College of Health Profession

SST 301 Syllabus

Speech-Language Pathology Assistant (SLPA)--Childhood Communication Disorders

College:College of Health and Human Services
Department: Department of Health Sciences
Course Title: SLPA: Childhood Communication Disorders

Course Number: SST 301
Semester: Fall and Spring Term
Instructors: StephanieC.Christensen, M.A.CCC-SLP, DennisTanner, Ph.D.

Cyber Office Hours: To be determined
Office Address: Bldg. 66, Office 227
Credit Hours: 3
Location: Online
Course Level: Undergraduate
Recommended Prerequisites: SST 191, 202, 251
Email:Use VISTA email Feature

Course Description:SST 301 addresses the major childhood communication disorders focusing on the role of the speech-language pathology assistant (SLPA), primarily employed in an educational setting, in their diagnosis and treatment. The following childhood communication disorders are addressed: Language delay and disorders, articulation and phonological disorders, voice and stuttering, traumatic brain injury, and pediatric feeding and swallowing disorders. SST 301 consists of lectures, demonstrations, and videos to accompany assigned readings. In addition, it is recommended that students complete 25 observation hours of a speech-language pathologist working in a school or other pediatric setting.

Student (Learner) Expectations/Outcomes for this Course

GOAL: SST 301 is intended to provide the prospective speech-language pathology assistant (SLPA) with basic information about major childhood communication disorders and their diagnosis and treatment. The focus of the course is on the role of the SLPA in clinical practice and follows the guidelines and scope of practice established by the American Speech-Language-Hearing Association (ASHA).

The successful student in SST 301 will comprehend, learn, ascertain, discover, and understand the following as demonstrated in the Assessment of Student Learning Outcomes section (see below):

• Essentials of Language Development and Disorders for the SLPA
• Essentials of Articulation and Phonological Development and Disorders for the SLPA
• Essentials of Fluency Disorders (Stuttering) for the SLPA
• Essentials of Voice and Resonance Disorders for the SLPA
• Essentials of Voice Disorders and Treatment
• Essentials of Pediatric Cognitive Deficits and Traumatic Brain Injuries
• Essentials of Pediatric Dysphagia

Course Structure/Approach

SST 301 consists of lectures, discussions, assignments and quizzes to accompany assigned readings in the required text. Students are also required to read assigned supplemental articles and website sources, and participate in class discussions.

Course Outline

1. Module One: Language Development and Disorders
2. Module Two: Articulation and Phonological (Speech) Development and Disorders

Examination I

1. Module Three: Childhood Fluency Disorders (Stuttering)
2. Module Four: Childhood Voice Disorders

Examination II

1. Module Five: The SLP in Pediatric Hospitals

Examination III (Comprehensive Final Exam)

Textbook and Required Materials

Tanner, D. (2005). Case Studies in Communication Sciences and Disorders. Pearson/Prentice Hall: New Jersey.

It is available at the University and off-campus bookstores, Barnes & Noble, and via amazon.com or Prentice Hall Publishing.

Note: For those of you completing the SLPA course sequence you will want to keep this book as it is also the assigned book for SST 304.

Recommended Optional Materials/References

Reed, V. (2005). An Introduction to Children with Language Disorders. 3rd Edition. Pearson Education, Inc.: Boston.

Method of Assessment

Students will be graded according to their scores on the three examinations, five quizzes, a term paper, and their discussion postings. In addition extra credit may be awarded for students who complete 25 hours of observation (See observation assignment in course content). The tests are worth 100 points each. The term paper is worth 100 points and the quizzes will total 100 points (20 points each). Each discussion is worth a possible 10 points. The students' final grades will be computed based on the sum of the total points (550).

Time Line for Assessment (Specific Dates will be Placed on Course Calendar)

Syllabus Quiz: Must be completed prior to Exam I.

Quizzes: Must complete prior to taking the relevant exam.

Discussions: Must complete prior to taking the relevant exam.

