students in meeting the following knowledge and
skills requirements for the ASHA Certificate of Clinical Competence in Speech-Language
Pathology.
Standard III-B: The applicant must demonstrate knowledge of basic
communication and swallowing processes, including biological, neurological,
acoustic, psychological, developmental and linguistic and cultural bases.
 This class will provide the linguistic and cultural characteristics related to
language development of children who are learning English as a second
language in the following areas: phonology, morphology, syntax, semantics,
literacy, and pragmatics
Standard III-C: The applicant must demonstrate knowledge of the nature of
speech, language, hearing and communication disorders including their
etiologies, characteristics, anatomical/physiological, acoustic, developmental and
linguistic and cultural correlates. Specific knowledge must be demonstrated in the
following areas:
III-C Characteristics of receptive and expressive language (phonology, morphology,
syntax, semantics and pragmatics) in speaking, listening, reading, writing and manual
modalities
 This class will satisfy some of the requirements in the area of expressive
language morphology, syntax, semantics, and pragmatics. It is expected that the
student will also demonstrate these competencies in SHS 572, SHS 573, SHS
591 Preschool Language Disorders, and SHS 575.
Standard III-D: The applicant must 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.
III-D. Assessment of receptive and expressive Language
 This class will satisfy some of the requirements in the area of expressive
language morphology, syntax, semantics, and pragmatics. It is expected that the
student will also demonstrate these competencies in SHS 572, SHS 573, SHS
591 Preschool Language Disorders, and SHS 575.
Course Requirements
Textbooks & Resources
2
The class is based on assigned readings and the Barrueco et al book. However, the other two
texts below are recommended not required and are best for those with limited background in
bilingualism.




Barrueco, S., Lopez, M., Ong, C., Lozano, P (2012). Assessing Spanish-English
Bilingual Preschoolers. A guide to Best Approaches and Measures.
Goldstein, B. (Editor) (2011) Bilingual language development and disorders in
Spanish English speakers. Brooks Publishing.
Kohnert, K. (2013). Language Disorders in Bilingual Children and Adults.
The readings will be available in Blackboard. We may find additional readings that
become available throughout the semester that are of interest to us. So this list is not
final, we may add, delete, or replace readings.
Course Environment
This course is in the format of a seminar in which class discussion, participation and active
learning activities are critical for your own learning and insure better learning that passive
learning activities. In addition, you are expected to put 9 extra h
Technical Requirements (You may need to customize these requirements based on your
course content.)
This course requires that you have access to a computer that can access the Internet. You are
responsible for having a reliable computer and Internet connection throughout the course.
Please review the hardware and software requirements below to insure you are properly
prepared for this course.
This course uses Blackboard Learning Management Software. Please review the information at
the following link to determine if your computer is properly configured for your participation in
this course: Blackboard Supported Browsers and Operating Systems
System Requirements for YouTube Videos
System Requirements for Google Hangouts
If students will be participating in synchronous discussions or collaborative group projects, a set
of noise cancelling headphones with microphone is recommended.
Coursework and Points Awarded
Readings reflections – 7 at 10 points each. Total 70 points
You briefly reflect on a question posted each week. My goal is to help you keep up with the
readings and gain depth on the topics presented in class. Please 1.) Reflect on concerns about
any of the study/questions you still have/and or what you found most interesting, 2.) Integrate to
previous knowledge, and 3.) Respond to the reflection.
Discussion board. 5 at 40 points. You must participate on the assigned discussion. You must
post original thoughts and responses.You must provide one original entry and one response to
every discussion board. There are 6 you can skip one week.
3
Clinical questions. 5 at 10 points for a total of 50. I want to you to be engaged clinically in the
class and thinking about the issues relevant to your practicum or future clinical life. Please bring
when assigned a question for class. Also when students ask a question provide thoughtful
answers based on our readings.
