Texts:

Suggested: Tanner, D. (1999). The Family Guide to Surviving Stroke and Communication Disorders.
                                Allyn & Bacon. ISBN 0-205-28538-4
Available Online:  Links to required readings.

Course Description: CD 489G is a precursor to CD 502, 507, and 514. 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 Graduate class will be presented as a web-based course using the Blackboard-CourseInfo format.  It will be repeated on campus in the Spring.  While oriented toward communication disorders students, students from other disciplines are invited to attend.

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

Course Evaluation:

1.  Three examinations, tentatively scheduled for the weeks of Sept. 15th,
     Oct. 26th, and Dec. 7th.  Exams will be comprehensive.  [100 points each]
2.  One book report on a work  written by or about an adult with a specific
     communication disorder.  A list of possible books is attached.  This report
     will be 3-4 pages in length (12 point font), 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.  Refer to Assignment
     Guidelines for further information.  Due Sept. 21st.  [30 points]
3.  Ten hours observation at a skilled nursing/long-term care or adult day
     care facility.  A 3-4 page summary of your experience is due by Oct. 19th.
     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.
     [70 points]
4.  One multi-media webpage 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.   This should encompass 10-12 pages if
     printed.  Choose a specific treatment approach, including at least 3 research
     articles published or presented within the past 3 years.  Use APA style where
     applicable.  Refer to Assignment Guidelines for further details.  Due Nov. 30th.
     [125 points]
5.  Participation in weekly chat/discussion board topics.  [5 points each, total 75]
 

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
 

Policies:

1. Students are responsible for all material presented. This is a web-based
    course.  Access to compatible software and technology is your own
    responsibility.
2. Web-based instruction demands a great deal of self-discipline and motivation.
    Students are expected to meet all assignment deadlines punctually. If there is
    something that you do not understand, ASK. The instructor will be available
    for questions by phone during office hours, and by E-mail at your
    convenience. Consider posting questions on the discussion board, so that
    your peers may also benefit.
3. Plagiarism will result in failure of the assignment involved. Iif unsure what
    constitutes plagiarism, refer to 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 101, Garrett Conference Center.  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. <405/600 pts.
 

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

Bayley, J. (1999). Elegy for Iris. [dementia] - also available on unabridged audio recording.
** Bauby, J. (1997). The diving bell and the butterfly. [locked-in syndrome]
Buck, M. (1968). Dysphasia. [aphasia]
DeBaggio, T. (2002).  Loosing My Mind: An intimate look at life with Alzhheimers.  [ibid.]
**Douglas, Kirk (2002). My Stroke of Luck.  [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]
Kondrake, M. (2001). Saving Milly: The Politics of Parkinson's Disease. [ibid.]
Laplante, E. (1993). Seized. [temporal lobe epilepsy]
McBride, C. (1969). Silent victory. [aphasia]
Merker, H. (1994). Listening. [sudden traumatic hearing loss]
Moss, C.S. (1972). Recovery from aphasia: the aftermath of my 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]
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