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Western Washington UniversityCSD 555-10: Seminar in School Age Language Disorders, spring 2010Eva Baharav, Ph.D., CCC-SLP, instructorSyllabus

Course: CSD 555-10: Seminar in School Age Language Disorders Class Meetings: MTWF: 2:00 – 2:50Classroom: AW 405Instructor: Eva Baharav, Ph.D., CCC-SLP, 378 AIC building Office hours: Tue: 3:00-4:00, Fri: 3:00-4:00 signup sheet next to door

Required Texts:Paul, Rhea (2007). Language Disorders from Infancy through Adolescence. St. Louis, Missouri: Mosby.

Justice, L. M. and Ezell, H. K. (2008). The Syntax Handbook. Eau Claire, WI: Thinking Publications.

Course Topics:The course is designed to meet with ASHA standards III-C and III-D, as well as ASHA's guidelines with respect to knowledge and skills needed by speech-language pathologists with respect to reading and writing in children and adolescents and will address the following knowledge and skill areas:

1. The nature of literacy, including spoken-written language relationships, and reading and writing as acts of communication and tools of learning.

2. Normal development of reading and writing in the context of the general education curriculum.

3. Disorders of language and literacy and their relationships to each other and to other communication disorders.

4. Clinical tools and methods for targeting reciprocal spoken and written language growth.

5. Collaboration, leadership, and research principles for working with others, serving as advocates, and advancing knowledge about evidence-based practices

6. Prevention, identification, assessment and intervention of language disorders as they relate to written language and literacy.

Learning Outcomes:At the end of the course, learners will be able to:

* prepare a well motivated plan for assessment of oral and written language skills in a language disordered school age child

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*analyze and interpret assessment data from spoken and written language samples of

school age children *design a well motivated intervention plan for a school aged child with a language

disorder*demonstrate knowledge of the nature of literacy, spoken-written language

relationships, and reading and writing as acts of communication and tools of learning.

* describe the normal development of reading and writing in the context of the general education curriculum.

*explain disorders of spoken language and literacy and their links to each other and to related communication disorders.

* describe tools and methods for targeting reciprocal spoken and written language growth.

*discuss collaboration, leadership, policies, and research principles and how they influence the assessment and teaching of reading and writing in the state's and nation's schools.

Evidence for the acquisition of these competencies will be in the form of class presentations, class discussions, reports, short assignments, and examinations.

The above description is an attempt to align the course requirements with ASHA's formative evaluation process instated in all accreditation programs for ASHA certification. Please consult the Learning Markers attached at the end of the syllabus (Appendix A).

I am inviting you to come and talk to me about your progress in the course. If there is anything I can do to help further your knowledge about communication disorders, please let me know about it.

According to new ASHA guidelines, students are expected to achieve mastery (a grade of B or above) in all the above competencies.

Following is the rubric for grades by percentage figures:A = 93-100; A- = 90-92.9; B+ = 87-89.9; B = 83-86.9; B- = 80-82.9; C+ = 77-79.9; C = 73-76.9; C- = 70-72.9; D = 65-69.9; F = <65

Course Format: Except for the first two weeks of the course, our weekly course structure will include the following:

Monday: An opening lecture on the weekly topic and assigned readingsTuesday: lab for hands-on analyses, discussions, and collaborative searches Wednesday: student-presented seminar including the facilitation of a class discussion on a topic article from the recent professional literature


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Friday: client presentation and discussion


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Wednesday's seminar:Starting the third week of the course, you and your team will be responsible for leading a seminar discussion on a given article. The article (or link to it) needs to be posted on BB a week in advance; or, if not electronically available, you must furnish hard copies to all a week in advance.

EVERYONE PARTICIPATES IN THE SEMINAR AS FOLLOWS:

Each seminar session hasA. discussion leadersB. class participants (the rest of you)

The discussion leaders, your team, will have to do the following:

1. pick the key article2. prepare a literature review of the topic under discussion3. prepare a PRE-DISCUSSION assignment for the class. EVERYONE has to read the designated article and be prepared to participate in the discussion of the leading team (see appendix)4. meet with me the Friday before the week in which you present and submit to me

a. the feature article, b. a list of literature review articles (in APA style referencing format), and c. a draft of your pre-discussion assignment and planned discussion

activities (see appendix).5. On your presentation day: collect the pre-discussion assignments at the beginning of the seminar class, grade them, and the next class meeting after your presentation (i.e. the Friday following) hand them to me along with6. your summary of how well your presentation and discussion went, and which learning outcomes your gained knowledge/skills fit under. (see appendix)

The class participants, the rest of the students, will have to do the following:

1. read the article2. follow the pre-discussion assignment given to you by the presenters3. submit the assignment at the beginning of class to the presenters