Case Study – final project
You have two options here. Pick the one that suits you best:
1. You will conduct an evaluation of a bilingual child, or adult, with a possible language or
speech disorder. Discuss arrangements with your current supervisor, or if you are
working, make sure that you can take the time to do it. Please note that you will be
required to do work above and beyond your supervisor’s or work requirements. You
must discuss with me the assessment tools and protocol prior to your assessment. Make
sure you have a plan for your assessment before Spring Break. You will do a full
assessment and a plan of intervention with goals, methods, and procedures for
intervention. You must use evidence-based practices for assessment and intervention
whenever possible and document where the evidence is. I’ll give you feedback on your
first draft (only if you give it to me on time) and then you will revise and resubmit it. I’ll
grade your second draft (200 points as follows). You must include the following:
 Comprehensive and appropriate assessment; each instrument or procedure is
justified with validity, reliability, research and rational.
 Case history from patient, parents or family members; must include language
use/educational history
 Interpretation of assessment
 Language sample analyses and interpretation integrated to the rest of the results
 Long-term goals for the patient with short term objectives that are measurable (how
would you start intervention with this patient)
 Description of procedures and context of the intervention in general and for each
objective.
 Demonstrate integration of the material with class – use class articles and other
references (please do not say class lecture) to demonstrate class material integration
in your text
 Well written, organized, and clear paper. Include all your work, and please make it
easy for me to understand – well organized, codes are clear, easy to find the
information
 Self-reflection of what you could have done better or additionally, what worked really
well, and what do you have to improve in your own skills.
 The format should be of an official report (e.g. similar to those written at the clinic).
2. I will give you one or two case studies with a referral and some language samples and
test results. You will write an assessment plan for the cases with additional information
you would need and then write a treatment plan following the same guidelines as above
Due date: Both options are due by the end of the day March 3rd. If you select Option 2, you will
get the case the last day of classes. You must let me know which option you will do by mid
semester.
Portfolio 10 x 10 = 100
You will work on different products throughout the semester. You will just add them to your
portfolio. You have 9 specific products to turn in and you must add one more of your choice that
4
reflect your work in class and preparation for clinical practice. You will get credit for each
product.
.
Summary of Course Work and Points Awarded
Your final grade will be based upon accumulated points earned as follows:
Task
Discussion board
Reading Responses
Case study work
Portfolio
Online work
Clinical field question formulation and responses
Points
6 @ 20 points each
7 @ 20 points
200 points
8 @ 10 points each entry –
due at the end of the
semester
4@ 20
5@10 points
TOTAL
Total
120
140
200
80
80
50
670
Course Grading
Grades and Grading Scale
Assignment of letter grades is based on a percentage of points earned. The letter grade will
correspond with the following percentages achieved. All course requirements must be
completed before a grade is assigned.
A+
AB+
BC+
CD+
D-
100-96%
95-90
89-85
84-80
79-75
74-70
69-65
64-60
Specific requirements for each assignment will be located in the appropriate course module in
Blackboard.
Each week is organized by readings and reading response, in class activity, and online activity
to prepare for the following week.
Weekly Course Schedule tentative for now – it is subject to change
5
Week
Date
1-a
1/13
Topics
Lessons
Introduction
and cultural
variation,
and
Immigrant
pathways to
the US
In class activity
In class
1. Immigration activity
2. bilingual services provision –
ASHA code of ethics – discussion
of implications for monolingual
and bilingual providers
In class discussion of ASHA issues in the
code of ethics relevant to cultural and
linguistic competence. Read these two
sites in group to discuss your role and
responsibilities in serving bilingual clients
Reading and preparation
1.
2.
3.
Carol Robinson-Zafiartu (1996) LSHSS
Davis Mc Farland (2008) LSHSS
Salas Provance et al (2002) AJSLP
Online - investigate the English-only law in
Arizona and how it impacts speech-language
pathology. Discuss in writing how this law impacts
service provision.
Assessment
Reading response 1 – identify at
least 6 factors across the readings
in which cultures vary and provide
examples of two cultures.
