NEUROGENIC COMMUNICATION DISORDERS I

COMD 6377-001 SPRING 2006

Tuesday & Thursday 1-2:15 p.m.
Auditorium (Rm. 114)

Instructor: Gloria Streit Olness

Office: Callier Center, Dallas (South) Campus, A-125
Office Phone: 214-905-3102
Office Hours: 2:15-3:15 Tuesdays
12:00-1:30 Fridays
Or by appointment

Core reading resources:

Brookshire, Robert H. (2003). Introduction to Neurogenic Communication Disorders, Sixth

Edition. St. Louis, MO: Mosby.

LaPointe, Leonard L. (2005). Aphasia and Related Neurogenic Language Disorders, Third
Edition. New York, NY: Thieme.

Additional key resources:

Handouts (some that you will print or complete on your own) and case studies

What you can expect to achieve in this course

This course is designed to develop your ability to critically think through the clinical, practical,
and personal issues faced by clinicians and clinician-researchers in the profession of speech-language
pathology, regarding assessment and treatment of adult neurogenic language/communication disorders.

Your development of fundamental knowledge on the nature of aphasia, dementia, traumatic brain
injury, and right-hemisphere syndrome—and some means of assessing and treating them—will act as
input to the more important pedagogical process of grappling with clinically relevant questions (arranged
in increasing order of challenge to our profession):

1) Assessing/integrating what we know: Which are the key facts, definitions, and factors?
2) Understanding how we reached these conclusions: What is our evidence? What is our
rationale?
3) Acknowledging the uncertainty of knowledge: What questions do we still need to answer?
4) Applying our knowledge to clinical practice: What are the implications of our conclusions?

You (and I) will have fully succeeded in this course if you develop the ability to address the four
preceding questions substituting “we/our” with “I/my”. You’ll succeed professionally when your answers
to these questions shape your clinical practice. This course is not designed to make you fit into a mold,
but to break you out of the mold, in a culture of clinical practice that is in a constant state of flux. This
works toward the ultimate goal: the betterment of the lives of individuals with neurogenic disorders of
language/communication.
What this achievement will take on your part:

1) Completion and digestion of readings and handouts, using guidelines provided in class
2) Consistent attendance and participation in class. “Participation” is manifested differently for
different people
3) Approximately 2 hours of work and thinking outside of class for every hour in class
4) Regular feedback to the instructor, especially on Tuesday Feedback exercises
5) Active participation in your small group’s preparation of two (2) Integrative Summaries
6) Participation in an optional study group, especially if this fits your learning style
7) Careful review prior to assessments, as well as careful review of comments on the assessments
when they are returned to you. Use post-assessment feedback as a learning opportunity

Please bring index cards and blank paper to each class.

My commitment as instructor:

1) Careful selection of readings, materials, case studies and lecture content

2) Guidance in how to approach assignments
3) Non-judgmental feedback on your development towards the goals of the course prior to
assessment. A primary mechanism for this will be the Tuesday Feedback exercises, feedback
on the two Integrative Summaries, discussion in class, and office hours.
4) Timely feedback on Tuesday Feedback exercises, Integrative Summaries, and Assessments
5) Weekly availability in office hours
6) Help in arranging optional study/discussion groups (by request) outside of class, if this fits
your learning style.

Assessing your development

Your performance in the course will be assessed based on the goals of the course (“What you can expect
to achieve in this course”, above). Thus you will be expected not simply to recall (which is a pattern you
surely mastered as an undergraduate), but rather to use what you have learned to reason through problems,
clinical cases, and issues. Emphasis will be placed on your progress during the course combined with
your level of development at the end of the course. Assessments will be cumulative.

