[semester, year]
CourseSyllabus
Communicative Sciences & Disorders 566(3 credits)
Acquired Cognitive-Communication Disorders
INSTRUCTOR:
EMAIL:
OFFICE:
PHONE:
POSTAL ADDRESS: 32 Campus Dr., Missoula, MT 59812-6695
OFFICE HOURS:
WEBSITE: Moodle
Required Textbooks:
Sohlberg, M.RM, & Mateer, C.A. (2001). Cognitive Rehabilitation: An Integrative Neuropsychological Approach.Guilford Press: NY. ISBN: 978-1-57230-613-4.
Recommended Textbook:
Bhatnagar, S. C. (2008). Neuroscience for the Study of Communicative Disorders, 3rd Edition. Lippincott Williams & Wilkins. ISBN: 1605476617
Required Readings:
Kleim & Jones (2008). Principles of experience-dependent neural plasticity: implications for rehabilitation after brain damage. JSLHR, 51, 259-275.
Turkstra, L., Ylvisaker, M., Coelho, C., Kennedy, M., Sohlberg, M. M., & Avery, J. (2005). Practice guidelines for standardized assessment for persons with traumatic brain injury. Journal of Medical Speech-Language Pathology, 13(2).
Ylvisaker, M., Turkstra, L., & Coelho, C. (2005) Behavioral and social interventions for individuals with traumatic brain injury: a summary of the research with clinical implications. Seminars in Speech & Language. 26(4):256-67.
Kennedy, M. R. T., Coelho, C., Turkstra, L., Ylvisaker, M., Sohlberg, M. M., Yorkston, K., Chiou, H. H. & Kan, P. F. Intervention for executive functions after traumatic brain injury: A systematic review, meta-analysis and clinical recommendations. Neuropsychological Rehabilitation. 2008, 18 (3), 257-299.
Hopper, T., Mahendra, N., Kim, E., Azuma, T., Bayles, K., Cleary, S., Tomoeda, C. Evidence-Based Practice Recommendations for Working with Individuals with Dementia: Spaced-Retrieval Training. Journal of Medical Speech-Language Pathology. Volume 13, Number 4, pp. xxvii-xxxiv. Copyright © 2005 Thomson Delmar Learning. Thomson and Delmar Learning are trademarks used herein under license.
Contents
Introduction
UM Mission Statements
Welcome
About theInstructor
Class Organization
Learning Objectives
Knowledge and Skills Acquisition (KASA)
Class Attendance Policy
Study Commitments
Occupational Health and Safety
Content overview
Learning approaches
Classroom Lectures
Moodle
Support Services and Resources
Students with Disabilities
Directory of Assistance
Course Outline
Assignments
Resubmission
Plagiarism Policy
Student Code of Conduct
Grading Scale
1
UM MISSION STATEMENTS
MISSION STATEMENT
THE UNIVERSITY OF MONTANA
The University of Montana capitalizes on its unique strengths to create knowledge, provide an active learning environment for students, and offer programs and services responsive to the needs of Montanans. The University delivers education and training on its four campuses and through telecommunications to sites inside and outside of Montana. With public expectations on the rise, the University asks its students, faculty, and staff to do and accomplish even more than they have in the past. The dedication to education for and throughout life reflects the commitment to service learning and community building on and off the campuses. The University enhances its programs through continuous quality review for improvement and remains fully accountable to the citizenry through annual audits and performance evaluations.
MISSION STATEMENT
THE UNIVERSITY OF MONTANA-MISSOULA
The University of Montana-Missoula pursues academic excellence as indicated by the quality of curriculum and instruction, student performance, and faculty professional accomplishments. The University accomplishes this mission, in part, by providing unique educational experiences through the integration of the liberal arts, graduate study, and professional training with international and interdisciplinary emphases. Through its graduates, the University also seeks to educate competent and humane professionals and informed, ethical, and engaged citizens of local and global communities. Through its programs and the activities of faculty, staff, and students, The University of Montana-Missoula provides basic and applied research, technology transfer, cultural outreach, and service benefiting the local community, region, state, nation and the world.
