Texts:
Required:      Ripich, D. (Ed.), (1991).  Handbook of Geriatric Communication
                    Disorders.   Pro-Ed.  ISBN 0-89079-423-5
Suggested:  Tanner, D.  (1999).  The Family Guide to Surviving Stroke and
                    Communication Disorders.  Allyn & Bacon.  ISBN 0-205-28538-4
 

Course Description:   This course surveys biological, neurological, psychological, and social aspects of aging, and potential effects on communication, including overviews on aphasia, dementia, memory, head injury, and acquired hearing loss.  General assessment strategies and intervention techniques are also discussed.  This course alone will not qualify you to assess and treat geriatric communication disorders; CD 489 is a precursor to CD 502, 507, and 514.

Prerequisites:  CD 347, 482, 484, 486, and 487, or equivalent.  Or permission of the instructor.
 

Course Evaluation:

1.  Three examinations, tentatively scheduled for Feb. 14th,  March 28th, and
     May 9th.  Exams will be comprehensive.  [100 points each]
2.  One oral book report on a work written by or about an adult with a specific
     acquired communication disorder.  A list of possible books is attached.  This
     presentation should be 8-10 minutes in length, featuring a brief overview of
     the content, a more detailed description of how the communication disorder
     affected the individual's life, and implications for SLPs.  No more than 3
     reports on any specific book.  Sign-up sheet will be available on the
     CourseInfo Discussion Board.  Refer to Assignment Guidelines for further
     information.  Due Feb.5th, 7th, and 12th.  [20 points]
3.  Five hours observation at a skilled nursing/long-term care or adult day
     care facility.  A 2-3 page summary of your experience is due by Feb.28th.
     Those of you who work in such facilities may submit your own observations
     regarding the effect of geriatric communication disorders on your discipline, in
     lieu of observation hours.  Refer to Assignment guidelines for further details.
     [30 points]
4.  One ten-page paper about one of the basic geriatric communication disorders
     listed in #5.  Include a brief description of what it is, impact on daily communi-
     cation, and general assessment and intervention strategies.  APA style
     required.  Due April 4th.  Refer to Assignment Guidelines for further details.
     [75 points]
5.  One 20-25 minute multi-media group presentation about treatment of aphasia,
     cognitive-linguistic aspects of dementia, right hemisphere impairment,
     acquired hearing loss, apraxia, dysarthria, dysphagia, oral-motor impairment,
     or neurogenic dysphonia/dysfluency.  3-4 members per group.  Choose one
     specific treatment approach, including at least 1 research article per person
     which indicates efficacy of the selected intervention.  Provide a brief abstract
     of each article.  Both an individual and a group score will be given.  Refer to
     Assignment Guidelines for further details.  Due April 25th, 30th, and May 2nd.
     [75 points]

Policies:

1.  Students are responsible for all material presented in class and on Course
     Info.  Those without internet access should use computer labs on campus.
2.  No make-up assignments will be permitted.
3.  Plagiarism will result in failure of the assignment involved. If unsure what
     plagiarism is, consult University guidelines re academic offenses at
     http://www.wku.edu/Info/Acad/offense.htm.All quotes and paraphrased
     material must be referenced according to APA style.
4. Students with disabilities who require accommodations (academic adjustments
    and/or auxiliary aids or services) for this course must contact the Office for
    Student Disability Services, Room 445, Potter Hall.  The OFSDS telephone
    number is (270) 745-5004 V/TDD.   Please DO NOT request accommodations
    directly from the professor or instructor without a letter of accommodation
    from the Office for Student Disability Services.
5.  Communication Disorders Program Scoring Standards:  A = 93-100% of total
     points; B = 85-92%; C = 77-84%; D = 68-76%; F = <68%, i.e. < 338/500 pts.

Core Objectives:

a.  Define terminology used in field of gerontology.
b.  Describe the physical and psychological aspects of the normal aging process.
c.  Differentiate between aphasia, dementia, dysarthria, apraxia, dysphonia, and
     neurogenic dysfluency.
d.  Demonstrate understanding of the communication disorders that can occur as
     the result of the aging process, and the impact of such disorders on the
     individuals affected and those around them.
e.  Describe needs of long term managed care.
f.   Describe general assessment procedures for the aged patient.
g.  Describe the factors to consider in development of a plan of treatment for the
     elderly patient.