Participation and progress on Tuesday Feedback Exercises—@20%

Two Group Integrative Summaries of assessment and treatment publications—@15% (combined)
Midterm cumulative assessment—@20%
Final cumulative assessment—@45%
 Closely Approximated Chronology of the Course

Philosophy of the course and introductions

January 10

Our motivation: The patient

January 12
Readings to integrate: LaPointe pp. xi- xiii, and Chapter 1.
ASHA Code of Ethics
http://www.asha.org/about/ethics/ (click on “Code of Ethics”)

Plus: Discussion of Group Integrative Summaries, including presentation by

Dr. Allen Clayton, Callier Librarian

Neuroanatomy, neurology, localization, and neuropathology

January 17, 19, 24, 26 and 31

Readings to integrate: Brookshire Chapters 1, 2, 4, and 9 (pp. 383-397 only)
LaPointe (Chapter 2, Thompson)

January 24 is target date for formation of groups for your Group Integrative Summaries

General nature of assessment and treatment

February 2
Readings to integrate: Brookshire Chapters 3 and 6
LaPointe, Chapter 3

Nature of aphasia, its assessment, and its treatment

February 7, 9, 14, 16, 21

Readings to integrate: Brookshire Chapters (4), 5 and 7
LaPointe Chapters 8, 9, 10, 11, 12

Feb 9 is target date for selection of the two articles for your Group Integrative Summaries

Nature of dementia, its assessment, and its management

February 23

************Midterm Cumulative Assessment**********

February 28

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Nature of dementia, its assessment, and its management (continued)

March 2 (Guest presentation)

Readings to integrate: Brookshire Chapter 10
LaPointe Chapter 13 (Bourgeois)

************Spring Break**********

March 7 and 9

**********************************

Nature of dementia, its assessment, and its management (continued)

March 14
Readings to integrate: Brookshire Chapter 10
LaPointe Chapter 13 (Bourgeois)

March 14 is target date for completion of the first Group Integrative Summary

Nature of right-hemisphere syndrome, its assessment, and its treatment

March 16, 21
(March 23, no class. TSHA)
March 28, 30
Readings to integrate: Brookshire Chapter 8
LaPointe Chapter 14 (Blake)

Nature of traumatic brain injury, its assessment, and its treatment

April 4, 6, 11, 13
Readings to integrate: Brookshire Chapter 9
LaPointe Chapter 15 (Adamovich)

April 4 is target date for completion of the second Group Integrative Summary

Practical considerations in clinical practice (guest lecture)

April 18
Readings to integrate: ASHA Code of Ethics (reprieve)

Rainy day make -up, and final integration

April 20

************Final Cumulative Assessment**********

April 27, 11:00am
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 ASHA objectives that will be met
Students will be able to:
1. Identify normal and abnormal language as it pertains to adult language disorders.
(Std. III-C,III-D)
2. Describe etiologies and basic characteristics of adult language disorders.
(Std. III-C,III-D)
3. Describe assessment and intervention strategies for adult patients with language disorders.
(Std. III-A,III-C,III-E)
4. Use assessment data to develop treatment plans for adults with language disorders.
(Std. III-A, III-C, III-E)
5. Evaluate patient progress and treatment efficacy. (Std. III-G)
6. Understand ethical issues that impact assessment and treatment of adults with language disorders.
(Std. III-H)

This course has been designed to ensure that students demonstrate required knowledge and ability as
outlined in the Standards and Implementations for Certificate of Clinical Competence in Speech-
Language Pathology. The specific standards addressed in this course are:

Standard III-A
The applicant must possess skill in oral and written communication sufficient for entry into professional
practice. Demonstrated via class discussion and exams.

Standard III-D
The applicant must possess knowledge of the nature of speech, language, hearing and communication
disorders and differences and swallowing disorders, including etiologies, characteristics, and
anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.
Demonstrated via class discussion and exams.

Standard III-E
The applicant must possess knowledge of the principles and methods of prevention and assessment, and
intervention for people with communication disorders, including considerations of
anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates of
the disorder.
Demonstrated via class discussion and exams.

Standard III-F
The applicant must demonstrate knowledge of standards of ethical conduct.
Provided via class lecture and readings and demonstrated via class discussion and exams.

Standard III-G
The applicant must demonstrate knowledge of processes used in research and integration of research
principles into evidence based clinical practice.
Provided via class lecture and readings and demonstrated via class discussion and exams.

Standard III-H
The applicant must demonstrate knowledge of contemporary professional issues.
Provided via class lecture and readings and demonstrated via class discussion and exams.