WELCOME
Welcome to CDS 566. My hope is that you will find this course informative, interesting, comprehensive, and interactive. I am passionate about the topics we cover in this course and hope that you will find aspects of the course that inspire you as a developing clinician. I strongly request class participation, questions, and discussion – the more you actively you engage during class time the better you will absorb and ultimately learn the material. Please do not hesitate to contact me at any time if you have questions or concerns about your obligations in this course. If you are struggling, please don’t delay to contact me. If you have an honest desire to learn the material and are willing to put in the necessary work, I will do all that I can to ensure that you do well. I ask that your primary goal be to learn the material rather than just to achieve the best grade. ABOUT THE INSTRUCTOR
[insert instructor bio here]
COURSE ORGANIZATION
This class is a lecture and seminar in adult neurocognitive disorders. Topics include neuroanatomy and neuropathology, assessment and treatment of neurogenic cognitive-communicative aspects of aphasia, right hemisphere syndrome, traumatic brain injury, and dementia. The course provides the foundation to clinical practice for this group of patients. It is highly recommended that you complete the assigned readings prior to each class.
There will be 2 exams (midterm and final), and 3 clinical assignments. The assignments will count for approximately 50% of your grade and the exams the other 50% of your grade. The final exam will be cumulative.
Exams will be closed-book. That means if you are an off-campus student, you must find a proctor for the exams. Proctors need to be approved by me at least one week prior to the exam. Specific guidelines for finding a proctor will be provided.
LEARNING OBJECTIVES
-Demonstrate a working knowledge of normal neuroanatomy and theneurobiology of rehabilitation.
-Demonstrate an understanding of behavioural and neurobiological prevention of traumatic brain injury, stroke, and dementia.
-Demonstrate an understanding of the cognitive-communicative deficits associated with right hemisphere syndrome, traumatic brain injury, and dementia.
-Demonstrate the ability to evaluate and diagnose cognition and language.
-Demonstrate the ability to devise and implement appropriate treatment plansfor cognitive-communicative disorders.
-Demonstrate the ability to effectively communicate and counsel, both orally and in written form, with patients, families, and professionals.
KNOWLEDGE AND SKILLS ACQUISITION (KASA)
This course will facilitate your acquisition of the following KASA standards:
Standard III-C
Understand the nature of cognitive-communicativedisorders including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.
Standard III-D
Describe principles and methods of prevention, assessment, and intervention for people with cognitive-communicativedisorders including consideration of anatomical/physical, neurological, psychological, developmental and linguistic and cultural correlates of the disorders.
Standard IV-G 1. Clinical Experiences in Evaluation
-Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and other relevant professionals.
-Select and administer appropriate evaluation procedures, such as clinical observations, non-standardized and standardized tests.
-Adapt evaluation procedures to meet client/patient needs.
-Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention.
-Complete administrative and reporting functions necessary to support evaluation.
-Refer clients/patients for appropriate services.
Standard IV-G 2. Clinical Experiences in Intervention
-Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients’/patients’ needs.
-Collaborate with clients/patients and relevant others in the planning process.
-Implement intervention plans.
-Select or develop and use appropriate material and instrumentation for prevention and intervention.
-Measure and evaluate clients’/patients’ performance and progress.
-Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients.
-Complete administrative and reporting functions necessary to support intervention. Identify and refer clients/patients for services as appropriate.
-Understand processes used in research and the integration of research principles into evidence-based clinical practice.
-Describe delivery of services to culturally and linguistically diverse populations.
CLASS ATTENDANCE POLICY
This course is a synchronous course with materials that are presented live and online. Students are expected to attend synchronous sessions and are responsible for any content that is missed because of absence. Students are expected to be participatory for all class meetings and complete all assignments on time. In the event of an absence, each student is responsible to obtain any information presented or material distributed in class.The exams dates will be given well in advance, so you are expected to make sure that you will be able to attend on those days. Students must notify the instructor of serious circumstances that result in a missed mid-term or final examination to be considered for rescheduling. Exceptions for absences on exams will only be made for extreme extenuating circumstances and require advance notice. Students may be asked to provide written verification of the circumstances.
