Neurogenic Communication Disorders II

Course Syllabus
Fall 2005

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
August 18, 2005 – November 29, 2005
Class Final – November 29, 2005

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; October 4
2. Final Exam: Covers second section; November 29
*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 September 27 and will be due on September 29. The second
case study will be handed out on
Midterm Exam 40%
Case Study #1 10%
Case Study #2 10%
Final Exam 40%

7/20/05
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

7/20/05
Class Schedule:
Date Topic Required Reading
August 18 and 23 Introduction and Foundations for Ch. 12 Aphasia Therapy: Using a Process
therapy Approach and Operational Framework
August 25 and 30 Hierarchy of Aphasia Treatment Ch. 13 Setting Functional Goals for
Aphasia Therapy
September 1, 6, and 8 Acute Care Setting and Rehabilitation Ch. 14 Voluntary Control of Involuntary
Setting Utterances
Ch. 16 Melodic Intonation Therapy
September 13 and 15 Acute Care and Rehabilitation Settings Ch. 17 Sentence Production Program for
Continued Aphasia
Speaker: Parkland Hospital Ch. 18 Visual Action Therapy
Ch. 22 Treatment for Wernicke’s Aphasia
Ch. 24 Group Therapy for Aphasia
September 20 Assessment of Dementia
Speakers: Jennifer Zients and Katie
Touissant
Center for Brain Health
September 22 Treatment of Dementia Ch.. 23 Cognitive Approach to Improving
Speaker: Audette Rackley Auditory Comprehension
Center for Brain Health
September 27 and 29 Long Term Care and Outpatient Ch. 21 Computer Alternative and
Treatment Augmentative Approaches to Nonfluent
Case Study 1 handed out on the 9/27 Aphasia
Case Study 1 due on the 9/29
October 4 Midterm Evaluation
October 6 Introduction Ch. 5 The Nature of Cognitive
Cognitive-Communication Impairment and Communicative
in TBI Impairment
October 11 and 13 Cognitive-Communication Impairment Ch. 6 Cognitive-Communicative
in TBI (continued) Rehabilitation
Approaches to Rehabilitation Ch. 2 Models of Rehabilitation and Types
of Programs
October 18 and 20 Acute Care Setting Ch. 4 Medical Management
Speaker Ch. 7 Acute Rehabilitation
Jenny Reynolds, M.S., CCC pgs. 171-183
Baylor University Medical Center
October 25 and 27 Acute Rehabilitation Setting Ch. 7 Acute Rehabilitation (cont) pgs.
Speaker 183-194
Amy Maddox, M.S, CCC
Baylor Institute for Rehabilitation
November 1 and 3 Subacute, Outpatient and Long Term Ch. 8 Postacute Rehabilitation and
Care Settings Community Integration
Ch. 11 Family Issues
November 8 and 10 Cognitive-Communication Impairment
in RHD
November 15 and 17 Acute Care and Acute Rehabilitation
Settings
Case Study #2 Due
November 22 Subacute, Outpatient and Long Term
Care Settings
November 29 Final Examination

7/20/05
7/20/05