Examination I: Seventh week of class

Examination II: Twelfth week of class

Paper Due Date: Fourteenth week of class

Examination III: Sixteenth week of class

Grading System

The tests will be given on specific days (over a period of three days). Look at the course calendar to ensure you are available to take the exam during that period. Early or late submissions will not be accepted; missed exam attempts WILL result in a zero for that exam. Watch your calendar closely so you do not miss important deadlines. During the three day availability period, you will have two opportunities to take each test, however your average grade on your two attempts will be recorded. Therefore, you must prepare for the exam on your first attempt as you would any other exam. While all tests are open book/open notes, you will only have one hour and 15 minutes to complete each exam; you will not have enough time to look up each answer.

Quizzes and discussions are due by the last day of exam availability for that module. You may complete them early but late submissions will not be accepted/graded.

Check the calendar for the due date for your term paper (observation). Late submissions for the term paper will be accepted but will be penalized at 10 points per day. No exceptions will be made.

Check the course calendar frequently to avoid missing important due dates!

Grading Scale

Total Maximum Points Available = 550

90% and above = A

80-89% = B

70-79% = C

60-69% = D

Below 60% = F

COURSE POLICIES

Retest/Makeup Tests

Students will not be able to submit exams late. Plan for computer difficulties. If you have an "unstable" computer, make other arrangements (library, Kinko's etc) for taking your exam.NAU Help desk is available 24 hours to help you avoid computer problems. We recommend using that resource before you take an exam to be sure you have the appropriate software installed on your computer. Term papers will be penalized at ten points per day for each day they are late.

Attendance

Attendance for the online discussion groups is required. Not participating in the discussion assignments will significantly alter your grade as they count just like a test.

Statement on Plagiarism and Cheating

Plagiarism: It is understood that in developing any required class projects, that the student cites each reference source and gives the proper credit for an idea, quotation or finding. Failure to cite the source of referenced material is unprofessional and violates the code of conduct for undergraduates. Please read the Academic Dishonesty Policy.

Cheating: Cheating is intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise. Cheating on any exam will result in an "F" or "0" points awarded for that exam.You will be expected to do your own work. Any suspicion of the contrary will be fully investigated and possibly result in consequences appropriate for academic dishonesty. In this class, all cases of academic dishonesty wil be processed at the maximum penalty level of NAU's policy (see above). Examples of academic dishonesty include but are not limited to: intentional plagiarism (claiming the work of others are your own), unintentional plagiarism (not accurately acknowledging the work of others), using any amount of purchased or borrowed material from services that provide research papers or term papers, submitting the work of a group as that of an individual, using text found on the internet without appropriate citation (very common and very illegal), and others.

University Policies

Policies on Safe Working and Learning Environment, Students with Disabilities, Institutional Review Board, and Academic Integrity Policies are available in the student handbook and on the NAU Website.

Media References

This course was enhanced by video and audio clips from the following sources:

Horton, Winter (Producer, director). 1989. Communication disorders in children: early diagnosis [videorecording] :Los Angeles, Center Films production. Van Nuys, AIMS Media [distributor].

Searchinger, Gene (Producer, writer, director). 1995. Acquiring the human language: playing the language game [videorecording]. New York, NY: Ways of Knowing, Equinox Films.

TextReferences

Bernthal, J. & Bankson, N. (1998). Articulation and Phonological Disorders: Fourth Edition. Boston: Allyn & Bacon.

Brownell, R. (2000). Expressive One-Word Picture Vocabulary Test (3 rd ed). Novato, C.A.: Academic Therapy Publications.

Campbell, J. (1982). Grammatical man: Information, entropy, language, and life. New York: Simon and Schuster.

Carrow-Woodfolk, E. (1999). Comprehensive assessment of spoken language. Circle Pine, Mn.: American Guidance Service, Inc.

Chomsky, N. (1971). Language and the mind: Problems of knowledge and freedom. New York: Pantheon Books.

Chomsky, N. (1975). Reflections on language. New York: Pantheon Books.

Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: MIT Press.

Culbertson, W. and Tanner, D. (2001b). Dependency of neuromotor oral maturation on phonological development. The 9 th Manchester Phonology Meeting, University of Manchester, Manchester, United Kingdom.

