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DEPARTMENT OF SPEECH PATHOLOGY & AUDIOLOGY SPA 507 Faculty of Rehabilitation Medicine Fall 2013 University of Alberta
SPA 507: PHONOLOGICAL DISORDERS
Fall Term 2013 Mondays & Wednesdays, 8:30 – 10:30 am
Corbett Hall Room 2-07 Instructor: Karen E. Pollock, Ph.D., R.SLP
Office: 2-70A Corbett Hall Phone: 492-5980 Email: [email protected]
COURSE DESCRIPTION:
In-depth study of the nature, assessment and remediation of speech sound disorders according to various theoretical models. Emphasis will be placed on phonologically based clinical approaches including phonological process analysis and nonlinear phonology. Practical experience in assessment and remediation will be provided through video observation and/or laboratory experiences.
COURSE PREREQUISITES:
Undergraduate prerequisite coursework in linguistics and phonetics is essential preparation for this course. Students are responsible for reviewing general principles of linguistic analysis and ensuring that they are proficient in phonetic transcription using the International Phonetic Alphabet. Suggested resources for review are included on pg. 3 of this course outline.
COURSE GOALS:
The goal of this course is to provide students with the academic knowledge base for clinical practice with children who have developmental articulation/phonological disorders (also known as speech sound disorders), as specified in the document Foundations of Clinical Practice for Audiology and Speech- Language Pathology (Canadian Association of Audiologists and Speech-Language Pathologists, 2004 [pg. 28]; available online at http://www.caslpa.ca/english/resources/foundations.asp.
LEARNING OUTCOMES:
Upon successful completion of this course, students should be able to: 1. Phonetically transcribe the speech of children with speech sound disorders using the
International Phonetic Alphabet (IPA) and its extensions. 2. Describe the process of phonological acquisition and theories of acquisition, including the
relationship between normal and disordered speech sound development. 3. Describe factors related to speech sound disorders, including possible causal-correlates. 4. Develop and implement an appropriate assessment plan, including standardized and non-
standardized measures. 5. Conduct and interpret an analysis of a speech sample, including independent and relational
analyses, as appropriate. 6. Assess the impact of speech sound disorders on psychosocial, educational, and vocational
development. 7. Formulate appropriate short-term and long-term goals for articulation/phonological intervention. 8. Demonstrate knowledge of different approaches to articulation/phonological intervention. 9. Demonstrate knowledge of different service delivery models for articulation/phonological
intervention. 10. Select and apply an appropriate treatment approach and service delivery model. 11. Develop and implement clinical activities for meeting treatment goals and facilitating
generalization and maintenance. 12. Evaluate progress towards goals and modify the treatment plan accordingly.
REQUIRED TEXTBOOK:
Bernthal, J.E., Bankson, N.W., & Flipsen, P. (2013). Articulation and phonological disorders: Speech Sound Disorders in Children (7th
Edition). Boston: Pearson. Available at the U of A Bookstore. http://www.pearsonhighered.com/educator/product/Articulation-and-Phonological- Disorders-Speech-Sound-Disorders-in-Children/9780132612630.page
LAB MANUAL:
The SPA 507 Lab Manual: Procedures for the Phonological Analysis of Speech Samples is available on the SPA 507 e-class site. This practical manual provides instructions and examples of some of the analysis procedures used in lab activities and projects.
OTHER REQUIRED READINGS:
Required readings will be assigned each week from a variety of sources, including chapters from the textbook listed above, other book chapters, or journal articles (see course website for details).
OPTIONAL SUPPLEMENTAL TEXTBOOKS/RESOURCES: Note: Two-three copies of each of these books are available in the Materials Room for check-out. If you want your own copy of any of these books they are available through the publishers or on amazon.ca.
Secord, W.A., Boyce, S.E., Donahue, J.S., Fox, R.A., & Shine, R.E. (2007). Eliciting Sounds:
Techniques and Strategies for Clinicians (2nd Edition). Clifton Park, NY: Thomson Delmar Learning. A great resource for clinicians – includes tips for elicitation of all English consonants and vowels. http://www.cengage.com/search/productOverview.do?Ntt=Eliciting+Sounds||19166371220576444291800 4785214480328&N=16&Ntk=APG||P_EPI
McLeod, S. (2007). The International Guide to Speech Acquisition. Clifton Park, NY: Thomson
Delmar Learning. A great resource for students & clinicians interested in working with linguistically diverse populations. Contains info on speech acquisition in 12 English dialects (e.g., British, Irish, Scottish, Australian, New Zealand, Appalachian, Canadian) and in 24 languages other than English (e.g., Arabic, Cantonese, Dutch, French, German, Greek, Japanese, Korean Mandarin, Spanish, Thai). http://www.delmarlearning.com/browse_product_detail.aspx?catid=27763&isbn=1418053600
Kamhi, A.G., & Pollock, K.E. (2005). Phonological Disorders in Children: Clinical Decision Making in
Assessment and Intervention. Baltimore: Paul H. Brookes Publishing Co. A nice collection of chapters on assessment, goal selection, and intervention from well-known authors with varying viewpoints. http://products.brookespublishing.com/Phonological-Disorders-in-Children-P55.aspx
Williams, A.L., McLeod, S., & McCauley, R. (2010). Interventions for Speech Sound Disorders in
Children. Baltimore: Paul H. Brookes Publishing Co. Provides description of a broad range of intervention approaches for speech sound disorders, including theoretical background, target populations, key components, practical requirements, and a summary of any empirical support for the approach. http://products.brookespublishing.com/Interventions-for-Speech-Sound-Disorders-in-Children-P112.aspx
SELECTED RESOURCES FOR REVIEW OF ARTICULATORY PHONETICS & TRANSCRIPTION: Note: two copies of each are available for check-out from the Materials Room.
Small, L.H. (2005). Phonetics: A practical guide for students (2nd Ed). Boston: Allyn & Bacon.
(includes exercises & audio CD) http://www.pearsonhighered.com/educator/product/Fundamentals-of-Phonetics-A-Practical-Guide-for- Students/9780132582100.page
Bauman-Waengler, J. (2009). Introduction to Phonetics and Phonology: from Concepts to
Transcription. Boston: Pearson. (text and DVD sold separately) http://www.pearsonhighered.com/educator/product/Introduction-to-Phonetics-and-Phonology-From-Concepts-to- Transcription/9780205402878.page
LAB ACTIVITIES/PROJECTS:
Numerous clinically-based laboratory activities (non-graded) will be completed throughout the semester. These activities will include practice in clinical skills such as phonetic transcription, phonetic and phonological analysis, administering and scoring articulation/phonology tests, and determining phonological intervention goals and objectives, and planning treatment sessions. When possible, these activities will be completed (or partially completed) during class time, and feedback provided through group discussion and/or answer keys.
In addition to the in-class practice activities, three clinically-based projects (graded) will be assigned to be completed outside of class. These projects can be completed individually or in groups of 2-3 students. Complete instructions will be provided on the SPA 507 e-class site. Due dates for each project are included on the course schedule. (total weighting: 45%)
Project 1: Phonetic transcription of speech samples from two children with phonological
disorders. (15%) Project 2: Speech sample analysis of a child with a severe speech sound disorder, including an
interpretation of results. (15%) Project 3: Selection of goals, objectives, and therapy approach for a child with a moderate-
severe phonological disorder. (15%) Finally, a practical skills demonstration and reflection will take place during the second half of the term. Students will be asked to demonstrate specific skills learned in SPA 507 and SPA 511 (e.g., parent interview, administration of a test or procedure, application of a treatment strategy) and to provide a written reflection on their skills. More details will be provided on the SPA 507 e-class site. (weighting: 5% in SPA 507, 5% in SPA 511)
EXAMS:
Midterm Exam (weighting: 25%) - will cover lectures and readings on normal phonological development, speech sample analysis, and the nature and classification of phonological disorders. An objective (e.g., multiple choice, true/false, short answer), in-class exam. Final Exam (weighting: 25%) - will cover lectures and readings on phonological assessment and intervention. Although Exam 2 is not intentionally cumulative, information from the first part of the course (e.g., knowledge of process of phonological acquisition, ability to interpret the results of a speech sample analysis, understanding of factors related to phonological disorders) will be necessary to adequately address questions regarding assessment and intervention. Part objective and part clinical application, in-class exam.
Weighting of Marks:
Lab Projects (3 @ 15% each) 45% Practical Skills Demonstration 5% Exam 1 25% Exam 2 25%
Assignment of Grades:
Descriptor Letter Grade/Grade Point Value
Course Mark
Excellent A+ / 4.0 A / 4.0 A- / 3.7
97-100% 93-96% 90-92%
Good B+ / 3.3 B / 3.0
86-89% 80-85%
Satisfactory B- / 2.7 C+ / 2.3
75-79% 68-74%
Failure C and lower <67%
ATTENDANCE/PARTICIPATION:
Daily attendance/participation is strongly encouraged. All information will not be available in the assigned readings. If you are unable to attend class, please notify the instructor before the class begins and arrange to get class notes from a fellow student. Your participation (questions, comments, sharing examples) during lectures is welcomed. Active participation in lab sessions is essential to success
DEPARTMENT OF SPEECH PATHOLOGY & AUDIOLOGY SPA 502 Faculty of Rehabilitation Medicine Fall 2013 University of Alberta
SPA 502 - Anatomy & Physiology of the Speech Mechanism [*4 (4-0-2)] Course Schedule: Lectures: Mondays & Wednesdays 11:00-12:50 Corbett Hal (CH) 2-07 Laboratories: Fridays – topic & location as listed on p. 6 Section 1*: 8:30 - 10:15 Medical Sciences Building (MSB) 6-12 Section 2*: 10:15 -12:00 MSB 6-12 Open Lab* Fridays 12:30 -1:30 pm CH 1-05
(* Students expected to spend a minimum 15 minutes per week on average engaged in Open Lab time. Lectures will be combined with laboratory activities on October 4th, November 1st, November 22nd and November 29th. The lab will run from 8:30-10:20 in CH 2-07 on these dates & both lab sections will be combined).
INSTRUCTOR: Stuart Cleary, PhD, CCC-SLP, R.SLP; Associate Professor Board Recognized Specialist in Swallowing and Swallowing Disorders Adjunct Associate Professor (Neurology) SPA office: CH 3-08 Phone: 492-5238 E-mail: [email protected] Office Hours: by appointment Lab Coordinator Randa Tomczak, M.Sc., R.SLP, SLP (C) Office: 1-105B Speech, Language, & Hearing Teaching Lab Phone: 780-492-1549 Email: [email protected] Office Hours/Open Lab: Fridays 12:30 – 1:30 in CH 1-105 or by appointment COURSE DESCRIPTION: Lectures and demonstrations provide a systematic study of the gross anatomy and neuroanatomy of the respiratory , phonotory, resonatory, and articulatory subsystems of respiration, phonation, and upper airway in speech production and swallowing. COURSE PREREQUISITES A course in either Neuroanatomy or Neuropsychology is a prerequisite to SPA 502 and admission to the MSc-SLP program. Associated knowledge of the structure and function of the human central and peripheral nervous systems is required including mechanisms of neural activity and signalling, principles of neocortical organization, functional aspects of sensory and motor systems, and higher cognitive functions. COURSE GOALS: This course, along with SPA 505: Speech Science and SPA 515: Hearing Science/Audiology provide the foundation for clinical-based courses taken in the M.Sc.-SLP program. Content from these three courses has been coordinated to provide you with opportunities to integrate and apply concepts at increasingly more advanced levels. Together, these courses are designed to provide students with
2 SPA 502-FALL 2013
basic knowledge requirements of anatomy, physiology, speech acoustics and speech perception for entry into the field of speech-language pathology.
LEARNING OBJECTIVES: This course is designed to provide you with basic knowledge about:
(1) anatomical terms and structural-functional units pertinent to the study of human anatomy, in general, and the speech mechanism, in particular;
(2) functional anatomy of the central and peripheral nervous systems with respect to speech and language processes;
(3) gross anatomy and physiology of the respiratory-phonatory system (pulmonary system, chest wall & larynx);
(4) gross anatomy and physiology of the upper airway resonators and articulators (velopharynx, oral & nasal airways & the craniofacial complex); (5) functional anatomy and physiology of swallowing; (6) craniofacial embryology. REQUIRED TEXTBOOK Fuller, D., Pimentel, J.,& Peregoy, B., (2012). Applied Anatomy& Physiology, for Speech-Language Pathology & Audiology Baltimore, MD, USA: Lippincott Williams &Wilkins (Supplemental Lab Workbook) Hixon, T., Weismer, G. & Hoit, J. (2008). Preclinical Speech Science:
Anatomy, Physiology, Acoustics, Perception Workbook. Oxfordshire, UK: Plural Publishing. (Same textbook/workbook as for SPA 505)
Instructors will provide additional required readings and lab workbook assignments. RECOMMENDED OR OPTIONAL LEARNING RESOURCES Zemlin, W.R. (1998). Speech and Hearing Science: Anatomy and Physiology, Fourth Edition. Needham
Heights, Massachusetts: Allyn & Bacon. (Copy for reference in 1-105 – SPA Teaching Laboratory.) (Available in U of A Bookstore)
Seikel, J., King, D. & Drumright, D. (2005). Anatomy & Physiology for Speech, Language, and Hearing 3rd Ed. Clifton Park, New York: Thomson-Delmar Learning. (Copy for reference in 1-105 – SPA Teaching Laboratory.)
Supplementary reference materials for this course are available to students in the Speech,
Language and Hearing Sciences Teaching Laboratory in Rm. 1-105 Corbett Hall (see examples on p. 5). Websites that students can access for additional self-study will be announced in class by instructors.
Lecture Handouts Posted on the SPA 502 Course Website prior to class. Information about
this website will be provided on the first day of class. Laboratory Guides Posted on the SPA 502 course website and/ or prior to the laboratory or
distributed to students prior to or at the beginning of the laboratory session.
. TEACHING SCHEDULE (TENTATIVE): Please see page 6 for detailed outline of all events scheduled for the term (i.e. a list of lecture & lab dates, locations, topics to be covered, dates of quizzes & exams).
3 SPA 502 – Fall 2013
EVALUATION: Mid term exam October 16 40% of total grade Covers material in Introduction, Neuroscience and Respiratory System Anatomy & Physiology Sections Final exam December 12 40% of total grade
Covers material in Phonatory System, Skull, Upper Airways, Swallowing, Craniofacial Embryology, & Disorders Sections
Quiz 1 October 18 10 % of total grade Cadaver Lab Quiz: Neuro & /Chest Wall Quiz 2 November 15 8% of total grade Cadaver Lab Quiz: Larynx/Skull/Upper Airways, Swallowing Laboratory Participation 2 % of total grade
Laboratory attendance is required. Selected laboratory activities and/or workbook tasks may be checked, credited and/or graded.
Laboratory Activities: All students will participate in the ten laboratory sessions listed in the course syllabus & will regularly attend Open Lab times.. There are two lab sections for lab in this course. The format and the location of these laboratory activities will vary. Refer to page 6 for information about the format and location by date. Additional Learning Resources: These resources are available for your use in the Speech Pathology and Audiology Teaching Laboratory, Room 1-105, Corbett Hall.
• Netter’s Atlas of Human Anatomy • Netter’s Concise Neuroanatomy • Netter’s Anatomy Flash Cards • Netter’s Advanced Head and Neck Flash Cards • Netter’s Neuroscience Flash Cards
Helpful Hints: In the past, students have found it helpful to: Bring a set of coloured pencils to class to assist in note taking, especially when referring to
diagrams. Bring a clip board to laboratory sessions. All other supplies will be provided.
Medical dictionaries are excellent references for unfamiliar terminology that you encounter in
this and other courses in the M.Sc.-SLP Program. These can be found online as well as in the Reference section of the John Scott Health Sciences Library (e.g., Stedman's Concise Medical dictionary for the Health Professions, Williams & Wilkins).
Refer to Unit One: Basic Requirements (pp. 11-12) in the CASLPA Assessing and Certifying
Clinical Competency: Foundations of Clinical Practice for Audiology and Speech-Language Pathology (2004) document at www.caslpa.ca/english/resources/found.asp
4 SPA 502-FALL 2013
Date Course Schedule Location (MSB = Medical Sciences Building)(CH = Corbett Hall)
September 4 Course Overview; Introduction 1 CH 2-07 September 6 Lab 1: Introduction MSB 6-12 September 9 Introduction 2 CH 2-07 September 11 Neuroscience 1 CH 2-07 September 13 Lab 2: Neuro Review 1 (Sheep Brain Dissection) MSB 6-12 September 16 Neuroscience 2 CH2-07 September 18 Neuroscience 3 CH 2-07 September 20 Lab 3: Neuro Review 2 (Sheep Brain Dissection) MSB 6-12 September 23 Neuroscience 4 CH 2-07 September 25 Neuroscience 5 CH 2-07 September 27 Lab 4: Neuroanatomy 1 (Cadaver Lab #1) MSB 6-12 September 30 Neuroscience 6 CH 2-07 October 2 Respiratory System Anatomy 1 CH 2-07 *October 4 (F) Respiratory System Anatomy 2 MSB 6-12 October 7 Respiratory Physiology 1 CH 2-07 October 9 Respiratory Physiology 2 CH 2-07 October 11 Lab 5: Respiratory System (Cadaver Lab #2) MSB 6-12 October 14 Thanksgiving Holiday – No class October 16 Mid term exam CH 2-44 October 18 Lab Quiz #1 Neuro & Chest Wall MSB 6-12 October 21 Laryngeal Anatomy 1 CH 2-07 October 23 Laryngeal Anatomy 2 CH 2-07 October 25 Lab 6: Larynx (Cadaver Lab #3) MSB 6-12 October 28 Laryngeal Physiology 1 CH 2-07 October 30 Anatomy of Skull and Upper Airways 1 CH 2-07 *November 1 (F) Anatomy of Skull and Upper Airways 2 CH2-07 November 4 Physiology of Articulation & Resonance 1 CH2-07 November 6 Swallowing 1 CH 2-07 November 08 Skull & Upper Airways (Cadaver Lab # 4) MSB 6-12 November 11 Remembrance Day No class November 13 Swallowing 2 CH 2-07 November 15 Lab Quiz #2: Larynx, Skull, Upper Airways MSB 6-12 November 18 Swallowing 3 (Dysphagia) CH 3-26 November 20 Craniofacial Embryology 1 CH 3-26 *November 22 (F) Craniofacial Embryology 2 CH-2-07 November 25 Survey of Disorders 1 (Aphasia, Apraxia, Dysarthria) CH 2-07 November 27 Survey of Disorders 2 (R CVA, TBI, Dementia) CH 2-07 *November 29 (F) Survey of Disorders 3 (Voice & Resonance Issues) CH2-07 December 2 Survey of Disorders 4 (Overview Developmental Disorders) CH 2-07 December 4 Review for Final Exam CH 2-07 December 12 Final Exam: 9:00-11:00 am CH 2-44 *Indicates lecture combined with laboratory activities
DEPARTMENT OF SPEECH PATHOLOGY & AUDIOLOGY SPA 501 Faculty of Rehabilitation Medicine Fall Term 2013 University of Alberta
SPA 501: Clinical Research Methods Fall Term [2013]
Thursday 8:30-11:30am Rm 3-26 Corbett Hall INSTRUCTOR: Dr. Jacqueline Cummine, Associate professor Location: 3-58 Corbett Hall Phone: 492-3965 Email: [email protected] Office hours: By appointment. Please send an email we can arrange a mutually convenient time to meet. COURSE DESCRIPTION: Investigation of strategies for demonstrating scientifically the impact of clinical intervention programs, both for accountability and for contributing to the knowledge base regarding effective treatment. Students will be advised to approach staff members as resources for development of specific projects in anticipation of SPA 900. COURSE GOALS: This course has two goals: (a) to provide career-long research skills/tools and (b) to enable future professionals to organize their own clinical research. To accomplish these goals, the research process will be followed start to finish, from formulating a query or research question to reporting the findings. This will provide a basic understanding of a variety of approaches to science. Opportunities for practical use of this knowledge will be included in the form of a hands-on experiment that students will conduct. LEARNING OBJECTIVES: The primary objective for this course is for you to gain both a theoretical and a practical knowledge base of univariate statistical analyses. Each statistical analysis topic will include discussion on theoretical and computational issues. Through the development, implementation, analysis and presentation of an experiment, you will develop the necessary experience to be competent at analyzing and interpreting research data. Topics include: a review of basic concepts, hypothesis tests on means, correlation and regression (simple and multiple), ANOVA (simple and factorial), multiple comparisons, and chi-square. REQUIRED TEXTBOOK: Aron A., Coups E.J., & Aron E.N. (2011). Statistics for the Behavioral & Social Sciences: A Brief Course, 5th ed. Upper Saddle River, NJ: Pearson Education. ADDITIONAL RESOURCES FOR SIGNING OUT: Cummine, J. & Borowsky, R. (2010). Labs for Basic Statistics Tests Using SPSS, 3rd ed. Boston, MA: Pearson Learning Solutions. RECOMMENDED LEARNING RESOURCES: Ethics: http://www.uofaweb.ualberta.ca/TIE/pdfs/AI%20Grad%20Guide.pdf http://www.caslpa.ca/english/resources/ethics.asp https://hero.ualberta.ca/HERO
SPA 501 Fall 2013 2
Wideman M. (2011). Caring or collusion? Academic dishonesty in a school of nursing. Canadian Journal of Higher Education, 41, 28-43. Basic Concepts: Burnett DM., Kolakowsky-Hayner SA., Slater D., Stringer A., Bushnik T., Zafonte R., Cifu DX. (2003). Ethnographic analysis of traumatic brain injury patients in the national model systems database. Arch Phys Med Rehabil, 84, 263-267. Hypothesis tests: Conlon E.G., Sanders M.A., & Wright C.M. (2009). Relationships between global motion and global form processing, practice, cognitive and visual processing in adults with dyslexia or visual discomfort. Neuropsychologia, 47, 907-915. White S., Milne E., Rosen S., Hansen P., Swettenham J., Frith U., & Ramus F. (2006). The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children. Developmental Science, 9, 237-269. Correlation: Noble W., Tyler R., Dunn C., & Bhullar N. (2008). Unilateral and bilateral cochlear implants and the implant-plus-hearing-aid profile: Comparing self-assessed and measured abilities. International Journal of Audiology, 47, 505-514. White S., Milne E., Rosen S., Hansen P., Swettenham J., Frith U., & Ramus F. (2006). The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children. Developmental Science, 9, 237-269. Regression: White S., Milne E., Rosen S., Hansen P., Swettenham J., Frith U., & Ramus F. (2006). The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children. Developmental Science, 9, 237-269. Simple ANOVA: Noble W., Tyler R., Dunn C., & Bhullar N. (2008). Unilateral and bilateral cochlear implants and the implant-plus-hearing-aid profile: Comparing self-assessed and measured abilities. International Journal of Audiology, 47, 505-514. Factorial ANOVA: Conlon E.G., Sanders M.A., & Wright C.M. (2009). Relationships between global motion and global form processing, practice, cognitive and visual processing in adults with dyslexia or visual discomfort. Neuropsychologia, 47, 907-915. Multiple Comparisons: Noble W., Tyler R., Dunn C., & Bhullar N. (2008). Unilateral and bilateral cochlear implants and the implant-plus-hearing-aid profile: Comparing self-assessed and measured abilities. International Journal of Audiology, 47, 505-514. Conlon E.G., Sanders M.A., & Wright C.M. (2009). Relationships between global motion and global form processing, practice, cognitive and visual processing in adults with dyslexia or visual discomfort. Neuropsychologia, 47, 907-915. Multiple Regression:
3 SPA 501– Winter 2011
White S., Milne E., Rosen S., Hansen P., Swettenham J., Frith U., & Ramus F. (2006). The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children. Developmental Science, 9, 237-269. Chi-Square: Burnett DM., Kolakowsky-Hayner SA., Slater D., Stringer A., Bushnik T., Zafonte R., Cifu DX. (2003). Ethnographic analysis of traumatic brain injury patients in the national model systems database. Arch Phys Med Rehabil, 84, 263-267. Qualitative Research: Special Forum on Qualitative Research. May 2003: Damico JS & Simmons-Mackie NN (2003). Qualitative research and speech-language pathology: A tutorial for the clinical realm. American Journal of Speech-Language Pathology, 12, 131-143. Simmons-Mackie NN & Damico JS (2003). Contributions of qualitative research to the knowledge base of normal communication. American Journal of Speech-Language Pathology, 12, 144-154. Tetnowski JA & Franklin TC (2003). Qualitative research: Implications for description and assessment. American Journal of Speech-Language Pathology, 12, 155-164. Brinton B & Fujiki M (2003). Blending quantitative and qualitative methods in language research and intervention. American Journal of Speech-Language Pathology, 12, 165-171. Culatta B, Kovarsky D, Theadore G, Franklin A & Timler G (2003). Quantitative and qualitative documentiation of early literacy instruction. American Journal of Speech-Language Pathology, 12, 172-188. TEACHING SCHEDULE (TENTATIVE): Sept. 12 Week 1 Introduction/Ethics /Basic Concepts Chap. 1
Sept. 19 Week 2 Descriptives Chap. 2
Sept. 26 Week 3 Correlation Chap. 3
Oct. 3 Week 4 Inferential Stats Chap. 4 proposal due!
