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CSD553-10: Seminar in Preschool language disorders
Instructor: Eva Baharav, Ph.D., CCC-SLP
Syllabus
Course: CSD 553: Seminar in Preschool Language Disorders
Class Meetings: MTWF9:00 - 9:50 in AW 406
Instructor: Eva Baharav, Ph.D., CCC-SLP, 378 AIC
Office hours: TBD,sign up sheet on door
TA:Michelle Wiklund, TA room, AIC, 3rd floor
Required Texts/ Resources:
Paul, Rhea (2007). Language Disorders from Infancy through Adolescence. St. Louis, Missouri: Mosby.
Justice, L. M. and Ezell, H. K. (2008). The Syntax Handbook.Eau Claire, WI: Thinking Publications.
Download and print the following:
Recommended Resources:
Weiss, Amy L. (2001). Preschool Language Disorders Resource Guide. San Diego, CA: Singular (Thomson Learning)
Schwatz, Sue and Heller Miller, Joan E. (1006). The New Language of Toys. Bethesda, MD: Woodbine House.
Pepper, Jan and Weitzman, Elaine (2004). It Takes Two to Talk. TorontoCanada: The Hanen Program.
Disc on Normal Development, installed on department's computer - needs to be consulted at all times when reviewing clients for possible disorders.
Course Objectives:
This course is a graduate level seminar on the nature and treatment of preschool language disorders. It is expected that all students enrolled in CSD 553 have completed CSD 361, or its equivalent. This course material is aligned with ASHA’s Standard III for certification in speech language pathology. Please review this standard on the following link:
Consequently, general goals for this course are:
(a)To gain knowledge in identifying and characterizing language and communication disorders and differences in the preschool population,
(b)To expand and refine your basic assessment and intervention skills for this population,
(c)To provide a forum for discussing current issues in the area of preschool language development and disorders, and
(d)To acquire skills in integrating evidence-based practice into clinical considerations and decision making
Specific learning markers (learning outcomes) are found in Appendix A to this syllabus. It is expected that students achieve a mastery level for these markers.Mastery of the knowledge related to these outcomes is required. Students who fail to demonstrate a satisfactory degree of knowledge acquisition, based on their performance on a variety of formative assessments, or who communicate to the instructor their own perception of an inadequate grasp of concepts, will be provided alternatives for learning and demonstration of mastery of course-related knowledge.Evidence for the acquisition of these competencies will be in the form of class discussions, class presentations, reports, short assignments, lab analyses and examinations.
Following is the rubric for grades by percentage figures:
A = 93-100; A- = 90-92.9; B+ = 87-89.9; B = 83-86.9; B- = 80-82.9; C+ = 77-79.9;
C = 73-76.9; C- = 70-72.9; D = 65-69.9; F = <65
Course Format:
I place a premium on applying knowledge gained through course work to clinical experience. Therefore, we will study the clients you are assigned this quarter who fit the description of PreK language disorder. Each Friday, two pairs (dyads) of students will present two clients, according to your turn assignment (which will be posted on BB) with a discussion focus relevant to the week's topic covered in class. Details are below.
On most Mondays, the week’s topic will be introduced in lecture format.
On Tuesdays, there will be a lab session to practice the material covered in the Syntax Handbook and to perform some of the language analyses you will need for your Preschool clients. Details are below.
On Wednesdays, continued class discussions will be held related to the week's topic as described in the calendar below.
On Fridays, dyads will present their clients and prepare class discussions relating to the practice of the week’s topic in the clinic.
We will communicatevia Blackboard and I may occasionally ask you to look up some information in preparation for class. Be sure to check BB regularly for all announcements.
During the last two weeks of the course, there will be class presentations on issues relating to special populations: the manifestation of various etiologies causal to language disorders in the preK populations, as well as linguistic and cultural diversity as it relates to language disorders in the preK child. You will be assigned to a group, and with your group members you will divide the work and presentation sections to the class. Specific instructions are detailed in Appendix D below.