Portfolio product – none
Discuss board. 1 – assignment
http://www.asha.org.ezproxy1.lib.asu.
edu/Practice/ethics/Cultural-andLinguistic-Competence/
http://arizonaindicators.org/sites/defa
ult/files/content/publications/ELL_stak
e.pdf
Bilingual
assessment
principles
In class
1. Discussion of parent report and
cultural characteristics
2. Develop a case history for a
specific case provided
Check this site and use with a case to
estimate language exposure
http://www.psy.plymouth.ac.uk/babylab/l
eq/BiLEQ.aspx
Parent interview – leaders project
1.
Guiberson et al (2011) LSHSS
Portfolio product 1 – finish case
history
http://leadersproject.org/media/video/pr
eschool-disability-evaluations-module-18why-parent-interview-so-important
21/20
Standardized
assessments
1.
2.
Measure review – take one
measure and review using
Barrueco et al. and your own
criteria - compare to their notes
If is is a preschool measure, if not
use their criteria – mix one
English speaking and one bilingual
student per group.
CELF presentation
1.
2.
Barrueco Chapters 1-2 and index of
measures
Watch video
https://www.youtube.com/watch?v=xMJ
KHh1cL5I
Online – research the language assigned, describe
the phonology, syntax and morphology of the
language
Discussion board. Review the ASHA
Professional Portal in its entirety.
Reading Response 2
Discuss 5 critical elements to
examine in a test for
appropriateness in assessment of
bilingual children and how do we
ensure that an assessment (not just
testing) is valid.
Online 1. Submit on safe
assignment the language
characteristics. And share under
resources for class.
http://www.asha.org/Practice-Portal/Professional- Portfolio 2. Sites for 10 languages
characteristics. Descriptions of 10
Issues/Bilingual-Service-Delivery/
different languages (copy/paste).
.
Discussion board 2. Discuss the
strengths and weakness of the site.
What would you like to see that you
were looking for and what did you
find very useful? Please do not copy
each other. Reflect your individual
thought
7
Dynamic
assessment
1. Develop a dynamic assessment for a
specific case
a. Make sure all elements are included
b. Justify the task for your case
Video http://leadersproject.org/media/video
/preschool-disability-evaluationsmodule-28-dynamic-assessmentcognitive-assessment
1. Lecture - Restrepo
Reading response. None
2. Peña (Peña et al., 2006) JSHR Narrative
dynamic assessment
Portfolio 3. Finish the dynamic
3. Response to Dynamic Language Tasks among
assessment task
Typically Developing Latino Preschool Children
with Bilingual Experience Patterson, et al. Am J
Speech Lang Pathol published 15 October
2012,
http://ajslp.asha.org/cgi/content/abstract/105
8-0360_2012_11-0129v1
2. Clinical practice issues discussion –
bring an issue that you have been
pondering in regards to bilingual
assessment in children. Formulate a
question and share with the class for all
of us to discuss. 2 students per week.
3. What are some of the challenges in the
use of dynamic assessment? What are
some of the pros and what types of
language tasks are most appropriate
for dynamic assessment?
31/27
Language
sampling
1. Language sample analyses of ESL
In class. Review language characteristics in
sample of child with TD and child with LI.
1.
2.
Paradis (2005) LSHSS
Morgan et al (2013).
Reading response. None
Online. Watch video on Asian languages
https://www.youtube.com/watch?v=pkokxqqYuy4
Articulation 1.
and
Short video – ESL
http://leadersproject.org/media/video/p
reschool-disability-evaluations-module24-andrea-language-analysis
Online Discussion 3 – discuss the similarities and
differences between bilinguals who speak Asian
languages (although this is too general too) and
Spanish (based on Jia video). 2. How does
bilingualism impact grammar in ESL and native
language and how do we differentiate from LI?
1. Take results from one case study and
interpret them. Then design an
1. Goldstein, B. A., & Fabiano, L. (2007, Feb. 13).
The ASHA Leader, 12(2),
Discussion board 3. Posting
Reading Response 3. Describe
two different models of bilingual
8
Phonology
intervention plan using a bilingual model
of intervention for children.