Oct. 10 Week 5 Hypothesis testing Chap. 5 exp. design
Oct. 17 Week 6 Hypothesis testing Chap. 6 exp. design
Oct. 24 Week 7 Midterm/Effect Size and Power Chap. 7 data collection
Oct. 31 Week 8 Intro to t-test Chap. 8 data collection
Nov. 7 Week 9 Guest Lecture (tba; Dr. Kim) Chap. 9 data collection
Nov. 14 Week 10 Guest Lecture (Dr. Boliek; Salima S.) Chap.10 data analysis
Nov. 21 Week 11 Chi-Square Chap.11 data analysis
Nov. 28 Week 12 Applying Statistical Methods in Research Chap. 12 data analysis
SPA 501 Fall 2013 4
Dec. 5 Week13 Review submit poster!
Dec. 17 FINAL: Poster Presentation!!!
EVALUATION: Proposal Oct. 3 10% Midterm Oct. 24 30% Paper Due Dec. 12 30% Final Exam Dec. 17 30% (20% group and 10% individual) EXAMS: There will be one midterm exam (worth 30% of the final grade) and one final exam (worth 30% of the final grade). The midterm will consist of questions on material covered in the lectures, textbook, and the assignments, including the interpretation of statistical output. The final exam will be a poster presentation of which 20% will be graded on the group project and 10% will be graded on the individual presentation. ASSIGNMENTS: There will be 2 assignments in this course, which will be worth a total of 40% towards your final grade. The first assignment is a proposal of your experiment worth 10%. This is a 1 page, single spaced, document that includes a background summary, research questions and hypotheses, methods, anticipated analysis and results, and importance of the research. The second assignment is a research paper worth 30% of your mark. This paper will be an extension of the first assignment and will focus on the experiment that you conducted in class. This paper should be written in concordance with submission guidelines for the Canadian Journal of Speech Language Pathology and Audiology (http://www.caslpa.ca/english/resources/cjslpa_home.asp).
DEPARTMENT OF SPEECH PATHOLOGY & AUDIOLOGY SPA 505 Faculty of Rehabilitation Medicine Fall 2013 University of Alberta
SPA 505: SPEECH SCIENCE
Fall Term 2013
LECTURES: Tuesday and Thursday 1:00 – 2:20 pm in Rm. 2-420 Edmonton Clinic Health Academy (ECHA)
LABORATORY SESSIONS: Tuesday in Rm. 1-105 Corbett Hall unless otherwise posted.
Section D5 8:00 – 8:50 am Section D6: 9:00 – 9:50 am Section D7: 10:00 – 10:50 am
If you have a scheduling conflict for any of the lab dates, please make arrangements to switch with a student in another section. There are a maximum of 20 students per lab section to maximize student participation in the lab learning activities.
INSTRUCTOR: Carol A. Boliek, PhD Professor Office: Rm. 3-18 Corbett Hall Phone: 780-492-0841 Email: [email protected] Office hours: Tuesdays from 3:00 to 4:00 pm, or by appointment
Course Website: E-class: https://eclass.srv.ualberta.ca/portal/ SPA 505 Fa12 - SPEECH SCIENCE Combined LAB LEC Fa12
LABORATORY CO-INSTRUCTOR: Randa Tomczak, MSLP, R.SLP, S-LP(C)
Office: Rm 1-105B Corbett Hall Phone: 780 492-1549 Email: [email protected] Laboratory Office Hours: Fridays 12:30 – 1:30 pm Rm. 1-105 or by appointment
LABORATORY TEACHING ASSISTANTS: Chantal Malysa [email protected] Gregory Sample [email protected]
COURSE DESCRIPTION: SPA 505 provides study of theoretical and applied aspects of speech production, acoustic phonetics, and speech perception, including theory and application of methods (physiological, acoustic, and perceptual) to record and analyze speech behaviours. Prerequisites or co-requisites include SPA 502 or equivalent and SPA 507. SPA 505 complements information presented in SPA 502: Anatomy and Physiology of the Speech Mechanism. Together, these courses are designed to provide students with basic knowledge requirements of anatomy, physiology, speech acoustics and perception (including physical measures of speech behaviour) for entry into the field of speech-language pathology.
SPA 505 – Fall
COURSE PREREQUISITES: Note: SPA 505 builds on content covered in several courses required for admission to the M.Sc.-SLP Program. These include articulatory phonetics, introductory linguistics, cognitive psychology, neuroanatomy/neuropsychological and statistics. Students will be expected to apply concepts from these courses in SPA 505.
COURSE GOALS: Through class lectures, readings, laboratory experiences and workbook self-study activities, SPA 505 is designed to provide the student with basic knowledge of:
1. Theory and application of instrumentation used for recording, analyzing and measuring performance of the subsystems of speech production (respiratory, laryngeal, velopharyngeal- nasal and oral- pharyngeal) and their integrated product, the sound patterns of speech.
2. Digital signal processing in the context of multilevel measures of speech behaviour (neural, kinematic [muscles acting on structures], aeromechanical, acoustic, and perceptual levels)
3. Current models of speech production processes. 4. Acoustic theory of vowel and consonant production. 5. Acoustic cues to perception of segmental and suprasegmental features in the speech signal. 6. Theories of speech perception and their clinical relevance.
SPA 505 provides partial fulfillment of Basic Requirements for Speech-Language Pathology specified in the document Assessing and Certifying Clinical Competency: Foundations of Clinical Practice for Audiology and Speech-Language Pathology (Canadian Association of Audiologists and Speech- Language Pathologists, 2004); available online at www.caslpa.ca.
LEARNING OBJECTIVES: Upon successful completion of this course, students should be able to:
1. Provide a comprehensive description of how speech is produced that includes neural, muscular, aeromechanical, acoustic and perceptual processes.
2. Identify and define the variables to consider and demonstrate how to make high fidelity digital audio recordings of speech for acoustic and perceptual analysis,
3. Describe basic neuroimaging procedures that are used to study speech-language behaviors and provide at least two examples of what we have learned about neural correlates of speech production from studies that have used these procedures.
4. Describe the role of each speech subsystem in speech production and demonstrate how to evaluate if each is functioning in the normal range using relevant physiological, acoustic and perceptual approaches and measures.
5. Describe how the approaches used in learning Objective 4 can also be used in subsystem focused treatment to improve function of each subsystem to support speech production.
6. Describe source filter theory, its speech subsystem correlates, and its relevance to voice, vowel and consonant production, prosody and speech quality.
7. Define speech intelligibility and speech acceptability and identify factors that contribute to these integrative measures of speech ability.
8. Describe acoustic characteristics of segmental (vowels and consonants) and suprasegmental (coarticulation, rate, stress, intonation) aspects of speech and identify their respective cues for identification in waveform, spectral and spectrographic displays of the speech acoustic signal.
9. Identify key issues that need to be addressed by theories of speech production and perception; describe examples of each and their relevance to understanding and measuring speech behaviour in the clinical setting.
REQUIRED TEXTBOOK AND WORKBOOK:
• Hixon, TJ, Weismer, G, & Hoit, JD (2014). Preclinical Speech Science: Anatomy, Physiology, Acoustics, Perception: Second Edition. San Diego, CA: Plural Publishing Inc.
• Hoit, J. & Weismer, G. (2014). Preclinical Speech Science Workbook: Second Edition. San Diego, CA: Plural Publishing Inc.
SPA 505 – Fall
OTHER REQUIRED READINGS: All handout materials provided to support the lectures and laboratory activities are required
reading. Lecture notes will be available as pdf files in the SPA 505 folder at E-class: https://eclass.srv.ualberta.ca/portal/ SPA 505 Fa12 - SPEECH SCIENCE Combined LAB LEC Fa12 the day before the class lecture.
Seven required readings, in addition to the course textbook, are listed by lecture and laboratory date on pp. 7-9. These will be made available to students in paper or electronic form (pdf on course website).
Corresponding sections in the workbook are linked to readings and lecture content in the topic outline on pp. 7-9. Students will be accountable for completing these workbook sections, laboratories and exams.
SUPPLEMENTAL RESOURCE:
Students will be provided with summary normative reference values for measures of speech subsystem function and integrative measures of speech ability in the relevant course sections. These will be compiled into a pdf for students to download from the course website at the end of the course.
LABORATORY COMPONENT Laboratories are designed to provide students with a “hands-on” introduction to various types of instrumentation for recording, analyzing and interpreting measures of speech function. Basic skills learned in laboratory activities will be applied in later courses and clinical placements.
I would like to acknowledge the fact that, in 2010, Dr. Hodge piloted a new 'three-stage' approach to SPA 505 labs, based on laboratory guides that she developed previously. The purpose of this “three-stage approach” was to encourage students to take more responsibility for being prepared to learn in the labs and to provide opportunities for students to get more “hands-on” experience during laboratory learning activities. She also developed some new lab learning activities for the course. These lab learning resources were well-received by the students in previous years and so, this year, I am continuing the use of these laboratory materials that Dr. Hodge developed as they complement my delivery of the course. CAB
Laboratory guides will be distributed the Thursday afternoon before the following Tuesday laboratory sessions. Each laboratory activity will have three components that are detailed in a laboratory guide. These are:
1. Activities to prepare for the Tuesday morning laboratory session (to be completed prior to the start of the lab session)
2. Laboratory work station descriptions and task instructions for “hands-on” lab activities (to be completed during the lab session)
3. Post session questions to reflect on the lab activities and consolidate understanding (to be completed after the lab session)
You are responsible for bringing your laboratory guide to your scheduled lab session with the preparatory activities completed. Laboratory grades are based on completion of all three components of the laboratory activities and submission of the laboratory write-ups. Ten lab write-ups will be submitted and marked for credit. Labs are due in the Lab TA mailboxes (Chantal Malysa or Gregory Sample) in the student mailroom by 3:00 pm on Friday afternoon following the Tuesday lab sessions and will be returned to your mailbox the following Tuesday.
REPRESENTATIVE EVALUATIVE MATERIAL: Each lecture will have stated learning objectives and expectations. Each laboratory activity also will have stated learning objectives. Exam questions will be based on these objectives and expectations. In addition, the workbook that accompanies the textbook provides representative examples of some of the types of questions (with answers) that may appear in examinations.
SPA 505 – Fall
ATTENDANCE/PARTICIPATION: Students are strongly encouraged to attend all lectures. Regular attendance and participation is important to success in this course. If you are unable to attend class, please arrange to get class notes from a fellow student. Attendance is required to obtain credit for the laboratory sessions and associated learning activities.
EVALUATION: The grade for this course is based on performance on the mid-term and final exams, two assignments and the laboratory experiences. The weighting is as follows:
Midterm Exam 25% (covers material to end of Oct.17 lecture) Final Exam 35% (cumulative – covers entire course, with greater
emphasis on the course content presented after the mid- term examination.
Assignments (2) 10% Laboratory Component 30%
Exam Coverage: Students are responsible for all materials presented in lectures, required readings (as highlighted in lectures), laboratories and workbook sections listed by topic on pp. 7-9. . Exam Format: Exams will be held in-class and include multiple choice, short answer and short essay questions.
ASSIGNMENTS:
Assignment 1. Students will prepare an abstract (follow template provided by instructor) of a current journal article that used neuroimaging techniques to study neural correlates of speech, singing and/or language behaviors. (Individual assignment) Due October 3
Assignment 2. Students will record, measure and interpret maximum performance tasks used in speech assessment protocols (Groups of 3 students) Due November 21
SPA 505 – Fall
OTHER LEARNING RESOURCES FOR SPEECH SCIENCE:
Textbooks Baken, R.J. & Orlikoff, R.F. (2000). Clinical Measurement of Speech and Voice, 2nd Ed. San Diego, CA: Singular
Publishing Group. Borden, G.J., Harris, K.D. & Raphael, L.J. (2007). Speech Science Primer:
Physiology, Acoustics, and Perception of Speech, 5th Edition. Philadelphia, PA. Lippincott, Williams, and Wilkins.
Ferrand, C. (2007). Speech Science: An Integrated Approach to Theory and Clinical Practice 2nd Ed. Boston, MA: Allyn & Bacon.
Kent, R. (1997). The Speech Sciences. San Diego, CA: Singular Publishing. Zemlin, W. R. (1998). Speech and Hearing Science: Anatomy & Physiology, 4th Ed. Toronto, ON: Allyn & Bacon.
Free Software: Neuro Notes: http://video.med.utoronto.ca/neuronotes/ (Library of brain imaging slides plus more!) Praat http://www.fon.hum.uva.nl/praat/ (Acoustic editing, analysis and synthesis software) Audacity http://audacity.sourceforge.net/ (Audio recording and editing software)
Optional supplementary readings (listed by course topic on pp. 7-8) will be provided in a course binder available in the graduate student mailroom for interested students. The full references for these are below:
Boliek, C. Hixon, T., Watson, P. Morgan, W. (1997). Vocalization and breathing during the
second and third years of life. Journal of Voice, 11, 373-390. Ferrand, C. (2007) Chapter 13 Brain function measures in Ferrand, C. (2007). Speech Science: An Integrated
Approach to Theory and Clinical Practice 2nd Ed. Boston, MA: Allyn & Bacon. Forrest, K., & Weismer, G. (1997). Acoustic analysis of dysarthric speech. In M.R. McNeil
(ed.), Clinical management of sensorimotor speech disorders (pp. 63-80). New York: Thieme. Hixon, T., Hoit, J. (1998). Physical examination of the diaphragm by the speech-language
pathologist. American Journal of Speech-Language Pathology, 7, 37-45. Hixon, T., Hoit, J. (1999). Physical examination of the abdominal wall by the speech-language
pathologist. American Journal of Speech-Language Pathology, 8, 335-346. Hixon, T., Hoit, J. (2000). Physical examination of the rib cage wall by the speech-language
pathologist. American Journal of Speech-Language Pathology, 9, 179-196. Hoit, J. & Hixon, T. (1987). Age and speech breathing. JSHR, 30, 351-366. Hoit, J., Hixon, T. & Watson, P. & Morgan, W. (1990). Speech breathing in children and
adolescents. JSHR, 33, 51-69. Kent, R., Kent, J. & Rosenbek, J. (1987). Maximum performance tasks of speech production. JSHD, 52, 367-
387. Rochet, AP., Rochet, BL., Sovis, EA., Mielke, DL. (1998). Characteristics of nasalance in speakers
of western Canadian English and French. Journal of Speech-Language Pathology and Audiology, 22, 94-103.
Ryalls, J. & Behrens, S. (2000). Introduction to Speech Science: From Basic Theories to Clinical Applications. Toronto, ON: Allyn & Bacon.
Stathopoulos, E. & Sapienza, C. (1997). Developmental changes in laryngeal and respiratory function with variation in sound pressure level. JSHR, 40, 595-614.
SPA 505 – Fall
SPA 505 SCHEDULE PLAN (May be modified as necessary to accomplish course objectives)
Date Topic/Readings
Sept. 05 Overview of Course
Supplemental Reading: Ryalls & Behrens: pp. 1-10;
Sept. 10 Speech Production: Models and Levels of Measurement Required Reading: Hixon, Weismer, & Hoit: Chapter 1: pp. 1-5 Workbook: pp. 2 Supplemental Reading: Fucci & Lass: pp. 1-13
Sept. 12 Examining the Speech Mechanism
Required Reading: Hodge, M. (1988). Speech Mechanism: Assessment. In P. Yoder & R. Kent (Eds.), Decision-Making in Speech-Language Pathology, pp. 104-109. Toronto, ON: B.C. Decker Inc. (pdf)
Sept. 17 Neural Correlates of Speech Production
Required Reading: Guenther, F.H. (2006). Cortical interactions underlying the production of speech sounds. Journal of Communication Disorders, 39, pp. 350-365. (pdf)
Sept. 19 Basics of Neuroimaging
Required Readings: Wandell, B. et al. (2004) Measuring activity and structure in the human brain. SIAM News, 37 (7). (pdf)
Sept. 24, 26, Oct. 1 Measuring Speech Respiratory Function
Required Reading: Hixon, Weismer, & Hoit: Chapter 2: pp. 20-68. Workbook Sections: 2-10 thru 2-31 Supplemental Readings: Hoit & Hixon (1987) Hoit, Hixon, Watson & Morgan (1990) Boliek, Hixon, Watson, & Morgan (1997) Hixon & Hoit (1998); Hixon & Hoit (1999); Hixon & Hoit (2000) Stathopoulos & Sapienza (1997)
Oct. 3, 8 Introduction to Digital Audio Signal Acquisition
Required Reading: Hixon, Weismer, & Hoit: Chapter 7: pp. 379-396; 512-520 Workbook Sections 7-1 thru 7-9 (but not 7-7)
Measuring Laryngeal Function for Speech I: Required Reading: Hixon, Weismer, & Hoit: Chapter 3: pp. 102-146 Workbook Sections 3-19 thru 3-26
Oct. 10, 15 Measuring Laryngeal Function for Speech II
Required Reading: Hixon, Weismer, & Hoit: Chapter 3: pp. 102-146 Workbook Sections 3-19 thru 3-26
Oct. 17 Respiratory and Laryngeal Coordination for Speech Function
Review of required readings and laboratory activities Case examples
SPA 505 – Fall
Oct. 22 Measuring Velopharyngeal Function for Speech Required Reading: Hixon, Weismer, & Hoit: Chapter 4: pp. 173-206 Workbook Sections: 4-17 thru 4-23
Supplemental Reading: Rochet, Rochet, Sovis, & Mielke (1998)
Oct. 24 Mid-term Examination (1 hour 20 minutes) ECHA 2-420
Oct. 29, 31 Measuring Pharyngeal Oral-Articulatory Function I Required Readings: Hixon, Weismer, & Hoit: Chapter 5: pp. 234-274 Rvachew, S., Hodge, M., & Ohberg, A. (2005). Obtaining and interpreting Maximum Performance Tasks From children: A tutorial. Journal of Speech-Language Pathology and Audiology, 29(4), 145-157. (pdf) Workbook Sections: 5-16 thru 5-23 Supplemental Reading: Kent, Kent & Rosenbek 1987
Nov. 5 Acoustic Concepts Applied to Speech Production
Required Reading: Hixon, Weismer, & Hoit: Review: Chapter 7: pp. 379-396; Chapter 10: 512-520 Review Workbook Sections 7-1 thru 7-9 (but not 7-7)
Required Reading: Hixon, Weismer, & Hoit: Chapter 7: pp. 397-413 Workbook Sections: 7-10 thru 7-24
Nov. 7 Acoustic Theory of Vowel Production
Required Readings: Hixon, Weismer, & Hoit: Chapter 8 Workbook Sections: 8-1 thru 8-21
Nov. 12 Mid-term Break – No Classes
Nov. 14 Theory of Consonant Acoustics Required Readings: Hixon, Weismer, & Hoit: Chapter 9 Workbook Sections: 9-1 thru 9-18
Nov. 19 Speech Acoustic Analyses: Interpretation and Applications Required Readings: Hixon, Weismer, & Hoit: Chapter 10: pp. 491-512 Workbook Sections: 10-3 thru 10-16 Supplementary Reading: Forrest & Weismer (1997)
Nov. 21 Acoustic Phonetics -Acoustic Cues for Speech Segments and Prosody
Required Readings: Hixon, Weismer, & Hoit: Chapter 11 Workbook Sections: 11-1 thru 11-25
Nov. 26, 28 Issues and Theories: Speech Perception and Production
Required Readings: Hixon, Weismer, & Hoit: Chapter 12 Workbook Sections: 12-1 thru 12-14
Dec. 3 Course review and case study analyses
Dec. 11 (2:00 pm) Final Examination (2 hours) ECHA 2-420
Laboratory Topics
SPA 505 – Fall
Sept. 10 No Lab Session
Sept. 17 Lab 1: Assessment of the Speech Mechanism
Sept. 24 Lab 2: Measuring Respiratory Function for Speech: Basic Aeromechanics Required Readings – Provided with lab guide. Netsell, R. & Hixon, T. (1978). A non-invasive method for clinically estimating subglottal pressure. JSHD, 43, 326-330. Hixon, T., Hawley, J. & Wilson, K. (1982). An around the house device for the clinical determination of respiratory driving pressure: A note on making simple even simpler. JSHR, 47, 413-415.
