UNIVERSITY of VERMONT (Continuing Education) SLP Pre-Master’s Program CSD 094: The Development of Spoken Language (3 credits

) Online Fall 2014
Instructor: Kate Ross, MS, CCC-SLP 802-229-0296 (home office) Kathleen.ross@uvm.edu Class Dates: August 25 – December 12, 2014

Course Description The Development of Spoken Language focuses on the nature of speech and language development from infancy through school years. We will examine the developmental progression of phonology, syntax, semantics, morphology and pragmatics as well as various theoretical perspectives on communication development. The importance of family and relationships in children‟s communication acquisition is emphasized. This course will provide a discussion of children‟s individual differences in acquiring communication, including cultural aspects of first and second language acquisition, and an overview of communication disorders. The connections between oral speech, language and early literacy development are examined, leading to later literacy skills acquisition. This course is offered as a prerequisite course for students applying to a graduate program in communication science and disorders. Course Objectives This course will help students develop an understanding of:  the theories, processes, principles, and nature of communication development,  the developmental progression of phonology, syntax, semantics, morphology, and pragmatics,  individual differences in communication acquisition, including an overview of disorders,  the cultural and linguistic issues of second language acquisition,  the connections between oral speech, language and early literacy development,  the developmental course of emergent literacy skills Required Text and Readings Hulit, Lloyd M., Merle R Howard, & Kathleen Fahey (2011). Born to Talk An Introduction to Speech and Language Development (5th ed.).Boston, MA: Pearson Education, Inc. Supplemental readings will be assigned throughout the course as needed. Readings are to be completed before the day assigned to prepare for the lecture.

CSD 094 Fall 2013 Syllabus: Kate Ross MS CCC-SLP

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Policy on Academic Honesty
The purpose of higher education is to increase your understanding and abilities in the specific area studied. Tests, quizzes, exams, papers, and projects are assigned so that you can demonstrate your achievements, and they are graded to quantify your level of achievement. Representing someone else’s work as your own and representing your work as that of another subverts these purposes. Unless otherwise designated as group work, all graded work should be created by you and you alone. I expect all posts and written work to be written in the author‟s (that‟s you, the student!) own words. Plagiarism will not be tolerated. You may not provide answers to quizzes and exams to other students or accept them from others. Direct quotes must be marked with quotation marks or in italics and the source cited. If you slightly alter the work of others, you must cite the source. In an online course, you may need to take additional steps to ascertain your submitted work is your own. For example, you should be alone and disconnected electronically from others when you take examinations and quizzes online. You may not solicit or provide answers with your cell phone, via email or any other electronic device. You may not log on to a test using another student‟s name, student number, or Social Security number. Doing so constitutes online impersonation and reaches a criminal level when done to harm or defraud. Representing someone else‟s work as your own, or representing your work as someone else‟s, defrauds the university of its credibility and reputation. Students are encouraged to review the University‟s policy on academic honesty described in the Cat’s Tale to which they will be fully accountable in this course. This can be found online at: http://www.uvm.edu/cses/code_ai.html Copying Course Materials Consistent with the University of Vermont‟s policy on intellectual property rights, teaching and curricular materials (including but not limited to classroom lectures, notes, exams, handouts, and presentations) are the property of the instructor. Therefore, electronic recording and/or transmission of classes or class notes are prohibited without the express written permission of the instructor. Such permission is to be considered unique to the needs of an individual student (e.g. ADA compliance), and not a license for permanent retention or electronic dissemination to others. Student Accommodations It is the responsibility of all students seeking disability accommodations to self-identify by contacting the appropriate Certifying Office and supplying adequate and comprehensive documentation of the disability. Students are encouraged to self-identify as early as possible. Accommodations cannot be made retroactively. For further information contact the ACCESS office (Accommodation, Consultation, Collaboration & Educational Support Services) at 802656-7753 or online: http://www.uvm.edu/~access/ Religious Holidays Students have the right to practice the religion of their choice. Students who miss class work for the purpose of religious observance should make arrangements with the course instructor to make up any work that they might miss. Student Course Evaluation As a matter of professional responsibility, all students are expected to complete a course/instructor evaluation at the end of the semester. Evaluations will be anonymous and confidential.

