CSD 7410 – Cognitive-Communication Disorders

Department of Communication Sciences & Disorders Summer 2020

Online: Recorded 2 credit hours

Instructor: Rosalea Cameron, M.S., M.Cl.Sc, CCC-SLP Contact Information: 390 S. 1530 E., Rm 1201 BEH SCI

801-581-6725 rosalea.cameron@hsc.utah.edu

Office Hours: Online in Canvas Course Description: Nature, assessment, and remediation of a variety of cognitive-communication disorders including traumatic brain injury, right hemisphere brain damage, mild cognitive impairment, and dementia. Additional professional practice issues include issues of aging, cultural diversity, and the rationale and methods for providing person/family centered treatment. Pre-Requisites: Graduate Status in Communication Sciences and Disorders Required Materials: Textbook: Kimbarow, M.L. (2021). Cognitive Communication Disorders (3rd ed.). San Diego, CA, Plural Publishing. Additional Required Readings/Materials: Required readings/materials will be uploaded to Canvas. Additional readings may be assigned during the semester.

Cherney, L.R. & Halper, A.S. (2007). Group treatment for patients with right hemisphere damage. In R Elman (Ed.). Group treatment of neurogenic communication disorders: The expert clinician’s approach. (2nd Ed., pp. 269-296). San Diego, CA: Plural Publishing.

Li, C., Downer, B., Karmarkar, A., & Ottenbacher, K. (2018) Item-Level Psychometric Properties of the Brief Interview for Mental Status for Patients Discharged to Skilled Nursing Facilities. American Journal of Occupational Therapy 72.4_Supplement_1 (2018): 72115102151. Journals@Ovid Full Text. Web. 02 May. 2020.

DePompei, R., & Blosser, J.L. (2019). Pediatric Traumatic Brain Injury: Proactive intervention (3rd Ed., pp. 109-140). San Diego, CA: Plural Publishing. Klein, E.R., & Mancinelli, J.M. (2021). Acquired language disorders: A case-based approach. (3rd Ed., pp. 23-79). San Diego, CA: Plural Publishing.

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Santos, T.O. (2016). Cognitive changes in aging: Implications for discourse processing. In L.S. Carozza (Ed.). Communication and aging: Creative approaches to improving the quality of life. (pp. 25-65). San Diego, CA: Plural Publishing.

Shipley, K.G., & McAfee, J.G. (2021). Assessment in speech-language pathology: A resource

manual (6th Ed., pp. 483-553). San Diego, CA: Plural Publishing.

Shwartz, S.K., Morris, R.D., & Penna, S. (2019). Psychometric properties of the Saint Louis University Mental Status Examination, Applied Neuropsychology: Adult, 26:2, 101-110.

Nasreddine, Z.S., Phillips, N.A., Bedirian, V., Charbonneau, S., Whitehead, V., Collin, I., Cummings, J.L., & Chertkow, H. (2005). The Montreal Cognitive Assessment, MoCA: A brief screening tool for mild cognitive impairment. Journal of the American Geriatrics Society. 53: 695–699. Student Learning Outcomes: By the end of the course, you will be able to:

Describe how cognition and communication interact.

Identify various etiologies and components of conditions that involve cognitive-communication disorders including: traumatic brain injury, right hemisphere brain damage and various dementias, as well as a basic understanding of issues related to aging and communication.

Identify and critically evaluate literature relating to cognitive-communication disorders.

Describe appropriate evaluations to differentially diagnose the various cognitive-communication disorders.

Plan a theoretically grounded, functionally based, and person focused course of treatment to compensate for, or remediate, a cognitive-communication disorder.

Teaching and Learning Methods: Instruction will be completed through lectures, discussions, case studies, and videotaped examples. Recorded lectures will be uploaded to Canvas on a weekly basis. Discussion related to a topic will be initiated on the day a topic is introduced and will remain “open” for one week.

Assignments: 1. Examinations: There are two examinations scheduled for this course. Exam 1: June 4, 2020 (100 points) Exam 2: June 25, 2020 (100 points) Exams 1 and 2 (2 hours each) will be held on Thursday mornings (time to be determined) and will be completed online with virtual proctoring (ProctorU). They will be comprised of true/false, short answer, and short essay questions and will be based on material covered in lectures, discussions, and required readings. You can access information related to setting up an account for ProctorU here: https://utah.instructure.com/courses/608526/pages/proctoru-setup-for-students-new 2. Dementia video reflection: Students will be required to view three assigned videos posted in Canvas and submit a brief reflection paper. Due: May 21, 2020 (5 points)

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3. Cognitive screening tool assignment: Students will be required to review 3 assigned cognitive screening tools and submit a written analysis. Due: May 28, 2020 (15 points) 4.Chapter analysis: Students will be required to submit a written summary of salient points from an assigned chapter related to group treatment. Due: June 4, 2020 (10 points) 5.TBI video/treatment plan assignment: Students will be required to develop treatment options for clients based on an assigned video related to stages of recovery from brain injury. Due: June 11, 2020 (20 points) 6.Chapter analysis: Students will be required to submit a written summary of salient points from an assigned chapter related to treatment for pediatric TBI. Due: June 18, 2020 (10 points) 7.Case study assignment: Students will submit a written summary related to assessment and treatment planning for individuals post TBI based on assigned video samples. Due: July 2, 2020 (40 points) TOTAL AVAILABLE POINTS: 300 Grading Criteria: The following grading scale will be used for the overall course grade: 94 – 100% = A 90 – 93.9% = A- 88 – 89.9% = B+ 83 – 87.9% = B 80 – 82.9% = B- 78 – 79.9% = C+

