KEAN UNIVERSITY OF NEW JERSEY
Union, New Jersey
Spring, 2010
COMPUTER SKILLS AND RESOURCES FOR THE SPEECH-LANGUAGE PATHOLOGIST
Course Number: CDD 5203
Semester Hours: 1.5
Limitation on Enrollment: 12
Prerequisite: Permission of Program Coordinator
Required or Elective Elective
Catalog Description
Classroom and online experience in researching and using new technologies for the assessment and investigation of aspects of speech, language, fluency and voice; provides professional training for students to meet University and ASHA certification requirements. Must earn a grade of C or better.
N.B. In order to ensure full class participation, any student with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, special note-taking or test-taking procedures) will be strongly encouraged to contact the professor at the beginning of the course. For the students' convenience, both the professor’s office hours and telephone number will be listed on the syllabus.
KEAN UNIVERSITY OF NEW JERSEY
Union, New Jersey
COMPUTER SKILLS AND RESOURCES FOR THE SPEECH-LANGUAGE PATHOLOGIST
I. Course Objectives
Students will achieve growth toward being informed, dynamic professionals, as evidenced by demonstration of proficiencies in knowledge, comprehension, value development and skill application. This course will prepare the student to use available technology effectively to research, diagnose and treat communication disorders in a variety of age groups and populations. Students will:
A. discuss the background and value of technology (K, D)
B. differentiate various types of hardware and software (K, D)
C. identify and use services available on the Internet (K, S)
D. demonstrate an understanding of availability and use of search strategies (K, S, D)
E. evaluate accuracy and reliability of information found on the internet (S, D)
F. find and apply materials that can be adapted for therapy (K, S)
G. integrate technology into the assessment and intervention of communication disorders (K, S)
H. demonstrate the ability to use a variety of multimedia software programs (S)
I. design an electronic portfolio (K, S)
J. develop appropriate materials for inclusion in a
professional portfolio (K, S, D)
II. Course Content
A. The value of technology
1. background and history
2. advantages
3. disadvantages
4. skills
5. security issues
6. ethics
7. use and abuse of technology
a. as an assessment tool
b. as a therapeutic tool
c. as a report-writing tool
8. efficacy issues
B. Hardware and software
1. terminology
2. operating systems
3. word processing
4. databases
5. spreadsheets
6. multimedia software
7. scanning and capturing images
8. smart boards
9. networking
C. Services available on the Internet
1. email
2. mailing lists
3. listservs
4. public records
5. fee-based databases and research information
6. discussion forums
7. online journals
D. Using search engines
1. automated search engines
2. search strategies
2. specialized/unique search engines
3. meta search engines
E. Accuracy and reliability of information found on the internet
1. criteria for evaluating websites
2. peer-reviewed information
3. evaluating performance of sites
4. evaluating content of sites
F. Materials on the internet that can be adapted for therapy
1. interactive sites
2. reproducibles and activities
3. books, stories, newspapers and magazines
4. pictures and clipart
5. freeware/shareware
G. Integrate technology into the assessment and intervention of
communication disorders
1. client-relevant information
2. problem-based learning
H. Multimedia software
1. presentation software
2. graphics
a. with movement
b. with sound
3. video clips
4. pdf files
5. using digital cameras
6. inserting titles
7. music
8. narration
I. Design electronic portfolios
1. rationale
2. purpose
a. job applications
b. record keeping
c. self-reflection
d. meeting professional standards
3. development/organization
J. Develop electronic portfolios
1. how to develop a portfolio
2. selecting artifacts for inclusion
3. reflective statements
4. self-evaluations
5. supervisors’ evaluations
III. Methods of Instruction
A. Lectures
B. Videotapes
C. Reading assignments
D. Research assignments
E. Supervisor conferences
III. Methods of Evaluation
A. Class participation
B. Completion of assignments (including quality and accuracy
of work) (S. D)
C. Documentation of clinical performance/growth
(K, S, D)
D. Development of computer assisted therapy material(K.S.D)
F. Development of PowerPoint presentation (K,S,D)
IV. Required Texts:
Cochran, Paula S. (2005). Clinical computing competency for
speech-language pathologists. Baltimore, MD: Brookes Publishing.