2. Goldstein. Assessment
https://www.youtube.com/watc
h?v=Z5a1UrJUhTg
2. Chap. 24, multilingual aspects of speech sound
disorders in children Gildersleeve-Nuemann &
Goldstein (2012)
3. Phonemic inventories in different languages
http://www.asha.org/practice/multicultural/Phon
o.htm
http://www.csu.edu.au/research/multilingualspeech/home
3.
4.
Questions from the Fabiano
handout. And Discuss three
specific to Spanish that impact
assessment and intervention of
articulation and phonology skills
in Spanish speakers
Discussion in class. Would errors
of native language influence in
English as a second language
need to be treated in a child that
has a mild phonological disorder?
Pleases support your answer.
5. Field clinical questions. 2 students.
42/3
Parent
Training
2.
3.
1. Identify cultural issues in three
cases that may facilitate or
challenge intervention in each
case.
2. Discuss whether cultural differences
need to be addressed in intervention
and if not, how do we make the child
successful in the US.
3. Language of intervention discussion
phonological intervention and
give an example of each.
Portfolio 4. Describe the
phonological influences you may
see in the language you studied
into English as a second
language.
Fabiano ASHA presentation 2014
Other Resources
Fabiano intervention
https://www.youtube.com/watch?v=W6qdE7kD1f
g
See Gildersleeve-Neumann and Wright
(2010). English Acquisition in 3- to-5-yearold Children Learning Russian and
English. LSHSS, 41, 429-444 for information
about Russian phonology.
and many languages in the Multingual aspects
of speech sounds disorders book.
1. Van Kleeck (1994)
2. Andrews (2013)
3. Kumerer (2012)
4. * Latino Parent Involvement and School
Success: Longitudinal Effects of Formal and
Informal Support
Ann L. LeFevre and Terry V. Shaw
Education and Urban Society. 2012; 44:707723.
Reading Response 4. Discuss
how using an English-only
approach can be
counterintuitive for English
acquisition on concept
development and on grammar
in the native language. Should
we provide bilingual
intervention even when all the
9
education is in English?
Online – watch this video case – describe what
your concerns are and what are some intervention
suggestions based on the literature.
Grammar
1.
intervention
1. Review language samples in English
and Spanish and select appropriate
targets for intervention and provide
rational
2. 2. Design a collaborative model to work
in a preschool classroom
3. 3. Bring questions to class on Restrepo’s
presentation.
4. 4. Clinical field questions. GUEST
SPEAKER – GUY m. GARCIA
Online. Global vs language specific
intervention video. Restrepo
presentation.
52/10
Narrative and
semantic
intervention
1.
Write two IEP goals addressing
narrative structure, semantics,
and/or cohesion deficits in a
bilingual child with ESL – address the
two languages. Integrate them with
the common core standards and the
science curriculum.
a. Describe the long-term goal,
short-term objective,
method, languages of
intervention
Discussion Board 4 Report on
the video. Post some
suggestions to the speakers in
the POD cast and report on the
concerns.
*Restrepo et al (2013) and Restrepo et al (2010)
Portfolio 5. find an online resource
for book or narratives intervention
with some evidence reported.
Discuss the level of validity of such
program.
Restrepo et al (2013)
Kohnert chap 7
Discussion board post 5 – how can
you integrate vocabulary and
narrative intervention in bilingual
children with language impairment
10
Literacy and 1.
written
language
1. Review of phonemic awareness
measures in Spanish
2. Share with your class the online
activity that you developed for a
middle school student (I may
provide you with a case).
3. Field clinical questions.
62/17
Adult case
history
Readings
http://www.multicsd.org/ Check this site
In class.
1. Design a case history for an adult
2. Work with an interpreter for a case
history with an adult. Putting your
information learned online into practice.
3. Cultural, labor, familial and linguistic
considerations
Adult
1.
language
assessment 2.
3.
4.