Oct. 01 Lab 3: Measuring Respiratory Function for Speech: Evaluation of Speech Breathing Required Readings – Provided with lab guide.
Oct. 08 Lab 4: Measuring Laryngeal Function for Speech I
Required Reading – Provided with lab guide. Smitheran, J. & Hixon, T. (1981). A clinical method for estimating laryngeal airway resistance during vowel production. JSHR, 46, 138- 146.
Oct. 15 Lab 5: Measuring Laryngeal Function for Speech II
Oct. 22 Lab 6: Comparative Anatomy and Physiology of Phonation
(Making “Moo-sic” Using Bovine Larynges)
Oct. 29 Lab 7: Measuring Velopharyngeal Function for Speech
Nov. 05 Lab 8: Measuring Oral Articulatory Function for Speech
Nov. 12 No Lab – Fall Term Break
Nov. 19 Lab 9: Acoustic Analysis of Speech I
Nov. 26 Lab 10: Acoustic Analysis of Speech II
Dec. 03 Optional Review of Assessment Procedures
DEPARTMENT OF SPEECH PATHOLOGY & AUDIOLOGY SPA 511 Faculty of Rehabilitation Medicine Fall, 2013 University of Alberta
SPA 511: Child Language Development and Assessment Fall, 2013
Monday, Wednesday, 1:30 p.m. – 3:20 p. Labs: Every 2nd week for 2 hours, 3:30.- 5:30 p.m.
Location: ECHA:1-430 INSTRUCTOR: Joanne Volden, Ph.D., Professor, SPA; Office: 3-81 Phone: 780-492-0651 Email: [email protected] Office hours: By appointment. LAB INSTRUCTOR: Judy Meintzer Email: [email protected]. COURSE DESCRIPTION: A review of normal language development provides the basis for a comprehensive study of the assessment and identification of infants and toddlers with language disorders. Assessment procedures involve observation, language test administration and interpretation. Discussion of research findings highlights disordered language behaviors associated with such problems as developmental language disorder, autism spectrum disorder, etc. Models of intervention and their application to clinical populations will be discussed in lecture sessions. The laboratory provides opportunities to apply assessment and intervention knowledge. COURSE GOALS: The goal of this course is to provide you with the academic knowledge for clinical practice with infants and toddlers who have developmental language disorders, as specified in Assessing and Certifying Clinical Competency: Foundations of Clinical Practice for Audiology and Speech-Language Pathology (Canadian Association of Audiologists and Speech-Language Pathologists, 2004 [p. 30]); available online at http://www.caslpa.ca/english/resources/foundations.asp A second goal is to equip you with tools for learning, in the area of child language, over the course of your career. LEARNING OBJECTIVES: Upon successful completion of this course, students should be able to: Apply current evidence-informed language assessment frameworks and methods
Plan appropriate screening and assessment strategies at the early stages of language development. Procedures could include communication sampling, standardized tools and informal assessment techniques.
Generate appropriate intervention goals, strategies and activities for young preschoolers with language impairments
Understand commonly used service delivery models and intervention approaches
2 SPA 511 – Fall, 2010
REQUIRED TEXTBOOKS: Paul, R.& Norbury, C. (2012). Language Disorders from Infancy through Adolescence: Listening, Speaking, Reading, Writing and Communicating, Fourth Edition, Elsevier, St. Louis. Owens, R. (2012). Language Development: An Introduction, 8th Edition, Pearson. OTHER REQUIRED READINGS: Citations for additional required readings are listed in the tentative schedule on the day by which they are expected to have been read. Occasionally, additional citations for required readings may be posted on eClass. PAST (OR REPRESENTATIVE) EVALUATIVE MATERIAL: Sample exam questions will be discussed in class prior to examinations. TEACHING SCHEDULE (TENTATIVE): Wed. Sept. 4 – Introduction to course. Communication – Language – Speech No required readings. Mon. Sept. 9 - Theories of Language Development.
Reading: Owens, R., Chapter 2 Wed. Sept. 11 What is a language disorder? Definitions and Diagnostic Issues Reading: Paul, R. & Norbury, C., (2012) Chapter 1, p.1-9. Mon. Sept. 16– Models of language disorder
Reading: Paul, R. & Norbury, C., (2012) Chapter 1, 9-20.. Wed., Sept. 18 –Class cancelled in lieu of time spent for launch of Interprofessional Initiative. Mon. Sept. 21 Principles of Assessment General Principles, Why assess? Reading: Paul, R. & Norbury, C., (2012) Chapter 2, p. 22-29 Wed. Sept. 23: Principles of Assessment (continued) What to assess Reading: Paul, R. & Norbury, C. (2012)., Chapter 2, 29-38 Mon. Sept. 28 – Principles of Assessment How to assess Reading: Paul, R., & Norbury, C., (2012), Chapter 2, p. 38-53.
3 SPA 511, Fall, 2010
Wed. Sept. 30 Principles of Intervention Evidence Based Practice Reading: Paul, R., & Norbury, C., (2012), Chapter 3, p. 61-66 Mon. Oct.7: Principles of Intervention Goals and Priorities, Approaches to Intervention Reading: Paul, R., & Norbury, C., (2012), Chapter 3, p. 66-80 Wed.. Oct. 9 – Principles of Intervention Activities, Contexts, Measurement, Etc Reading: Paul, R., & Norbury, C., (2012), Chapter 3, p. 80-98. Mon., Oct. 14 – Thanksgiving, class cancelled Wed. Oct. 16 – Special Populations)
Reading: Paul, R., & Norbury, C., (2012), Chapter 4
Mon. Oct. 21 – Midterm Exam Wed. Oct. 23, and Mon., Oct. 28 – Prelinguistic Development Reading: Owens, R., Chapters 4, 5. Mon. Oct. 28 and Wed., Oct. 30 - Prelinguistic Assessment
Reading: Paul, R., & Norbury, C., (2012), Chapter 6 Wetherby, A. et al., (2002). Validity and Reliability of the Communication and Symbolic Behaviour Scales Developmental Profile in Very Young Children, Journal of Speech-Language-Hearing Research, 45, 1202-1218. O’Neill, D. (2007). The Language Use Inventory for Young Children: A Parent-Report Measure of Pragmatic language Development for 18- to 47-Month-Old Children. Journal of Speech-Language-Hearing Research, 50, 214-228. Luyster, R., Lopez, K., & Lord, C. (2007). Characterizing communicative development in children referred for Autism Spectrum Disorder using the MacArthur-Bates Communicative Development Inventory. Journal of Child Language, 34, 623-654.
Mon. Nov. 4 and Wed., Nov.6 – Prelinguistic Intervention Reading: Lord, et al., (2005). Challenges in evaluating psychosocial interventions for
autistic spectrum disorders, Journal of Autism and Developmental Disorders, 35,6, p. 695-709.
Siller, M., Hutman, T., & Sigman, M., (2013). A parent-mediated intervention to
increase parental responsive behaviours and child communication in children with ASD: A randomized clinical trial, Journal of Autism and Developmental Disorders, 43, 540-555
4 SPA 511 – Fall, 2010
Kasari, C., Freeman, S. & Paparella, T.,(2006). Joint attention and symbolic play in
young children with autism: A randomized, controlled intervention study, Journal of Child Psychology and Psychiatry, 47,6, 611-620
Ingersoll, B. et al., (2012) A comparison of developmental social-pragmatic and
naturalistic behavioral interventions on language use and social engagement in children with autism.. Journal of Speech-Language and Hearing Research, 55, 1301-1313.
Mon. Nov.11 –Remembrance Day, Class cancelled. Wed. Nov. 13 – Emerging Language – Development Reading: Owens, R., Chapters 6,7. Mon. Nov. 18 and Wed. Nov. 20 – Assessment of Emerging Language Reading: Paul, R., & Norbury, C., (2012), Chapter 7
Tager-Flusberg, H, Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., …Yoder, P. (2009), Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders, Journal of Speech, Language and Hearing Research, 52, 643-652. Adams, C. (2002). Practitioner review: The assessment of language pragmatics. Journal of Child Psychology and Psychiatry, 43:8, 973-987. Russell, R. & Grizzle, K. (2008). Assessing child and adolescent pragmatic language competencies: Toward evidence-based assessments.
Mon. Nov. 25, Wed., Nov. 27, Mon., Dec. 2 – Emerging Language - Intervention
Reading: Dawson, G., et al., (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model, Pediatrics, 125, e17-e22. Smith, I., M., (2010). Effectiveness of a novel, community-based early intervention model for children with autistic spectrum disorder. American Journal of Intellectual and Developmental Disability, 115,6, 504-523. Gallagher, I. L.., & Chiat, S. (2009). Evaluation of speech and language therapy interventions for preschool children with specific language impairment: a comparison of outcomes following specialist intensive, nursery-based and no intervention, International Journal of Language and Communication Disorders, 44, 5, 616-638.
Wed. Dec. 4 – Summary and Review
5 SPA 511, Fall, 2010
EVALUATION: Exams: Midterm Exam – 25% Final Exam – 35% Lab assignment(s): 30% Practical exam - Shared between 507 and 511, 5% in each class Interprofessional Initiative – 5% EXAMS: Midterm Exam – A closed book exam held in class time. Covers lecture, discussion, and readings up to and including the topic entitled Special Populations. Two hours will be the time limit. This exam will be held on October 21, 2013. Final Exam –A closed book exam scheduled according to the University’s exam schedule. This exam will be comprehensive (i.e. covering material from the whole course). Three hours will be the time limit and will be held according to the University schedule for final exams. Scheduled for December 13th, 2013; 2:00 p.m..
DEPARTMENT OF SPEECH PATHOLOGY & AUDIOLOGY SPA 520 Faculty of Rehabilitation Medicine Winter 2014 University of Alberta
SPA 520: Adult Language Disorders I
Winter Term 2014 Monday/Wednesday 1:00-2:50pm
Corbett Hall 3-26
INSTRUCTOR: Esther Kim, Ph.D., R.SLP, CCC-SLP Office: CH 3-45 Phone: (780) 248-1542 Email: [email protected] Website: There is an e-class set up for this course. Office hours: By appointment
COURSE DESCRIPTION: Study of acquired aphasia including the nature of the underlying neuropathologies, methods of differential diagnosis and comprehensive assessment, and clinically- pertinent behavioral management strategies. Students will develop their understanding of the course material via a series of clinical problem solving and treatment planning exercises. Prerequisite: SPA 502 or equivalent.
COURSE PREREQUISITES: SPA 502 or equivalent. A solid understanding of neuroanatomy is required for this course. Students are encouraged to review this material from previous courses.
COURSE GOALS: The purpose of this course is to provide the requisite knowledge for understanding, assessing, and treating language impairments associated with damage to the left hemisphere. Specifically, students will learn about the neural substrates for language; language assessment principles and procedures; and the nature and treatment of aphasia and related disorders. Students will learn through lectures, participating in small group and large group discussions, viewing and working through case examples, studying assigned readings and reviewing aphasia treatment literature. In conjunction with SPA 529 and 509, this course is intended to provide the student with the knowledge base necessary for clinical practice with individuals who have neurological communication disorders, as specified by CASLPA. Further information regarding required competencies can be found on CASLPA’s website at www.caslpa.ca.
LEARNING OBJECTIVES: At the completion of this course, students will be expected to be able to do the following:
1. define aphasia, its pathophysiology, and symptomatology 2. identify the neural substrates of spoken and written language processes 3. describe the cognitive processes that support communication 4. describe classic aphasia syndromes and their associated lesion locations 5. discuss theoretical underpinnings and demonstrate knowledge of assessment principles for
individuals with acquired language and communication impairments 6. discuss theoretical underpinnings, describe and develop treatment approaches for individuals
with acquired language and communication impairments
SPA 520 – Winter 2014
REQUIRED TEXTBOOK: Papathanasiou, I., Coppens, P. & Potagas, C. (2013). Aphasia and related neurogenic communication disorders. Burlington, MA: Jones & Bartlett Learning, LLC.
ADDITIONAL READINGS: Links to additional required and supplemental readings will be available on the e-class website.
PAST (OR REPRESENTATIVE) EVALUATIVE MATERIAL: A study guide with representative examples of questions will be provided before exams.
ATTENDANCE/PARTICIPATION: Regular attendance and participation is important to success in this course. Not all information presented in class is available in the readings and provided notes. If you are unable to attend class, please notify the instructor before the class begins (or as soon as possible) and arrange to get additional class notes from a fellow student.
EVALUATION: Your overall grade for this course will be a composite of marks on several activities, including the following:
In-Class Assignments 20% Midterm Exam 30% Treatment Abstract + Presentation 20% Final Exam 30%
EXAMS: Exams will cover information from the lectures, readings, class assignments and online cases. The format of the exams will comprise multiple-choice, fill-in-the-blank, short answer and written response questions. Exams will be computer-based, written in a computer lab in ECHA. More information will be provided in class. The final exam is CUMULATIVE in that you will be expected to integrate information from the beginning of the course.
ASSIGNMENTS: In-Class Assignments (3 x 5%) & Joint Lab (5%): You will be asked to complete 3 in-class assignments (each worth 5%) requiring integration of material presented in class and readings. These will be completed during class time. The preferred method of submission is electronic but hard copies will be available. These are scheduled on January 15, February 24 and March 19. If you miss an in-class assignment, the weight will be deferred to your remaining assignments. In addition, we will have a joint lab with SPA 509 with an on-line discussion (also worth 5%). Discussion questions will be posted to eClass prior to the lab. You will be divided into groups and required to respond to the questions and to at least one post by a colleague. The joint lab will take place on February 27 and you will have one week to complete your assignment.
Aphasia Treatment Abstract/Presentation (15% abstract + 5% presentation): You will be required to find and read a recent (last three years) journal article on a specific aphasia treatment approach. With a partner, you will present a brief synopsis of your article in class, and you will each turn in a written summary (2 double-spaced pages) on your article. You will choose an article within broad topic areas, notify the instructor of your article choice and sign up for a presentation time slot by Wednesday, February 12, 2014. Your written treatment abstract will be due one week after your in-class presentation. More information on this assignment will be distributed in class and posted on the e-class website.
TEACHING SCHEDULE (TENTATIVE):
Date Topic Readings & Assignments (Required readings in bold)
M Jan 6 Course Overview and Introduction to Aphasia
Text: pages xx-xxiii, Chapter 1
3
W Jan 8 Neuroanatomy Review, Neuroimaging Text: Chapter 2 Fridriksson (2010)
M Jan 13 Pathophysiology of Stroke, Neuroplasticity & Recovery
Text: Chapter 3 Frizzell (2005)
W Jan 15 Neuroplasticity cont’d Raymer et al. (2008) In-class Assignment #1 (5%)
M Jan 20 Nature of Aphasia & Aphasia Syndromes
Beeson & Rapcsak (2006)
W Jan 22 Cognition & Aphasia Guest Lecture: Salima Suleman
M Jan 27 Primary Progressive Aphasia, Acquired Alexia/Agraphia
W Jan 29 Assessment: ICF Model, General Principles
Bonner et al. (2010) Text: Chapter 4
M Feb 3 Assessment cont’d Assessment Activity – Exam Centre (CH 2-44)
W Feb 5 Review
M Feb 10 Exam #1 (30%) ECHA L1-250
W Feb 12 Introduction to Therapy, Evidence- Based Practice
Feb 17-21 Reading Week – No Classes
Text: Chapter 5, Robey (2004) Deadline to select treatment article & sign up for presentation date
M Feb 24 Acute stage intervention In-class Assignment #2 (5%)
W Feb 26 Constraint Induced Language Therapy Meinzer et al. (2012), Johnson et al. (2013)
*Th Feb 27 SPA 509/520 Combined Lab Lab Assignment due by Mar. 7 (5%)
5
SPA 520 – Winter 2014 M Mar 3 Treatment Of Lexical Retrieval
Impairments Text: Chapter 7
W Mar 5 Lexical Retrieval Impairments cont’d In-class presentations (CILT, naming treatments)
M Mar 10 Written Language Treatments Beeson, Rising & Rapcsak (2011)
W Mar 12 Written Language – Sentence level treatments
Text: Chapter 10
M Mar 17 Sentence-Level Tx cont’d In-class presentations (written language treatments)
W Mar 19 Activity/Participation-based interventions
Text: Chapter 12, 13 In-class Assignment #3 (5%)
M Mar 24 A/P interventions cont’d In-class presentations (A/P level treatments)
W Mar 26 Bilingual Aphasia/Cultural Considerations
Text: Chapter 14 In-class presentations (other treatments)
M Mar 31 Special Topics/Flex Class TBA
W Apr 2 Facilitating Communication Workshop
M Apr 7 Treatment Planning
W Apr 9 Wrap-Up and Review
FINAL EXAM: TUESDAY APRIL 15th, 2:00 – 5:00PM
Readings (*required readings)
*Beeson, P. M., Rising, K. & Rapcsak, S. Z. (2011). Reading and writing impairments. In L. L. LaPointe (Ed.), Aphasia and related neurogenic language disorders, 4th Ed (pp. 121-139). New York: Thieme Medical Publishers, Inc.
*Beeson, P.M. & Rapcsak, S.Z. (2006). The aphasias. In P.J. Snyder and P.D. Nussbaum (Eds.), Clinical neuropsychology: A
pocket handbook for assessment, Second Edition (pp. 436-459). Washington, D.C.: American Psychological Association.
*Bonner, M. F., Ash, S., & Grossman, M. (2010). The new classification of primary progressive aphasia into semantic, logopenic, or nonfluent/agrammatic variants. Current neurology and neuroscience reports, 10(6), 484-490.
Fridriksson, J., Baker, J. M. & Richardson, J. S. (2010, July 06). What can neuroimaging tell us about aphasia? The ASHA
Leader. Available here: http://www.asha.org/Publications/leader/2010/100706/Neuroimaging-Aphasia.htm
Frizzell, J. P. (2005). Acute stroke: Pathophysiology, diagnosis and treatment. AACN Clinical Issues: Advanced Practice in Acute & Critical Care, 16(4), 421-440.
Johnson, M. L., Taub, E., Harper, L. H., Wade, J. T., Bowman, M. H., Bishop-McKay, S., ... & Uswatte, G. (2013). An Enhanced
Protocol for CI Aphasia Therapy: CIAT II-A Case Series. American Journal of Speech-Language Pathology, 1058- 0360_2013_12.
*Meinzer, M., Rodriguez, A. D., & Gonzalez Rothi, L. J. (2012). First decade of research on constrained-induced treatment
approaches for aphasia rehabilitation. Archives of physical medicine and rehabilitation, 93(1), S35-S45.
*Raymer, A., Beeson, P., Holland, A., Kendall, D., Maher, L. … & Gonzalez Rothi, L. J. (2008). Translational research in aphasia: From neuroscience to neurorehabilitation. Journal of Speech, Language, and Hearing Research, 51, S259-S275.
Robey, R. R. (2004). A five-phase model for clinical-outcome research. Journal of Communication Disorders, 37(5), 401-411.
DEPARTMENT OF SPEECH PATHOLOGY & AUDIOLOGY SPA 509 Faculty of Rehabilitation Medicine Win 2013 University of Alberta
SPA 509: Motor Speech Disorders
Winter Term 2012/2013
Class Time: Tuesdays & Thursdays, 10:00 –11:50, CH 3-26 Labs: Thursdays 8:00-8:50 or 9:00- 9:50, CH 1-105
INSTRUCTOR: Teresa Paslawski, Ph.D., CCC-SLP, R-SLP
Office: CH 2-20 Phone: (780) 248-1218 Email: [email protected] Office hours: By appointment
OPTIONAL OPEN LAB TIMES*: Thursdays, 12:00 - 1:00 p.m.
Randa Tomczak T: (780) 492-1549 [email protected]
*Please let Randa know if you plan to attend the lab on any given day.
COURSE DESCRIPTION: Study of dysarthria and dyspraxia (congenital and acquired) including the nature of their underlying neuropathologies, methods of instrumental and perceptual assessment, and systematic instrumental and behavioral management strategies. Students will develop their understanding of the course material via a series of clinical problem solving and treatment planning exercises. (Restricted to MScSLP students only.)
COURSE PRE OR CO-REQUISITES: Prerequisites: SPA 502 or equivalent and SPA 505, 507, 511. Pre- or corequisite: SPA 520.
COURSE GOA LS: The goals of this course are
• to prepare students to work with individuals who have motor speech disorders including • identifying and understanding common causes and characteristics of motor speech disorders • approaches to diagnosis and remediation
• to introduce students to the process of clinical decision making, including evidence based practice, scope of practice and ethical considerations in the area of motor speech disorders.
LEA RNING OB JECTIVES: Upon successful completion of this course, students should be able to: 1. describe the pathophysiology and impairments in body structure and function contributing to
limitations in communicative activity related to motor speech disorders 2. describe the internal and external factors contributing to activity limitations and participation
restrictions in individuals with motor speech disorders. 3. describe the process of assessment of motor speech disorders and identify common tools used in
the assessment process (e.g. standardized assessment tools). 4. describe approaches to management of individuals with motor speech disorders, demonstrating
SPA 509 - Term 2, 2 awareness of evidence based practice, as well as scope of practice and ethics.
REQUIRED TEXTB OOK : Duffy, J. R. (2013). Motor Speech Disorders: Substrates, Differential Diagnosis and Management. St. Louis, MO: Elsevier Mosby.
RECOMMENDED A ND/OR OPTIONA L LEA RNING RESOURCES: Students will be directed to other resources during the term. Links will be provided in class or will be posted online for SPA 509.
