University of North Carolina at Greensboro / Department of Communication Sciences and Disorders

University of North Carolina at Greensboro / Department of Communication Sciences and Disorders

CSD 636 Birth to Three years: Prevention, assessment and intervention / Fall Semester 2012
Elena Patten, Ph. D., CCC-SLP / Tuesday 3-5:30
Office: Ferguson 316 / Email:
Office Hours: Tuesday 2-3 and by appointment / Classroom: Ferguson 325
Office Phone: 334-4657
Course Syllabus

Catalog Description

Prerequisite: admission to the appropriate degree program or permission of the instructor.

Communication development and disorders (speech, language, hearing) in infants, toddlers and preschoolers (birth to 5 years).

Course Description

This three semester hour graduate-level course focuses on communication and related disorders from birth to five years. The content of the course includes the emergence of dyadic communication within early relationships, and the development of typical and atypical communicative functioning related to other developmental domains. The course has been developed with both a theoretical and applied focus on providing methods of prevention, assessment and intervention primarily within the context of home-based, day-care and preschool settings.

Student Learning 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 bases.
Outcomes / Areas / Evidence
1. The student will demonstrate knowledge of the linguistic, developmental and cultural bases of basic human communication in young children. / 3, 6, 7 / 1,3,4,6,7
Standard III-C. The applicant must demonstrate knowledge of the nature of speech, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.
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.
Outcomes / Areas / Evidence
2. The student will identify pre and postnatal factors that may negatively impact normal development. The student will have knowledge of the genetic & congenital factors that effect communication development and disorders (speech, language and hearing) in infants, toddlers and preschoolers. / 1-5 / 1,4,6,7
3. The student will demonstrate knowledge of and skill in identifying methods of prevention of speech, language, hearing and swallowing disorders in infants, toddlers and preschoolers. / 1-7 / 1, 2, 3, 4, 6,7
4. The student will demonstrate knowledge of the receptive and expressive language aspects of communication disorders and differences including etiologies, characteristics, and psychological, developmental, linguistic, and cultural correlates. The student will demonstrate knowledge of social-pragmatic communication disorders. / 3,7 / 1, 2, 3,4, 5, 6,7
5. The student will demonstrate knowledge of emergent literacy and related prevention, assessment and intervention strategies. / 3 / 1,2,3,4,5,6,7
6. The student will demonstrate knowledge of typical infant, toddler and preschool hearing development and the impact on speech and language. / 5 / 1, 2, 4, 6,7
7. The student will demonstrate knowledge of the cognitive aspects of communication, including etiologies, characteristics, and psychological, developmental, linguistic, and cultural correlates. / 6 / 1, 2, 3,4,6,7
8. The student will demonstrate knowledge of the social aspects of communication, including etiologies. This includes having an increased understanding of the role of caregiver–child relationship in early development of communication and the impact of socio-cultural factors. The student will also demonstrate knowledge of skills needed to develop family-professional relationships, and understand the impact of a child with chronic illness and/or disability on the family. / 7 / 1,4,6,7
9.The student will able to interpret, integrate and synthesize all the information in order to develop diagnoses and plan goals and outcomes based on age-appropriate and evidenced-based intervention approaches for infants, toddlers and preschoolers / 1-5 / 1,2,3,4,6,7
10. The student will demonstrate knowledge of the nature of communication modalities in assessment and intervention. The student will be able to consider appropriate augmentative and alternative communication modes for a given child. / 3,8 / 1, 2, 4, 6,7
11. The student will demonstrate knowledge of and skill in selecting and administering age-appropriate screening and evaluation techniques and measurements for speech, language and hearing disorders. / 1-5 / 1,2,3,4,5,6,7
Areas / Evidence
1 - Articulation
2 - Voice & Resonance
3 - Receptive and Expressive Language
4 - Hearing
5 - Swallowing
6 - Cognitive Aspects
7 - Social Aspects
8 - Communication Modalities / 1 - Papers
2 - Presentations
3 - Demonstration
4 - Case Studies
5 - Journal/Research Articles
6 - Classroom Discussion
7 –Exams

Course Texts

Required

Rossetti, L.M. (2001) Communication intervention: Birth to three (2nd edition). Albany, NY: Singular/Thomson Learning.

