| Instructor: Barbara R. Brindle, Ph.D., CCC-SLP | Office: TPH 115 |
| Office Hours: Wed. 9:00 a.m.-12:00 p.m | E-mail: barbara.brindle@wku.edu |
| Tue./Thurs. 10:45-11:45 a.m. 1:30-4:00 p.m. | Phone: (270)745-4299 |
| & other times by appointment. |
Texts: Required: Transitions in Prelinguistic Communication;
1998; Wetherby, Warren &
Reichle; Paul H. Brooks; ISBN 1-555766-262-2
Recommended:
1) Teaching Communication Skills to Students with Severe Disabilities;
1999; Downing;
Paul H. Brooks; ISBN 1-55766-385-8
2) Treatment Resource Manual for Speech-Language Pathology;
1996; Roth &
Worthington; Singular; ISBN 1-56593-636-1
Course Description: CD 490 integrates studies in early communication development, communication disorders, assessment, and remediation. Primary focus is on analysis and synthesis of prelinguistic/nonsymbolic communicative behavior and remediation approaches, emphasizing birth-to-3/low-functioning/severely communicatively impaired children and adults functioning at a preverbal level. This is a computer-augmented class, accessible via CourseInfo.
Prerequisites: CD 280, 290, 405, 481, 483, 485, 486
Course Evaluation:
1. Three essay examinations, tentatively scheduled for Sept. 20th,
Nov. 1st, and Dec. 10th.
Exams will be open book/open note. You
will be expected to analyze communicative
behaviors and synthesize appropriate treatment
approaches. 330 points total.
2. Two in-class observation assignments, which will involve analyzing
video samples.
Due Sept. 13th. 10 points each.
3. One 15-20 minute multi-media group presentation, tentatively
scheduled for Oct. 9th
& 11th. You will present development
of goals and objectives for a hypothetical client with
one specific etiology, such as spina bifida
or Fetal Alcohol Syndrome. See CourseInfo Group
Assignments folder for a more complete listing.
Include a brief description of the etiology,
and more in-depth coverage of the nature of
the disorder, its impact on communication,
and treatment goals and objectives for the
hypothetical client specified. Three to four
members per group. 75 points in total,
broken down as follows: a) Individual – 15 points
presentation style; b) Group – 40 points content;
10 points group cohesion/balance, 10 points
handout/multi-media.
4. One 15-20 minute panel presentation reviewing research articles
relevant to prelinguistic/
nonsymbolic communication, within specified
categories. See CourseInfo Group Assignment
folder for a complete listing. Four
to five members per panel; two articles per person. No
duplication of articles permitted within each
panel. An abstract of each article is due one
week prior to the presentations, so that copies
may be presented to the class. Include a brief
overview of the research project, and discuss
the potential implications for treatment.
Tentatively scheduled for December 4th and
6th. 75 points; scored as above.
5. Extra Credit: Prepare a web-based visual representation
of the information discussed during
assignment 3, 4, or combination thereof.
Consider using a webpage or animated project.
This may be completed individually or via
group. Possible 25 points.
Core Objectives:
a. Define terminology relevant to prelinguistic/nonsymbolic communication.
b. Demonstrate understanding of the physical, cognitive, and
social bases for early
communicative development.
c. Describe common etiological bases associated with preverbal
communicative function.
d. Demonstrate understanding of the formal and informal evaluation
procedures required to
assess clients functioning at a preverbal
level.
e. Demonstrate ability to develop a plan of treatment for clients
at this level.
f. Demonstrate the ability to analyze current research,
and explain relevance to SLP practice.
g. Identify different types of relevant service delivery models,
their advantages, and
disadvantages.
h. Demonstrate understanding of legal and professional guidelines,
including relevant ASHA,
IDEA, KERA, and CEC standards.
KERA New Teacher Performance Standards:
I. Designs/plans instruction: e, f, g, h - exams, multi-media
presentation, panel, paper
II. Creates/maintains learning climate: b,
c, d, e – exams, multi-media presentation, paper
III. Implements/manages instruction: b, d, e, h –
exams, multi-media presentation
IV. Assesses and communicates learning results: d,
e, h – exams, observations
V. Reflects/evaluates teaching/learning: d,
e, f – exams, multi-media presentation, panel
VI. Collaborates with colleagues/parents/others:
d, e, g, h – exams multi-media pres., panel
VII. Engages in professional development: f - panel
VIII. Demonstrates knowledge of content: a, b, c, d, e, f, g,
h – all assignments
IX. Technology: a, b, c, d, e, f, g, h - observations,
multi-media presentation, panel
Course Policies:
1. Students are responsible for all information covered in class,
and presented via CourseInfo.
Those without internet access will be expected
to use computer terminals on campus.
PowerPoint slides will be available before
each class for those who wish to print a handout
prior to the lecture.
2. No make-up assignments will be permitted.
3. Plagiarism will result in failure of the assignment involved.
All quotes and paraphrased
material must be referenced in 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. Exams will account for 66% of your grade, the group presentations
for 30%,and
observation assignments 4%.
6. Scoring standards: A= 93-100% of total points [463-500
pts]; B = 85-92% [423-462 pts];
C = 77-84% [383-422 pts]; D = 68-76% [338-382
pts]; F = <68% [< 338 pts.]