Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Course Syllabus
Spring 2005
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.
1. 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)
2. 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)
3. 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)
4. The student will be able to determine appropriate educational materials and
community resources for adult patients. (Std. III-D, IV-B)
5. The student will be able to determine ethical issues that will impact treatment of adult
patients. (Std. III-E, III-G)
6. The student will be able to demonstrate appropriate data collection and treatment
documentation for adult patients. (Std. III-D, III-G, IV-B)
7. 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)
8. The student will demonstrate knowledge of professional and ethical issues as related
to treatment of adult language disorders. (Std. III-G, III-E)
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 Topic Required Reading
January 11 and 13 Introduction and Foundations Ch. 12 Aphasia Therapy: Using a
for therapy Process Approach and Operational
Framework
January 18 and 20 Hierarchy of Aphasia Ch. 13 Setting Functional Goals
Treatment for Aphasia Therapy
January 25 Acute Care Setting Ch. 14 Voluntary Control of
Involuntary Utterances
January 27 Acute Care Setting Speaker
February 1 Acute Care and Rehabilitation Ch. 16 Melodic Intonation
Setting Therapy
Ch. 17 Sentence Production
Program for Aphasia
February 3 and 8 Rehabilitation Setting Ch. 18 Visual Action Therapy
Ch. 22 Treatment for Wernicke’s
Aphasia
February 10 Assessment of Dementia
Speaker
February 15 Long Term Care Speaker
February 17 Long Term Care Setting and Ch. 24 Group Therapy for Aphasia
Outpatient Setting
February 22 Dementia and Aphasia
Speaker
February 24 Midterm Evaluation
March 1 and 3 Introduction and Cognitive- Ch. 5 The Nature of Cognitive
Communication Impairment in and Communicative Impairment:
TBI Theoretical and Clinical
Considerations