Important: You will need to bring Paul's book to class, as we will be discussing charts and tables (BUT: it's a bit lighter than the Pena-Hegde book, so that's an improvement (:)Grade:
Your grade will be based on the following:
Lab quizzes and assignments: 20%
Client presentation: 15%
Presentation of a class seminar in Preschool language disorders 15%
Final exam: 50%
There will be no midterm exam.
Below are details for each of these grade components:
Labs
Each week's lab will begin by your taking a quiz based on the assigned chapters from the Justice and Ezell book, and Paul's book. You are expected to have prepared the assigned focus reading in Paul's book, as well as have reviewed the Syntax Handbook chapters as indicated in the calendar below.
In addition, during lab you will learn to perform several analyses based on a speech sample: One word analysis, semantic relations analysis, structural analysis and a pragmatic analysis.
Client presentations
The dyadsscheduled to present their clients on a given Friday must create a focus for presentation and discussion to the class, as much as possible related to the week's topic. Your slide presentation must include clips which demonstrate the behaviors you wish to discuss. You need to prepare a short discussion question or topic. At the end of the presentation you must submit a CD with your slide presentation including the clips, the full session DVD, and a worksheet for each clip (essentially following the procedure practiced in CSD 515).
Please note that the Powerpoint presentation with the full session on DVD will be saved in our department's electronic repository, and therefore must be fully explanatory to an untrained observer (such as an undergraduate student observing a clinical session for the 25 required observation hours).
Both a blank form and a filled-in form are to be found under course docs. The discs need to be marked as follows:
CSD 553-10,
CB Age 3:2, Symbolic Play (i.e. client's initials, age, targeted behavior)
Alisha Smith and Kamilla Davis, presenters
ALL three pieces need to be neatly collated in an envelope. The 2 CD’s need to be in a Jewel case- Tim or I have them. BE SURE TO PUT YOUR NAME ON THE WORKSHEET TOO. Important: Each clip needs to have a separate worksheet. When you describe clips on the worksheet, refer to each clip by its name (or number)
The grading rubric for your presentation is attached in the appendix.
Seminar presentations
The last two weeks of the course, will be in seminar format and under your responsibility. The topics - preschool language disorders in a pluralistic society, and special considerations for special populations - will be covered by your picking topics and presenting them to your class. During each session of the week one group will present to the class as instructed in appendix D at the end of the syllabus.
Final Exam
The final exam willinclude two cases. For the first case you will outline an evaluation plan and prepare a mock summary, and for the second case you will develop a therapy rationale and plan, with goals and objectives. You will also write a short commentary on these two cases regarding what we know about the particular disorder they present with.
Below is the course calendar. PLEASE BE AWARE THAT IT IS OPEN TO CHANGES AT MY DISCRETION WHEN I DEEM IT APPROPRIATE FOR YOUR BENEFIT. I WILL MAKE SURE TO GIVE YOU ADVANCE NOTICE OF CHANGES.
Dates: Week of / Topic / What’s going on this week1/4 / Course introduction: Chk BB, for client list and dyad assignment according to client / T, W: Paul Ch. 1- read in its entirely
Prepare client profile for presentation to class. See Appendix B for instructions
F: Present client profiles in class, esp. assessment data
1/11 / Issues in Assessment
Paul Ch. 2
Focus: what are the qualities of a good standardized test? / M: Paul, Ch. 2
T: Quiz 1: J&E ch 1-2 + Paul Ch. 2
review how to transcribe
Assignment: transcribe client’s speech
W: Examining the Mullen Scales
F: 2 client presentations (dyads 1/2)
1/18
MLK day M / Assessment of Emerging Language: Symbolic play
Focus: How is symbolic play assessed? / M: No Class
T: Paul Ch. 7 assessment -lecture
W: Symbolic play level from Paul
Read: Barton, E. and Wolery, M. (2008) Teaching Pretend Play to Children with Disabilities. In Topics in Early Childhood Special Education, Vol 28 # 2 (in library).
