Neurogenic Communication Disorders II

Course Syllabus
Spring 2006

Instructors: Felicity Sale, M.S., CCC/SLP

Work #972-883-3655
Email: felicity.sale@utdallas.edu
Office hours by appointment/1.336 Callier Richardson

Lucinda Dean, M.S., CCC/SLP

Phone: wk#972-883-3654
Email: lucinda.dean@utdallas.edu
Office hours by appointment/1.340 Callier Richardson

Class Schedule: Tuesday/Thursday 1:00-2:15

Callier Dallas Campus J.108
January 10 – April 20, 2006
Class Midterm – February 23, 2006
Class Final – April 25, 2006

Class Text: Helm-Estabrooks, Nancy and Albert, Martin L., (2004) Manual of
Aphasia and Aphasia Therapy

Gillis, Rita J., (1996) Traumatic Brain Injury: Rehabilitation for Speech-
Language Pathologists Boston, MA: Butterworth-Heinemann

Course Purpose: This purpose of this class is to develop a greater understanding of the treatment of adult
clients with neurogenic communication disorders in the continuum of care. The treatment of language and
cognitive/communication disorders associated with aphasia, traumatic brain injury, right hemisphere lesion, and
dementia will be stressed.

Grades: This course will be divided into two sections. The first section will run from August18 through
October 4. This section, presented by Lucinda Dean, will provide information regarding treatment of
aphasia and dementia across the continuum of care. The second session, presented by Felicity Sale, will run
from October 6 through November 22, 2005 and will provide information regarding treatment of adults who
have suffered from a traumatic brain injury and right hemisphere lesion.

Grading:
1. Midterm Exam: Covers first section; February 23
2. Final Exam: Covers second section; April 25
*You are responsible for information in the lectures as well as information in the required texts. You
must have a passing grade on each exam to pass the course.
3. Two Treatment plans: A case study will be provided in the first and second sections. The student will
determine 5 appropriate goals and 5 appropriate treatment activities based on the case study presented.
The first case study will be handed out on February 16 and will be due on February 21. The second
case study will be handed out on April
Midterm Exam 40%
Case Study #1 10%
Case Study #2 10%
Final Exam 40%

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Objectives:
1. The student will be able to identify normal and abnormal language as it pertains to adult language
disorders. (Std.III-B, III-C, III-D)
2. The student will be able to describe intervention strategies for adults with language disorders in a
variety of settings. (Std. III-A, Std III-C, III-D)
3. The student will be able to write an appropriate treatment plan for adult patients in a variety of
settings with a variety of linguistic, socioeconomic, and cultural differences. (Std. III-D, III-F,
IV-B)
4. The student will be able to determine appropriate educational materials and community resources
for adult patients. (Std. III-D, IV-B)
5. The student will be able to determine ethical issues that will impact treatment of adult patients. (Std.
III-E, III-G)
6. The student will be able to demonstrate appropriate data collection and treatment documentation for
adult patients. (Std. III-D, III-G, IV-B)
7. The student will be able to determine appropriate treatment activities for a variety of adult patients in
varying settings with a variety of linguistic, cultural, and socioeconomic differences. (Std. III-D, III-
F, III-G)
8. The student will demonstrate knowledge of professional and ethical issues as related to treatment of
adult language disorders. (Std. III-G, III-E)

Knowledge Outcomes:
Standard III – B
The applicant must demonstrate knowledge of basic human communication and swallowing processes, including
their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Provided during class lectures and readings; as evidenced by class discussion of topics and readings, case studies, and exams
Standard III-C
The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication
disorders and differences and swallowing disorders, including their etiologies characteristics,
anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams
Standard III-D
The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention
for people with communication and swallowing disorders, including consideration of anatomical/physiological,
psychological, developmental, and linguistic and cultural correlates of the disorder.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams
Standard III-E
The applicant must demonstrate knowledge of standards of ethical conduct.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams
Standard III – F
The applicant must demonstrate knowledge of processes used in research and the integration of research
principles into evidence-based clinical practice.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams
Standard III – G
The applicant must demonstrate knowledge of contemporary professional issues.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams
Standard IV – B
The applicant must possess skill in oral and written or other forms of communication sufficient for entry into
professional practice.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings, class studies, and exams

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Class Schedule:
Date Topic Required Reading
January 10 and 12 Introduction and Foundations for Ch. 12 Aphasia Therapy: Using a Process
Therapy Approach and Operational Framework
January 17, 19, 24, and Hierarchy of Aphasia Treatment Ch. 13 Setting Functional Goals for
26 Aphasia Therapy
Ch. 14 Voluntary Control of Involuntary
Utterances
Chapter 15 Treatment for Aphasic
Perseveration
Ch. 16 Melodic Intonation Therapy

January 31 Acute Care Setting and Rehabilitation
February 7 and 9 Setting
Speaker: Parkland Hospital
February 14, 16, and 21 Long Term Care, Home Health Care,
and Outpatient Treatment
Assessment and Treatment of Dementia
Speakers: Center for Brain Health
February 16 Case Study #1 handed out
Ch. 17 Sentence Production Program for
Aphasia
Ch. 18 Visual Action Therapy
Ch. 22 Treatment for Wernicke’s Aphasia
Ch. 24 Group Therapy for Aphasia
Ch.. 23 Cognitive Approach to Improving
Auditory Comprehension
Ch. 21 Computer Alternative and
Augmentative Approaches to Nonfluent
Aphasia

February 21 Case Study #1 due at the beginning of

class
February 23 Midterm evaluation

February 28 Introduction Ch. 5 The Nature of Cognitive

March 2 Cognitive-Communication Impairment and Communicative
in TBI Impairment
Ch. 6 Cognitive-Communicative
Rehabilitation
March 14 and 16 Approaches to Rehabilitation Ch. 2 Models of Rehabilitation and Types
TBI in Acute Care Setting of Programs
Ch. 4 Medical Management
Ch. 7 Acute Rehabilitation
pgs. 171-183
March 21 and 23 TBI in Acute Rehabilitation Setting Ch. 7 Acute Rehabilitation (cont) pgs.
Speaker 183-194
Amy Maddox, M.S, CCC
Baylor Institute for Rehabilitation
March 28 and 30 TBI in Subacute, Long Term Care and Ch. 8 Postacute Rehabilitation and
Postacute Care Settings Community Integration
Ch. 11 Family Issues
April 4 and 6 Cognitive-Communication Impairment
in RHD
April 11 and 13 RHD in Acute Care and Acute
Rehabilitation Settings
April 18 and 20 RHD in Subacute, Long Term and
Postacute Care Settings
April 18 Case Study #2 Due
April 11 Case Study #2 handed out

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April 18 Case Study #2 due at the beginning of
class
April 25 Final Examination

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