Culbertson, W. and Tanner, D. (2001a). Clinical comparisons: Phonological processes and their relationship to traditional phoneme norms. Infant-Toddler Intervention: Vol. 11, No. 1, pp. 15-25.

Gillam, R., Marquardt, T., and Martin, F. (Eds.). (2000). Communication sciences and disorders. San Diego: Singular.

Hart, B., and Risely, T. (1999). Meaningful differences in the everyday experience of young American children. Baltimore: PaulH.Brookes.

Kent, (1998) Normal Aspects of Articulation, p. 1. in Bernthal and Bankson, Articulation and Phonological Disorders. Boston: Allyn & Bacon.

Logeman, J. (1998). Evaluation and Treatment of Swallowing Disorders: Second Edition. Austin: ProEd.

Love, R. and Webb, W. (2000). Neurology for the speech-language pathologist (4 th ed). Boston: Butterworth-Heinemann.

Nicolosi, L., Harryman, E., and Kresheck, J. (2004). Terminiology of communication disorders: Speech-language-hearing (5 th ed.). Philadelphia: LippincottWilliamsWilkins.

Oller, D. (1980). The emergence of the sounds of speech in infancy. In G.Yeni-Komshian, J.Kavanagh, and C. Ferguson (Eds.). Child phonology: Vol. 1. Production (pp. 93-112). New York: Academic.

Owens, R. (1998). Language Development An Introduction: Fourth Edition. Boston: Allyn & Bacon.

Owens, R., Metz, D., and Haas, A. (2000). Introduction to communication disorders. Boston: Allyn & Bacon.

Plante, E. and Beeson, P. (2004). Communication and communication disorders: A clinical introduction (2 nd ed). Boston: Pearson

Ruben, R.J. (2000). Redefining the survival of the fittest: Communication disorders in the 21 st century. Laryngoscope,110: 241-245.

Shipley, K. and McAfee, J. (2004). Assessment in Speech-Language Pathology: A Resource Manual. San Diego, C.A.: Singular Publishing Group, Inc.

Tanner, D., Culbertson, W., and Secord, W. (1997). The developmental articulation and phonology profile (DAPP). Oceanside, C.A.: Academic Communication Associates.

Tanner, D. and Derrick, G. (1981). The treatment of stuttering in Arizona public schools. Journal of the Arizona Communication and Theatre Association, Volume XII, No. 2.

Tanner, D., Lamb, W., and Secord, W. (1997). Cognitive, Linguistic and Social Communicative Scales (CLASS) (2 nd ed.). Oceanside, CA: Academic Communication Associates.

Tanner, D., and Lamb, W. (1984). Cognitive, Linguistic and Social Communicative Scales (CLASS). Tulsa, OK: Modern Education Corporation.

Tanner, D. (2003a). Forensic aspects of communication sciences and disorders. Tucson: Lawyers and Judges.

Tanner, D. (2003b). The psychology of neurogenic communication disorders: A primer for health care professionals. Boston: Allyn & Bacon.

Tanner, D. (2003c, Winter). Eclectic perspectives on the psychology of aphasia. J. Allied Health; 32:256-260.

Tanner, D. (2003d). Exploring Communication Disorders: A 21 st century approach through literature and media. Boston : Allyn & Bacon.

Tanner, D. (1999). Understanding stuttering: A guide for parents. Oceanside, CA.: Academic Communication Associates.

Thelen, E. (1991). Motor aspects of emergent speech: A dynamic approach. In N.A.Krasnegor (Ed.), Biological and Behavioral Determinants of Language Development. Hillsdale: L.Elbaum.

University of Maryland (2005). Plastic Surgery: Cleft Lip and Cleft Palate. Retrieved on 7/22/05.

Vygotsky, L. (1962). Thought and language. New York: MIT Press and John Wiley & Sons.

Wiig, E., Secord, W., and Semel, E. (1992). Clinical evaluation of language fundamentals-Preschool. The Psychological Corporation, Harcourt, Brace & Company (no city listed).

Zimmerman, I., Stiener, V., and Pond, R. (1992). Preschool language scale-3. San Antonio, TX: The Psychological Corporation.