F: 2 client presentations (dyads 3/4) (focus on symbolic play)
1/25 / Assessment of Emerging Language one word analysis; comprehension and production
Focus: methods for assessing comprehension and compr. strategies / M: Paul Ch. 7: IFSP and Assessing comprehension. Set up w own client
T: lab- Quiz 2 J&E ch 3-4 + Paul Ch. 7. One-word analysis
Assignment: Perform Bloom’s one-word analysis
W: MacArthur- go over the test, rationale and how to report
F: 2 client presentations (dyads 5/6) (if possible, one dyad report MacArthur results, the other dyad report on assessing comprehension)
2/1 / Assessment of Developing Language: Standardized tests
Focus:Criterion Assessment of receptive lg. Paul pp 338-344. / M: Paul Ch. 8: Developing a communication profile
T: lab- Quiz 3J&E ch 5 + Paul Ch. 7 assessing compr.
Review one-word analysis reportW: Go over PLS-4, OWLS
F: 2 client presentations (dyads 7/8)
2/8 / Assessment of Developing Language: Criterion referenced tests
Focus: Criterion testing of language production: morphol. and syntax / M: Paul Ch. 8/ Criterion testing
T: lab- Quiz 4J&E ch. 6 + Paul Ch. 8 assessing productive syntax
semantic relations analysis
W: Project 2 Ch. 3: Summarizing analyses and developing a Tx rationale
F: 2 client presentations (dyads 9/10)
2/15
No class Mon. / Intervention for Emerging Language
Focus: Family centered intervention / T: Quiz 5 Quiz J&E Ch. 7-8+ Paul Ch 7 assessing semantic relations and developing a Tx rationale in emerging lg.
Developing G & O from a Tx rationale
W: Paul Ch. 7; Writing a Tx plan based on rationale
F: Dyad 11 presents clients; writing G & O
2/22 / Intervention for Developing Language
Focus: 1. models of service delivery
2. approaches to intervention / M: Paul, Ch.9: Policy issues + models of service delivery
T: Quiz 6Quiz J&E Ch.9+ Paul Ch 9:Family practice
Assessing pragmatics through an interaction model: Hanen’s approach
W: Ch. 9: Products and processes
F: Ideas Fair: Students share intervention ideas (you’ll need to navigate Judith Kuster’s website, and present to the class)
3/1 / Language Disorders in a pluralistic society: Paul, Chapter 5 / M: grp 1: ASHA's policies regarding services to CLD populations
T: grp 2: using standardized and criterion-referenced tests w CLD children
W: grp 3: multi-cultural teaching techniques
F: grp 4: selected issues in working with CLD populations
3/8 / Special Considerations for Special Populations:
Paul, Chapter 4 / M: grp 5: hearing impairments
T: grp 6: mental retardation
W: grp 7: FAS / ADHD
F: grp 8: ASD
3/18 / 10:30- 12:30 / Final exam
Appendixes/ Appendices
Appendix A: Learning markers for CSD 553:
Specific learning markers are attached. Mastery of the knowledge related to these outcomes is required. Students who fail to demonstrate a satisfactory degree of knowledge acquisition, based on their performance on a variety of formative assessments, or who communicate to the instructor their own perception of an inadequate grasp of concepts, will be provided alternatives for learning and demonstration of mastery of course-related knowledge.
- Learning indicator: The student will distinguish among models of child language disorders based on etiology, nature, and or processing factors.
Standard: III-C: Expressive and Receptive Language
Activity: CSD 553
Faculty member assessing the marker: EB
Evidence Source: written report and class discussion, and/ or exam
Target competency level: 83%
- Learning indicator:The student will demonstrate knowledge of the nature of speech, language, and communicationcharacteristics of different diagnostic populations and/or conditions
Standard: III-C: demonstrate knowledge of the nature of speech, language, and communication disorders and differences, including the etiologies and characteristics
Activity: CSD 553
Faculty member assessing the marker: EB
Evidence Source: Mini projects and/or exams
Target competency level: 83%
- The student will integrate information on prevention, diagnosis and treatment of emerging and developing language disorders
Standard: III-D: knowledge of the principles and methods of prevention, assessment, and intervention for people with communication disorders
Activity: CSD 553
Faculty member assessing the marker: EB
Evidence Source: Report on a client in either the emerging or developing language phase.