TEA CHING SCHEDULE (TENTA TIVE):
Date
Topic Readings in Text
(Note: Additional Readings may be provided)
Jan. 8 Overview and Introduction Chapters 1 & 2 Jan. 10 The Clinical Examination Chapter 3
Jan. 15
AOS & Developmental AOS Chapter 11 C & C #1
Jan. 17 Flaccid Dysarthria Chapter 4
Jan. 22
Spastic Dysarthria Chapter 5
Jan. 24 Ataxic Dysarthria Chapter 6
Jan. 29 Hypokinetic Dysarthria
Guest Lecture, Kim Dao, PT: Movement Disorders
Chapter 7
Jan. 31
Hyperkinetic Dysarthria Chapters 7 & 8 C & C #2
Feb. 5 UUMN Dysarthria & Mixed Dysarthrias Chapters 9 & 10
Feb. 7 Neurogenic Mutism & Other Neurogenic Speech Disturbances
Chapters 12 & 13
Feb. 12 Review and Reflection
Feb. 14 Midterm Exam (No lab)
Feb. 18-22 Midterm Break Feb. 26 Nonorganic Disorders & Differential Diagnosis Chapters 14 & 15
Feb 28 General Principles of Management Com bined Lab in 3-26 (8:30-9:50)
Chapter 16 On-line assignm ent
March 5 Managing AOS* & DAOS* Chapter 18 (Chapter 11) March 7 Management: Flaccid Dysarthria* Chapter 17 (Chapter 4)
March 12 Management: Spastic Dysarthria* Chapter 17 (Chapter 5) March 14 Management: Ataxic Dysarthria* Chapter 17 (Chapter 6) March 19 Management: Hypokinetic Dysarthria* Chapter 17 (Chapter 7) March 21 Management: Hyperkinetic Dysarthria* Chapter 17 (Chapter 8) March 26 Management: Mixed Dysarthrias* Chapter 17 (Chapter 10)
March 28 Guest Lecture- Randa Tomczak: LSVT Reading(s) to be provided
April 2 Management: Other Neurogenic & Nonorganic Speech Disturbances
Chapters 19 & 20 (Chapter 13 & 14) C & C #3
April 4 TBA April 9 TBA
April 11 Review & Reflection Case Study A ssignm ent Due April 22 Final Exam (9:00 a.m.- 12:00) 2-44
SPA 509 - Term 2, 3 * Denotes Student Presentations. The dates for the student presentations will remain the same
regardless of any changes to the schedule.
A TTENDA NCE/PA RTICIPA TION: Regular attendance and participation are encouraged. Not all information presented in class is available in the readings, and lab activities will provide you with practice for the final assignment. If you are unable to attend class, please notify the instructor before the class begins (or as soon as possible) and arrange to get class notes from a fellow student.
EVA LUA TION: Your overall grade for this course will be a composite of marks on several activities, including the following:
Connections and Constructions 5% Case Study Assignment 15% Combined Lab- On line Discussion 5% Midterm Exam 25% Management Assignment EXA MS:
15% Final Exam (cumulative) 35%
Midterm Exam (25%): February 14, 2010. Final Exam (35%): Monday April 22th, 9:00 a.m.– noon.
Examinations will include multiple choice and short answer questions. The final examination will be cumulative.
REPRESENTA TIVE EVA LUA TIVE MA TERIA L: A study guide with representative examples of questions will be made available online for SPA 509.
A SSIGNMENTS: Combined Lab- On line assignment (5%) Discussion questions will be posted on eClass prior to the lab. Students will be divided into discussion groups and will be required to respond to the discussion questions as well as responding to at least one post by a colleague. You will have 1 week after the combined lab to complete this assignment. Postings will be graded on the following scale: 5: thoughtful, substantive, relevant 3: moderately thoughtful, some substance, relevant 1: minimal substance and/or relevance
SPA 509 - Term 2, 4 Connections and Constructions (5%): Connections and Constructions are designed to encourage you to connect what you are learning within SPA 509 as well as in other courses. They are short assignments completed during class time. #1- 1%, 2 & 3 are worth 2% each.
Management Assignment: (15%)
• Part A (5%): • Groups will present on specific aspects of management of each of the disorders on the day
listed in the teaching schedule. A sign-up sheet will be provided in class. • Each presentation will be approximately 15 minutes in length
o demonstrate specific approaches to management o identify when they would be appropriate to use o identify any contraindications o discuss strength of evidence to support use in the management of MSDs
• Part B (10%): • Groups will submit electronically a Word Document supporting your presentation, including
o A brief description of the approach o when it would be appropriate to use and any contraindications o briefly discuss strength of evidence to support use in the management of MSDs
o identify 3 professional resources that may assist your colleagues in treatment (Note: these are in addition to the 3 professional sources referenced during the presentation.)
• Part B should not exceed 2 pages • Use APA formatting • Part B is due t h e d ay af t er your presentation • Note: It is intended that these summaries will be posted online for all members of the class
to access. Case Study: (15%) The purpose of this assignment is to give you practice determining the perceptual speech characteristics of a patient with a motor speech disorder (MSD), making a diagnosis, and developing a treatment plan for the patient. Recordings will be provided in the lab of patients exhibiting different MSDs. Several students will be assigned the same patient, and may work together when listening to the recordings to determine the perceptual characteristics present in the patient’s speech. Each student will be required to incorporate the information gained from the recording into a written report, including summary and recommendations.
The report will not exceed 2 pages in length, with size 10 font and 1” margins. You will be graded for comprehensiveness and organization, as well as your diagnosis and recommendations. Marks will be deducted for incorrect or unprofessional spelling and grammar. The written report should include the following information: 0 Perceptual characteristics observed and measure of severity (mild, moderate, marked, severe) for
each characteristic 0 Diagnosis of MSD, measure of overall severity and rationale for diagnosis 0 Brief explanation of possible underlying neuropathologies 0 Treatment recommendations and rationale for these recommendations.
O Include recommendation for frequency of treatment and measures of efficacy
DEPARTMENT OF SPEECH PATHOLOGY & AUDIOLOGY SPA 518 Faculty of Rehabilitation Medicine Winter 2014 University of Alberta
SPA 518: Remediation of Child Language Disorders
Winter term 2014 Tuesday 1-2:50 Corbett Hall 3-26 Thursday 1-2:50 Corbett Hall 2-44
INSTRUCTOR: Judy Meintzer, R.SLP, SLP(C), MSLP
Email: [email protected] Office hours: by appointment only
COURSE DESCRIPTION: A study of the theoretical models of intervention and clinical application in remediating older preschool children’s disordered language patterns. A review of normal language development provides the basis for a comprehensive study of the assessment, identification and intervention of older preschool children with language disorders. Specific attention focused toward commercial and clinician-generated programs that serve these various theoretical frameworks. Discussion of language goals, intervention strategies and accountability measures that serve to guide the therapeutic process and determine treatment effectiveness. The laboratory provides opportunity to observe therapy and design language intervention plans.
COURSE PREREQUISITES: SPA 511
COURSE GOALS: The goals of this course are to prepare students to work with older preschool children with language disorders including introducing students to the process of clinical decision making through class lecture, practical activities, student presentations and guest lectures.
LEARNING OBJECTIVES: 1. Generate appropriate assessment plans, intervention goals and treatment activities for older
preschool children with language impairments. 2. Understand many commonly used service delivery models and treatment approaches. 3. Employ a general framework for clinical decision-making with this population. 4. Provide opportunities for more in depth exploration of clinical applications through small and large
group learning activities. REQUIRED TEXTBOOKS: Paul, R & Norbury, C.F. (2012): Language Disorders from Infancy through Adolescence, 4rd edition.
OTHER REQUIRED READINGS: Journal and book articles as listed on eClass website. Material for each week will listed be in a folder for that week.
RECOMMENDED OR OPTIONAL LEARNING RESOURCES: Johnston, Judith (2006): Thinking About Child Language: Research to Practice McCauley, RJ and Fey, M (2006): Treatment of Language Disorders in Children Ukrainetz, TA (2007): Contextualized Language Intervention-Scaffolding PreK-12 Literacy Achievement
PAST (OR REPRESENTATIVE) EVALUATIVE MATERIAL: Former tests will not be provided. Before the quiz and the final exam, detailed information on question topics will be provided.
SPA 518 Winter 2014
2
FORMAT OF THE COURSE: This course will consist of weekly seminars and group activities. In order to develop the depth and breadth of knowledge that you will need as a professional you will need to be familiar with the course readings. They will provide critical background and supplementary knowledge that will allow you to understand the important factors that need to be considered in providing a comprehensive intervention plan in a variety of natural and clinical settings.
The labs will provide you with important learning opportunities that will allow you to discuss, analyse and practice applying the concepts presented in dyads and small groups. At the end of the term you will be expected to submit a portfolio of all lab assignments. When specified, you will be required to bring a copy of the week’s lab activity to class. Your lab work will generally be completed with your lab partner, who will be assigned for the entire term. It is expected that you will both participate in all activities. When you are absent from a session you will still be required to obtain and complete the activity for your portfolio. If your partner is absent, you will join with another group for that session.
ATTENDANCE/PARTICIPATION: Regular attendance and participation is important for success in this course. Not all information presented in class is available in the readings, and lab activities will provide you with practice for the final exam. You are expected to come to class prepared. This means that you will read all required readings prior to the first day that the topic is being covered. You will also review and bring all written materials as specified in eClass. It is important to advise your partner if you are unable to attend a class and to ensure that you obtain notes/ information and complete lab assignments missed.
EVALUATION:
• Assignments:
o Test evaluation and practice- Due: Feb. 6 (15%)
o Working in small groups, students will review one test and complete a summary to be shared with class members. This will yield a set of test critiques that will be a valuable resource in the future.
o The group will also administer a portion of the Preschool Language Scale 4 or 5 (PLS-4 or PLS-5) to one preschool child on video and evaluate test administration skills.
SPA 508 - 2012 3
o Classroom observation assignment (15%) Small groups of students will observe in an integrated classroom. Each group will sign up for an observation time. (Dates and times are being confirmed.) Observations will be a full morning or afternoon. Individuals will complete 2 related assignments: Part 1: Observation pre-assignment due: Feb 27 Part 2: Observation assignment due: Mar 27
• Lab Assignment with Wendy Mitchell- options and details to be confirmed (5%).
• Lab portfolio: Due: April 10 (5%)
o Each dyad will submit a portfolio that includes a record of all in-class lab activities/ assignments. The portfolio will be marked as a unit at the end of the term.
• Reading reflections (RR): Reflections due on specified dates. RR folder due Apr 10 (15%)
o Format to be provided. The folder will be marked as a unit at the end of the term. • Midterm take-home exam: Due Feb 25 (20%)
• Final exam: April 24 at 2 pm. Format to be determined (25%)
Marks will be posted on eClass after they are marked.
SPA 518 Winter 2014
4
APPROPRIATE COLLABORATION: Collaborative learning will be encouraged during class, labs and group assignments. Although encouraged to collaborate, individual assignments must be completed and submitted independently. Otherwise both students can be charged with Plagiarism (Section 30.3.2(1) of the Code of Student Behaviour. (“No Student shall submit the words, ideas, images or data of another person as the Student’s own in any academic writing, essay, thesis, project, assignment, presentation or poster in a course or program of study”.) Refer to http://www.uofaweb.ualberta.ca/TIE//pdfs/Collaborating.pdf for further information about appropriate collaboration during group and individual assignments.
.
SPA 518 TENTATIVE OUTLINE Updates/ details will be posted on the SPA 518 eClass. *Additional required readings will be posted on the eClass schedule for the day by which they are expected to have been read. Additional guest lecturers are being confirmed.
Date Topics Reading reflections Labs/ Guests Details and due dates
Jan 7-9 Course overview: Assessment of developing language Standardized assessment
#1: Introducing Evan
Jan 14- 16 Eligibility assessment Criterion referenced assessment
RR1: Paul p 44-50; 296-333
#2: Language sampling RR1 due: Jan 16
Jan 21-23 Principles of intervention Paul 61-91 #3: Pyramid of intervention Environmental considerations
Jan 28- 30 Syntax and Morphology Guest lecture: Monique Charest (T)
Feb 4-6 Rm 3-26 on Th
Goal setting in the developing stage RR 2: Paul, p. 66-68; 348-360
#4: Goal setting RR 2 due: Feb 4 Standardized assessment assignment due: Feb 6
Feb 11-13 Intervention approaches at the developing stage
RR 3: Paul p. (68-87); 357-370
#5: Selecting activities RR 3 due: Feb 11
Feb 18- 20 READING WEEK- no class Feb 25- 27 Intervention approaches
Role of ‘school-based’ SLP Paul 395 Guest lecture: Shannon
Kolt Midterm exam due: Feb 25 Observation pre-assignment due: Feb 27
Mar 4-6 Contexts (Agents and service delivery models)
RR 4: Paul p. (87-95); 370-377
Mar 4 class may be canceled for observations
RR 4 due: Mar 6 Observations: Mar 7?
Mar 11-13 Service delivery models #6: Collaborative circles Guest lecture: Alanah Dvernychuk
Observations: Mar 14?
Mar 18-20 Measuring effectiveness FOCUS TOMS
#7: Outcome measures
Mar 25-27 Considerations for special populations RR 5: Paul Chapter 4 Mar 27 or Mar 28- Lab with Wendy Mitchell
RR 5 due: Apr 25 Observation assignment due Mar 27
Apr 1-3 Multi-cultural considerations RR 6: Paul Chapter 5 Guest lecture: Cindy Pruden
RR 6 due: Apr 1
Apr 8 Wrap-up and resources Friday, Apr 10- Reading reflections and lab portfolios due
April 24 Final exam Final exam due
6 SPA 518 Winter 2014
DEPARTMENT OF SPEECH PATHOLOGY & AUDIOLOGY SPA 527 Faculty of Rehabilitation Medicine Winter 2014 University of Alberta
SPA 527: Language and Literacy Winter term 2014
Mondays and Wednesdays, 3:30-5:20 pm ECHA 1-498
INSTRUCTOR: Melissa Skoczylas, MSLP, SLP(C), R.SLP Email: [email protected] Office hours: immediately after class or by appointment COURSE DESCRIPTION: Study of language development in school-age children and adolescents, with focus on the relationships among oral language, reading, and writing; linguistic tasks faced by these age groups in school and elsewhere; and implications for language assessment and intervention. COURSE PRE/COREQUISITES: SPA 511 COURSE GOALS: The major goal of this course is to prepare you to work in the schools with children in a way that will best help children succeed academically and socially. To accomplish this, students must acquire an understanding of the principles of literacy and ways to collaborate with other school personnel to foster oral and written communication development of children with language learning problems. The course will provide opportunities to become familiar with assessment and intervention instruments and materials as well as current notions of best practice in school settings. LEARNING OBJECTIVES: -- To learn about language development and literacy skills in school-age children and adolescents. -- To become familiar with assessment and intervention techniques appropriate to this age group. -- To understand current views on the role of speech-language pathologists within schools, including
collaboration with other professionals. -- To strengthen language analysis skills, especially those involving the language of older children. REQUIRED TEXTBOOK: Language and reading disabilities (3rd edition), by A. Kamhi and H. Catts. It is available in the University bookstore. An electronic version is also available; note however that you can only access the electronic book during the term. If you think there is any chance that you might work with school-age children, I would strongly advise that you purchase the hard copy of the book. Some readings will be from your 511/518 text. Optional Textbooks: Reading development and difficulties, by Kate Cain. This is a well-written account of the current research on reading. For gaining a broad prospective on language and literacy in a relatively easy-to-read format, this book is excellent and I highly recommend it for your professional library. The syntax handbook, by L.M. Justice and H.K. Ezell. This text provides a handy reference for analysing language samples. Textbook readings for each class are detailed in the weekly Moodle files. OTHER REQUIRED READINGS: Available through library links; see the weekly files in Moodle for the links to readings. OTHER COURSE MATERIAL: Available on the eClass Moodle website, accessible at https://eclass.srv.ualberta.ca/portal/. Material for each week will be in a folder for that week. A file in the folder (e.g., Class 1 and 2.docx) will contain a list of readings and materials, links to additional readings, and an hour-by-hour schedule. PAST (OR REPRESENTATIVE) EVALUATIVE MATERIAL: Former tests will not be provided. Before
2 SPA 527 – printed December 11, 2014
each quiz and the final exam, a review will be held during class time in which detailed information on material to be covered will be provided. FORMAT OF THE COURSE: The course will be taught in a seminar-plus-lab format. The allotment of time between lecture and lab will vary; in many cases the labs will be embedded within the lecture so that you can apply new information right away and have an opportunity for discussion. When you are reading material for the course, be aware that not every reading is designed to be applied immediately to lab activities. Much of what you will read is important underlying knowledge for working with school-age children, such as the nature of reading, principles of assessment and intervention, and so forth. This material is just as important as the more applied reading for your development into well-rounded professionals with a deep understanding of language and development. Labs are intended to deepen your understanding of concepts and to give you practice in applying them. They will not be marked individually but will be turned in weekly (see Assignments and Exams below). Most labs will be reviewed in class. The labs are designed not as tests with right and wrong answers, but rather as opportunities to think about the course material in relation to concrete examples. The best way to think of them is as learning experiences rather than as assessments of your learning. To derive maximum benefit from them, you are advised to avoid rushing through them and to give them adequate time and reflection. You will need a copy of the lab activities for the week. Partners are expected to participate in each lab activity equally; however, it is acceptable to alternate responsibility for completing the lab activity write-up. If one partner is absent for a lab, the remaining partner should join another group for that session. The lab activities for each week will be turned in on Wednesday each week. Please note that you will only receive feedback on these labs in wrap-up session discussions; they will not be individually marked for comments. Each lab will be marked only as + for complete and – for not completed; students may complete any incomplete labs before the lab portfolio is turned in at the end of the term. The purpose of the labs is to guide you in the activities and give you a record of your activities in each lab. In addition, there will be some group assignments that will be graded. This group will turn in one copy of each assignment. Remember that each group member is responsible for the entire assignment. If you decide to divide up parts of a lab or assignment amongst group members on occasion, it is imperative that you come together to discuss the parts so that each member experiences the whole lab or assignment and there is consensus on the final write-up. For more thoughts on working collaboratively, see http://www.uofaweb.ualberta.ca/TIE//pdfs/Collaborating.pdf. There will be a special segment of the course that will involve interprofessional experiences with students in Education. For this segment, you will be divided into two sections, one of which you will attend. These sections will need to meet at a different time from the regular class time. This is to make it possible to have class with Education students. I appreciate your understanding about the different schedule for these classes; I am sure that you will find the experiences rewarding. The session dates are to be announced. You will be assigned to one of these sessions once groups have been identified. You will have an opportunity to change your assigned time if you have a conflict, with permission. More information about this event will be available later in the term. ATTENDANCE/PARTICIPATION: It is very important that you read all assigned readings prior to the first day the related topic is covered. These readings will support active and informative discussion of the day’s topics. Also please note that materials must be brought to classes as
3 SPA 527 – printed December 11, 2014
noted in each class's instructions; you will need these materials for the activities on those days. Be sure to read all materials before these classes to assure a successful activity for those days. Given the importance of lab activities to the learning in this course, it is important to attend class. Your lab partner(s) will be at a disadvantage if you are not there to work with him or her. If you cannot attend, please be sure to let your partner know. EVALUATION: 1. Lab portfolios. This will consist of a record of each of your lab activities. It is intended to be a
resource for your later work with school-age children. The portfolio will be worth 10% of the final grade. Numerical marking will be as a unit at the end of the term. They will be marked as follows: exceptionally good (9-10 points); basically complete and adequate (8 points); incomplete (meaning one or more lab reports are missing or many are not complete) and/or less than adequate (7 or fewer points). Note that each individual lab is to be turned in on Wednesday each week and will be returned shortly thereafter. The portfolio is due on the Friday of the last week of class.
2. Two quizzes, focusing on application of course concepts to data. Some of the items on the quizzes
will be similar to the lab exercises. Each quiz is worth 15% of the final grade (total 30%). 3. Standardized test review. Each group of four will review one test. The review will be written up and
turned in. The written review will be worth 10% of the final grade. Test reviews will be distributed to the whole class for your future reference. More information will be provided in Class 5.
4. Language sample analysis. This will be a combination of individual on-line quiz completion and a
group exercise that will be worked on in a lab. The analyses will be worth 15% of the total grade. Due on the last day of classes. More information will be provided later in the term.
5. IPE assignment. This will be worked on in the second IPE session in a small group with S-LP and
education students. It will be worth 5% of the final grade. 6. Final take-home exam, due on the scheduled date and time of the final exam, focusing on
application to a case study -- 30% of the final grade. (There will be no in-class final.) Marks for assignments and quizzes will be posted on Moodle after they are marked. Quizzes will not be returned, but you are welcome to make an appointment to review your quiz if desired. TEACHING SCHEDULE (TENTATIVE): Information about readings and more detailed schedules are available in the course syllabus, available in Moodle. Dates are subject to change based on when the IPE experience occurs and on the progress of our class in each topic. Class 1 and 2. Introduction/Literacy and School issues January 6 & 8 Class 3 and 4. School language and assessment issues January 13 & 15 Class 5 and 6. Assessment issues (guest speaker) January 20 & 22 Class 7. Special topic: parenting a special needs child January 27
4 SPA 527 – printed December 11, 2014
Class 8. Emergent literacy January 29 Class 9 and 10. Quiz 1; Reading Problems, Decoding and PA February 3 & 5
The quiz will be in the first 50 minutes of Monday’s class. Class 11 and 12. Predicting and Preventing Lower-Level Reading Problems Feb. 10 & 12 Reading Week February 17-21 Class 13 and 14. Higher-level Reading: Comprehension February 24 & 26 Class 15 or 16. Interprofessional Experience with Education Students March 3 or 5 Class 17-18. Higher-level Reading: Semantics and Syntax March 10 & 12 Class 19-20 Higher-level Language: Narratives March 17 & 19 Class 21-22 Quiz 2; Narrative Analyses and Intervention March 24 & 26 The quiz will be in the first 50 minutes of Monday’s class. Class 24-25. Written Language; Planning assessment and intervention April 7 & 9 April 9—last day of winter classes
DEPARTMENT OF SPEECH PATHOLOGY & AUDIOLOGY SPA 515 Faculty of Rehabilitation Medicine Winter 2014 University of Alberta
SPA 515: HEARING SCIENCE/AUDIOLOGY Winter Term (2014)
Wednesday Lectures (8:30 to 11:20). Monday Labs (8:30, 9:30, 10:30). Come to your assigned section INSTRUCTOR: Bill Hodgetts, Assistant Professor Office: 6-133 Clinical Sciences Building Phone: 780 492-0834 Email: [email protected] Website: http://billhodgetts.com/SPA515_13/ Office hours: 12:00 to 1:00 pm on Thursdays TEACHING ASSISTANT(S): COURSE DESCRIPTION: This course provides a general overview of the science of hearing and hearing assessment. COURSE GOALS:
1. To obtain a basic understanding of:
a. the principles of sound generation and transmission, b. how sound is characterized and measured for clinical and scientific purposes, c. the anatomy of the human auditory system, and its physiological response to sound, d. the practice of Audiology.