McCauley, R. and Fey, M. (2006) Treatment of Language Disorders in Children. Brookes.

Optional (Not Required)

Paul, R. (2001) Language disorders from infancy through adolescence (2nd edition). St. Louis: Mosby.

Additional readings may be assigned throughout the course.

This syllabus is a guide not a contract and may be altered throughout the course of the semester.

Assessment of Student Learning

Grading Policy Final grades will be based on the percentage of points that a student earns relative to the total number of points possible.

The grading scale for assigning letter grades is:

Total points for reports, presentations and other assignments will be 100 points, distributed as follows:

Assignments/ Exams / Points
1. Pediatric Evaluation Project / 100 points
2. Group Topic Project / 100 points
3. Exam 1 / 100 points
4. Exam 2 / 100 points
Total / 400 points

Assignments

(Information about each assignment is listed below; specific instructions will be posted on Blackboard)

Assignments are to be handed in on the due date. Assignments handed in after the due date will be late and 5 points will be deducted for each day overdue.

Pediatric Evaluation Project

Goals: to learn the Rossetti Infant-Toddler Language Scale, to observe and assess a young child’s communication, social and play skills, to hone parent interview skills, to write a comprehensive pediatric speech and language evaluation report (which may serve as a template for future reports).

Group Topic Project

Goals: to foster interest and enhance learning about a self-selected topic that is relevant to speech-language pathology in the birth to 5 population, to improve presentation skills and awareness of information that would be most useful to a clinical audience

Communication About Classes and Assignments

Students are expected to check Blackboard and email daily to ensure that they are fully aware of all assignments, announcements and other class related information. Failure to do so may limit the ability to complete assignments and receive full credit for class participation.

Attendance & Classroom Policy

Attendance for all class meetings and participation are essential to the integration of course material and the student’s ability to demonstrate proficiency.

Course Calendar

Date / Topic / Reading/preparation
Tues / 8/20 / INTRO: syllabus, projects, populations at risk / Rossetti chapter 1
Tues / 8/27 / Cross-cultural differences in families and child-rearing, normal infant development
DUE: bring a developmental norms chart to class / Indentify a developmental norms chart (0-5) to class
Tues / 9/3 / Caregiver interaction-Attachment / Rossetti chapter 2
Tues / 9/10 / Assessment
CSBS
DUE: bulleted outline of learning objectives for group topic project / Rossetti chapter 3
Tues / 9/17 / Neonatal Intensive Care (Dr. Hall) / Rossetti pp 172-196
Tues / 9/24 / Responsiveness education and prelinguistic milieu teaching / McCauley chapter 3
Tues / 10/1 / Exam 1
Parent training / McCauley chapter 4
Tues / 10/8 / Books and Play / McCauley chapter 7
Tues / 10/15 / BREAK
Tues / 10/22 / Focused stimulation / McCauley chapter 8
Tues / 10/29 / Cleft-palate; feeding issues (Dr. Hinton)
Tues / 11/5 / Class presentations
Tues / 11/12 / Class presentations
Tues / 11/19 / Class presentations
Tues / 11/26 / Final Exam

Academic Honor Code: Academic Honor Code: Each student is required to read the UNCG Academic Integrity Policy on the web page, http://saf.dept.uncg.edu/conduct/policies/academic.integrity.html and the Student Conduct Policies at http://saf.dept.uncg.edu/studiscp/honor.html

Each student will affirm that s/he will honor those policies with a signature on all major work submitted for the course.

Learning differences/disabilities: Students with documented learning differences or disabilities must meet with the instructor at the beginning of the course to discuss any accommodations that may be necessary especially related to formal assessment and evaluation.