SPAU 4V90

Development & Design of Therapeutic Resources

Syllabus

Instructor: Karen Kaplan

E-Mail: kkaplan@yahoo.com or kkaplan@utdallas.edu
Office: Callier Richardson Rm. 1.342 Phone: 972-883-3653
Office hours: Tuesday/Thursday 11:00-12:00 or by appointment

Course Description: Students will learn to design, create, modify or individualize therapeutic
materials for use in various clinical settings. They will develop and design lesson plans and
materials for children, adolescents and adults, for use with common treatment goals found in
communication disorders. Students will learn about extrinsic and intrinsic reinforcement and
design appropriate materials.

Course Objectives:

To review the principles of session design and basic training protocols

To produce a collection of materials, corresponding to lesson plans that for use in a variety of
treatment settings

To create lesson plans to correspond to common treatment goals for child and adult
communication disorders

To create a reference list of sources for materials including books, websites, and publishing
companies.

*No text is required for this course, however between $50 -$100 dollars will be necessary
to purchase the supplies needed for making or buying therapy materials.

** Students will be responsible for reading supplementary material throughout the course.

Class Dates

Jan 9 Introduction; Course Requirements

16 No Class - Martin Luther King Jr. Day
23 Articulation and Phonology - Preschool - 3-5
30 School age - 6-8 *Game Day
Feb 6 Older school age - 9-11
13 Language Birth – 2
20 3-5
27 5-8 *Game Day
Mar 6 Spring Break
13 8-10
20 11-18
27 Adult - Neurogenics
Apr 3 “
10 Apraxia
17 Dysarthria
24 Oral motor –Adult/Child Therapy Resource Box due
Course Policies

1. Class attendance: The ideas and materials created by class members are the focus of class
meetings. Regular attendance and participation are required. Absences will have a negative
impact on the course grade. Handouts not received because of absence are to be requested
from the instructor during office hours (not from fellow students)
.
2. Evaluation and Grades: The course grade will be determined as follows:

40% Therapeutic materials made and demonstrated in class

30% Resource Box –
15% Organization
15% Contents
15% Clinical activities and lesson plans
15% Organization of Notebook

3. Academic Honesty Policy: Students must to do their own work on all projects and
graded material submitted for meeting course requirements. Students must provide
reference sources for ideas for treatment plans or materials if they are not their own.
Course Requirements
Create a box in which all therapy resources developed during the course will be placed.

Therapy Resource Notebook

Lesson plans
33 of your creation as assigned
Those shared by your classmates
List of reference materials:
Bibliographies
Companies and catalogs
Websites
Commercial therapy programs
Computer program

Students will collect the following for their resource box:

Circle Activities
Songs and finger play
Stories, fairy tales and nursery rhymes
Show and tell

Literature useful in therapeutic situations for different age groups:

Books
Magazines
Felt board stories
Puppet stories

Puppets, dolls, and stuffed animals

Games
*1. Choose a board game from a store (Target, Wal-Mart, etc)
Modify the rules so that the game can be used as a therapy tool.
Write a lesson plan for a specific activity for which you will use this game.

2. Create folder games for use in articulation and language therapy

Pictures and Picture files

1. Articulation – sorted by sounds listed in articulation section
2. Language – common objects

Extrinsic reinforcers
Tokens
Manipulatives

Intrinsic reinforcers
Manipulatives
Arts and crafts projects
Food preparation/recipes

Arts and Crafts materials

 TREATMENT TARGETS

January 23, 30 February 6

I. Articulation and Phonology

A. Articulation (3 sounds, 1 goal each)

:
1. Meaningful contrast of the target sound and his/her production of the target by
distinguishing pictures of both
2. Correct production of target sound in initial, medial and final position of words
3. Correct production of target sounds in the context of structured sentences
4. The correct production of target sounds in conversational speech situations

(Use the following sounds, most commonly found in error, for creating lesson plans)
/r/
/s/
/k/
/g/
/l/

B. Phonological Awareness Skills (1)

To improve perception of phoneme relationships in order to facilitate decoding skills
through:
1. Rhyming
Identification
Expression
2. Sentence Segmentation
3. Word segmentation
C. Patterns Based on Phonological Processes