1. Review measures for adults in Spanish
or crosslinguistic considerations
2. Principles of assessment in bilingual
adults
3. Field clinical questions
Petersen & Gillam (2015) J of Learning Disabilities
Gutierrez, Zepeda, & Castro (2010)
http://edr.sagepub.com/content/39/4/334.full.pdf
+html
Hammer et al (2014)
Online. Examine the SERP.com site. Go the ELLs
supports and the go deeper sites.
http://aala.serpmedia.org/index.php/how-itworks/
Discuss the following: 1. DO they have evidence
that their program works? 2. How can you use
their units to help you with intervention for
bilingual middle and highschool students. Provide
a concrete example of how you would incorporate
this program.
Kohnert chapt 8, 9
Kiran and Roberts (2012)
http://books.google.com/books?hl=en&lr=&id=ztY
yy_uLFe0C&oi=fnd&pg=PA35&dq=bilingual+aphasi
a&ots=ez6bcWALk_&sig=VBEOl5uQ5sd8kOJFft73sgW8Vk#v=onepage&q=biling
ual%20aphasia&f=false
Reading Response 5: Based on the
readings and class notes, would
teaching literacy in Spanish and
English to a child who speaks
Spanish and is learning English as a
second language be detrimental to
the child’s reading comprehension?
Please provide support for your
answer
Online activity 3. Submit through
safe assignment. Include your
online activity that you also present
to class.
Portfolio 6. Also include in
portfolio.
Discussion board 6. What is
codeswitching, what does it tell us
about the cognitive status of a
person, and how can we use it for
assessment?
Porfolio 7. Finish your adult case
history and include here.
Online. Read working with interpreters.
http://www.multicsd.org/?q=node/697
Reading response 6. Describe the
considerations in assessment of
The Boston Diagnostic Aphasia Examinationbilingual adults, and how
Spanish Version: The influence of demographic
bilingualism impacts performance
variables (Pineda, Rosselli, Ardila, Mejia, Romero & on cognitive, linguistics, and
Perez)
vocabulary measures
Kohnert Chapt. 10
Bilingual Performance on the Boston Naming Test:
11
Preliminary Norms in Spanish and English (Kohnert, Portfolio 8. List adult measures and
Hernandez & Bates)
their reviews.
The MOCA. http://www.mocatest.org/
72/24
Adult
language
1.
intervention
2.
3.
4.
5.
Adult speech
disorders
In class Discussion
1. Discuss the healthcare issues affecting
immigrants in the US
2. Activity using bilingualism as a tool in
intervention
– design intervention for a monolingual
clinician with a bilingual patient. OR
– design an intervention in two
languages for a bilingual clinician and
patient.
3. Use single subject design to plan
intervention
Farohqi –Sha et al (2010) bilingual aphasia
intervention.
Kiran and Roberts (2010)
Guest Speaker
1. Field clinical questions
Integrating functional measures with treatment: a
tactic for enhancing personally significant change
in the treatment of adults and adolescents who
stutter (Ingham, Ingham & Bothe)
Reading Response 7. What
language should intervention take
place in a bilingual adult with
aphasia?
Kohnert Chapt. 11
Model-driven intervention in bilingual aphasia:
Evidence from a case of pathological language
mixing (Ansaldo, Saidi & Ruiz)
*Ramos and Ardila (2012)
Online activity 4. Submit through
safer assignment.
Cultural aspects and tube feeding
http://books.google.com/books?hl=en&lr=&id=zgh
kRx5mhgcC&oi=fnd&pg=PA145&dq=cultural+issue
s+in+dysphagia&ots=2xineDDujW&sig=M2VzTfLn57Z-OlymIHn7kB-KA#v=onepage&q=cultural%20issues%20in%20dys
phagia&f=false
Korean diet and consistencies – see culturally
diverse listserve 10-11-13
12
Online - Culture and quality of life –
http://www.multicsd.org/node/731 answer the
question about self evaluation of cultural biases.
And interview an adult from a different country
and ask the questions on how to determine
cultural beliefs.
83/3
Final case
studies due
Please submit cases online.