2. To become familiar with current theory and research on hearing, through readings from secondary and
selected primary sources, and through participation in relevant demonstrations and exercises.
3. To develop an appreciation of how developments in hearing science have influenced audiological practice and how recent discoveries may further improve such practice.
LEARNING OBJECTIVES: At the conclusion of the course, all students should be able to:
1. describe how sounds are generated and transmitted, 2. explain the basic parameters of sound and the terms used in the scientific description of sound, 3. describe the basic anatomy and physiology of the human auditory system, and how this system
responds to various types of sound stimulation, 4. evaluate selected aspects of conventional audiological practice in relation to knowledge gained through
hearing science. 5. apply this knowledge to patients for whom you serve (i.e. counseling)
REQUIRED TEXTBOOK
Audiology and Communication Disorders: An Overview. (Most recent edition). Humes and Bess.
2 SPA 515 – Winter 2014
The text will be used extensively throughout this course and you are expected to read the material.
OTHER READINGS YOU MIGHT FIND HELPFUL Primary Sources: Journal of the Acoustical Society of America
Ear and Hearing Journal of Speech and Hearing Research The American Journal of Audiology Journal of the American Academy of Audiology Hearing Research International Journal of Audiology
Trade Rags: The Hearing Journal
The Hearing Review PAST (OR REPRESENTATIVE) EVALUATIVE MATERIAL: Prior to examinations I will provide students with sample questions and a review session that is representative of past exams. ATTENDANCE/PARTICIPATION Regular attendance and participation is important to success in this course. Not all information presented in class is available in the readings, and lab activities will provide you with practice for the final practical exam. If you are unable to attend class, please notify the instructor before the class begins (or as soon as possible) and arrange to get class notes from a fellow student. TEACHING SCHEDULE (TENTATIVE): See Website EVALUATION:
1. Midterm Exam (30%) 2. Group Presentation (30%) 3. Final Exam (30%) 4. Laboratory Exercises (10%)
EXAMS: Both the midterm and final will be a mixture of multiple choice, short answer, labeling and matching. The final exam will include a couple of case studies. Examples of what to expect and the types of answers required will be provided in a review session prior to the final exam. LAB ASSIGNMENTS: 5 of the labs will be graded at 2% each for a total of 10% of your final grade.
DEPARTMENT OF SPEECH PATHOLOGY & AUDIOLOGY SPA 516 - 2014 Faculty of Rehabilitation Medicine University of Alberta
SPA 516: Diagnosis and Appraisal of Communication Disorders
COURSE INSTRUCTOR: Lu-Anne McFarlane 2-70 Corbett Hall 780-492-5907 [email protected]
Office hours: Student may contact instructor directly to arrange for meeting times. Open lab times are also provided. The open lab schedule is on page 4 of the syllabus.
COURSE DESCRIPTION: The purpose of this course is to provide students with information and procedures for use in the diagnosis and appraisal of communication disorders. Diagnosis is viewed as an ongoing process, requiring a wide range of skills for the many purposes and contexts of assessment. The diagnostic process will be discussed in general terms, emphasizing components from planning through reporting of results.
The section on interviewing and counseling will provide guidelines for therapeutic conversations with clients and their families. The techniques of Motivational Interviewing and their application to healthcare will be emphasized through knowledge exchange, meaningful practice and reflection.
COURSE GOALS: The following are the instructor's course goals for the students: 1. to develop/refine personal philosophy about clinical interaction, 2. to develop a clinical style congruent with personal philosophy, 3. to view the diagnostic process from the perspective of client/family, 4. to describe and apply considerations for client-centered practice, 5. to apply evidence based practice to the clinical assessment, synthesis and intervention planning
processes, 6. to describe the components of the diagnostic process, 7. to compare and contrast approaches to the diagnostic process, 8. to compare and contrast assessment methodologies, 9. to describe and apply considerations for evaluation of the reliability and validity of standardized
assessment tools, 10. to describe and apply dynamic and portfolio assessments, 11. to apply the components of the assessment process to clients and families, 12. to understand Motivational Interviewing and its application to healthcare 13. to conduct therapeutic conversations with simulated cases, clients and families, 14. to critically evaluate interviewing and counseling skills, and 15. apply reflective practice and clinical reasoning in the clinical learning process
LEARNING OBJECTIVES: Upon successful completion of this course, students will demonstrate competencies in a supported environment for the following professional roles (CANMEDS, 2015).
1. Communication Sciences and Disorders Expert - Students are able to:
1.1. Identify, organize and prioritize pertinent information in a client file through structured review (FILE REVIEW)
1.2. Integrate knowledge of diagnostic methods with file information and understanding of client/family needs to develop an appropriate assessment plan (ASSESSMENT PLAN)
1.3. Synthesize and interpret assessment information from all sources, including client perspectives and clinical perspectives to determine diagnosis and implications for intervention (SYNTHESIS DOCUMENT)
1.4. Establish an evidence-based, client-centered treatment plan (TREATMENT PLAN DOCUMENT)
1.5. Plan for ongoing assessment and utilization of data to evaluate and revise initial treatment goals and procedures (ON-GOING ASSESSMENT DOCUMENT)
2. Communicator - Students are able to: 2.1. Use patient-centered interviewing skills to effectively identify and gather relevant background
information as well as information about client’s beliefs, values, preferences, context, expectations and goals (INTERVIEW PLAN)
2.2. Engage client/family in order to develop assessment and intervention plans that clearly identify client’s needs, perspective and goals (SYNTHESIS AND TREATMENT PLAN)
2.3. Use counseling skills to assist clients and their families in making informed choices (MOTIVATIONAL INTERVIEWING - COUNSELLING PRACTICAL SKILL DEMONSTRATION)
2.4. Manage emotionally charged conversations and conflicts (MOTIVATIONAL INTERVIEWING - COUNSELLING PRACTICAL SKILL DEMONSTRATION)
2.5. Produce a written report that communicates assessment results clearly and in a client-centered manner (ASSESSMENT REPORT)
3. Collaborator - Students are able to: 3.1. Engage in respectful shared decision making in completion of clinical assignments (ALL
COLLABORATIVE ASSIGNMENTS) 3.2. Apply collaborative practice principles to work with clients and their families in a supported
context (CLIENT/FAMILY PERSPECTIVES SECTION OF EACH ASSIGNMENT) 4. Scholar - Students are able to:
4.1. Develop and monitor a clinical learning plan to enhance professional development (CLP ASSIGNMENT, REFLECTION ASSIGNMENT)
4.2. Engage in collaborative learning to improve personal practice and contribute to improvement in others (ALL COLLABORATIVE ASSIGNMENTS)
4.3. Integrate best available evidence into assessment and treatment planning (ASSESSMENT PRIORITIES, SYNTHESIS)
5. Professional - Students are able to: 5.1. Demonstrate commitment to excellence in all clinical tasks (ALL ASSIGNMENTS) 5.2. Participate actively in collaborative care (ALL ASSIGNMENTS) 5.3. Manage personal and professional demands (REFLECTION ASSIGNMENT)
Roles not included: Leader, Health Advocate
REQUIRED TEXTBOOKS: Luterman, D. (2008). Counseling the communicatively disordered and their families (5th Ed).
Austin, TX: Pro-Ed. Shipley, K. & McAfee, J. (2008). Assessment in speech-language pathology: A resource manual
(4th Ed). San Diego, CA: Singular Publishing Group, Inc.
OTHER REQUIRED READINGS: Other required readings are listed on the SPA 516 eClass site.
LAB MANUAL: The course manual and other materials are posted on the SPA 516 eClass site.
PAST (OR REPRESENTATIVE) EVALUATIVE MATERIAL: All evaluations in this course are by assignment or practical exam; there are no classroom exams in this course. Details of each assignment and its content are in the Assignments section of the SPA 516 eClass site.
ATTENDANCE/PARTICIPATION : This course provides information to guide you in your interactions with your clients in SPA 524. Attendance is essential to provide continuity for your clients and your clinic partners. If you are unable to attend class, please notify the instructor and your clinic partners before the class begins (or as soon as possible).
LECTURE SCHEDULE (TENTATIVE):
Location Dates Time Topics Readings CH 2-41 M May 5 8:30 – 11:30 “RITE OF PASSAGE”
Course Outline Introduction/review: Course, Assessment, ICF, EBP, Counseling, Reasoning & Reflection
Luterman Chpt. 1, 9, Shipley & McAfee, Chpt. 3, 4
*Cooney (2009). Reflection demystified. Mendez & Neufeld (2003). Clinical Reasoning…
CH 2-41 T May 6 8:30 – 11:30 “GETTING TO KNOW YOU” Family Considerations Components of assessment Pre-Assessment, Interviewing
Shipley & McAfee, Chpt 1 Luterman, Chpt. 4, 5 8
CH 2-41 W May 7 8:30 – 11:30 DIAGNOSIS Diagnostic Testing
** SPA 524 Seminar 1 – 2:50
CH 2-41 R May 8 8:30 – 11:30 DIGGING DEEPER Extension Testing/Assessment Planning
*Hasson & Joffee (2007). The case for Dynamic Assessment in speech
and language therapy TBA F May 9 9:00 -5:00 Counseling/MI initial practice &
analysis: am or pm
CH 3-26 M May 12 8:30 – 10:20 DIGGING DEEPER Extension Testing/Assessment Planning
CH 3-26 W May 14 8:30 – 10:20 11:00 – 12:00
1:00 – 2:50
Counseling/Motivational Interviewing ** Group meeting: Hours Tracking and Mahara: Counseling/Motivational Interviewing (combined 516/524 session)
Luterman, Chpt. 2,6
McFarlane, L (2012). Motivational Interviewing.
CH 3-26 M May 19 8:30 – 10:20 Stat Holiday CH 3-26 W May 21 8:30 – 10:20 MOTIVATIONAL INTERVIEWING CH 3-26 M May 26 8:30 – 10:20 MOTIVATIONAL INTERVIEWING
+ Practice assignments
CH 3-26 W May 28 8:30 – 10:20
1 – 2:50
SYNTHESIS Debra Martin & Sue Decker TREATMENT PLANNING Sue Decker, Sandy Diediw, Debra Martin, Randa Tomczak
CH 3-26 M Jun 02 8:30 – 10:20 SHARE FINDINGS
CH 3-26 W Jun 05 8:30 – 10:20 3 – 4:30
ONGOING ASSESSMENT MI Practice (optional)
*Kratcoski (1998). Guidelines for using portfolios in assessment and evaluation
CH 3-26 M Jun 9 8:30 – 10:20 Catch-up day CH 3-26 W Jun 11 8:30 – 10:20 TBA
*Readings are available as web-links on the SPA 516 eClass site. Additional information on Lecture schedule and content can be found in the eClass, SPA 516
LAB SCHEDULE: Lab activities occur on varied schedules according to clinical assignments of students Group Clinical meetings may be scheduled on several Wednesdays
Open Lab/Office schedule: Open lab hours are scheduled each Monday and Friday from 10:30 – 11:30 from May 10 through June 14 and on Tuesdays from 8:30 – 9:30 from May 14 through June 11. These labs will provide support for assignment completion.
ASSIGNMENT SCHEDULE AND EVALUATION: Students will work collaboratively on many of these assignments. The “Collaborating on Assignments” link on the Truth in Education website: http://www.uofaweb.ualberta.ca/TIE//pdfs/Collaborating.pdf , will provide guidance on collaborative assignments.
Assignment Type Date Due Submit to Weighting File Review, Interview Plan Developmental, Collaborative
Credit/No credit May 9 CE & LM 2%
Counseling/Motivational Interviewing – Initial Practice & Analysis
Individual - Credit/No credit Practice session Analysis
May 9 May 14
LM 2%
Summary of Pre-Assessment Developmental May 15 CE 0% Assessment Plan Collaborative
Graded May 22 CE & LM 10%
Extension Testing: Practical Exam design, implementation, analysis, reflection
Individual Practical Exam
Individual Reflection
May 22 – June 6 June 11
CE & LM 10%
8% Synthesis Developmental – on going
Credit/No credit June 2 CE & LM 2%
Luterman readings: Discussion questions Collaborative – Developmental Credit/No credit
May 30 LM 2%
Treatment Plan Developmental, collaborative Credit/No credit
June 5 CE & LM 2%
Assessment Report Collaborative - Graded June 9 CE 20% Counseling/Motivational Interviewing – Practice Assignments
Collaborative – Developmental Credit/No credit
June 9 LM 2%
Ongoing Assessment Collaborative Graded
June 13 CE & LM 10%
Clinical Learning Plan Individual - graded June 13 CE 10% Written reflection from Mahara Journal Individual – Credit/No credit June 13 LM 2% Counseling/Motivational Interviewing Practical Exam Individual - Graded
Practical Exam
Reflection and analysis
June 18 Or June 20
June 24
LM
10%
8% *Additional information on assignments can be found in eClass, SPA 516
All assignments must be submitted by the due date to the course instructor and/or clinical educator (CE), as indicated on the assignment. Your CE may need to see portions of the assignment before the due date. Your CE will be responsible for determining if the content is appropriate for your client. The course instructor will look for completeness, rationale and quality of information provided, and consistency of grading across educators.
Although you may discuss assignments with your CE and receive guidance, do not ask the CE to read and correct the assignment before you hand it in for grading.
DEPARTMENT OF COMMUNICATION SCIENCES & DISORDERS Faculty of Rehabilitation Medicine
University of Alberta
SPA 523, AUGMENTATIVE & ALTERNATIVE COMMUNICATION Mon 8.30-10:15 am, Wed, 8.30-11.50
Corbett Hall Room 3-26
INSTRUCTORS: Christine Beliveau, Lecturer, [email protected] Office hours: by appointment Kim Adams, Course and Lab Coordinator, CH3-22, 492-0309, [email protected] Moodle class site https://eclass.srv.ualberta.ca/course/view.php?id=17770
COURSE DESCRIPTION: This course is an introduction to augmentative and alternative communication. It will provide an overview of unaided and aided augmentative and alternative communication (AAC) strategies and systems, including no- tech, low-tech, and high-tech AAC tools and strategies, and highlight common features found in generic and dedicated communication devices. It will address issues around the assessment and intervention process for individual with severe communication disorders and identify who could benefit from AAC.
COURSE PREREQUISITES: SPA 518. Restricted to MScSLP students only
COURSE GOALS: The goals of this course are to
• Provide an overview of augmentative and alternative communication (AAC) approaches for individuals with severe communication impairments
• Prepare students to work with individuals who have severe communication disorders including common causes, approaches to diagnosis and remediation
• Introduce students to the process of clinical decision making in the area of augmentative and alternate communication, including evidence based practice, scope of practice and ethical considerations.
LEARNING OBJECTIVES: Upon completing this course the student will be able to: 1. Explain what AAC is and who is involved in the process of establishing communication needs 2. Explain the intervention processes by which information is gathered and analyzed for individuals needing
AAC and describe the major assessment questions that must be answered in determining the most appropriate AAC system for an individual user
3. Apply the participation model as part of the assessment process for individuals with AAC needs 4. Gain an understanding of what it is like to be an AAC communicator by devising communication materials
and practice interacting using an AAC system in public 5. Identify the characteristics of aided AAC systems and discuss their function and complete a feature
matching task by selecting an appropriate AAC system for a profiled individual with AAC needs 6. Formulate goals and develop an intervention plan, to include methods of measuring client outcomes in
accordance with an evidence-based approach to clinical activities in AAC. These learning objectives are consistent with the Speech-Language Pathology & Audiology of Canada (SAC) Foundations document covering the nature of AAC, assessment and intervention within AAC.
SPA 523 Course Outline 1
REQUIRED TEXTBOOK: Kent-Walsh, Jennifer & Binger, Cathy: What every Speech-Language Pathologist/Audiologist should know about Augmentative and Alternative Communication. Boston: Pearson Education Inc, 2010
REQUIRED READING: Beukelman, D.R. & Mirenda, P: Augmentative and alternative communication, management of severe communication disorders in children and adults (4th Ed), Baltimore: Paul H. Brooks, 2013 Three copies of this textbook have been placed on reserve at the Scott Health Sciences Library for the duration of the course. Required reading: Chs 6, 7 & 8. In addition to providing the framework for this course, this excellent textbook will serve you well as a reference book in the future.
AAC System characteristics, Dr. Patricia Dowden, University of Washington, http://depts.washington.edu/augcomm/
HIGHLY RECOMMENDED RESOURCES FOR AAC
COMMUNICATION ACCESS FOR PEOPLE WHO HAVE COMMUNICATION DISABILITIES: Guidelines and resources on communicating with people who have communication disabilities, created by the Accessibility Directorate of Ontario, Government of Ontario, 2009 http://www.mcss.gov.on.ca/documents/en/mcss/accessibility/DevelopingStandards/Communication_Access_E NG_no_ack.pdf
AAC RERC Rehabilitation Engineering Research Center that functions as a collaborative research group dedicated to the development of effective AAC technology. http://aac-rerc.psu.edu/
Augmentative & Alternative Communication Pre-eminent journal for AAC issues http://www.isaac-online.org/en/publications/aac.html
Barkley Memorial Augmentative & Alternative Communication Centre, University of Nebraska-Lincoln http://aac.unl.edu/
International Society for Augmentative & Alternative Communication, ISAAC, www.isaac-online.org
OTHER READINGS OF INTEREST:
Speech-Language & Audiology Canada, (SAC), AAC Foundations of Practice Unit 10, Augmentative & Alternative Communication, in Assessing and Certifying Clinical Competency: Foundations of Clinical Practice for Audiology and Speech-Language Pathology (2004) http://sac-oac.ca/system/files/resources/AssessingandCertifyingClinicalCompetency.pdf
ASHA documents on AAC, available at: http://www.asha.org/slp/clinical/aac/ Roles and Responsibilities of Speech-language Pathologists with respect to Augmentative and Alternative Communication: Technical Report, American Speech-language Hearing Association, Technical Report, ASHA SPA 523 Course Outline 2
Supplement 24, 2004. AAC: Knowledge and Skills for Service Delivery, American Speech-language Hearing Association, Technical Report, ASHA Supplement 24, 2004.
Archived copies of Augmentative Communication News and Alternatively Speaking are available online at http://www.augcominc.com/newsletters/
Light, J., Toward a definition of communicative competence for individuals using augmentative and alternative communication systems, Augmentative and Alternative Communication, 5, 137-144 1989
Blackstone S: Social networks, Augmentative Communication News 15(2):1-16, 2003.
Calculator, S.N., Black, T., Validation of an Inventory of Best Practices in the Provision of Augmentative and Alternative Communication Services to Students with Severe Disabilities in General Education Classrooms, AJSLP, Vol 18, November 2009, p 329-342
Schlosser, Ralf W, & Sigafoos, Jeff, Navigating Evidence-Based Information Sources in Augmentative and Alternative Communication, Augmentative and Alternative Communication, December 2009 VOL. 25 (4), pp. 225–235
ATTENDANCE/PARTICIPATION: Regular attendance and participation is important to success in this course. Not all information presented in class is available in the readings, and lab activities will provide you with practice for the assignments. If you are unable to attend class, please notify the instructor before the class begins (or as soon as possible) and arrange to get class notes from a fellow student.
CELL PHONES: Cell phones are to be turned off during lectures, labs, and seminars. Cell phones are not to be brought to exams.
RECORDING LECTURES: Audio or video recording of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Recorded material is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the instructor.
TEACHING SCHEDULE
Date Monday Topics
8.30-10.15
Date Wednesday Topics Generally 8.30-11:50 unless noted otherwise
16 June
23 June
SPA 523
Week 1 Introduction to AAC Readings: Ch 1 & 2, Binger & Kent- Walsh Rm 3-26 Week 2 AAC Assessment
18 June 25 June
Aided AAC Lab: Low-tech materials and strategies 8.30-9.30 Lecture and overview portion, Rm 3-26 9.40-10.40 Lab section 1, Rm 255 10.50-11.50 Lab section 2, Rm 255 Aided AAC: Boardmaker Lab Guest presenter: Bonnie-Lynn David, Educator & AT Specialist
Readings: Chs 3 & 4, Binger & Kent-Walsh Ch 6 & 7, Participation Model, Beukelman & Mirenda
8.30-9.30 Lecture and overview portion, Rm 3-26 Boardmaker Lab, Rm 2-11 Computer Lab 9.40-10.40 Boardmaker Lab section 1 10.50-11.50 Boardmaker Lab section 2
PODD Lab in Rm 3-26: with Jocelyn Roberts, SLP
Students are expected to alternate between Boardmaker and PODD labs
30 June
Week 3 Assessment 8.30-9.15 Assessment, continued. 9.15-10.15 Guest lecturer Lori Hughes, Educator & AT Specialist on Literacy & AAC
2 July Aided Communication Lab: Language and Vocabulary 8.30 -9.20 Lecture and demonstration, Rm 3-26 Lab Section 1: 9.30 – 10.40, Room 1-105 Lab Section 2: 10.40-11.50, Room 1-105
7 J u l y
Week 4 AAC System Features
Guest speakers: AAC communicators
9 July Aided Communication Lab: High-Tech Communication Devices 8.30 -9.20 Lecture and demonstration, Rm 3-26 Lab Section 1: 9.30 – 10.40, Rm 255 Lab Section 2: 10.40-11.50. Rm 255 Review prior to class: AAC System characteristics http://depts.washington.edu/augcomm/
14 July
Week 5 Intervention with specific groups Readings: Ch 5, Binger & Kent- Walsh Ch 8, Beukelman & Mirenda
16 July
8.30-11.50 Intervention with specific groups Guest presenter: River Wilson, SLP, AAC & Aphasia
21 July
Week 6 Goals, Outcomes, Evidence Based Practice
23 July
8.30 – 12.30 Oral presentations: 25 minutes allotted per presentation 7 groups Abstracts to be circulated prior to class, posted by 22 July
EVALUATION: You will be evaluated on the following activities
No Topic Due Date Marks
1 Aided Low Tech Lab Assignment 18 June 20
SPA 523 Course Outline 4
2 Boardmaker Lab Assignment 30 June 20 3 AAC Language & Vocabulary Lab Assignment 2 July 20 4 AAC System Use Assignment 21 July 20 5 AAC Systems Features Lab Assignment 14 July 20 6 AAC Materials Sharing Assignment 16 July 20 7 Social Networks Circle of Communication Partners Assignment
20 Case Study
Abstract Oral presentation based on case study Written report case study
22 July 23 July 30 July
10 50
100
Course Weighting Lab assignments 20% Assignments 20% Case Study 60%
GRADING: Absolute Grading will be used in this course. The pass mark in any course taken in the Faculty of Graduate Studies and Research is a letter grade of C+. Note that students must maintain a grade point average of 2.7 across classes to continue in the program and graduate. A term GPA below 3.0 will require a discussion with your academic advisor. A mark of 68% or higher is required to pass this course.