STUDY COMMITMENTS
This is a 3-credit class. Conventional wisdom dictates that during a regular semester, one should spend 3-4 hours of time outside class for every credit. That works out to about a 12- to 15-hour weekly commitment (3 hours in class, 9-12 hours outside class). Obviously, there is some variation between students. Some will need to spend more time, while others will be able to complete their work in less. The time you put into this course should be spent completing the required reading, reflecting on your reading, discussing readings among your peers, and completing your assignments. This level of involvement will prepare you for each of the exams.
OCCUPATIONAL HEALTH AND SAFETY
There are no out of the ordinary risks associated with this unit.
CONTENT OVERVIEW
- Topic 1: Normal Neuroanatomy & Neurophysiology Review, and neuropathology related to language-related activities
- Topic 2: Neurobiology of Rehabilitation/Neuroplasticity
- Topic 3: Neuroanatomic explanations of right hemisphere stroke, traumatic brain injury, and dementia
- Topic 4: Assessment of cognitive-communication disorders resulting from Traumatic Brain Injury (TBI)
- Topic 5:Treatment of cognitive-communication disorders resulting from TBI
- Topic 6: Prevention of TBI
- Topic 7:Assessment cognitive-communicative deficits associated with Right Hemisphere Syndrome(RHS)
- Topic 8: Treatment of cognitive-communicative deficits associated RHS.
- Topic 9: Prevention of stroke
- Topic 10: Assessment of cognitive-communicative deficits associated with dementia
- Topic 11: Treatment of cognitive-communicative deficits associated with dementia
- Topic 12: Prevention of dementia
LEARNING APPROACHES
Classroom lectures and demonstration, reading assignments, video presentations, class discussion, clinical observations.
Moodle
Moodle is the University of Montana’s on-line learning system. It is critically important that you maintain an accurate e-mail address with the University of Montana.
In this unit, Moodle will be used to:
- Provide important announcements regarding your course
- Provide assessment instructions
- Provide supplemental readings/materials
- Provide a digital dropbox for completed assignments
You will need to connect to the Internet to access it, at:
SUPPORT SERVICES AND RESOURCES
Students with Disabilities
Students with disabilities are encouraged to plan ahead and can contact Disability Services for Students (DSS). For additional information, contact DSS Director Jim Marks, Lommasson Center 154 or (406) 243-2243 (Voice/Text) or . Please visit to find details about the available services.
DIRECTORY OF ASSISTANCEConcern / Contact / Contact details
Matters concerning the course / Instructor / Refer to the Introduction in this
Course Information
General academic issues relating to your course / Department Chair / Refer to the UM website at
& click the link to academics.
Moodle difficulties / IT Helpdesk / Ph: (406) 243-4357
Website:
Difficulties accessing your Student Computer account
Technical difficulties in PC Labs / IT Helpdesk / Ph: (406) 243-4357
Email:
Library enquiries
Help with library databases, Internet searching and Reference queries / UM Library / Ph:406/243-6866
Email:
Purchasing of text books and stationery / UM Bookstore / Ph:(406) 243-1234
Fax:(406) 243-2001
email:
website:
University of Montana Bookstore
University Center, 1st & 2nd Floor
5 Campus Drive, Missoula, MT 59801
General administration enquiries
e.g. admissions/ enrolments, course information, graduation / Ph: 406-243-2107
Email:
Tentative Course Outline – syllabus is subject to change as needed
SESSION / Lecture Topic / Readings / AssignmentsSession 1 / Introduction
Neuroanatomy and Neurophysiology Review / Ch. 1 (Sohlberg & Mateer)
Ch. 1 (Brookshire) – PDF on MOODLE
Session 2 / Neurobiology of Rehabilitation/Neuroplasticity / Kleim &Jones (2008)
Ch. 3 (Sohlberg & Mateer)
Session 3 / Neuroanatomic and neurophysiologic explanations of acquired cognitive-communication disorders / Ch. 2 (Sohlberg & Mateer)
Session 4 / Formal assessment of cognitive-communication disorders resulting from TBI (adults) / Ch. 4 (Sohlberg & Mateer)
Turkstra et al (2005)