KERA Performance Standards:

I.     Designs/plans instruction:  a, b, c, d, e, f, g
II.    Creates/maintains learning climates:  d, f, g
III.    Implements/manages instruction:  d, g
IV.   Assesses and communicates learning results:  b, c, d, e, f, g
V.    Reflects/evaluates teaching/learning:  f, g
VI.   Collaborates with colleagues/parents/others:  d, f, g
VII.   Engages in professional development:  g
VIII.  Knowledge of content:  a, b, c, d, e, f, g
 

         Insights from Memoirs of Illness and Disability

This is a partial listing of books suitable for assignment #2.  Refer Kent's article "Renewal and Rediscovery:  Insights from Memoirs of Illness and Disability", which was originally published in the Summer 1998 issue of the Asha magazine.  Feel free to choose a book that is not on the list as long as it pertains to acquired adult communication disorders.

   Bayley, J. (1999).  Elegy for Iris.  [dementia]
  *Bauby, J.  (1997).  The diving bell and the butterfly.  [locked-in syndrome]
   Buck, M.  (1968).  Dysphasia.  [aphasia]
   Doernberg, M.  (1989).  Stolen mind.  [Binswanger disease]
   Ewing, S. & Pfalzgraf, B.  (1990).  Pathways.  [aphasia]
   Farrell, B.  (1969).  Pat and Roald.  [aphasia]
   Fishman, S.  (1988).  A bomb in the brain: a heroic tale of science, surgery, and survival.  [brain hemorrhage]
   Grady-Fitchett, J.  (1998).  Flying lessons: on the wings of Parkinson’s disease.  [ibid]
 *Griffith, V.E. (1970).  A stroke in the family.   [aphasia]
   Handler, L.  (1998).  Twitch and shout: a Touretter’s tale.  [Tourette’s Syndrome]
   Hilts, P.  (1995).  Memory’s ghost: the strange tale of Mr. M. and the nature of memory.  [surgically-induced memory loss]
   Hodgins, E.  (1964).  Episode: Report on the accident inside my skull.  [aphasia]
   Johnson, F.  (1990).  Right hemisphere stroke.  [ibid]
   Klawans, H.  (1989).  Toscanini's tumble and other tales of clinical neurology.  [misc. neurogenics]
   Klawans, H.  (1990).  Newton's madness.  [misc. neurogenics]
   Knox, D.  (1985).  Portrait of aphasia.  [ibid]
   Laplante, E.  (1993).  Seized.  [temporal lobe epilepsy]
   McBride, C.  (1969). Silent victory.  [aphasia]
   McCrum, R.  (1999).  My Year Off: Recovering life after a stroke.  [Aphasia]
   Merker, H.  (1994).  Listening.  [sudden traumatic hearing loss]
   Moss, C.S.  (1972).  Recovery from aphasia:  the aftermath of my stroke.
[ibid]
   Newborn, B.  (1997).  Return to Ithaca: A woman's triumph over the disabilities of a severe stroke.  [ibid]
  *Osborn, C.  (1998).  Over my head:  a doctor’s own story of head injury from the inside looking out.  [TBI]
   Rabin, R.  (1985).  Six parts love: One family's battle with Lou Gehrig's Disease.  [ALS]
   Ritchie, D.  (1961). Stroke.  [aphasia]
   Robillard, A.  (1999).  Meaning of a Disability: The lived experience of paralysis.  [Motor Neuron Disease]
   Sacks, O.  (1970).  The man who mistook his wife for a hat.  [misc. neurogenics]
   Sacks, O.  (1990).  Awakenings.  [parkinsonism]
   Wall, F.  (1996).  Where did Mary go?: a loving husband’s struggle with Alzheimer’s.  [Ibid]
   White, M., with Gribbon, J.  (1992)  Stephen Hawking: a life in science.
[ALS]
  *Wulf, H.  (1973).  Aphasia, my world alone.  [Ibid]

* Author discusses speech therapy/therapists.