13
Communicating with the Instructor
If you have class questions, please bring them to class; it often helps the rest of the class. If you
have specific personal questions – please use email or phone or make an appointment. If you
have questions of a personal nature such as relating a personal emergency, questioning a
grade on an assignment, or something else that needs to be communicated privately, you are
welcome to contact your instructor via email or phone. An email contact is generally preferred.
Your instructor will usually respond to email and phone messages from 8am to 5pm, weekdays.
Please allow 24 hours for your instructor to respond. If you are doing homework due on
Tuesday I may not respond on the weekend as I tend to be very busy and disconnect some
from work.
If you have a question about the technology being used in the course, please contact the UTO
Help Desk for assistance:
UTO Help Desk
Technical assistance is available 24/7 for students.
Phone: 480-965-6500
Email: helpdesk@asu.edu
Web: http://help.asu.edu/
For information on systems outages see the ASU systems status calendar, please visit
http://syshealth.asu.edu/ and http://systemstatus.asu.edu/status/calendar.asp
How to Succeed in this Course
For this 2-unit class you should expect an average of 6 hours of homework per week. The
amount will vary according to topic and assignments. Please plan to:





Check your ASU email regularly
Log in to the course web site daily
Communicate with your instructor
Create a study schedule so that you don’t fall behind on assignments
Please bring your computer to class. If you do not have one make sure you download
your materials ahead of time.
Email and Internet
You must have an active ASU e-mail account and access to the Internet. All instructor
correspondence will be sent to your ASU e-mail account. Please plan on checking your ASU
email account regularly for course related messages.
This course uses Blackboard for the facilitation of communications between faculty and
students, submission of assignments, and posting of grades. The myASU/Blackboard Course
Site can be accessed at http://my.asu.edu
Campus Network or Blackboard Outage
When access to Blackboard is not available for an extended period of time (greater than one
entire evening - 6pm till 11pm) you can reasonably expect that the due date for assignments will
be changed to the next day (assignment still due by midnight).
Attendance/Participation
Preparation for class means reading the assigned readings & reviewing all information required
for that week. Attendance in an online course means logging into Blackboard on a regular basis
and participating in all required activities. Given that this is a hybrid course, you need to eb
engaged in both online and in class.
Studying and Preparation Time
The course requires you to spend time preparing and completing assignments. A two-credit
course requires 90 hours of student work. Therefore plan to spend approximately 12 hours a
week preparing for and actively participating in this course.
Late or Missed Assignments
All assignments must be finished and turned in to complete the course. Unless the instructor is
notified before the assignment is due, and provides an opportunity for the student to submit
his/her assignment late, points may be taken off for a late assignment.
Submitting Assignments
All assignments, unless otherwise specified by the instructor, must be submitted via Blackboard
though safe assignment. Each assignment will have a designated place to submit the
assignment.
Drop and Add Dates
If you feel it is necessary to withdraw from the course, please see http://students.asu.edu/dropadd for full details on the types of withdrawals that are available and their procedures.
Subject to Change Notice
All material, assignments, and deadlines are subject to change without prior notice. It is the
student’s responsibility to be aware of all course timelines, announcements, and
communications from his or her instructor pertaining to changes in course assignments and due
dates.
Course Evaluation
Please feel free to give me your constructive comments about class via email, office visits, or
anonymously via a note in my mailbox in the copy room at any time during the semester.
Academic Integrity
ASU expects and requires all its students to act with honesty and integrity, and respect the
rights of others in carrying out all academic assignments. All forms of student academic
dishonesty, including but not limited to, cheating, fabrication, facilitating academic dishonesty
and plagiarism are not allowed. For more information on academic integrity, including the policy
and appeal procedures, please visit http://provost.asu.edu/academicintegrity and the Student
Conduct Statement below.
For purposes of this class, even when you have worked on a project with others, the
written work you turn in must be written independently. Do not copy the work of others
or allow your work to be copied. Guard against plagiarism in all of your work. When in
doubt, please ask me how to reference materials correctly. Do not copy and paste from
other sources even if you change a few words. You will submit your papers through Safe
Assign. Please note that this catches cut and paste from different articles.