Note: The pre-discussion assignment, must have the following heading:CSD 555Date: _______________Student W # ____________________Pre-discussion assignment Topic: Writing, Article read: "The reading-writing habits of the blue porpoise in the Atlantic Ocean"


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Assignments:a. Seminar preparation (25%)This includes your team's presentation (25% of grade) your pre-discussion assignment (5%) prepared for every seminarb. Pre-discussion assignment (5%)c. Lab assignments (not graded)These would be variable, depending on your need and the weekly topic.d. Client Presentation (15%)Each Friday, starting April 23rd, you will present with your group a school age client. You will try and present discussion issues as much as possibly relevant to the weekly topic. The grading rubric for the presentation will follow the same format as last quarter.Learning Markers Journal (25%)This needs to be submitted to me on the last day of classes in the quarter. Use a copy-pasted version of Appendix A to list the learning markers. Each time you learn something this quarter that is related to any of the learning markers, make a reflective journal entry under the appropriate marker. An example is furnished under Appendix E.e. Take-home final exam (30%)You'll be given a case of a school age student with a language disorder. You'll have to prepare an assessment plan and a therapy rationale and program for this student.

Summary of Assignments and Grading:Seminar presentation 25% of gradePre-discussion assignment 5%Client Presentation 15%Journaling of learning markers 25%Final exam 30%


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Course ScheduleWeekof

Topic(s) Readings Assignment

3/29 Language and Literacy: What the SLP needs to know

Paul 10ASHA’s Knowledge and Skills of SLP wrt literacyLiteracy statementhttp://www.asha.org/docs/html/KS2002-00082.html

Syllabus reviewReview of Learning Markers

4/5 Language and Literacy: What the SLP needs to know;Knowledge and skills of the SLP wrt literacy;School advocacyReferral and collaboration with teachers

ASHA’s literacy statement; Article from Advance: Get the right referrals;Paul Chapter 10Paul, pp. 456-460J&E Ch. 11 and 12

M: Read all of Ch 10 in PaulT: J&E Ch 11-12 quizW: List headings and subheading of ASHA's KASAF: discussion of article "Referrals"; Paul Ch 11: develop class observation form

4/12 Assessment in the L4L and the AL periods

Paul pp. 467-487;pp. 576-578. 586-589;pp. : 589-597: assessing L4L and AL: phonology, syntax, vocabulary, teachers' questionnaires, Pragmatics in AL

M: Assessing T-Unit and cohesionT: Lab: assessing Rudi's speech sample W: Assessing pragmaticsF: Children with pragmatics issues- invited lecture K-MB

4/19 IDEA and the IEP process visit WA OSPI:www.k12.wa.us, look up WashingtonSeminar reading TBD

M: IDEA, the IEP process and RTI (invited speaker?)T: lab. Prepare one page of info from the Washington OSPI web site, to be discussed in groups and reported to classW: Seminar #1F: Client presentation 1

4/26 Pragmatics and social language Paul pp 487-494; 589-597Seminar reading TBD

M: Autism and NVLD: disorders of pragmaticsT: Writing an assessment report;W: Seminar #2F: Client presentation 2

5/3 Narrative Paul pp. 494-508; 597-601Seminar reading TBD

M: Narrative assessment and intervention T: Lab: narrative analysis JZ in classW: seminar #3F: Client presentation 3

5/10 Spelling Article by Treiman and BourassaSeminar reading TBD

M: Lecture- spelling as a linguistic (not visual) processT: The SPELL-2 TestW: Seminar #4F: Client presentation 4

5/17 Reading Catts and Kamhi- article will be given in classSeminar reading TBD

M: The development of reading and reading disabilities


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http://www.asha.org/docs/html/KS2002-00082.html

http://www.asha.org/docs/html/KS2002-00082.html

http://www.k12.wa.us/


T reading tests (invited guest?)W: Seminar #5F: Client presentation 5

5/24 Writing Catts and Kamhi: dev. of writingPaul: pp. 601-607;Seminar reading TBD

M: The development of writingT: The 6-Trait writing programW: Seminar #6F: Client presentation 6

5/31 Child language disorders in a pluralistic society

Paul Chapter 5Additional readings TBD

M: Memorial Day T: Writing G & O/ Colorado rubricW: Seminar #7 F: Client presentation 7


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Selected Bibliography:

American Speech-Language-Hearing Association (2002). Knowledge and Skills Needed by Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents.

Apel, K. & Masterson, J. (2001). Theory guided spelling assessment and intervention: A case study. Language, Speech, and Hearing Services in Schools. 32, 182-195

Berninger, V. W. (2000). Development of language by hand and its connections with language by ear, mouth, and eye. Topics in Language Disorders, 20(4), 65–84.