CSD 094 Fall 2013 Syllabus: Kate Ross MS CCC-SLP

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Assignments (Specific instructions for assignments are on Blackboard)
Weekly Discussion Groups (14 @ 10 points each = 140 points) There will be weekly discussion board questions, including small group work, with related questions to the week‟s lectures & readings posted on Blackboard on Mondays at 8:00 AM EST. You are expected to respond to these questions by Thursday of that week. You will then post to two other student‟s responses by Sunday midnight – creating discussion thread. DUE by Sunday each week Quizzes (3 @ 20 points each = 60 points) There will be three quizzes on weekly lectures & readings information. Quizzes will be short answer: multiple choice, true/false, and/or short essay. Posted on Wednesdays 8AM EST and Due by Sunday midnight EST of assigned week Communication Observation/Analysis of an 18 – 30 month old child (50 points) You will observe an 18 – 36 month old child for at least an hour in a setting you choose (ex. childcare, home, preschool). You will analyze your observation findings and write a summary report relating to the information you‟ve learned in class lecture & readings, including outside research to support. Be sure to include
information relating to receptive and expressive language, how the child relates to others, pragmatic skills, and cognition skills as they relate to communication and include in your summary how you feel the child is developing as a „whole child‟.

Written summary report will be at least 500 words.

DUE October 12, 2014

Language Sample Analysis of 3 – 5 year old (50 points) You will receive an assigned language sample from me that you will analyze for the speech & language components you‟ve been learning about in recent chapters. You will write a summary of your analysis relating to the information you‟ve learned in class lecture & readings, including outside research to support. This written summary report will be at least 500 words. DUE October 26, 2014 Speech & Language Connections to Literacy Development (50 points) You will research and analyze the connections between speech & language development and early literacy skills (methods of research are provided on instructions). You will summarize your findings relating to information you‟ve learned in class lectures & readings, including outside research to support. The written report will be at least 500 words. DUE November 9, 2014 Diversity Reading Summary & Analysis: (50 points) You will read at least two different articles from professional journals or from offered articles in Blackboard. One article will relate to cultural diversity and the second will relate to communication disorders or disabilities. Summarize each article thoroughly and thoughtfully, providing insights into what you learned and how what you learned relates to what you‟ve learned in this class. Written summary report will be at least 500 words. DUE November 23, 2014

CSD 094 Fall 2013 Syllabus: Kate Ross MS CCC-SLP

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Grading Summary:
     

Discussion Groups (14 @ 10 points each) …………………………………......140 Quizzes (3 @ 20 points each)………………………...………………………….60 Communication Observation (18 - 30 mo. old)..…..…………………………….50 Language Sample Analysis (3-5 year old)….……………………………………50 Speech & Language Connections to Literacy…...……………………………….50 Diversity Reading Summary……………………………………………………..50
369 – 400 points = A 357 – 368 points = A265 – 276 points = D+ 253 – 264 points = D 236 – 252 points = D344 – 356 points = B+ 333 – 345 points = B 317 – 332 points = B<236 points = F 305 – 316 points = C+ 293 – 304 points = C 277 – 292 points = C-

Points to Grades:

Disclosure of Grades This course follows the guidelines of the Family Educational Rights and Privacy Act (FERPA).

Expectations, Requirements and Late Assignments Class participation is mandatory and will be evidenced through weekly online discussion groups, quizzes, and/or assignments. The quality of work produced to fulfill the course assignments will affect your grade. Late assignments will be graded accordingly – one point will be deducted for each day late. Please carefully read the “Guidelines for

Working Online” that follow. NOTE: Regular online attendance is mandatory. I suggest logging in a minimum of 3 times per week. You will be expected to post a substantive (at least 125 words) contribution to
the discussion board at least twice a week (i.e. original response to instructor questions and two responses to two other students), more often if requested – i.e. you are expected to respond to questions that arise, especially from instructor. Please remember your peers depend upon your timely contributions. A traditional face-to-face 3-credit course requires 45 hours per semester of direct contact time with the instructor meaning about 3 hours per week of direct contact time for a 15-week course. In addition to the weekly direct time together, there is time for reading, absorbing, and analyzing assigned materials and completing assignments – typically about 6 hours per week = 9 hours/week. To estimate study hours per week per course check this link: (http://www.usu.edu/arc/idea_sheets/pdf/estimate_study_hours.pdf) With this information, it can be safely stated that in order to complete a 3-credit course online, you are expected to fully participate at least 9 hours per week for a 15-week course.