Leeper, L. H. (2001). Communication sciences and disorders on the
net. Boston, MA: Allyn and Bacon Publishers.
VI. BIBLIOGRAPHY
A. Current Print
American Speech-Language-Hearing Association. (2001). Guidelines for developing
formative assessment plans for implementation of new standards for the certificate of
clinical competence. Council on Academic Accreditation in Audiology and Speech-
Language Pathology (CAA)
American Speech-Language-Hearing Association. (2001). Scope of Practice in speech-
language pathology.
American Speech-Language-Hearing Association. (2001). Code of ethics. Asha
Leader, 6(23), 2.
Baron, C., Hatfield, B., & Georgeadis, A. (2005). Management of communication
disorders using family member input, group treatment, and telerehabilitation. Topics in
Stroke Rehabilitation, 12(2), 49–56.
Brady, A. (2007). Moving toward the future: providing speech-language pathology
services via telehealth. Home Healthcare Nurse, 25(4), 240–244.
Brown, C. (2009). Computer evidence. Boston, MA: Cengage Learning.
Bullock, A. A. & Hawk, P. (2001). Developing a teaching portfolio: A guide for
preservice and practicing teachers. Upper Saddle River, NJ: Prentice-Hall Publishers.
Choi, J.M., Lee, H.B., Park, C.S., Oh, S.H. & Park, K.S. (2007). PC-based tele-
audiometry. Telemedicine Journal and e-Health, 13(5), 501–508.
Cochran, P. S. (in press). Clinical computing competency for speech-language
pathologists. Baltimore, MD: Paul H. Brookes.
Cochran, P. S., Masterson, J. J., Long, S. H., Katz, R., Seaton, W., Wynne, M., Lieberth,
A., & Martin, D. (1993). Computer competencies for clinicians. Asha, 35(8), 48-49.
Denton, D. (2005). Ethical and legal issues related to telepractice. Seminars in Hearing,
26, 43–52.
Dietz, M. E. (2001). Designing the school leader's portfolio. Arlington Heights, IL:
Skylight Professional Development.
Golper, L., & Brown, J. (Eds.). (2005). Business Matters: A guide for speech-language
pathologists. Rockville, MD: American-Language-Hearing Association.
Hammett Price, Lisa, Hendricks, Sean, Cook, Colleen. (2009). Incorporating computer-
aided language sample analysis into clinical practice. Language Speech & Hearing
Services in the Schools.
Horner, J., & Wheeler, M. (2005, September 6). HIPAA: Impact on clinical practices.
ASHA Leader, 10, 10-11.
Joos, I., Nelson, R.& Smith, M. J. (2010). Introduction to computers for health care
professionals. (5th ed).Boston, MA: Jones and Bartlett.
Lubinski, R., Golper, L., and Frattali, C. (2007). Professional issues in speech-language
pathology and audiology. (3rd ed.). Clifton Park, N.Y.: Thomson Delmar Learning.
Palsbo, S.E. (2007). Equivalence of functional communication assessment in speech
pathology using videoconferencing. Journal of Telemedicine and Telecare, 13(1), 40–
43.
Perlman, A.L., Witthawaskul, W. (2002). Real-time remote telefluoroscopic
assessment of patients with dysphagia. Dysphagia, 17(2), 162–167.
Theodoros, D.G., Constantinescu, G., Russell, T., Ward, E.C., Wilson, S.J., & Wootton,
R. (2006). Treating the speech disorder in Parkinson's Disease online. Journal of
Telemedicine and Telecare, 12 Suppl 3, 88–91.
Theodoros, D., Hill, A., Russell, T., Ward, E., & Wooten, R. (2008). Assessing acquired
language disorders in adults via the Internet. Telemedicine and e-Health, 14(6), 552–
559.
B. Seminal Works
American Speech-Language-Hearing Association Council on Professional Standards in
Speech-Language Pathology and Audiology. (1997). Standards and implementation for
the certificate of clinical competence in audiology. ASHA Leader, 7-8.
