EDSP 259: SEMINAR IN LANGUAGE
DISORDERS IN CHILDREN
Department of Communicative
Disorders and Sciences
Fall
2004
Office Hours:
Mondays: 1:00 PM-4:00 PM Sweeney
Hall Room 118-A
Tuesdays: 2:00 PM-4:00 PM Phone:
408-924-4019
and/or by prior
appointment E-mail:
hlangdon@email.sjsu.edu
I will respond to your call or message
as soon as I can.
MISSION STATEMENTS
The
mission of the College of Education at San José State University is to
prepare educators who have the knowledge, skills, dispositions and ethics that
ensure equity and excellence for all students in a culturally diverse,
technologically complex, global community.
The
mission of Communication Disorders and Sciences is to provide a high quality
program for speech-language pathologists to meet the communicative needs of our
increasingly diverse multilingual/multicultural population. The program follows
an academic and clinical curriculum based on a sound theoretical framework and
research findings which promote competent practitioners who participate in
lifelong learning
experiences. The
program is enhanced through faculty, academic, and clinical expertise,
transdisciplinary and family collaboration and technological advancements in
assessment and intervention.
Provides an understanding of the
neurophyschological, cognitive and linguistic correlates of developmental
language disorders which underline the competencies to diagnose and provide
treatment for children with language impairments.
EDSE
102-EDSP 124-EDSP 125 or Instructor’s consent.
This course meets the requirements of
several standards set by CTC
as well as ASHA Standards which include:
EDSP
259-Fall 2004
CTC:
22.1 Demonstrating
understanding of speech, language, and hearing disorders; including but not
limited to disorders of language, articulation, fluency, voice, and hearing.
22.2 Comprehension
of speech, language and hearing disorders associated with special populations
including, but not limited to individuals with autism, cerebral palsy, hearing
impairment, developmental disabilities, learning disabilities and traumatic
brain injury.
23.1 Proficiency
in the assessment, selection, and development of augmentative and alternative
communication systems and the training of clients in their use.
24.1 Knowledge of management procedures, including remediation principles used in habilitation and rehabilitation for children and adults with various disorders of communication in their primary languages.
ASHA:
Standard III-E: The applicant must possess knowledge of the principles and methods of prevention and assessment , and intervention for people with communication and swallowing disorders, including consideration of anatomical/ physiological, psychological, developmental, and linguistic and cultural correlates of the disorders.
Demonstrate
an understanding of :
1-
Normal and abnormal early neurological development as well as function
including “ at risk” features.
2.
Developmental patterns of language and cognitive systems.
3.
Characteristics of children and adolescents with various impairments to include
but not limited to neurological, cognitive, hearing impairments, emotional
disturbance, autism.
4.
Most appropriate assessment and effective treatment procedures for those
children and adolescents taking into account personal, cultural and
environmental variables.
Larson, V. &
McKinley, N. (2003). Communication solutions for adolescents.
Eau
Claire, WI: Thinking Publications.
EDSP
259-Fall 2004
COURSE REQUIREMENTS and EXPECTATIONS:
A. Complete all
readings-Come to class prepared. Participate with constructive comments.
B. Pass one final examination-50 multiple
choice questions.
C.Completion of
three projects (See description below).
PROJECT C-1 Summary of journal paper -Individual Project
(Written 50 points-Oral 25 points)
due October 5
Select one article from any journal
discussing therapy for autistic or LLD children or adolescents. Write a
summary of the article while
providing your opinion about the quality of the paper, and responding to the
following questions: 1) D id the author(s) discuss the theoretical framework
that supported the therapy approach(es)?
and, 2) Today, we talk
about evidence based therapy, was there any discussion about the assets,
liabilities, and/or limitations of the therapy discussed.?
Please
E-mail your summary to your classmates prior to the date of presentation.
Oral Presentation
Summary/Highlights of your paper no more than 5-8 minutes
PROJECT C-2 Observation of a teenager with a partner
(Written-125 points---Oral
presentation-25 points)
due November 2
Contact an SLP and ask him/her if she will be willing to assist you with this project. In exchange you will create an activity suited for the student’s needs such as designing special cards, a book, or a board game/activity to practice the areas that are being emphasized in therapy. Obtain permission from the parents to observe the student throughout the portion of the day where you can observe the student in speech/language therapy, classroom and recess/brunch. The student must be a 12 to 19 year old and identified as a special education student (age 12 to age 19)
Written segment:
Report the
following information: (Use acronyms for the student’s name and school to
preserve confidentiality).
a.
Age. Date of observation.
b.
Age and type of diagnosis, by whom?
c.
Educational experience, previous interventions, results. .
d.
Current level of performance in speech, language, communication, academic
learning (where appropriate).
e.
If student is ELL include all pertinent comments regarding this issue.
f.
Current speech and language goals.
For each setting
the following: (Observe for 20-30
minutes at least).
a.
What were the objectives of the activity/lesson?
EDSP
259-Fall 2004
b. What were the materials used?
c.
How did the student respond?
d.
What did the SLP or classroom teacher do:
· to enhance the student’s responses?