15
Student Conduct Statement
Students are required to adhere to the behavior standards listed in Arizona Board of Regents
Policy Manual Chapter V – Campus and Student Affairs: Code of Conduct
(http://www.azregents.edu/policymanual/default.aspx), ACD 125: Computer, Internet, and
Electronic Communications (http://www.asu.edu/aad/manuals/acd/acd125.html), and the ASU
Student Academic Integrity Policy (http://www.asu.edu/studentaffairs/studentlife/srr/index.htm).
Students are entitled to receive instruction free from interference by other members of the class.
If a student is disruptive, an instructor may ask the student to stop the disruptive behavior and
warn the student that such disruptive behavior can result in withdrawal from the course. An
instructor may withdraw a student from a course when the student's behavior disrupts the
educational process under USI 201-10 http://www.asu.edu/aad/manuals/usi/usi201-10.html.
Appropriate classroom behavior is defined by the instructor. This includes the number and
length of individual messages online. Course discussion messages should remain focused on
the assigned discussion topics. Students must maintain a cordial atmosphere and use tact in
expressing differences of opinion. Inappropriate discussion board messages may be deleted if
an instructor feels it is necessary. Students will be notified privately that their posting was
inappropriate.
Student access to the course Send Email feature may be limited or removed if an instructor
feels that students are sending inappropriate electronic messages to other students in the
course.
Syllabus Disclaimer
The course syllabus is an educational contract between the instructor and students. Every effort
will be made to avoid changing the course schedule but the possibility exists that unforeseen
events will make syllabus changes necessary. The instructor reserves the right to make
changes to the syllabus as deemed necessary. Students will be notified in a timely manner of
any syllabus changes via email, or in the Announcements. Please remember to check your ASU
email and the Announcements as often as possible.
Accessibility Statement
In compliance with the Rehabilitation Act of 1973, Section 504, and the Americans with
Disabilities Act of 1990, professional disability specialists and support staff at the Disability
Resource Centers (DRC) facilitate a comprehensive range of academic support services and
accommodations for qualified students with disabilities. DRC staff coordinate transition from
high schools and community colleges, in-service training for faculty and staff, resolution of
accessibility issues, community outreach, and collaboration between all ASU campuses
regarding disability policies, procedures, and accommodations.
Students who wish to request an accommodation for a disability should contact the Disability
Resource Center (DRC) for their campus.
Tempe Campus
http://www.asu.edu/studentaffairs/ed/drc/
480-965-1234 (Voice)
480-965-9000 (TTY)
Polytechnic Campus
http://campus.asu.edu/polytechnic/drc/
480.727.1165 (Voice)
480.727.1009 (TTY)
16
West Campus
http://www.west.asu.edu/drc/
University Center Building (UCB), Room 130
602-543-8145 (Voice)
Downtown Phoenix Campus
http://campus.asu.edu/downtown/DRC
University Center Building, Suite 160
602-496-4321 (Voice)
602-496-0378 (TTY)
17
Additional Resources
State of CA DOE
http://www.cde.ca.gov/sp/cd/ce/sacresources.asp
Bilingual Resources from Kid Edmonds one of our alumni
http://www.pinterest.com/kcedmondsslp/
Language development in Asian Populations
https://www.youtube.com/watch?v=pkokxqqYuy4 (1 hr 33 minutes)
Cleft Palate
Original Message:
Sent: 08-03-2013 09:46 AM
From: Catherine Crowley
Subject: Materials for cleft palate in Spanish
Hello,
Miriam Baigorri and I have created video tutorials in Spanish (with English subtitles) for cleft palate
speech and for feeding babies pre-cleft palate surgery. These videos were made to give parents
strategies to use when no SLP is available, but our students have even used them to prepare for the
PRAXIS.