American Speech-Language-Hearing Association Council on Professional Standards in
Speech-Language Pathology and Audiology. (2000). Standards and implementation for
the certificate of clinical competence in speech-language pathology.
American Speech-Language-Hearing Association Council on Academic Accreditation in
Audiology and Speech-Language Pathology. (1999). CAA standards for the
accreditation of graduate education programs in audiology and speech-language
pathology.
American Speech-Language-Hearing Association. (1996). Scope of practice in
Audiology. ASHA Leader, 38(16), 12-15.
American Speech-Language-Hearing Association. (1997). Strategies for verifying
competencies for speech-language pathology.
Baron, C. (1996). Creating a digital portfolio. Indianapolis: Hayden Books
Brown, G. & Irby, B. (1997). The principal portfolio. Thousand Oaks, CA: Corwin
Press.
Glatthorn, A. (1996). The teacher's portfolio: Fostering and documenting professional
development. Rockport, MA: Pro-Active Publications.
Hartnell-Young, E. & Morriss, M. (1999). Digital Professional portfolios for change.
Arlington Heights, IL: Skylight Professional Development.
Lyons, N. (ed.). (1998). With portfolio in hand: Validating the new teacher
professionalism. NY: Teachers College Press.
Martin, D. (1999). The portfolio planner: Making professional portfolios work for you.
Upper Saddle River, N.J.: Merrill Publishers.
Martin-Kniep, G. (1998). Why am I doing this? Purposeful teaching through portfolio
assessment. Portsmouth, MA: Heinemann Publishers.
McLaughlin, M. & Vogt, M. (1996). Portfolios in teacher education. Newark, NJ:
International Reading Association.
Seldin, P. (1997). The teaching portfolio. Bolton, MA: Anker Publishing.
Wolf, K. (1999). Leading the professional portfolio process for change. Arlington
Heights, IL: Skylight Professional Development.
Burke, K. (1997). Designing professional portfolios for change. Palatine, IL:
IRI/SkyLight Training & Publishing.
Burke, K. (ed.) (1996). Professional portfolios. Palatine, IL: IRI/SkyLight Training &
Publishing.
C. Electronic Resources
www.aahe.org
American Association of Higher Education
www.ace.org
American Council on Education
www.cgs.org
Council of Graduate Schools
http://www.mankato.msus.edu/dept/comdis/kuster2/welcome.html
Judith Kuster’s Net Connections for Communication Disorders & Sciences
http://www.asha.org
American Speech-Language-Hearing Association
http://www.unf.edu/~tbratina/cdrom.htm
Boulware, Bratina, Holt & Johnson (1997). Developing professional teaching portfolios: Using CD-ROM technology as a teaching-learning tool. .
http://www.njsha.org
New Jersey Speech-Language-Hearing Association
http://helenbarrett.com/handbook/index.html
Helen Barrett: Electronic portfolio handbook
http://electronicportfolios.com/portfolios/sitepaper2001.html
Helen Barrett - Conference proceedings for the Society for Technology and Teacher Education (SITE), Orlando, March, 2001. PDF version (28K).
http://electronicportfolios.com/portfolios/site2000.html
Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development = Powerful Professional Development. Proceedings for the Society for Technology and Teacher Education (SITE), San Diego, February, 2000. PDF version (28K).
http://www.atomiclearning.com/freeimovie.shtml
Atomic Learning: Tutorial on iMovie
http://paml.alastra.com/
Publicly accessible mailing lists
http://www.webfoot.com/advice/email.top.html
A beginner's guide to effective email
http://www.eff.org/Net_info/EFF_Net_Guide/netguide.eff
EFF’s guide to the internet
http://www.professional.org/wsearch.html
PSE web searching tools
http://pangea.tec.selu.edu/
Department of Educational Leadership and Technology at
Southeastern Louisiana University Hammond, Louisiana
http://www.asha.org/docs/html/PS2005-00116.html
ASHA’s position on telepractice
Videotapes
Overview of Electronic Portfolio Development (42 minutes)
recorded at University of Central Florida, April, 2000.
Family Involvement in Electronic Portfolio Development in Elementary School (1 hour)
recorded at National Educational Computing Conference, June, 2002.