CSD 094 Fall 2013 Syllabus: Kate Ross MS CCC-SLP

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Schedule of Readings, and Assignments: Readings are due by the class date.
Week Of: August 25 – 31 September 1 - 7 September 8 - 14 Topics

September 15 - 21

Introductions A Connection of Brains Language Acquisition: A Theoretical Journey Cognitive Development: Building a Foundation for Language The Building Blocks of Speech
Making Connections to Overall Development

Read Chapter 1 Chapter 2 Chapter 3

Assignment Due: Discussion Board Discussion Board Quiz Discussion Board Discussion Board

Appendix (pp. 432-443)
Chapter 7 Appendix (pp. 415 – 431) Readings Chapter 4 (pp. 116 – 151) Infants Chapter 4 (pp. 151 – 185) Toddlers Chapter 5 (pp. 186 – 208) Through Stage 3 Chapter 5 (pp. 208 – 239) Beyond Stage 3 Chapter 6 (pp. 240 – 274) Elements Develop Chapter 6 (pp. 274 – 308) Metalinguistics Chapter 8

September 22 - 28 September 29 October 5 October 6 - 12

Discussion Board

October 13 - 19

October 20 - 26

October 27 November 2 November 3 - 9

November 10 - 16

November 17 – 23

In the Beginning: Communication Development from Birth to 2 Years In the Beginning: Communication Development from Birth to 2 Years The Saga Continues: Language Development - the Preschool Years The Saga Continues: Language Development - the Preschool Years Taking Language to School and into Adulthood Taking Language to School and into Adulthood Language Diversity: Regional & Social & Cultural Differences Speech & Language Disorders in the Home, School, and Community

Quiz
Discussion Board

Due: Communication Observation Discussion Board

Quiz
Discussion Board

Due: Language Sample Analysis
Discussion Board Discussion Board

Due: Connections to Literacy
Discussion Board Discussion Board

Chapter 9 Autism, Hearing and Cognitive Issues

Due: Diversity Summary
Discussion Board

November 24 - 30 December 1 - 8

Thankful
Speech & Language Disorders in the Home, School, and Community

For
Chapter 9 Acquired Brain Injury, Aphasia, Learning Disability, Voice & Fluency

RECESS
Discussion Board

CSD 094 Fall 2013 Syllabus: Kate Ross MS CCC-SLP

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Guidelines for working online (Note: All times are EST):
1. As you take an online class, take into consideration:  A traditional face-to-face 3-credit course requires 45 hours per semester of direct contact time with the instructor meaning about 3 hours per week of direct contact time for a 15-week course. In addition to the weekly direct time together, there is time for reading, absorbing, and analyzing assigned materials and completing assignments – typically about 6 hours per week = 9 hours/week. To estimate study hours per week per course check this link: (http://www.usu.edu/arc/idea_sheets/pdf/estimate_study_hours.pdf)  With the above information, it can be safely stated that in order to complete a 3credit online course, you are expected to fully participate at least 9 hours per week for a 15-week course.  Find a quiet space where you can complete both virtual „face-to-face‟ time and your weekly assignments. Have all materials at the ready as you begin your lecture videos. 2. The purpose of higher education is to increase your understanding and abilities in the specific area studied. Tests, quizzes, exams, papers, and projects are assigned so that you can demonstrate your achievements, and they are graded to quantify your level of achievement. Representing someone else‟s work as your own and representing your work as that of another subvert these purposes. Unless otherwise designated as group work, you and you alone are to create all graded work unless otherwise advised. I expect all posts and written work to be written in the author‟s (that‟s you, the student!) own words. Plagiarism will not be tolerated. You may not provide answers to quizzes and exams to other students or accept them from others. Direct quotes must be marked with quotation marks or in italics and the source cited. If you slightly alter the work of others, you must cite the source. 3. In an online course, you may need to take additional steps to ascertain your submitted work is your own. For example, you should be alone and disconnected electronically from others when you take examinations and quizzes online. You may not solicit or provide answers with your cell phone, via email or any other electronic device. You may not log on to a test using another student‟s name, student number, or Social Security number. Doing so constitutes online impersonation and reaches a criminal level when done to harm or defraud. Representing someone else‟s work as your own, or representing your work as someone else‟s, defrauds the university of its credibility and reputation. 4. Instructor will post lecture, power point, and questions regarding the lecture information and reading assignments on Monday by 8:00 AM of assigned week. 5. Students are expected to respond to the discussion board no later than Thursday midnight EST. 6. On the discussion board, students must respond to two other student‟s postings by the following Sunday of that week by Midnight EST. Example of weekly schedule: Monday – Instructor will post lecture, power point, and questions Thursday – Student will respond to questions Sunday– Student will respond to two other student‟s responses on the discussion board (quizzes are exempt from further response) 7. Further student posting is performed via asking questions or commenting on what others posted by Thursday. Length of responses can vary, but at least 125 words are expected (that is ¼ page of text, single-spaced). Remember: this is the equivalent of a face-toface class discussion, so be thoughtful and informative.