Descriptor Letter Grade/Grade Point Value Course Mark* Excellent A+ / 4.0
A / 4.0 A- / 3.7
97-100% 93-96% 90-92%
Good B+ / 3.3 B / 3.0
86-89% 80-85%
Satisfactory B- / 2.7 C+ / 2.3
75-79% 68-74%
Failure C and lower <67%
A student must pass all the assignments (individual, pairs and group assignments) to pass the course.
MISSED TERM EXAMS AND ASSIGNMENTS: In case of illness: If you miss term work or a midterm exam due to illness, you must contact the instructor by phone or email as soon as you are able in order to advise the instructor of the absence. You do not need to do this in person. Keep the instructor advised of when you are well enough to return to class. The instructor may ask for documentation of illness. A medical note is not required, but if you choose to go to the doctor and want to provide a medical note, visit the Registrar’s website, Online Services section, for the appropriate form (www.registrar.ualberta.ca). Alternatively, a student can provide documentation in the form of a Statutory Declaration available from the SPA Department office. Making false statements of statutory declarations may lead to charges being laid under the Code of Student Behavior and the Professional Code of Ethics of ACSLPA and SAC.
SPA 523
SPA 523 – Spring/Summer 2011 6
You must request an excused absence from the term work or exam as soon as you are well enough. Excused absences are not automatically granted even where the student provides documentation. In most cases the instructor may, at her discretion, provide an alternative method for the student to complete the missing work or exam, or may shift the weight of the missing work or exam to the final exam.
In case of other short-term reason: Students may seek a temporary exemption (excused absence) from handing in assignments at the required time or missing examinations. Examples of temporary exemptions (excused absences) include, but are not limited to: religious conviction, domestic affliction, representing the university at events (e.g., athletic championships). Unacceptable reasons for an excused absence from term work and midterm exams include, but are not limited to: vacations, weddings, travel arrangements.
You must contact the instructor in advance of the due date or exam to request an excused absence. If you fail to notify the instructor within a reasonable time, the instructor may deny the request unless you provide a legitimate reason for the delay. Excused absences are not automatically granted and are at the discretion of the instructor. The instructor may request supporting documentation. This documentation can take many forms, depending on the reason for the absence (e.g., police report, death notice, court documents).
SPA 523
DEPARTMENT OF COMMUNICATION SCIENCES & DISORDERS CSD 521 Faculty of Rehabilitation Medicine Fall 2014 University of Alberta
CSD 521 Dysphagia [*3 (0-3L-0)] Course Schedule: Lectures: Fridays (F) 1:00-3:50 (course schedule will vary, please see
pages 5-6 for specific times, dates, deadlines & topics) INSTRUCTOR: Stuart Cleary, PhD, CCC-SLP, R.SLP; Associate Professor
Board Recognized Specialist in Swallowing and Swallowing Disorders Adjunct Associate Professor (Neurology) SPA office: CH 3-08, phone: 492-5238; email: [email protected]
Office Hours: by appointment COURSE DESCRIPTION: Students will understand the bases of normal and abnormal swallowing in children and adults, etiologies, and conditions associated with dysphagia. Course Sections: Scheduled course topics and activities with corresponding dates and locations are provided on pages 5 -6 of this syllabus but are subject to change based on the availability of guest speakers. COURSE PREREQUISITES SPA/CSD 502 or equivalent COURSE GOALS: This courses is designed to provide students with basic knowledge requirements of principles and procedures for diagnosis, and treatment across age spans and complications associated with management and be able to develop remediation plans and functional goals within an interdisciplinary team framework Course Objectives The educational outcomes of this course are that students will: • understand the anatomical and physiological bases of normal and abnormal feeding and swallowing
in children and adults. • understand the various etiologies and conditions commonly associated with dysphagia • understand the basic principles and procedures of clinical and instrumental evaluations of
dysphagia • understand principles of dysphagia diagnosis and treatment across age spans and conditions • understand the risks and complications associated with dysphagia management • develop a remediation plan and functional goals within an interdisciplinary team framework REQUIRED TEXTBOOK Dysphagia: Clinical Management in Adults and Children (2010) by Michael Groher and Michael Crary Required readings: Alberta College of Speech-Language Pathology and Audiolgy (2013), Preferred Practice Guidelines: Feeding and Swallowing Position Paper on Dysphagia.
2 CSD 521-FALL 2014
Instructors may provide additional required readings. Lecture Handouts Posted on the CSD 521 Course Website prior to class. . ATTENDANCE/PARTICIPATION: Regular attendance and participation is important to success in this course. Not all information presented in class is available in the readings, and practical activities, in-class assignments and take home activities will provide you with practice for each exam. If you are unable to attend class, please notify the instructor before the class begins (or as soon as possible) and arrange to get class notes from a fellow student. TEACHING SCHEDULE (TENTATIVE): Please see page 5 for detailed outline of all events scheduled for the term (i.e. a list of lecture dates, topics to be covered, readings, dates of quizzes & exams). EVALUATION: Assignments: Class Project: Development of a study guide for the final exam Each student will participate in either the development of multiple choice questions or PowerPoint summary slides based on a selected “critical thinking case” from the Groher & Crary required textbook: Dysphagia: Clinical Management in Adults and Children or the associated online Student Learning Resources at: http://evolve.elsevier.com/Groher/dysphagia . A signup sheet will be provided during the second week of class. Instructions for the class project and a grading guide will be provided at that time. This assignment is due by email submission on November 21st. These materials will be collated into a study guide and returned via email by December 3rd. Class Activities and Participation: Structured lab activities, clinical case studies and directed small group discussions will take place during class time to provide students with the opportunity to integrate course content and apply it in a variety of simulated clinical contexts. A take home videofluoroscopy interpretation activity will be reviewed in class on October 24th and is due in class on November 14th. Failure to attend and/or participate in these activities will adversely affect the grade for this part of the course. Selected activities may be observed, checked and credited for completion. Exams: The mid-term exam is scheduled in room 2-44 during class time on October 3rd. The Final Exam is scheduled for December 15th at 2:00-4:00 PM in 2-44. Both exams will cover lecture materials and required readings. The final exam is comprehensive and will have the following format: true/false, multiple choice and short answer questions; basic interpretation of a swallowing videofluoroscopy; a series of short case-based essays; and the development of an assessment note and treatment plan in SOAP note format . A study guide and review session will be provided for the Final Exam. Course grading system and components of final grades: Class project = 10% In-Class Activities and Participation = 5% Mid-term exam =35% Final Exam = 50 %
3 CSD 521 – Fall 2014
Class Schedule Date Topics & Activities Readings Sept.
5
Current Clinical Issues & Trends I Adverse Health Outcomes
Textbook Part 1: Foundations Chapter 1. Nature of the Problem
Sept. 12
Normal Swallowing: Anatomy and Physiology I Selected case studies from Radiographic Interpretation of Swallowing Disorders by Bonnie Martin-Harris (2004)
Chapter 2. Normal Swallowing in Adults
ACSLPA Practice Standards (pages 1-21 )
Sept.
19 Anatomy and Physiology II Introduction to Adult Dysphagia A video selection from Treatment of Dysphagia in Adults: Methods and Effects by Bonnie Martin Harris (1999)
Chapter 5. Adult Neurologic Disorders
Sept 26
Swallowing Assessment: Bedside/clinical Evaluation A video selection from Dysphagia Evaluation: Consultation to Instrumental Exam by Murray and Callaway (2004)
Chapter 8. Respiratory and Iatrogenic Disorders
Chapter 9. The Clinical Evaluation of Adults
ACSLPA Swallowing Guidelines (pages 21-30 )
Oct. 3
Mid-term exam 1:00-2:45 Lecture: 3:00-3:50 Swallowing Assessment: Instrumental Assessment A video selection from: Interpreting X-Ray Studies and planning Treatment by Jeri Logemann (1999)
Chapter 10. The Instrumental Evaluation
Oct. 10
Dysphagia Management I: Compensatory Techniques Rehabilitation Exercises Environmental Modifications Video : Therapeutic Interventions for Dysphagia by Jeri Logemann (2005)
Chapter 12. Planning Treatment
Chapter 14. Treatment for Adults
Oct. 17
Dysphagia Management II: Dietary Modifications/Nutritional Interventions, SOAP note activity I : Video: Treatment of Dysphagia in Adults: Methods and Effects by Bonnie Martin Harris (1999)
Oct 24 Adult Dysphagia: Special Populations I Video clip from Esophageal Swallowing
Chapter 6. Head and Neck Cancer
4 CSD 521-FALL 2014
Physiology and Disorders by Martin-Harris & Easterling (2006) Chapter 7. Esophageal Disorders
Review VFSS Take Home Activity in class Oct 31
Pediatric Dysphagia Lecture #1 Chapter 3. Normal Swallowing and Development in the Term and Preterm Infant Chapter 4. Disorders in Infants and Children Chapter 11. Special Considerations in Evaluating Infants and Children
Nov. 7
Pediatric Dysphagia Lecture # 2 Chapter 13. Treatment for Infants and Children
Nov 14
Adult Dysphagia: Special
Populations II Issues with Older Adults Video: Assessment and Management of Dysphagia in the Geriatric Population by Michael Groher (1997)
VFSS Take Home Activity: Due in class
Nov 21 Psychosocial Issues & Ethical Considerations Related to Dysphagia SOAP note activity II : Treatment planning & goal writing
Chapter 15. Ethical Considerations
(Class project due by email)
Nov 28 Wrap up & Review session Final Exam Study Guide provided in class (Collated class project returned via email by December 4th)
Dec 15 2:00 -4:00 Final Exam Location: 2-44
DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS CSD 529 Faculty of Rehabilitation Medicine Fall, 2014 University of Alberta
CSD 529: ADULT LANGUAGE DISORDERS II FALL, 2014
Monday and Wednesday 10:00 – 11:50 (Rm 3-26)
INSTRUCTOR: Tammy Hopper, PhD, R-SLP, CCC-SLP Professor
Office: 3-48 CH Phone: (780) 492-0836 Email: [email protected] Website: eClass Office hours: Wednesdays, 12:00 – 1:00 p.m.
TEACHING ASSISTANT: Salima Suleman, MSc-SLP, R-SLP PhD Candidate Office: 1-98 CH
Phone: (780) 492-1234 Email: [email protected] Office hours: By appointment _________________________________________________________________ COURSE DESCRIPTION: Study of conditions (other than aphasia) affecting language, social and cognitive functioning in adults including traumatic brain injury, dementia and right hemisphere dysfunction, and issues related to the aging process. Nature of underlying neuropathologies and their implications for differential diagnosis, assessment and management will be addressed. Prerequisite: CSD 520. COURSE GOALS: Through class lectures, group activities, independent study and classroom discussion, this course is intended to provide you with the academic knowledge base for clinical practice with individuals who have acquired language disorders/neurologically based cognitive-communication disorders as specified in the document Assessing and Certifying Clinical Competency: Foundations of Clinical Practice for Audiology and Speech-Language Pathology (Speech, Language and Audiology Canada, 2004 [Section 6, p. 31]); available online at http://sac-oac.ca/ LEARNING OBJECTIVES: At the completion of this course, students will be able to do the following:
1. discuss theoretical and conceptual models of cognition 2. explain the relationship between cognition and communication 3. describe the primary cognitive and communicative changes associated with normal aging and
compare and contrast these with cognitive-communication disorders (CCD) of dementia, TBI and RHD;
4. generate assessment plans and intervention goals (including ways to measure goal achievement) for adults with CCD of dementia, TBI and RHD;
5. select theoretically-motivated, evidence-based treatments for adults with CCD of dementia, TBI and RHD.
REQUIRED READINGS: Textbook: Papathanasiou, I., Coppens, P. & Potagas, C. (2013). Aphasia and related neurogenic communication disorders. Burlington, MA: Jones & Bartlett Learning, LLC. Peer-reviewed publications: Selected publications will be required reading and are listed in the course outline. All are available through e-journals available in the University of Alberta library system
or other electronic means. ATTENDANCE/PARTICIPATION: Regular attendance and participation are expected. If you are unable to attend class, please notify me before the class begins (or as soon as possible thereafter), just as you would in a professional employment situation. If you miss a class, you are responsible for the content covered. EVALUATION: Your mark in the course will be based on the following activities: Class participation 10% Midterm paper 20% Midterm Exam 25% Treatment paper 20% Final Exam 25% ________________________________ Total 100% GRADED ACTIVITIES: Class Participation (10%) You will be taking part in small-group activities during many class sessions or on eClass. For some activities, you will be required to write a short note, comment or reflection. You must complete at least 5 activities. Each activity will be worth 2% of your grade. If you complete the assignment, satisfactorily, you will receive the mark (pass/fail). Midterm paper (20%) You will be required to write a 5-page, double-spaced essay on a topic related to cognition and communication. More information on this assignment will be posted on the e-class website in early September. Treatment assignment (20%) This assignment will involve a critical analysis of a treatment for a cognitive-communication disorders associated with TBI, dementia or RHD. Students will be provided with a template for the analysis. More information on this assignment will be posted on the eClass and/or provided in class website in September. Midterm Exam (25%); Final Exam (25%) Exams will cover information from the lectures, required readings, class assignments and handouts. The exams will consist of objective questions (e.g., multiple choice, fill-in-the-blank, labelling) and short answer/essay questions. I will provide examples of test questions for your review prior to the mid-term exam. The same types of questions will appear on the final exam. The final exam is cumulative. MISSED TERM EXAMS AND ASSIGNMENTS: Please see http://rehabilitation.ualberta.ca/departments/communication-sciences-and-disorders/student-resources/student-accommodations-procedure for policy/procedures to follow if you miss the deadline for an assignment or a term exam due to illness or other short term reason. Please note: “Unacceptable reasons for an absence from midterm and final exams and missed term work: Vacations, Weddings, Travel Arrangements.”
3
COURSE SCHEDULE: The topic outline is subject to change as necessary; exam and assignment dates will not change. Date Topic Readings W Sep 3 Course Overview ----
M Sep 8 Review Neurology of Language Cognition: Memory, Attention, Executive Functions
Papathanasiou et al., 2013 - Chapter 2 Squire & Wixted, 2011
W Sep 10 Cognition: Memory, Attention, Executive Functions
Murray, 2012
M Sep 15
Cognition: Memory, Attention, Executive Functions
TBD
W Sep 17 Cognitive Aging Salthouse (2010)
M Sep 22 Communication and Aging Yorkston, Bourgeois & Baylor 2010 Kemper & Harden, 1999
W Sep 24 Flex class
M Sep 29 Dementia: Medical and Neurological Aspects
Papathanasiou et al., 2013 - Chapter 18
W Oct 1 Dementia: Cognition and Communication ---
M Oct 6 Dementia: Assessment ---
W Oct 8 Dementia: Intervention Due: Mid-term paper
Hopper et al., 2013 Watson et al., 2013
M Oct 13 No class – Thanksgiving ---
W Oct 15 Primary Progressive Aphasia (E. Kim) TBD (Guest Lecture)
M Oct 20 Mid-term Exam ---
W Oct 22 TBI: Medical and Neurological Aspects Papathanasiou et al., 2013 - Chapter 17 Papathanasiou et al., 2013 - Chapter 3
M Oct 27 TBI: Cognition and Communication Larkins (2007)
W Oct 29 TBI: Assessment
M Nov 3 TBI: Intervention Cicerone et al., 2011
W Nov 5 TBI: Intervention Ylivsaker, 2003 M Nov 10 No class – Fall Break ---
W Nov 12 RHD: Medical and Neurological Aspects; Cognition and Communication
Papathanasiou et al., 2013 - Chapter 15 Papathanasiou et al., 2013 – Chapter 3
M Nov 17 RHD: Assessment
---
W Nov 19 No Class – Work on Treatment paper ---
M Nov 24 RHD: Intervention Blake, Frymark & Veneditkov (2013)
W Nov 26 Decision-making capacity assessment Guest Lecture – K. Dul & S. Swanston
M Dec 1 Decision-making, cognition and communication
Guest Lecture – S. Suleman
W Dec 3 Wrap up Due: Treatment assignment
---
FINAL EXAM: December 11th, 9:00 a.m., Room 2-44
READINGS Blake, M.L., Frymark, T., & Veneditkov, R. (2013). An Evidence-Based Systematic
Review on Communication Treatments for Individuals with Right Hemisphere Brain Damage. American Journal of Speech-Language Pathology, 22, 146-160.
Cicerone, K.D., Langenbahn, D.M., Braden, C., Malec, J., Kalmar, J., Fraas, M…. Ashman, T. (2011). Evidence-Based Cognitive Rehabilitation: Updated Review of the Literature From 2003 Through 2008. Archives of Physical Medicine and Rehabilitation. 92(4), 519-530.
Hopper, T., Bourgeois, M., Pimentel, J., Qualls, C., Hickey, E., Frymark, T., & Schooling, T. (2013). An evidence-based systematic review of cognitive interventions for individuals with dementia. American Journal of Speech-Language Pathology and Audiology, 22, 126-145.
Kemper, S. & Harden, T. (1999). Experimentally disentangling what's beneficial about elderspeak from what's not. Psychology and Aging, Vol 14(4), 656-670. doi: 10.1037/0882-7974.14.4.656
Larkins, B. (2007). The application of the ICF to cognitive-communication disorders of traumatic brain injury. Seminars in Speech and Language, 28, 334-342.
Murray, L. (2012). Attention and other cognitive deficits in aphasia: Presence and relation to language and communication measures. American Journal of Speech-Language Pathology and Audiology, Vol. 21, S51-S64. doi:10.1044/1058-0360(2012/11-0067).
Salthouse, T. (2010). Selective review of cognitive aging. Journal of the International Neuropsychological Society, 16, 754–760. doi:10.1017/S1355617710000706
Squire, L.R. & Wixted, J.T. (2011). The cognitive neuroscience of human memory since HM. Annu Rev Neurosci. 34: 259–288. doi: 10.1146/annurev-neuro-061010-113720
Watson, B., Aizawa, L.D., Savundranayagam, M.Y. & Orange, J.B. (2013). Links among communication, dementia and caregiver burden. Canadian Journal of Speech-Language Pathology and Audiology, 36 (2), 276-283.
Ylvisaker, M. (2003). Context-sensitive cognitive rehabilitation after Brain Injury: Theory and Practice. Brain Impairment, 4 (1), 1-16.
Yorkston, K.M., Bourgeois, M.S. & Baylor, C.R. (2010). Communication and aging. Physical Medicine and Rehabilitation Clinics of North America, 21 (2), 309-319. doi: 10.1016/j.pmr.2009.12.011
Course 526 – Voice and Resonance Disorders; Jana Rieger; 1
CSD 526 - Course Syllabus - Resonance Fall Semester 2014
Instructor: Jana Rieger, PhD
Phone: 780-492-4992, Email: [email protected]
Email or phone me for an appointment, if required Lab Instructor Andrea Ruelling [email protected] Sessions: Class 9:00 to 11:50 AM Fridays Room 3-26 (unless otherwise noted)
Lab Section D1: 8:00 AM to 8:50 AM Mondays Room 1-105 (unless otherwise noted)
Lab Section D2: 9:00 AM to 9:50 AM Mondays Room 1-105 (unless otherwise noted)
Lab Section D3: 8:00 AM to 8:50 AM Wednesdays Room 1-105 (unless otherwise noted)
Lab Section D4: 9:00 AM to 9:50 AM Wednesdays Room 1-105 (unless otherwise noted)
Course Description, Purpose, Goals and Outcomes: As stated in course outline from Dr. Campbell. Required Textbook for Resonance Portion of Course: Kummer, A.W. (2014). Cleft palate and craniofacial anomalies. Effects on Speech and Resonance (3rd ed.) Cengage Learning. Other required reading at the John Scott Library: Golding-Kushner, K. (2001). Treatment techniques for cleft palate speech and related disorders. Singular Publishing. Chapter 6 only Course grading system and components of final grades: The weight for the resonance portion of SPA 526 equals 50% of your final mark. That 50% will be earned as follows: Grading: Final exam = 40% Lab assignments = 10% Percentage scores earned for each half of the course will be combined and you will be assigned a letter grade using the following scale. Note: To pass this course, students must obtain at least a C+ (assigned to a total percentage score between 66 and 69). A+ 96-100 B+ 79-84 C+ 66-69 A 91-95 B 75-78 A- 85-90 B- 70-74
Final Exam: There will be one final exam that will take place from 0900 – 1100 hours on December 16th, 2014 (room TBA). This exam will cover only the resonance portion of the course and will consist of true/false, multiple choice, short answer and practical-application questions, and will be based on all lectures including those given by guest speakers. Lab Assignments: There will be 5 labs: 4 of the labs will have an associated lab assignment. Each assignment will be worth 2% and will require some form of material that is handed in to Andrea Ruelling. They will be marked on a pass/fail basis. You will earn an additional 2% for attending the lab that does not have an associated assignment.