Here are the six video tutorials:
http://leadersproject.org/media/video/introduction-video-tutorials-improve-speech-children-cleftpalate
http://leadersproject.org/media/video/las-estrategias-para-producir-la-d
http://leadersproject.org/media/video/las-estrategias-para-producir-la-k
http://leadersproject.org/media/video/las-estrategias-para-producir-la-s
http://leadersproject.org/media/video/las-estrategias-para-quitar-sonidos-en-la-gargantaoclusi%C3%B3n-gl%C3%B3tica-y-para-producir-la-p
http://leadersproject.org/media/video/alimentaci%C3%B3n-para-bebes-con-paladar-hendido
Here is a handout we created for our work in Neiva, Colombia in June on feeding babies with cleft
palate. At the top we put drawn pictures of recommended ways to hold a baby and what not to do
which helps if people don't read or if they don't speak Spanish. This is the Spanish version.
http://leadersproject.org/media/document/feeding-babies-cleft-palate-parent-hand-out-spanishalimentaci%C3%B3n-para-bebes-con
Here is the English version
http://leadersproject.org/media/document/feeding-babies-cleft-palate-parent-hand-out-english
We have done 5-day training sessions with lecture in the mornings and clinical application in the
afternoons. We did one in Neiva in June 2013 for 16 Colombian-SLPs and one in March 2012 for
learning disabilities master's students in Guatemala City. Here is the story of that work if you think it
might be a model you might use. http://leadersproject.org/media/video/guatemala-2012-buildingcapacity-cleft-palate-speech-training-project
One of the best materials out there is the video animation on Smile Train's 2007 surgical DVDs. The
second DVD begins with animated demonstrations of what happens to the airflow and production of
sounds with cleft palate. It is fantastic and Miriam and I always show it in our cleft palate speech
course at Teachers College. But with just a click, the entire DVD can be played in Spanish or
Mandarin!
18
Last but not least, we knew about the widespread use of nonspeech oral motor exercises by SLPs in
Latin America (also here in the US still). So for the Neiva trip we looked for a research-based teaching
tool to share with the SLPs we were training in June. With the permission of the authors, Maggie
Watson and Greg Lof we translated and shared their document, Parent-friendly Information about
Non-Speech Oral Motor Exercises which they presented at the 2011 ASHA convention. Greg and
Maggie gave us permission to translate, copy and distribute this document so more people can
understand the content.
Here is the Spanish version:
http://leadersproject.org/sites/default/files/ParentFriendly%20Information%20about%20Nonspeech%20Oral%20Motor%20Exercise%20Spanish.pdf
Here is the English version:
http://leadersproject.org/media/document/parent%E2%80%90friendly-information-about-nonspeechoral-motor-exercises
We just want all of our materials to be used so we put them on the LEADERSproject.org website and
also on youtube. The copyright we use is the one that allows anyone to download them and share
them without any need for acquiring additional permissions.
Best wishes,
Cate Crowley
Parent resources GrupoLingua
http://www.youtube.com/user/GrupoLingua
Vocabulary program for middle school
http://wg.serpmedia.org/
Bilingual Aging
http://www.youtube.com/watch?v=gOniN0PMyJg
Bilingual Brain
http://www.youtube.com/watch?v=He55nLUTuX4
Parent supports groups
http://health.groups.yahoo.com/group/ASA-GPCFamilySupport/
http://health.groups.yahoo.com/group/HelpASAP/?yguid=383676100
http://health.groups.yahoo.com/group/PhoenixAutismSupport/?yguid=383676100
www.phxautism.org
Parent handouts and videos
http://www.walearning.com/articles/handy-hand-outs-asking-questions-that-build-language/
http://www.walearning.com
Fabiano Bilingual language development and disorders
19
http://www.youtube.com/watch?v=9T1BzltCsP0
https://www.youtube.com/watch?v=9T1BzltCsP0
Russian
Gildersleeve-Neumann and Wright (2010). English Acquisition in 3- to-5-year-old Children Learning
Russian and English. LSHSS, 41, 429-444 for information about Russian phonology.
Blog
http://2languages2worlds.wordpress.com/2013/02/03/dynamic-assessment-can-contrbute-todiagnostic-decisions-about-bilinguals/
Many facebook, pinecrest, … others please send and add
20