Catts, H. W. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech and Hearing Research, 36, 948–958.

Catts, H., Fey, M., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, Hearing Services in Schools, 32, 38–50.

Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20(3), 19–36

Greenhalgh, K. S., & Strong, C. J. (2001). Literate language features in spoken narratives of children with typical language and children with language impairments. Language, Speech, & Hearing Services in Schools, 32, 114–125

Gutierrez-Clellan, V. F. (2000). Dynamic assessment: An approach to assessing children's language-learning potential. Seminars in Speech and Language, 21, 215–222

Gutierrez-Clellan, V. F. (1999). Mediating literacy skills in Spanish-speaking children with special needs. Language, Speech, and Hearing Services in Schools, 30, 285–292

Lovett, M. W., Lacerenze, L., & Borden, S. L. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33, 458–476

MacArthur, C. A. (2000). New tools for writing: Assistive technology for students with writing difficulties. Topics in Language Disorders, 20(4), 85–100.

MacArthur, C. A., Schwartz, S. S., & Graham, S. (1991). A model for writing instruction: Integrating word processing and strategy instruction into a process approach to writing. Learning Disabilities Research and Practice, 6, 230–236


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Marzocchi, G. M., Omaghi, S. & Barboglio, S. (2009). What are the causes of the attention deficits observed in children with dyslexia? Child Neuropsychology 3 (1)

Masterson, J. & Apel, K. (2000). Spelling Assessment: Charting a path to optinal intervention. Topics in Language Disorders. 20(3), 50-65.

Musselman, C. (2000). How do children who can't hear learn to read an alphabetic script? Journal of Deaf Studies and Deaf Education, 2, 9–31

Pebly, M., & Koppenhaver, D. A. (2001). Emergent and early literacy interventions for students with severe communication impairments. Seminars in Speech and Language, 22, 221–232

Roth, F. P. (2000). Narrative writing: Development and teaching with children with writing difficulties. Topics in Language Disorders, 20(4), 15–28

Roth, F. P., & Baden, B. (2001). Investing in emergent literacy intervention: A key role for speech-language pathologists. Seminars in Speech and Language, 22, 163–173

Roth, F. P., & Ehren, B. J. (Eds.). (2001). Implementing literacy-related intervention roles for speech-language pathologists. Seminars in Speech and Language, 22.

Scott, C. (2000). Principles and methods of spelling instruction: Applications for poor spellers. Topics in Language Disorders, 20(3), 66–82.

Scott, C., & Brown, S. (2001). Spelling and the speech-language pathologist: There's more than meets the eye. Seminars in Speech and Language, 22, 197–298

Scott, C. M. (1999). Learning to write. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 224–258). Boston: Allyn & Bacon

Silliman, E. R., Jimerson, T. L., & Wilkinson, L. C. (2000). A dynamic systems approach to writing assessment in students with language learning problems. Topics in Language Disorders, 20(4), 45–64

Sterne, A., & Goswami, U. (2000). Phonological awareness of syllables, rhymes, and phonemes in deaf children. Journal of Childhood Psychology and Psychiatry, 41, 609–625.

Stinson, M. S., & Whitmire, K. A. (2000). Adolescents who are deaf or hard of hearing: A communication perspective on educational placement. Topics in Language Disorders, 20(2), 58–72


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Sturm, J. M., & Koppenhaver, D. A. (2000). Supporting writing development in adolescents with developmental disabilities. Topics in Language Disorders, 20(2), 73–96

Torgesen, J. K. (1999). Assessment and instruction for phonemic awareness and word recognition skill. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 128–153). Boston, MA: Allyn & Bacon

Torgesen, J. K. (2009). The Response to Intervention Instructional Model: Some Outcomes From a Large-Scale Implementation in Reading First Schools. Child Development Perspectives, 3 (1), 38- 40

Westby, C. E. (1999a). Assessing and facilitating text comprehension problems. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 154–223). Boston: Allyn & Bacon

Wong, B. Y. L., Butler, D. L., Ficzere, S. A., & Kuperis, S. (1996). Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays. Journal of Learning Disabilities, 29, 197–212

Wong, B. Y. L. (2000). Writing strategies instruction for expository essays for adolescents with and without learning disabilities. Topics in Learning Disorders, 20(4), 29–44

Ylvisaker, M., & DeBonis, D. (2000). Executive function impairment in adolescence: TBI and ADHD. Topics in Language Disorders, 20(2), 29–57


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Appendix A

Learning Markers for CSD 555:Mastery of the knowledge related to these outcomes is required. Students who fail to demonstrate a satisfactory degree of knowledge acquisition, based on their performance on a variety of formative assessments, or who communicate to the instructor their own perception of an inadequate grasp of concepts, will be provided alternatives for learning and demonstration of mastery of course-related knowledge.