CSD 094 Fall 2013 Syllabus: Kate Ross MS CCC-SLP

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8. Because this learning medium poses a lack of facial expressions, body gestures, and tone of voice (non-verbal cues that impact additional meaning upon a verbal message), it is important to present the written message in a thoughtful, clearly organized and respectful manner. Please proofread all text carefully before hitting the send button! 9. When responding to the instructor or a classmate, please be sure to include the original question or comment in your post. In this way other participants in the discussion can understand the context of your response. Change the subject line in your posting to reflect the content of your post. Example: “To John: Re: Mary‟s response to Question #2” 10. Please do not type in all capital letters as it comes across as “SHOUTING!” 11. At all times, please be respectful of other‟s opinions and ideas in your own postings. I will remove abusive and/or inappropriate posts as I become aware. Such postings will not be counted toward the discussion board grade. 12. Always proofread and spell-check your message before posting. Helpful questions to ask prior to sending include:  Have I completely answered the question?  Do my sentences make sense? Is this message confusing?  How would I feel if I read this post?  Is there something in the way that I have phrased my response or in the tone of the message that might be offending or hurtful to another person? 13. Try to resolve any misunderstandings regarding a post within the discussion board forum. Keep posts as neutral as possible, asking for clarification and meaning when necessary. If you feel uncomfortable working with a fellow student, please feel free to email me directly for support. 14. Always respect the privacy of others in the class. Please do not email class members directly unless that student has granted you permission to do so. And please do not share information about other class members with persons not enrolled in the class, unless you have permission from that member. 15. Regular weekly attendance is mandatory. I recommend logging in a minimum of 3 times per week. You will be expected to post a substantive contribution to the discussion at least twice a week (i.e. original response to instructor question and response to at least two other students within discussion boards), more often if requested or desired. Please take the responsibility to respond clearly and thoroughly. Please remember that the responses and learning of your peers depends upon your timely contributions. You will learn just as much if not more from each other as you do from me. Essentially, you are „teaching‟ your peers a certain aspect of the information that you‟ve learned for the week. They will be relying on you to be thoughtful and present the information as best you can so that they can understand it, perhaps better. Long posts are not necessary (though at least 125 words is expected), though thorough, carefully thought out presented information is expected. The more discussion the better! But do remember that reading long posts takes time and time is precious – Please stay within guidelines. 16. Instructor will post all assignments, including readings online. Occasionally you may be asked to provide feedback to fellow classmates on assignments. 17. Before posting an assignment, please review the description of the assignment and the rubric to be certain you have addressed all necessary requirements. Remember to check grammar, spelling, and clarity. 18. Please remember . . . as you post in the Discussion Board, keep the following in mind:  Timeliness (check the discussions frequently)  Confidentiality (remember we are working with children – do not use the names of children or families – change name or use one initial)

CSD 094 Fall 2013 Syllabus: Kate Ross MS CCC-SLP

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Provide civil, supportive and constructive criticism No side conversations (i.e. private emails or conversations that don‟t include the whole group)  Appropriately cite all quotes, references, and sources  If posting a long message, please forewarn your readers - everyone is busy, so the longer your posts and responses, the more time you are asking of your peers and the instructor –please stay within the suggested word counts – be concise, but thorough  Be careful if choosing to use humor – it doesn‟t always go over well without supporting nonverbal cues 19. If at any point in time you feel you are struggling in this course, please contact me so that we can work together on the issues. But you need to communicate with me, as I may not recognize the matter until it is perhaps too late. My contact information is listed on the syllabus. My goal is that all students succeed and gain the necessary information. 20. Quizzes will be available mid-week, typically on Wednesday at 8:00 AM.

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CSD 094 Fall 2013 Syllabus: Kate Ross MS CCC-SLP

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