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Neurogenic Communication Disorders II Course Syllabus Spring 2005

Instructors: Felicity Sale, M.S., CCC/SLP Work #972-883-3655 Email: felicity.sale@utdallas.edu Office hours by appointment/1.336 Callier Richardson Lucinda Dean, M.S., CCC/SLP Phone: wk#972-883-3654 Email: lucinda.dean@utdallas.edu Office hours by appointment/1.340 Callier Richardson

Class Schedule: Tuesday/Thursday 1:00-2:15 Callier Dallas Campus J.108 January 11-April 21, 2006 Class Final – April 26, 2005 Class Text: Packet at Off Campus Books

Course Purpose: This purpose of this class is to develop a greater understanding of the treatment of adult clients with neurogenic communication disorders in the continuum of care. The treatment of language and cognitive/communication disorders associated with aphasia, traumatic brain injury, right hemisphere lesion, and dementia will be stressed. Grades: This course will be divided into two sections. The first section will run from January 11 through February 27. This section, presented by Lucinda Dean, will provide information regarding treatment of aphasia and dementia across the continuum of care. The second session, presented by Felicity Sale, will run from March 1 through April 21, 2005 and will provide information regarding treatment of adults who have suffered from a traumatic brain injury, right hemisphere lesion, and dementia. Grading 1. Midterm Exam: Covers first section; February 27 2. Final Exam: Covers second section; April 26 *You are responsible for information in the lectures as well as information in the packet. You must have a passing grade on each exam to pass the course. 3. Two Treatment plans: A case study will be provided in the first and second sections. The student will determine 5 appropriate goals and 5 appropriate treatment activities based on the case study presented. Midterm Exam Case Study #1 Case Study #2 Final Exam 40% 10% 10% 40%

Objectives: 1. 2. 3. The student will be able to identify normal and abnormal language as it pertains to adult language disorders. (Std.III-B, III-C, III-D) The student will be able to describe intervention strategies for adults with language disorders in a variety of settings. (Std. III-A, Std III-C, III-D) The student will be able to write an appropriate treatment plan for adult patients in a variety of settings with a variety of linguistic, socioeconomic, and cultural differences. (Std. III-D, III-F, IV-B) The student will be able to determine appropriate educational materials and community resources for adult patients. (Std. III-D, IV-B) The student will be able to determine ethical issues that will impact treatment of adult patients. (Std. III-E, III-G) The student will be able to demonstrate appropriate data collection and treatment documentation for adult patients. (Std. III-D, III-G, IV-B) The student will be able to determine appropriate treatment activities for a variety of adult patients in varying settings with a variety of linguistic, cultural, and socioeconomic differences. (Std. III-D, III-F, III-G) The student will demonstrate knowledge of professional and ethical issues as related to treatment of adult language disorders. (Std. III-G, III-E)

4. 5. 6. 7.

8.

Knowledge Outcomes: Standard III – B The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis Provided during class lectures and readings; as evidenced by class discussion of topics and readings, case studies, and exams Standard III-C The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including their etiologies characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams 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 disorder. Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams Standard III-E The applicant must demonstrate knowledge of standards of ethical conduct. Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams

Standard III – F The applicant must demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practice. Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams Standard III – G The applicant must demonstrate knowledge of contemporary professional issues. Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams Standard IV – B The applicant must possess skill in oral and written or other forms of communication sufficient for entry into professional practice. Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams Class Schedule: Date January 11 and 13

Topic Introduction and Foundations for therapy Hierarchy of Aphasia Treatment Acute Care Setting Acute Care Setting Speaker Acute Care and Rehabilitation Setting Rehabilitation Setting

January 18 and 20 January 25 January 27 February 1

Required Reading Ch. 12 Aphasia Therapy: Using a Process Approach and Operational Framework Ch. 13 Setting Functional Goals for Aphasia Therapy Ch. 14 Voluntary Control of Involuntary Utterances Ch. 16 Melodic Intonation Therapy Ch. 17 Sentence Production Program for Aphasia Ch. 18 Visual Action Therapy Ch. 22 Treatment for Wernicke’s Aphasia

February 3 and 8

February 10 February 15 February 17 February 22 February 24 March 1 and 3

Assessment of Dementia Speaker Long Term Care Speaker Long Term Care Setting and Outpatient Setting Dementia and Aphasia Speaker Midterm Evaluation Introduction and CognitiveCommunication Impairment in TBI Spring Break Approaches to Rehabilitation Acute Care Setting

Ch. 24 Group Therapy for Aphasia

Ch. 5 The Nature of Cognitive and Communicative Impairment: Theoretical and Clinical Considerations Ch. 2 Models of Rehabilitation and Types of Programs

March 8 and 10 March 15 and 17

March 22 and 24 March 29 and 31 April 5 and 7 April 12 and 14

Acute Rehabilitation Setting Speaker Subacute, Outpatient and Long Term Care Settings Cognitive-Communication Impairment in RHD Acute Care and Acute Rehabilitation Settings Case Study #2 Due Subacute, Outpatient and Long Term Care Settings Speaker Final Examination

Ch. 4 Medical Management Ch. 7 Acute Rehabilitation pgs. 171-183 Ch. 7 Acute Rehabilitation (cont) pgs. 183-194 Ch. 8 Postacute Rehabilitation and Community Integration Ch. 11 Family Issues Ch. 8 Assessment Chap. 9 Treatment

April 19 and 21

April 26