1. The student will prepare a well motivated plan for assessment of oral and written language skills in a language disordered school age child, given a case descriptionEvidence: class presentations, assignments and reportsMastery level: 83% and aboveValidator: Instructor's discretion

2. The student will analyze and interpret assessment data given spoken and written language samples of school age children Evidence: class assignments, presentations and reportsMastery level: 83% and aboveValidator: Instructor's discretion

3. The student will design a well motivated intervention plan for a school aged child with a language disorder, including the statement of goals and objectives, given a case descriptionEvidence: class presentations and reportsMastery level: 83% and aboveValidator: Instructor's discretion

4.The student will demonstrate knowledge of the nature of literacy, spoken-written language relationships, and reading and writing as acts of communication and tools of learning.

Evidence: class presentations and reportsMastery level: 83% and aboveValidator: Instructor's discretion

5. The student will describe the normal development of reading and writing in the context of the general education curriculum.



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6. The student will explain disorders of spoken language and literacy and their links to each other and to related communication disorders.


7. The student will describe tools and methods for targeting reciprocal spoken and written language growth.


8. The student will discuss issues of collaboration, leadership, policies, and research principles and how they influence the assessment and teaching of reading and writing in the states' and nation's schools.

Evidence: class discussionsMastery level: 83% and aboveValidator: Instructor's discretion


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Appendix B

Discussion leaders

General rules:

1. The leaders are knowledgeable about the topic

2. The leaders have clear objectives for the discussion.

3. The leaders serve as gate keepers by allowing all participants a chance to talk, encouraging participation and moving the discussion forward.

4. Leaders ask facilitating questions.

5. Leaders provide smooth transitions through techniques such as summarizing and synthesizing information.

Evaluation of Discussion Leaders

Names:_____________________________________________________________

Pre-discussion preparation (article selection and rationale, list of literature review articles APA referenced, planning discussion activities) 10 points

Comments:

Grade:

Pre-discussion Assignment (5 points)

Clarity of assignment

Ability to get peers to think about what they already know

How well it prepared the class for the discussion activities

Creativity of the assignment

Relevance to learning markers: a statement summarizing how the reading and discussion fit under the learning markers MUST be requested


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Grade:

Discussion (10 points)

The leaders provided a good review of the relevant literature

The leaders provided relevant information from the article for the discussion

Activities were provided to illustrate the presentation points

The activities were clear, creative and relevant

The leaders had clear objectives for the discussion

The leaders asked to the point, facilitating questions

Discussion was well facilitated, allowing all participants a chance to talk, encouraging participation and moving the discussion forward.

The leaders provided smooth transitions through techniques such as introducing, summarizing and synthesizing information.

The leaders remain focused on the discussion

The leaders submitted all required materials on time, both before and after the presentation.

Grade:

Additional comments:

Overall Grade:


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Appendix CDiscussion leaders self evaluation

Names:_____________________________________________________________

Pre-discussion preparation

We selected relevant issues and appropriate articles for the class discussion

One way we could have improved our selection of issues and articles is

Our pre-discussion assignment was good in that it

One way we could have improved our pre-discussion assignment is

Discussion:

What really worked well for our discussion activities was

The way that these activities could have been improved is

Facilitation of discussion

The most important thing we did to facilitate classroom discussion was

We could have improved discussion in the class by:

OverallWhat our team did best was

The most important thing that we need to improve is

Additional comments


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Appendix E

As you journal the learning markers, enter each of the topics that you covered, both in class and in your readings, under the Learning Marker. For example, let’s say that we have been reviewing (and you have been reading about) the characteristics of students with language and learning disabilities and how it affects literacy (e.g. in Paul’s Chapter 10, p. 433). You will summarize and enter this information under Learning Marker # 6 as follows:

6. The student will explain disorders of spoken language and literacy and their links to each other and to related communication disorders.


April 13, 09: “Children with LLD usually have problems understanding and producing complex sentences such as those containing relative clauses, passive voice, or double negatives. They also have difficulties with word retrieval. These deficits affect literacy in various dimensions. For one, these individuals may have difficulties in developing phonological awareness, which is a prerequisite to learning to read and write…etc.”

Let’s say that we also discussed in class the developmental stages of learning to read. You might summarize this learning as follows under Learning Marker 5, as in the example below:

5. The student will describe the normal development of reading and writing in the context of the general education curriculum.


May 11, 09: “When children first encounter print in story books, they may pretend to read when others are reading. They then learn to read their name in print and learn to recognize environmental print, such as Wal-Mart”. Later, they…etc.”


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course: - western washington university sciences an… · web viewf: client presentation 2 5/3...

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