1. Syllable Structure Processes (1)

a. Final consonant deletion
b. Unstressed syllable deletion
c. Reduplication
d. Epenthesis
e. Cluster reduction
2. Substitution Processes (1)
a. Shift in place of articulation
i. Fronting
ii. Backing
b. Shift in manner of articulation (2)
i. Gliding of liquids
ii. Stopping
iii. Affrication
iv. Deaffrication
v. Vocalization
vi. Denasalization
3. Assimilation Processes (1)
a. Velar assimilation
b. Labial assimilation
c. Prevocalic voicing
d. Devoicing of final consonants
e. Metathesis
February 13, 20, 27, March 13, 20

II. Language Targets

1. Basic Vocabulary – Expressive/Receptive
To increase the Concrete words that name specific things
a. Names (nouns) of manipulable objects (4 CATEGORIES)
i. Toys
ii. Food
iii. Clothing
iv. Personal belongings
v. Family members

(CHOOSE 2 OF THE FOLLOWING)

b. Verbs
c. Adjectives to describe objects and people
e. Recall of known vocabulary to improve expression of ideas
Fill in semantically appropriate word in cloze sentence
Provide semantically similar words given a word in context
Name more items of a category
f. Culturally and linguistically relevant words

2. Phrases (2)
a. Simple phrases
Combine words – adjective+noun - that are reliably produced
b. Two-word utterances
c. Two- or three- word utterances

3. Morphological and Syntactic Elements (5)

a. Morphological features that help build a language repertoire
b. Present progressive –ing
c. Prepositions
Regular plurals/Irregular plurals
Possessives
Articles
Regular past tense/Irregular past tense
d. Morphological features that help expand the multiword utterances into
syntactically more correct utterances or complete sentences
e. Pronouns – (with already taught sentence structures)
f. Questions involving who, what, where, when, why, how
g. Negative sentences involving no, no, nothing

4. Pragmatics - Functional Units and their Social Use (2)

a. Requests
b. Descriptive statements about people or events
c. Topic initiation
d. Topic maintenance
e. Turn taking in conversation
f. Conversational repair
g. Narrative skill
h. Culturally appropriate pragmatic communicative behaviors

5. To improve the understanding and use of the language of classroom material

 III. Adult Neurogenic Targets

A . Aphasia March 27, April 3

Expressive
(CHOOSE 2 #1-4)

1. Gestures paired with verbal expressions

Establishing pointing/gestures
2. Single word tasks
Responsive naming
Verbal descriptive phrase
Confrontation naming
Name visual stimulus
3. Phrase length responses
Sentence completion activities
4. Sentence level formulation
Describe pictures
Explain function of objects
Respond to direct questions

5. Word retrieval (1)

Trigger verbal production
Automatic sequences
Paired verbal associations
Sentence completion
Idiomatic expressions
Alternative words
Rhyming words
Phonemic cues
Writing initial letter, syllable
Category cues
Gesture or pantomime cues

Receptive - Auditory comprehension of spoken language (3)

1. Follow commands – simple to complex

2. Object identification
3. Picture identification
4. Respond to yes/no questions – simple to complex
5. Respond to questions about information
Sentence level
Paragraph/article level
Abstract information

B. Verbal Apraxia April 10

(CHOOSE 3)

1. Nonspeech movements
2. Misarticulated but correctly imitated speech sounds
3. Sounds that are produced with visible movements of the articulators
4. Singletons and clusters
5. Most frequently occurring sounds
6. Stressed syllables
7. Gesturing and writing
8. Rhythm
9. Normal prosody
 C. Dysarthria April 17
(CHOOSE 3)

1. Appropriate posture and tone and improved strength of muscles

2. Improved respiratory management for speech
3. Improved phonatory behaviors
4. Improved articulatory skills
5. Improved resonance characteristics
6. Improved prosody
7. Nonverbal or augmentative means of communication

IV. Oral Motor Skills (Child/Adult) April 24

(CHOOSE 3)

1. Independent movement of the tongue from lips and teeth

2. Independent movement of the back of the tongue from the tongue tip
3. Independent movement of tongue tip form tongue body
4. Independent movement of tongue tip from the jaw
5. Lateral margin stabilization of tongue
Lesson Plan Format

Goal: The behaviors the client should achieve because of this activity

Treatment Process: Instructions for use of the materials to achieve the goal

Performance Data: What the client and clinician will actually do with the
materials

Materials: The materials to be used

Variations: Alternative ways to achieve goal with materials