Session 5 / Informal assessment of cognitive-communication disorders resulting from TBI (adults)
Formal and informal assessment of cog-communication disorders resulting from pediatric TBI / Ch 4, 5, 9 (Sohlberg & Mateer)
Ch. 14 (Sohlberg & Mateer)
Session 6 / Treatment of speech/motor speech deficits resulting from TBI (adults & peds) / Ch. 14 (Sohlberg & Mateer)
Session 7 / Treatment of cognitive-linguistic deficits resulting from TBI (adults & peds) / Ch. 5, 6, 7, 8, 15 (Sohlberg & Mateer)
Ylvisaker et al (2005)
Kennedy et al (2008)
Session 8 / (catch up/review)
Prevention of TBI / Due: Prevention Presentations (25 pts)
Session 9 / EXAM 1 / Midterm Exam (55 pts)
Session 10 / Formal and informal assessment of cognitive-communication deficits resulting from Right-Hemisphere Syndrome (RHS) / Ch. 10 (Sohlberg & Mateer)
Session 11 / Treatment of cognitive-communication deficits resulting from (RHS) / Ch. 10, 11 (sohlberg & Mateer)
Session 12 / Prevention of Stroke / Due: Prevention Presentations (25 pts)
Session 13 / Assessment of cognitive-communication deficits associated with dementia / Hopper et al (2005)
Session 14 / Treatment of cognitive-communication deficits associated with dementia
Session 15 / Prevention of dementia / Due: Prevention Presentations (25 pts)
Session 16 / Review/catch up / Treatment Approach Assignment due (40 pts)Portfolio Due (55 pts)
Final Exam (cumulative) / Final Exam (65 pts)
Assignments (50% of grade)
Prevention Presentation (25 pts): You will create a Public Health Announcement type presentation that highlights: (1) the incidence and prevalence of TBI, RHS, or dementia; (2) prevention of TBI, RHS, or dementia; and (3)local, state, and national resources for TBI, RHS, or dementia. You will also create a brochure-type handout that summarizes your presentation.A handout explaining this assignment in detail is posted on Moodle. This assignment is worth 25 pts (10% of your grade).
Portfolio Assignment (55 pts): You will create a portfolio of diagnostic and treatment material that will serve as a quick reference of material covered in this class. A handout explaining this assignment in detail is posted on Moodle. This assignment is worth 55 pts (23% of your grade).
Treatment Approach Paper (40 pts): You will work in pairs. You will find an empirical study on a specific treatment approach for TBI, RHS or dementia and write a paper summarizing your findings. You will also create a handout to provide to the rest of the class summarizing your treatment approach. Please refer to Moodle for a complete description of this assignment. This assignment is worth 40 pts (17% of your grade).
Resubmission
In this course, you cannot resubmit your work for reassessment.
Plagiarism Policy
Plagiarism is the presentation of the work of another without acknowledgement. As defined by the University of Montana’s Student Conduct Code, plagiarism is “Representing another person's words, ideas, data, or materials as one's own.” Staff and students may use information and ideas expressed by others, but this use must be identified by appropriate referencing.
Students who plagiarize may fail the course and may be remanded to Academic Court for a possible suspension or expulsion from the University.
More information regarding student policy, academic misconduct, and plagiarism can be found at:
Student Code of Conduct
The Student Conduct Code, embodying the ideals of academic
honesty, integrity, human rights, and responsible citizenship, governs
all student conduct at The University of Montana-Missoula. You are
expected to follow this code. It is also expected that each student will help foster a collegiallearning environment by sharing his or her experiential and academicknowledge and practices, as well as respectfully listening to theviewpoints of others and following basic netiquette rules. You areexpected to complete all reading assignments, written work, group assignments, and examinations.
Grading Scale
There is a total of 240 points for this course. Final grades will beassigned as follows:
LetterPercentage
Grade
A+97-100
A 93-96
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 73-76
C- 70-72
D+ 67-69
D 63-66
D- 60-62
F 59 or lower
CSD 566 Acquired Cog-Commun Disorders