73 – 77.9% = C 70 – 72.9% = C- 68 – 69.9% = D+ 63 – 67.9% = D 60 – 62.9% = D- 00 – 59.9% = E

Remediation: A student's required Knowledge and Skills Acquisition (KASA) are described in the ASHA Standards and Implementation Procedures for the Certificate of Clinical Competence. The required KASAs are assessed for each class and each clinic practicum throughout the graduate program. If the required KASA is not achieved through course activities or clinical assessment(s) the student must participate in a remediation activity deemed appropriate by the course instructor. Successful remediation of an ASHA standard does not result in a grade change but provides documentation that the student has met the ASHA requirements. If a remediation is not completed by the end of the semester a grade of "Incomplete" will be assigned. Remediation must be completed by the end of the following semester. You can find the Remediation Policy in the CSD Handbook. Speech-Language Pathology Standards: https://www.asha.org/Certification/2020-SLP-Certification-Standards/

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COGNITIVE-COMMUNICATION DISORDERS (CSD 7410) SUMMER 2020 TENTATIVE COURSE SCHEDULE:

Class Periods Topic Assigned Readings & Assignments

May 14 Introduction/Professional issues Attention

Klein & Mancinelli (2021) Chpt. 2 pp. 30-33; pp. 55-65 Kimbarow Chapter 1

May 21 Memory Learning & Executive Functions Assessment

Kimbarow Chapter 2 Kimbarow Chapter 3 Shipley & McAfee (2021) Dementia Video Reflection due

May 28

Typical Aging Mild Cognitive Impairment and Dementia

Santos (2016) Kimbarow Chapter 6 Li, C et al. (2018) , Nasreddine, Z. et al. (2005), Schwartz, S.K. et al. (2019)

Cognitive Screening Tool Assignment due

June 4

Exam 1 Right Hemisphere Brain Damage

Kimbarow Chapter 4 Chapter Analysis due (Cherney & Halper, 2007)

June 11

Mild Traumatic Brain Injury

Kimbarow Chapter 7 TBI Video/Tx Plan Assignment due

June 18

Traumatic Brain Injury

Kimbarow Chapter 8

Chapter Analysis due (DePompei & Blosser, 2019)

June 25

Exam 2 Case discussions

July 2 Case Study Assignment due

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Other information: 1. The Americans with Disabilities Act. The University of Utah seeks to provide equal access to its

programs, services, and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the Center for Disability & Access (CDA; http://disability.utah.edu/; 162 Olpin Union Building; 801-581-5020). CDA will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in an alternative format with prior notification to the CDA. Audio recording, video recording and/or photography of lectures will only be permitted if approved by the CDA.

2. University Safety Statement. The University of Utah values the safety of all campus community members. To report suspicious activity or to request a courtesy escort, call campus police at 801-585-COPS (801-585-2677). You will receive important emergency alerts and safety messages regarding campus safety via text message. For more information regarding safety and to view available training resources, including helpful videos, visit safeu.utah.edu.

3. Addressing Sexual Misconduct. Title IX makes it clear that violence and harassment based on sex

and gender (which includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776. To report to the police, contact the Department of Public Safety, 801-585-2677(COPS).

4. The Code of Student Rights and Responsibilities. The code, which specifies student rights as well as

conduct involving cheating, plagiarism, collusion, fraud, theft, etc., is provided at http://regulations.utah.edu/academics/6-400.php.

5. Wellness Statement. Personal concerns such as stress, anxiety, relationship difficulties, depression,

cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the Center for Student Wellness, http://wellness.utah.edu/; 801-581-7776.

6. Drop/Withdrawal. https://registrar.utah.edu/ academic-calendars/ The last day to drop classes is

5/14/2020; the last day to withdraw from this class is 5/29/2020. Please check the academic calendar for more information pertaining to dropping and withdrawing from a course. Withdrawing from a course and other matters of registration are the student’s responsibility.

7. Veterans Center. If you are a student veteran, I want you to know that the U of Utah has a Veterans Support Center on campus. They are located in Room 418 in the Olpin Union Building. Hours: M-F 8-5pm. Please visit their website for more information about what support they offer, a list of ongoing events and links to outside resources: http://veteranscenter.utah.edu/. Please also let me know if you need any additional support in this class for any reason.

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8. LGBT Resource Center. If you are a member of the LGBTQ community, I want you to know that my classroom is a safe environment. Additionally, please know that the U of Utah has an LGBT Resource Center on campus. They are located in Room 409 in the Olpin Union Building; their hours are M-F 8-5 pm. You can visit their website to find more information about the support they can offer, a list of events through the center and links to additional resources: http://lgbt.utah.edu/. Please also let me know if there is any additional support you need in this class.

9. Learners of English as an Additional/Second Language. If you are an English language learner,

please be aware of several resources on campus that will support you with your language development and writing. These resources include: the Writing Center (http://writingcenter.utah.edu/); the Writing Program (http://writing-program.utah.edu/); the English Language Institute (http://continue.utah.edu/eli/). Please let me know if there is any additional support you would like to discuss for this class.