Course 526 – Voice and Resonance Disorders; Jana Rieger; 2
CLASS SCHEDULE Week 1 Friday October 17 11:00 to 11:50 AM
(CH 3-26) Class: Intro to Resonance Disorders
The first decision in differential diagnosis of a resonance disorder: Is resonance normal or disordered? What are the different types of abnormal resonance that you may see in your clinic? We will review the physiology of the VP mechanism and how it relates to these disorders. Chapter 1 in your Kummer text has relevant information for today’s class. Week 2 Friday October 24 9:00 to 11:50 AM
(CH 3-26) Class: Etiologies of Resonance Disorders
We may consider a review of the anatomy of the VP mechanism. Even if you don’t work in a cleft palate clinic, chances are good that you will have contact with children who have been treated for cleft palate. Chances are also really good that you may have contact with a child who has some sort of craniofacial anomaly. Would you know how look at craniofacial structures in order to decide whether they are either normal or abnormal? When a child with a syndrome walks into your clinic for therapy, will you be able to discern how the syndrome is affecting speech and resonance? We will begin to explore some of these issues. You will learn more about cleft palate when Dr. Wilkes comes to lecture. Chapters 2, 7 and 8 have relevant information for today’s class. Week 2 Friday
October 31 9:00 to 11:50 AM (CH 3-26)
Class: Assessment
Your first patient with suspected velopharyngeal dysfunction walks into your therapy room. How are you going to begin to understand if there truly is a problem? What types of assessments are available? When do you need to refer outside of your clinic? Chapters 14,15, and 22 have relevant information for today’s class. Week 3 Friday November 7 9:00 to 11:50 AM
(CH 3-26) Class: Assessment
We will continue our discussion of assessment. At the end of the discussion, you should understand the principles of clinical assessment including an oral exam, perceptual assessment aided with audio recordings, acoustical and aeromechanical assessment, and visual assessment via endoscopy. You will also understand what techniques you can use when you don’t have access to instrumentation. Chapters 11 and 17 have relevant information for today’s class. Week 3 Friday November 14 9:00 to 11:50 AM
(CH 3-26) Class: Management
We will move on to issues of management. In the big scheme of things, there are essentially 3 management strategies for resonance disorders: behavioral, surgical, and prosthetic. We will discuss the basics of all three of these in class and they will be supplemented with information from guest lectures in each area. Chapter 20 and 21 in your Kummer text, and chapter 6 from the Golding-Kushner text are relevant for today’s class.
Course 526 – Voice and Resonance Disorders; Jana Rieger; 3
Week 4 Friday November 21 9:00 to 11:50 AM
(CH 3-26) Class: Management (continued) Guest Speaker: Gabriela Constantinescu
We will welcome a guest speaker today who will present a patient case to you. Get ready to discern how you would assess this patient and what goals you’d set for management. It will be important that you come away with an understanding of when each type of intervention is appropriate, and how they can, and often do, complement one another. Week 5 Friday November 28 9:00 to 10:30 AM
(CH 3-26) Guest Speaker: Dr. John Wolfaardt
Prosthetic Rehabilitation: Dr. John Wolfaardt Dr. Wolfaardt is Co-director and Founder of iRSM (Institute for Reconstructive Sciences in Medicine) formerly known as COMPRU (Craniofacial Osseointegration and Maxillofacial Prosthetic Rehabilitation Unit). He is a maxillofacial prosthodontist with special clinical interest in osseointegration and its application to the maxillofacial prosthetic management of individuals with resection of the structures of the head and neck. His research interests include outcomes of care, biomechanics of osseointegrated implants, implant planning, advanced manufacturing technologies in maxillofacial prosthetics and clinical applications of quality management. Dr. Wolfaardt has published widely in refereed journals and has lectured internationally on maxillofacial prosthetics, osseointegration and quality management in osseointegration.
Chapter 20 in your Kummer text has relevant information After Dr. Wolfaardt’s lecture, you will have a chance to complete course evaluations. Week 6 Monday December 1 8:00 – 9:30 AM (D1-D4) Class: Dr. Gordon Wilkes
(CH 3-26) Surgical Intervention for Cleft Palate: Dr. Gordon Wilkes
Dr. Wilkes is Clinical Professor of Surgery at the University of Alberta and Co-founder of the iRSM (Institute for Reconstructive Sciences in Medicine) formerly known the Craniofacial Osseointegration and Maxillofacial Prosthetic Rehabilitation Unit (COMPRU) at the Misericordia Community Hospital. Dr. Wilkes is the Chief of Plastic Surgery and Chairman of the Cleft Lip and Palate Clinic at the University of Alberta Hospital. He was chief examiner in Plastic and Reconstructive Surgery for the Royal College of Physicians and Surgeons of Canada. Dr. Wilkes has a particular interest in cleft palate surgery, auricular reconstruction and craniofacial osseointegration.
Chapter 18 in your Kummer text has relevant information NOTE: everyone will attend this class in lieu of your lab sessions this week.
Final Exam December 16 0900-1100 AM Room (TBA) This exam will cover only the resonance portion of the course and will consist of true/false, multiple choice, short answer and practical-application questions, and will be based on your readings and all lectures, including those given by guest speakers. Be ready to listen to someone speaking in order to make recommendations for treatment.
Course 526 – Voice and Resonance Disorders; Jana Rieger; 4
LAB SCHEDULE Week 1 Wednesday October 22 8:00 to 9:50 AM (D1-D4)
Lab 1: Listening Lab (CH 3-26)
Get ready to train your ears to begin identifying disorders of nasal resonance. We will listen to individuals who have differing degrees and etiologies of resonance disorders. Please bring your student notes with you. We will be using the rating scales in the back as we listen to different examples of resonance disorders. NOTE: everyone will attend this lab during class time in lieu of your other lab sessions this week. You will receive a grade of pass/fail based on your attendance (2%). Week 2 Monday Monday Monday Monday Wednesday Wednesday Wednesday Wednesday
October 27 October 27 October 27 October 27 October 29 October 29 October 29 October 29
8:00 – 8:25 AM-(D1) A – G 8:25 – 8:50 AM-(D1) H – Z 9:00 – 9:25 AM-(D2) A – E 9:25 – 9:50 AM-(D2) F – Z 8:00 – 8:25 AM-(D3) A – J 8:25 – 8:50 AM-(D3) K – Z 9:00 – 9:25 AM-(D4) A – D 9:25 – 9:50 AM-(D4) H – Z
Lab 2: Self-Discovery (CH 1-105)
Apply the concepts introduced in the previous lecture. You will explore what it means to have a resonance disorder by recording yourself while simulating hypernasality and hyponasality. You will need to consider what makes a voice either hyper- or hyponasal in order to simulate both types of disorders. How did speaking with a resonance disorder make you feel? Andrea Ruelling will be available during lab time to set you up at recording stations. You will receive a grade of pass/fail based on the accuracy of your recorded simulations (2%). Week 3 Monday Monday Monday Monday Wednesday Wednesday Wednesday Wednesday
November 3 November 3 November 3 November 3 November 5 November 5 November 5 November 5
8:00 – 8:25 AM-(D1) A – G 8:25 – 8:50 AM-(D1) H – Z 9:00 – 9:25 AM-(D2) A – E 9:25 – 9:50 AM-(D2) F – Z 8:00 – 8:25 AM-(D3) A – J 8:25 – 8:50 AM-(D3) K – Z 9:00 – 9:25 AM-(D4) A – D 9:25 – 9:50 AM-(D4) H – Z
Lab 3: Nasometer (CH 1-105)
You will work in pairs to assess each other using the Nasometer. The person who is the patient will have to be good at simulating hypernasality! Andrea Ruelling will introduce the lab and talk about some issues related to the Nasometer. She will be available during lab time to help you with any issues. You will receive a grade of pass/fail based on your appropriate completion of the exercise (2%). Week 4 Monday and Wednesday
November 10 and 12 No Lab
Course 526 – Voice and Resonance Disorders; Jana Rieger; 5
Week 5 Monday Monday Monday Monday Wednesday Wednesday Wednesday Wednesday
November 17 November 17 November 17 November 17 November 19 November 19 November 19 November 19
8:00 – 8:25 AM-(D1) A – G 8:25 – 8:50 AM-(D1) H – Z 9:00 – 9:25 AM-(D2) A – E 9:25 – 9:50 AM-(D2) F – Z 8:00 – 8:25 AM-(D3) A – J 8:25 – 8:50 AM-(D3) K – Z 9:00 – 9:25 AM-(D4) A – D 9:25 – 9:50 AM-(D4) H – Z
Lab 4: PERCI (CH 1-105)
You will work in pairs to assess each other using the PERCI system. The person who is the patient will need to be able to allow the VP mechanism to function inappropriately during the production of speech. Andrea Ruelling will introduce the lab and talk about some issues related to the PERCI system. She will be available during lab time to help you with any issues. You will receive a grade of pass/fail based on your appropriate completion of the exercise (2%). Week 6 Wednesday November 26 8:00 – 9:50 AM (D1-D4) Lab 5: Tom
(CH 1-105) Here is your chance to interact with a patient who deals with VP insufficiency on a regular basis. This particular patient’s resonance disorder is managed with a prosthesis. You will hear what it is like to live with this kind of resonance problem and how this type of VPI can affect speech and eating. Tom is very open to questions – so think of some that would be appropriate to ask him. After the discussion period, I will assess Tom with the Nasometer and PERCI, as well as collect a speech sample. We will project the Nasometer and PERCI assessments in the room so that you can watch what is happening on line. After the lab, you will be expected to write a short report on your impressions and recommendations for this patient. NOTE: everyone will attend this lab in lieu of your other lab sessions this week. You will receive a grade of pass/fail based on your appropriate completion of the exercise (2%).
DEPARTMENT OF COMMUNICATION SCIENCES & DISORDERS CSD 526 Faculty of Rehabilitation Medicine Fall 2014 University of Alberta
CSD 526: Voice and Resonance Disorders Fall Term 2014
Fridays 9 to 11:50 AM: Lecture Sections Either Mondays or Wednesdays 8:00-8:50AM or 9:00-9:50AM: You will be registered in one of four lab sections (D1-D4).
Lectures will be in Corbett Hall 3-26 and Labs will be in Corbett Hall 1-105 (unless otherwise noted). INSTRUCTORS: Melanie Campbell, PhD and Jana Rieger, PhD Offices: 3-77 Corbett Hall and 6-131 Clinical Sciences Building, respectively Phones: 780-492-0838 and 780-492-4992, respectively Email: [email protected] and [email protected] Website: www.janarieger.ca Office hours: Email or phone for an appointment LAB COORDINATOR AND TEACHING ASSISTANT FOR LABS ONLY: Andrea Ruelling, MA, R.SLP, CCC-SLP Open Lab: Fridays 12:30 – 1:30 Phone: 780-492-1549 Email: [email protected] Email or phone for an appointment COURSE DESCRIPTION FROM U OF A CALENDAR: “A study of the causes, nature, clinical assessment, and management of voice and resonance disorders. Prerequisites: SPA[CSD] 502 (Anatomy and Physiology of the Speech Mechanism) and SPA[CSD] 505 (Speech Science).” COURSE GOALS: The purpose of this course is three-fold. It aims to introduce students to central principles that will guide their professional efforts to maintain or restore healthy phonation and resonance, to ameliorate phonation and resonance disorders where they cannot be fully restored, and to provide alaryngeal speech production methods where appropriate. Second, it strives to provide a foundation of concepts and skills that may serve as a springboard for the student who wishes to make voice and/or resonance his/her professional specialty. Finally, it endeavors to enable all students to make informed and appropriate patient referrals in cases where interdisciplinary involvement is especially required. The goals of the course are to: *refresh and extend knowledge of the anatomy and physiology of the voice and resonance mechanisms; *engage students in activities that require them to synthesize concepts to enable them to solve voice and resonance problems; *provide opportunities to observe and describe sources of evidence that help lead to a differential diagnosis; *foster awareness of the multidisciplinary requirements of meeting the needs of individuals with voice or resonance disorders; *nurture an appreciation of the social and emotional consequences of voice or resonance problems for individuals; *engage students in critical appraisal of treatment methods for voice and resonance disorders. This course is intended to provide the student with the academic knowledge base for clinical practice with individuals who have voice and resonance disorders, as specified in the document Assessing and Certifying Clinical Competency: Foundations of Clinical Practice for Audiology and Speech-Language Pathology (Canadian Association of Audiologists and Speech-Language Pathologists, 2004 [p. 32 and 33]); available online at www.sac-oac.ca. See eClass for CSD 526 to read a pdf copy of the Foundations document.
2 CSD 526 Fall 2014
LEARNING OBJECTIVES: Upon successful completion of this course, students should be able to: 1. Describe the body structure and function of the voice and resonance mechanisms. 2. Describe the pattern of human development of voice/resonance anatomy and physiology. 3. Demonstrate the use of several forms of phonation/resonance measurement/treatment instrumentation. 4. Describe the pathophysiology and impairments in body structure and function contributing to limitations in
phonation and resonance. 5. Describe the process of assessment and differential diagnosis of phonation and/or resonance disorders and
identify common tools/protocols used in the assessment process. 6. Describe the internal and external factors contributing to activity limitations and participation restrictions in
individuals with voice and/or resonance disorders. 7. Demonstrate basic interpretation of acoustic, perceptual and observable physiological signs related to voice
and resonance disorders. 8. Describe approaches to management of individuals with voice and/or resonance disorders, demonstrating
awareness of evidence-based practice, as well as scope of practice and ethics. REQUIRED TEXTBOOKS: Ferrand, C.T. (2012). Voice disorders: Scope of theory and practice. Boston; Pearson. Kummer, A.W. (2014). Cleft palate and craniofacial anomalies. Effects on Speech and Resonance (3rd ed.) Cengage Learning. OTHER REQUIRED READINGS: Voice Disorders Half: Presbyphonia-A Summary Across References by Cristiane Ribeiro Chaves, Academic Visitor to the University of Alberta, provided on eClass for CSD 526. Resonance Disorders Half: Golding-Kushner, K. (2001). Treatment techniques for cleft palate speech and related disorders. San Diego; Singular Publishing. Chapter 6 – nothing can be placed on reserve that is from a textbook – talk to Dr. Rieger about this. PAST (OR REPRESENTATIVE) EVALUATIVE MATERIAL: Each instructor will provide students a study guide or a review session with representative examples of questions. ATTENDANCE/PARTICIPATION: Regular attendance is important to success in this course because not all information will be available in the assigned readings. In the Voice Disorders portion of this course, 15% of your grade will center on a voice assessment that can be accomplished only by learning computerized assessment techniques taught in class and lab sessions and by assessing a drama student at a specially scheduled lab. In the Resonance Disorders portion of this course, 10% of your grade will be earned for attending the five lab sessions and completing the associated assignments. If you are unable to attend class or lab, please notify the instructor before the class begins (or as soon as possible) as a professional courtesy.
3 CSD 526 Fall 2014
TEACHING SCHEDULE (TENTATIVE): Voice Disorders Portion of the Course Dates Sessions Topics Readings from Ferrand Text
Sep 05 Lecture The Normal Voice: Life Span Changes in Phonation Registers Acoustic, Perceptual and Observable Physiological Signs
Chapters 1, 2, 3 and Presbyphonia paper by Chaves (on eClass)
Sep 08
D1/D2 Labs
Elements of a Comprehensive Voice Evaluation: Lab #1 Frequency HZ Parameters of Voice Assessment Quiz on Lab #1 Prime
Sep 10
D3/D4 Labs
Sep 12 Lecture Neurogenic Disorders: Spasmodic Dysphonia Parkinson’s Disease (brief – to complement learning from Dr. Paslowski’s class)
Chapter 9
Sep 15 D1/D2 Labs Elements of a Comprehensive Voice Evaluation: Lab #2 Intensity/ “Energy” dB Parameters of Intensity Assessment Quiz on Lab #2 Prime
Sep 17 D3/D4 Labs
Sep 19 Lecture Functional Disorders: Voice Disorders Related to Self and Identity, Benign Lesions, Vocal Fatigue, Psychogenic Disorders
Chapter 6, 8, 10
Sep 22 D1/D2 Labs Elements of a Comprehensive Voice Evaluation: Lab #3 Voice Assessment at the Micro Level Quiz on Lab #3 Prime
Sep 24 D3/D4 Labs
Sep 26 Lecture Functional Disorders: Voice Disorders Related to Self and Identity, Puberphonia, Transgender, Muscle Tension Dysphonia
Chapter 6, 8, 10
Sep 29 D1/D2 Labs Lab #4 Rehearsing for a Comprehensive Voice Evaluation with Drama Students Quiz on Lab #4 Prime
Oct 01 D3/D4 Labs
Oct 03 Lecture Organic/Structural Disorders: Structural Lesions, Structural Trauma, Inflammatory Conditions, GERD, Disorders Related to Airway Problems Laryngeal Cancer, Laryngectomees
Chapters 4, 6, 7, 11, 12
Oct 06 D1 and D2 Labs This is a combined two-hour lab from 12:30 - 2:00 PM
Lab #5 Performing a Comprehensive Voice Evaluation with Second-Year Drama Students
Oct 08 D3 and D4 Labs meet together. This is a combined two-hour lab from 8 to 10 AM.
Lab #5 Employing a Comprehensive Voice Evaluation with Third-Year Drama Students
Oct 10 Lecture Laryngeal Cancer Continued Chapters 4, 6, 7, 11, 12 Oct 13 No Labs Thanksgiving Holiday
Oct 15 No Labs ***Drama Reports Due*** Submit electronically in Word format.
Oct 17 Voice Disorders “Final” – Course Midterm
Course Midterm Exam 9 to 11 then Dr. Rieger will meet you from 11:00 to 11:50 AM
Dr. Rieger will provide a topic/reading schedule for the rest of the course through December 3, 2014, the last day of the semester. Final exam on Resonance Disorders December 16th at 9 AM in 2-44 Corbett Hall – Exam Centre
4 CSD 526 Fall 2014
EVALUATION:
20% = Voice disorders lab assignments o 5% = Voice disorders lab quizzes on “lab primes” o 15% = Drama student assessment report – shared grade with student co-writers
30% = Voice disorders exam
10% = Resonance disorders lab assignments 40% = Resonance disorders exam
Total 100% EXAMS: The Voice Disorders Exam will cover only the voice disorders portion of the course and will be based on all labs, activities and lectures, including those given by guest speakers. It will comprise multiple-choice questions and one short essay question. Resonance Disorders Exam – This exam will cover only the resonance disorders portion of the course and will consist of true/false, multiple choice, short answer and practical-application questions, and will be based on all lectures including those given by guest speakers. QUIZZES/ASSIGNMENTS: There will be five Voice Disorders Labs; four will have associated quizzes related to “lab primes”. Questions will be multiple-choice. Quizzes will be taken at the beginning of the lab for which the “lab prime” prepares. Voice Disorders Drama Student Assessment Report: You will be assigned to a participating student from the University of Alberta Drama Department. More than one SLP student will be assigned to an assessment for one drama student, and you will collaborate during the assessment and the report writing for a group grade. You will take a case history, measure and assemble respiration support and acoustic measures of the drama student’s voice, and provide relevant norms in which to contextualize them. You will also interpret the results for the drama student by way of a professionally written voice assessment report. Submit electronically in Word format. For some activities, students will earn voice hours to put toward certification requirements of Speech-Language and Audiology Canada, but they must provide evidence of attendance by signing an attendance sheet circulated by the instructor. Resonance Disorders Lab Assignments: There will be six labs: four of the labs will have an associated lab assignment. Each assignment will be worth 2% and will require some form of material that is handed in to Andrea Ruelling. They will be marked on a pass/fail basis. You will earn an additional 2% for attending the labs that do not have an associated assignment.
5 CSD 526 Fall 2014
GRADING: Absolute Grading will be used in this course. The pass mark in any course taken in the Faculty of Graduate Studies and Research is a letter grade of C+. Note that students must maintain a grade point average of 2.7 across classes to continue in the program and graduate. A term GPA below 3.0 will require a discussion with your academic advisor. A mark of 68% or higher is required to pass this course. Half of the 526: Voice and Resonance Disorders course grade will be earned in the Voice Disorders portion of the course and half in the Resonance Disorders portion. The summed grade components (as described above) will be converted to a percentage. Lastly, the percentages will be converted to a letter grade as indicated here. Descriptor Letter Grade/Grade Point Value Course Mark* Excellent A+ / 4.0
A / 4.0 A- / 3.7
97-100% 93-96% 90-92%
Good B+ / 3.3 B / 3.0
86-89% 80-85%
Satisfactory B- / 2.7 C+ / 2.3
75-79% 68-74%
Failure C and lower <67% The overall pass mark for CSD 526 is 68% (C+). A pass mark of 68% in BOTH theoretical and practical components of the course is MANDATORY. Theoretical components include the midterm exam and the final exam (70% of course grade). Practical components include the Drama Student Assessment Report, the lab quizzes and the lab assignments (30% of the course grade).
CSD 528– Fall 1
1
DEPARTMENT OF COMMUNICATION SCIENCES & DISORDERS CSD 528 Faculty of Rehabilitation Medicine Fall 2014 University of Alberta
CSD 528: FLUENCY DISORDERS
Fall Term 2014 Mondays and Wednesdays 3:00-4:50pm
All lectures will be held in Corbett Hall #326 INSTRUCTOR: Deryk S. Beal, PhD, R.SLP, CCC-SLP
Assistant Professor & Executive Director, ISTAR Office: Suite 1500, College Plaza Phone: 780-492-2619 Email: [email protected] Website: http://www.istar.ualberta.ca/ISTAR%20Staff/DerykBeal.aspx Office hours: By appointment only
COURSE DESCRIPTION: A study of the development, nature and treatment of stuttering with particular emphasis on management strategies. Pre- or corequisite: SPA 501. (Restricted to MScSLP students only).
COURSE GOALS: Through class lectures, laboratory experiences and assignments this course will aim to achieve two goals: (a) to prepare students to work with individuals who have fluency disorders via information about the known causes, diagnosis and treatment of fluency disorders and (b) to introduce students to the process of clinical decision making in the area of fluency disorders including evidence based practice, scope of practice and ethical considerations.
LEARNING OBJECTIVES: The primary objective of this course is for you to gain both a theoretical and a practical knowledge base for the assessment and treatment of fluency disorders in people of all ages, with a critical focus on developmental stuttering. The lecture series incorporates laboratory sections that focus on practical clinical skills as well as corresponding assignments designed to solidify foundational knowledge necessary for future practice working with the population of people who stutter. Topics include assessment and treatment of people whoh stutter of all ages as well as critical state-of-the-art information on the causes of stuttering and its development
REQUIRED TEXTBOOK: Yairi, E. & Seery, C. H. (2015). Stuttering: Foundations and Clinical Applications, 2nd Edition. New York, NY: Pearson Education Inc.
OTHER REQUIRED READINGS: Other required readings will be provided by the instructor on the course website and/or as assigned in the tentative teaching schedule below.
RECOMMENDED RESOURCES: Guitar, B. & McCauley, R. (2010). Treatment of Stuttering: Established and emerging interventions, 1st
Edition. Baltimore, MD: Wolters Kluwer Health Lippincott Williams & Wilkons.
CSD 528– Fall 2
2
REPRESENTATIVE EVALUATIVE MATERIAL: Representative examples of questions will be provided upon request.