Target competency level: 83%
- The student will demonstrate knowledge of the nature and manifestation of disorders in the following components of the receptive and expressive language system of Preschool children with speech and language disorders: semantics, morphology, syntax, and pragmatics as well as emergent literacy.
Standard III-C: Receptive and Expressive language: characteristics
Activity: CSD 553
Faculty member assessing the marker: EB
Evidence Source: class discussions and mini-projects characterizing language impairments given speech samples
Target competency level: 83%
- The student will distinguish language differences from language disorders in linguistically and culturally different students
Standard III-C: demonstrate knowledge of the nature of speech, language, and communication disorders and differences in the area of receptive and expressive language
Activity: CSD 553
Faculty member assessing the marker: EB
Evidence Source: class discussions, mini-projects
Target competency level: 83%
6. The student will integrate information on research principles and theirapplication to evidence-based clinical practice.
Standard III-F: Integration of research principles and their application to evidence-based practice
Activity: CSD 553
Faculty member assessing the marker: EB
Evidence Source: topic research paper
Target competency level: 83%
Appendix B: Reporting the client profile
Whether your client is new, or continuing in our clinic, your one-page report should include under separate subheadings:
1. A 3-line Hx (age, family status, educational setting)
2. The assessments done, the date they were completed, and the results.
3. The Dx.
4. Recommendations.
5. Your idea on what you would like to evaluate/assess further, and why
6. Your plan on how to engage your client to gain a good speech/communication sample (including calling his/her home and getting information onlikes/dislikes/what makes him/her tick)
AppendixC: Grading rubric for Client Presentations
Dyad # ___
Dyad Members:______
Date:______Client's initials:______
The items below get either 1 (= well done), or 2 (= very well done)
Clear background information on the client was presented in class______
Comparisons were made between the client’s performance on various communication and other functions and normal development behaviors so that his/her deficits are clear to the class ______
Assessment/Therapy rationale as well as G&O were clearly articulated______
Onetopic-related focus issue was prepared and clearly stated by the dyadto present to the class forum ______
The dyad held productive class discussions of issues related to the client’s clinical session. ______
Submission included the slide presentation CD, the sessions' DVD, and a worksheet for each clip, neatly labeled and collated. ______
Total :______/12
Appendix D: How to prepare the seminar presentation
Your group will be assigned either a topic (for issues on lg. disorders in a pluralistic society), or a clinical population (for special considerations for special populations). If you are presenting on a topic, each member of the group needs to contribute to the topic from the suggested headings under the topic (below). If your group is presenting a clinical population, each member of the group presents one of the following parts:
1. Description of the etiology, and how it affects preK language, and implications of the effects of the disorder on educational performance; how is this disorder classified under the list of disabilities under IDEA.
2. How assessment is conducted for this population (if relevant, bring an example and sample sheets to the class).
3. Select intervention methods (cite sites, give examples).
Each group needs to leave time at the end of the period for discussion and questions and answers.
Each presentation will include three (3) questions, which will be given to you on the final exam.
You will have to do the following to get the full credit for your seminar presentation:
Grading:
1. A clear Ppt presentation must be presented to the class (no grammar/style errors) (5 points)
2. The Ppt must be posted a 2 days in advance on BB with three questions which the class presentation will answer (5 points)
3. A good discussion will be facilitated in class, and the questions will be satisfactorily answered (5 points)
4. A list of the three well articulated questions will be given to me on the day of your presentation, with the correct course header, your group's members' names, with date and topic of the presentation (5)