Neurogenic Communication Disorders II – COMD 7V82

Course Syllabus
Spring 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
January 11-April 21, 2006
Class Final – April 26, 2005

Class Text: Packet at Off Campus Books

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 January 11
through February 27. 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 March 1 through April 21, 2005 and will provide
information regarding treatment of adults who have suffered from a traumatic brain injury, right
hemisphere lesion, and dementia.

Grading
1. Midterm Exam: Covers first section; February 27
2. Final Exam: Covers second section; April 26
*You are responsible for information in the lectures as well as information in the packet.
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.

Midterm Exam 40%

Case Study #1 10%
Case Study #2 10%
Final Exam 40%
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

Class Schedule:
Date Topic Required Reading
January 11 and 13 Introduction and Foundations Ch. 12 Aphasia Therapy: Using a
for therapy Process Approach and Operational
Framework
January 18 and 20 Hierarchy of Aphasia Ch. 13 Setting Functional Goals
Treatment for Aphasia Therapy
January 25 Acute Care Setting Ch. 14 Voluntary Control of
Involuntary Utterances
January 27 Acute Care Setting Speaker
February 1 Acute Care and Rehabilitation Ch. 16 Melodic Intonation
Setting Therapy
Ch. 17 Sentence Production
Program for Aphasia
February 3 and 8 Rehabilitation Setting Ch. 18 Visual Action Therapy
Ch. 22 Treatment for Wernicke’s
Aphasia
February 10 Assessment of Dementia
Speaker
February 15 Long Term Care Speaker
February 17 Long Term Care Setting and Ch. 24 Group Therapy for Aphasia
Outpatient Setting
February 22 Dementia and Aphasia
Speaker
February 24 Midterm Evaluation
March 1 and 3 Introduction and Cognitive- Ch. 5 The Nature of Cognitive
Communication Impairment in and Communicative Impairment:
TBI Theoretical and Clinical
Considerations

March 8 and 10 Spring Break

March 15 and 17 Approaches to Rehabilitation Ch. 2 Models of Rehabilitation and
Acute Care Setting Types of Programs
 Ch. 4 Medical Management
Ch. 7 Acute Rehabilitation
pgs. 171-183
March 22 and 24 Acute Rehabilitation Setting Ch. 7 Acute Rehabilitation (cont)
Speaker pgs. 183-194
March 29 and 31 Subacute, Outpatient and Ch. 8 Postacute Rehabilitation and
Long Term Care Settings Community Integration
Ch. 11 Family Issues
April 5 and 7 Cognitive-Communication Ch. 8 Assessment
Impairment in RHD
April 12 and 14 Acute Care and Acute Chap. 9 Treatment
Rehabilitation Settings
Case Study #2 Due
April 19 and 21 Subacute, Outpatient and
Long Term Care Settings
Speaker
April 26 Final Examination