ATTENDANCE/PARTICIPATION: Regular attendance and participation is important to success in this course. Not all information presented in class is available in the readings, and lab activities will provide you with practice for the final practical exam. If you are unable to attend class, please notify the instructor before the class begins (or as soon as possible) and arrange to get class notes from a fellow student.
RECORDING LECTURES: Recording is permitted only with the prior written consent of the instructor or if recording is part of an approved accommodation plan. Any recording of lectures is solely for the personal use of the student to enhance their understanding of the lecture material. Students will not post, publish, or otherwise distribute recorded lecture material without the written permission of the professor. If a lecture is to be recorded, the instructor must notify the class that this is taking place. If the recorded lecture is intended for usage beyond individual study, the person making the recording may need to obtain the permission of all other individuals that appear in the recording.
TEACHING SCHEDULE (TENTATIVE):
Sept. 3 Curriculum overview and an introduction to stuttering.
Required reading: Chapter 1, 2 Sept 8 Stuttering onset and development
Required reading: Chapter 3 *Early dismissal for Faculty Welcome BBQ
Sept 10 Advanced stuttering
Required reading: Chapter 4 Sept 15 Theories and Models of Stuttering
Required reading: Chapters 5,6 Sept 17 Theories and Models of Stuttering 2
Required reading: Chapter 6 Sept 22 Theories and Models of Stuttering 3
Required reading: Chapter 7 Sept 24 Theories and Models of Stuttering 4
Required reading: Chapter 7 Sept 29 Assessment of Adults and School-Aged Children
Required reading: Chapter 8
CSD 528– Fall 3
3
Oct 1 Assessment tools
Required reading: (i) Yaruss, S. (1998). Real-time analysis of speech fluency: Procedures and Reliability Testing. American Journal of Speech-Language Pathology. Yaruss, S. & Quesal, R. W. (2006). Overall assessment of the speaker’s experience of stuttering (OASES). Journal of Fluency Disorders.
Oct 6 Assessment of Preschool-Age Children
Required reading: Chapter 9 Oct 8 MIDTERM EXAMINATION – Corbett Hall Examination Centre
Cumulative to date based on all course readings and materials Oct 13 THANKSGIVING – NO CLASS
Oct 15 Stuttering Treatment: An Overview
Required reading: Chapter 10 Oct 20 Stuttering Treatment: Focus on Stuttering and Fluency
Required reading: Chapter 12 Oct 22 Treatment tools
Oct 27 Class presentations 1
Oct 29 Class presentations 2
Nov 3 Class presentations 3
Nov 5 Stuttering Treatment: Emotional Reactions
Required reading: Chapter 11 Nov 10 FALL TERM CLASS BREAK – NO CLASS
Nov 12 Therapy for Preschool-Age Children who Stutter
Required reading: Chapter 14 Nov 17 The Lidcombe Program – Guest Lecturer: Dr. Michelle Swift
Nov 19 The Lidcombe Program 2 – Guest Lecturer: Dr. Michelle Swift
Nov 24 ISTAR Comprehensive Stuttering Treatment Program – Guest Lecturer:
Dr. Marilyn Langevin Nov 26 ISTAR CSTP 2 Guest Lecturer: Dr. Marilyn Langevin
Dec 1 Therapy for School-Age Children who Stutter
Required reading: Chapter 13
CSD 528– Fall 4
6
Dec 3 Other Fluency Disorders
Required Reading: Chapter 15 LAST DAY OF CLASS
Dec 9 TENTATIVE FINAL EXAMINATION
2pm-5pm Corbett Hall Examination Centre
EVALUATION: Assignments (3) Oct. 8, Oct. 29 -Nov 3, Nov. 12 30% Midterm Oct. 8 30% Final Exam Tentative Dec 9 2pm 40%
EXAMS: There will be one midterm examination worth 30% of the final grade and one final examination worth 40% of the final grade. Examinations will consist of questions on material covered in lectures, the textbook and required readings, laboratory sections and the assignments. The final examination will be comprehensive coving material presented over the entire course. Both the midterm and final examination will be multiple choice format
QUIZZES/ASSIGNMENTS: There will be 3 assignments worth 10% each. The assignments are due Oct. 8, Oct. 29-Nov 3 and Nov. 12 at the start of class.
MM Campbell CSD 534: Aural (Re)Habilitation Fall 2014
1
DEPARTMENT OF COMMUNICATION SCIENCES & DISORDERS CSD 534 Faculty of Rehabilitation Medicine Fall 2014 University of Alberta
CSD 534: Aural (Re)Habilitation Fall Term 2014
A 0-4L-0 [four lecture/laboratory hours per week] course offered Mondays and Wednesdays from 1:00 to 2:50 PM
Lecture/labs will be in Corbett Hall 2-07 (unless otherwise announced). INSTRUCTOR: Melanie Campbell, PhD Office: 3-77 Corbett Hall Phone: 780-492-0838 Email: [email protected] Office hours: Email or phone for an appointment COURSE DESCRIPTION FROM UNIVERSITY OF ALBERTA COURSE CALENDAR: “Study of the diagnostic and treatment strategies for communication problems associated with childhood and adult onset hearing loss. Prerequisites: SPA 505 (Speech Science), 507 (Phonological Disorders), 511 (Child Language Development and Assessment), and 515 (Hearing Science/Audiology).” COURSE GOALS: The purpose of this course is three-fold. First, it aims to build upon the foundations set in SPA 515 Hearing Science/Audiology. It focuses primarily upon the ramifications of hearing loss relative to age of onset and degree of hearing loss. Second, it strives to provide a foundation of concepts and skills that may serve as a springboard for the student who wishes to make aural (re) habilitation his/her professional specialty. Finally, it endeavors to enable all students to work effectively in interdisciplinary teams, most especially with audiologists, to meet the needs of individuals with hearing loss. The goals of the course are to: *refresh and extend knowledge from the hearing science/audiology course; *engage students in activities that require them to synthesize concepts to enable them to solve speech, voice, and language problems secondary to hearing loss; *acquaint students with educational and clinical settings where aural habilitation is addressed; *foster awareness of the multidisciplinary requirements of meeting the needs of individuals with hearing disorders; *nurture an appreciation of the psychosocial and emotional consequences of hearing loss; *engage students in critical appraisal of aural habilitation treatment methods; * foster an appreciation for benefits of technical aids, their use, and troubleshooting; *develop a solid understanding of a paradigm for addressing the speech production needs of individuals with hearing loss. This course is intended to provide the student with the academic knowledge base for clinical practice with individuals who have hearing disorders, as specified in the document Assessing and Certifying Clinical Competency: Foundations of Clinical Practice for Audiology and Speech-Language Pathology (Canadian Association of Audiologists and Speech-Language Pathologists, 2004 [p. 36]); available online at www.sac-oac.ca. See eClass for CSD 534 to read a pdf copy of the Foundations document. LEARNING OBJECTIVES: Upon successful completion of this course, students should be able to:
1. Describe the body structure and function of the hearing mechanism. 2. Describe the variety of communication methods used by deaf and hard-of-hearing individuals. 3. Describe psychosocial, emotional, educational, and vocational consequences of hearing loss. 4. Demonstrate use, maintenance, and trouble-shooting of hearing amplification devices. 5. Demonstrate understanding of the relation between acoustics of speech and speech perception in individuals
with hearing impairment. 6. Describe assessment tools appropriate to the different segments of this population. 7. Demonstrate selection and use of treatment approaches for individuals with hearing loss at a variety of ages. 8. Describe how to form and participate effectively in multidisciplinary teams serving individuals with hearing
loss.
MM Campbell CSD 534: Aural (Re)Habilitation Fall 2014
2
REQUIRED TEXTBOOK: Tye-Murray, N. (2015). Foundations of aural rehabilitation: Children, adults, and their family members (4th ed.).
USA: Delmar Cengage Learning. REQUIRED EQUIPMENT: stetoclip/stethoscope, battery tester, earmold-cleaning kit [Coordinated with the RMSA.] PAST (OR REPRESENTATIVE) EVALUATIVE MATERIAL: The instructor will provide students study guides with representative examples of questions. ATTENDANCE/PARTICIPATION: Regular attendance is important to success in this course because not all information will be available in the assigned readings. If you are unable to attend class, please notify the instructor before the class begins (or as soon as possible) as a professional courtesy. For some in-class and outside laboratory activities, students will earn clinical audiology hours to put toward certification requirements of Speech-Language Pathology and Audiology Canada, but they must provide evidence of attendance by signing an attendance sheet circulated by the instructor.
MM Campbell CSD 534: Aural (Re)Habilitation Fall 2014
3
TEACHING SCHEDULE (TENTATIVE): Session Dates
Topic Readings from text: Foundations of aural rehabilitation
Sep 3 Aural (Re) Habilitation – Whose Responsibility Is It? Chapter 1
Sep 8 Sound Sense - Cindy Gordon and Susanne Martin Bridges Support Services
Materials on eClass
Sep 10
The Adult with Hearing Loss
Chapters 2 - 11 Sep 15 Sep 17 Sep 22 Sep 24 Sep 29
The Older Adult with Hearing Loss
Chapter 12
Oct 1 Oct 6 Oct 8
Oct 13 Thanksgiving
Oct 15 Oct 20 Mid-Term Exam Oct 22
The School-Aged Child with Hearing Loss
Chapter 15 Oct 27 Oct 29 Nov 3 Nov 5
Nov 10 Remembrance
Day Holiday
Nov 12
The Very Young Child or Infant with Hearing Loss Special Guest Lecturer and Adjunct Professor: Dr. Kathryn Ritter for
Four Sessions
Chapters 13, 14, 16 & 17
Additional materials from
Dr. Ritter on eClass
Nov 17 Nov 19 Nov 24 Nov 26
Dec 1 Dec 3 Review Session Dec 8 NB: Final Exam at 2 PM in CH 2-44 Exam Centre
EVALUATION:
P/F Complete at least two hours of participation in a planned activity related to elderly people with hearing impairment, scheduled during regular class time
30% Completion of Sound-Sense Hearing Loss Prevention Presentations to Two Elementary Schools (to all interested grade-six classrooms within each)
35% A Mid-term Exam 35% A Final Exam
EXAMS: The exams will not be cumulative. They will be based on activities, lectures and readings, including those given by guest speakers. They will comprise multiple-choice questions and one short essay question. ASSIGNMENTS: The delivery to all interested grade-six classrooms within two schools (by each individual student) of Sound Sense in-service activities for grade-six students concerning prevention of hearing loss: A chronology-of-contact form must be updated, reviewed with the instructor with evidence of accuracy, and sent electronically to the instructor for every school contacted. Brides Support Services Sound Sense required documents must be returned the day following presentations, for documentation and statistics, to the funding foundation. Presentations will earn students “countable” audiology hours to put toward meeting SAC requirements.
Rev. Oct. 30, 2013 INT D 410 Course Outline (Winter 2014) – Regular Sections p. 1
INT D 410: Interprofessional Health Team Development Health Sciences Education and Research Commons, Health Sciences Council, University of Alberta
Course weight: ∗3, 30 hours, 10 weeks, Winter 2014 Regular Sections: One 3-hour class weekly (Tue 14:00-16:50, Tue 18:00-21:00 or Thur 18:00-21:00)
Classrooms assigned in eClass: https://eclass.srv.ualberta.ca/portal/
Course Coordinator: Dr. JoAnne Davies, Phone: 780-492-9519 Office: HSERC, 2-263 ECHA; Phone: 780-492-0110
Email: [email protected] Office Hours: appointments available by email or phone
Section Facilitators:
Name Contact Details
Calendar Course Description: INT D 410 is a process learning course intended to provide knowledge, skills and experience in building interprofessional (IP) health care teams and is comprised of students in various professional programs. Through participation on an interprofessional team of up to 8 students, participants will build their knowledge and skills in the course’s four core IP competencies: communication, collaboration, role clarification and reflection. Emphasis is placed on team processes and tasks while recognizing the unique contributions of patients, families and professionals in working collaboratively to maintain health. (Offered jointly by the following faculties: Agricultural, Life and Environmental Sciences; Medicine and Dentistry; Nursing; Pharmacy and Pharmaceutical Sciences; Physical Education and Recreation; and Rehabilitation Medicine.) Rationale: INT D 410 was developed almost 20 years ago in response to growing calls for interprofessional teamwork in the health workplace. With the increasing financial and human resource strain on the health care system today, this call is even more pertinent. The health workforce requires graduates who are workforce-ready, and equipped with the knowledge, skills and attitudes needed to meet increasingly complex patient needs, changing practice environments, ever-evolving practice technologies and increased professional specialization. In addition, these practitioners must provide increasingly integrated and patient/client, family and community-centered care. Professional licensing bodies, standards of practice and academic accreditation standards require that students and practitioners develop interprofessional team skills in order to practice. Scholarship in interprofessional education suggests that students develop the interprofessional team skills required by “learning from, with and about each other” with the goal of improving patient care (Center for the Advancement of Intprofessional Education, 2002)1. INT D 410 offers an opportunity for this type of learning to take place early in students’ academic program, in order to create a foundation that can be built on through their academic and professional careers. Course Conspectus: To enable students to build the knowledge, skills and attitudes required to promote interprofessional relationships and knowledge exchange between professions in health service delivery, with a view of enhancing patient care.
1 Centre for the Advancement of Intprofessional Education. (2002). Retrieved September 27, 2010, from: http://www.caipe.org.uk/about-us/defining-ipe/.
Rev. Oct. 30, 2013 INT D 410 Course Outline (Winter 2014) – Regular Sections p. 2
Core Competencies: In INT D 410, students develop 4 core interprofessional competencies that have been identified as foundational for interprofessional team practice. The principles of patient-centred care are woven throughout these competencies.
• Communication: communication skills which enhance interprofessional team function • Collaboration: interprofessional team process skills which achieve common goals • Role Clarification: understanding of own role and the roles of others in an interprofessional context • Reflection: critical evaluation of professional and team practice in an interprofessional context
Competencies are performed at 2 levels in INT D 410: • Exposure: Explore concepts, values and contexts; practice skills • Immersion: Apply knowledge and skills; analyze concepts, values, and contexts
Students may work toward a third level of competency performance as they pursue their academic and professional careers: • Integration: Use and adapt knowledge and skills in practice; translate knowledge; seek new knowledge; act for change
Instructional Strategies:
Process Learning invites students to interrogate the processes through which they, individually and as a team, interact with each other, think about problems and reach decisions. Students develop more effective and dynamic processes and learn about the implications of process on their interactions and on decisions and outcomes. The scenarios and class activities used in the course provide the ‘context’ within which these skills can be practiced, and competencies developed. Discovery Learning provides students with scenarios/problems to investigate as a team. Each team member gathers relevant information from their disciplinary perspective outside of class time, in order to contribute to the team’s decisions and actions. Peer Teaching offers students the opportunity to educate each other on the roles and perspectives of their profession and build interprofessional relationships and understanding. Course Expectations: Individual Expectations: Students are expected to approach course interactions with a positive attitude and respect for teammates, other teams and section facilitators. Students will also come prepared to actively participate in class discussions by critically reading and reflecting on materials before class. As early as possible, students are expected to inform teammates as well as section facilitators of absences, and to negotiate to support the team and make-up missed assignments. Team expectations: Teams are expected to take part in analyzing their own team process, particularly by making use of the Team Expectations they develop at the beginning of the course to help deal with issues that arise within their group. Teams will create constructive feedback that conveys the impact of behaviours and expectations for future behaviours to members who are not contributing constructively. Failure to act in a professional manner: Unconstructive behaviours or attitudes that negatively affect others are considered unprofessional and often have a significant impact later on in students’ training and in the workplace. Frequent failure to arrive at class or team meetings prepared and on time, and failure to engage in team discussions constitute unprofessional behaviour. If those behaviours continue in spite of feedback from team members and/or facilitators, this may result in a no-credit recommendation. Academic Integrity: “The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.uofaweb.ualberta.ca/secretariat/studentappeals.cfm) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University” (GFC 29 SEP 2003). Duty to Accommodate: Any students who have learning disabilities, physical or mental health conditions that may impact participation in the course should consult the SSDS office; see: http://www.uofaweb.ualberta.ca/SSDS/.
Rev. Oct. 30, 2013 INT D 410 Course Outline (Winter 2014) – Regular Sections p. 3
Class Schedule
Class Date (Tue or Thu) Class Topic 1 Jan 7 or 9 Introduction to INT D 410, formation of student teams 2 Jan 14 or 16 Role Clarification: Introduction to Roles on an Interprofessional Team 3 Jan 21 or 23 Patient-Centred Care: The Patient as a Team Member 4 Jan 28 or 30 Communication: Harm Reduction, Patient Safety, Fostering Teamwork 5 Feb 4 or 6 CAM Fair (Complementary & Alternative Medicine) 6 Feb 11 or 13 Case Conference A: Standardized Patient Interviews (teams 1-3 interview, teams 4-6 observe) Feb 18 or 20 Reading Week – No Classes
7 Feb 25 or 27 Case Conference B: Standardized Patient Interviews (teams 4-6 interview, teams 1-3 observe) 8 Mar 4 or 6 Team Conference/Case Study: Mr. Mysenko, giving and receiving feedback 9 Mar 11 or 13 Team Objective Structured Clinical Examination (TOSCE)
10 Mar 18 or 20 Course Wrap-up, team presentations
Assessment
Assignments and activities not covered in this chart are completed and discussed in-class only. Feedback on such uncharted work can be verbal and informal. All written assignments are due at the beginning of class on the week stipulated below. Most readings and class materials will be provided in eClass; facilitators will provide some printed materials in class.
Assessment Weight Due Date Type Professionalism (includes attendance and participation, 5% deducted for each class missed up to a maximum of 15%)
15% Weekly Individual
Online activities 10% Various Individual Patient-centred care written reflection 10% Week 4: Jan 28 or 30 Individual TOSCE (Team Objective Structured Clinical Examination) 25% Week 9: March 11 or 13 Team Presentation on patient-centred care/interprofessional teamwork 25% Week 10: Mar 18 or 20 Team Final course written reflection 15% Week 10: Mar 18 or 20 Individual
Grading: • Students Receive Credit or No-credit (Pass/Fail) at the end of the course • Students must achieve 70% in the course to receive Credit
Professionalism This course is based on process learning, requiring attendance and participation. In order to receive the 15% designated for professionalism, students must attend all ten classes for the entire class period, participate actively in team/class activities and conduct themselves in a professional manner. Professionalism marks are awarded at the discretion of section facilitators. 5% will be deducted for each absence up to a maximum of 15%. To receive credit for a missed class, students may submit a 1-2 page reflection on interprofessional teamwork relevant to the topics covered in the class they missed. Absence Policy: In cases of any absence, students must notify their section facilitators and their team members as soon as possible, preferably in advance via email. An email should also be sent to the course coordinator ([email protected]). The student is also required to follow-up with their team to negotiate how they may contribute to any outstanding work related to the absence. Absence due to illness, domestic affliction, or religious conviction: In cases where one class is missed, email documentation will be reviewed at the end of the semester, and considered when credit/no-credit recommendations are made. In cases where attendance at the missed class would make the difference between a Credit and No-Credit recommendation, the mark-weight for the documented missed class will be deferred to the classes attended (i.e. the total mark for attendance may be distributed over 9, rather than 10, classes).
Rev. Oct. 30, 2013 INT D 410 Course Outline (Winter 2014) – Regular Sections p. 4
Absence due to attendance at a University Event: In accordance with university policy, attendance at the following three types of events may be considered for deferral: • Participation in a University sports competition • Presentation of a scholastic paper at a scientific or professional meeting • A meeting at which the student is representing the University Requests for deferral must be submitted to the course coordinator via email ([email protected]) at least two weeks in advance of the event. Requests will be granted on an individual basis. If the request is granted, the student must notify their section facilitators and team of their absence, and negotiate how they may contribute to the team discussion in advance of the absence, and follow-up with the team after the absence. To receive credit for the missed class, the student must also submit a 1-2 page reflection on interprofessional teamwork relevant to the topics covered in the class they missed. Email documentation will be reviewed at the end of the semester, and considered when credit/no-credit recommendations are made. In cases where attendance at the missed class would make the difference between a Credit and No-Credit recommendation, the mark-weight for the documented missed class will be deferred to the classes attended (i.e. the total mark for attendance may be distributed over 9, rather than 10, classes). Multiple Absences: In cases where two or more classes are missed for any reason, the case will be reviewed by section facilitators, the course coordinator, and relevant administrators from the student’s home program in order to determine appropriate remediation and support for the student.
Written Reflections Reflections are integrated to help students explore thoughts and ideas throughout the course. An interprofessional reflection guide has been provided to support this skill and is available in the ‘Team Skills’ folder on eClass. Formal written reflections should be approximately 1-2 double-spaced, typed pages with 12pt font, excluding the reference list. All in-text references and reference lists must be provided in an approved and consistent citation format. NLM and APA are examples of acceptable citation styles. For a guide to common citation styles, visit the University of Alberta Libraries: http://guides.library.ualberta.ca/content.php?pid=57725&sid=1857812. A reflection grading rubric is also available in eClass.
TOSCE (Team Objective Structured Clinical Examination The TOSCE (Team Objective Structured Clinical Examination) is the final exam for INT D 410, weighted at 25%. Facilitators observe the team as they conduct an interview with a Standardized Patient. The observers will be assessing principles of patient-centred care and the 4 core interprofessional competencies: communication, collaboration, role clarification and reflection. The TOSCE evaluation rubric is available to students in eClass. The case scenario and instructions on how the TOSCE is run will be provided to students one week in advance. Absences due to illness, domestic affliction or religious conviction may lead to a deferred exam at the course coordinator’s discretion. Section facilitators, the course coordinator, and the student’s team must be notified of a requested absence from the TOSCE as early as possible. Requests will be granted on an individual basis. If the request is submitted 2 or more weeks in advance of the TOSCE, the team may elect to choose a new date for the TOSCE – all team members must agree to this option. If the request is received less than 2 weeks before the TOSCE, or if the team cannot agree on a new date for their TOSCE, the case will be reviewed by section facilitators, the course coordinator, and relevant administrators from the student’s home program in order to determine appropriate remediation and support for the student. University policy regarding absences from final exams can be found at: https://www.registrar.ualberta.ca/calendar/Regulations-and-Information/Academic-Regulation/23.5.html#23.5.6
Policy about course outlines can be found in Section 23.4(2) of the University Calendar.