· when the student did not respond as
desired and/or had an attention or behavior difficulty?
e.
How did the SLP or classroom teacher record the student’s performance for
that session?
f.
If you were the SLP, what might you have done differently and why?
g.
Describe the special activity you developed for the student.
During
recess/brunch please observe:
a.
Activity/ies that the student did engage in.
b.
Could you tell if there was a dialog between the student and other others?
c.
Could you tell that the student had a learning difficulty in observing him/her
in the less structured setting?
d.
Were there advantages or disadvantages in observing the student in this
setting?
Why?
Conversation
with SLP and the Student:
a.
Converse with the SLP regarding the content of the transition plan for the
student if applicable.
b.
Ask the SLP to comment on the efficacy of the model of intervention he/she is
using.
c. Administer the Learning Style
Questionnaire (Larson & McKinley p. 480-484)
Other
information to include in your paper (6 to 8 pages):
a.
What did you learn from this experience?
b.
How does this experience match or does not match your readings on this topic
(please
make reference to at least three articles
from professional journals
c.
How might you use this experience in your future coursework?
d.
List reference s using APA style (5th edition).
e.
On a separate piece of paper write about the nature of your collaboration with
your project partner. How might you improve it next time?
As
an Appendix
f.
Include the completed Learning Style Questionnaire.
PAPER should be
typewritten and turned in a folder. E-mailed papers will not be accepted, for this project because I don’t
have the budget to run the copies and I prefer to read from paper and not the
screen.
Oral Presentation
Summary/Highlights of your paper no more than 5-8 minutes
EDSP
259-Fall 2004
PROJECT C- 3.-Research paper- Individual Project
(Written
:150 points-----Oral: Powerpoint and presentation in class : 50 points).
due either December 7 or December
14 (lottery)
Note: To receive full credit you must attend both classes even if you are done with the last paper. Points will be deducted if you do not come to class.
Ten-page
research paper on any topic of your choice related to assessment and/or intervention
of language disorders in children
(Birth to 9). Follow APA
5th edition standards. (Sorry,
but points will be deducted for incorrect spelling)
Example of
papers:
1-Best strategies to work effectively with a child who had TBI
upon re-entering toschool.
2-
Collaboration with multidisciplinary teams in working with CP students who need
an AAC system to communicate more effectively.
3-Effective
strategies in working with students who have Tourette’s syndrome.
4-The
role of the SLP in youth enrolled in juvenile prisons.
5-Controversy
surrounding the use of stimulant medications for students identified as
ADD/ADHD.
6-Roles
and responsibilities of the SLP working with LLD students in the middle and
high school.
7-Are
there therapies that are more effective than others for PPD students?
8-Present
a survey of vocational training in five areas and demonstrate how much language
is needed for each? For example, if you are a mechanic, what do you need to be
able to do? If you are an electrician? How about a hair stylist?
Project:C-1 75
points (50 written and 25 oral)
Project: C-3 200
points (150 written and 25 oral)
Constructive Participation:
25 points
A+ 98-100 A 94-97 A- 90-93
B+ 87-89 B 84-86 B- 80-83
C+ 77-79 C 74-76 C- 70-73
D 60-69 F<60
See the "
Students Rights and Responsibilities" section in the SJSU catalog for
information about the SJSU procedures for filing a complaint.
EDSP
259-Fall 2004
At SJSU
plagiarism is the act of representing the work of another as one's own (without
giving appropriate credit) regardless of how that work was obtained, and
submitting it to fulfill academic requirements. Plagiarism at SJSU includes,
but is not limited to:
1.2.1 The act of
incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the
specific substance of another's work, without giving appropriate credit, and
representing the product as one's own work; and
1.2.2 Representing another's
artistic/scholarly works such as musical compositions, computer programs,
photographs, paintings, drawings, sculptures or similar works as one's own.
http://library.sjsu.edu/leap/plagiar.htm
ACCOMMODATIONS
If you need
course adaptations, because of a disability, if you have emergency medical
information to share with me, or if you need special arrangements in case the
building must be evacuated, please make an appointment with me as soon as
possible, or see me during office hours.
EDSP
259-Fall 2004
We
will review topics according to the major classifications in both children and
adolescents. Cultural and linguistic differences will be discussed in each
category.
DATE
|
TOPICS AND
READINGS
|
|
August 31 |
Course Requirements--Language-Learning Disabilities-ChildrenShoenbrodt, L –Chapter 4 Supplement with Larson & Mc. Kinley. |
|
September 7 |
ADD/ADHD
Shoenbrodt, L –Chapter 3 |
|
September 14 |
Language Disorders/ Learning
Disabilities-Adolescents Larson & McKinley-Chapter 14 |
|
September 21 |
Autism Spectrum Disorders- PDD to
Asperger’s Shoenbrodt, L –Chapter 5 Supplement with Larson & Mc. Kinley. |
|
September 28 |
AAC for students with Various
Communicative Disorders
Guest Speaker: Deborah Bell |
October 5
|
Discussions of
papers-Presentations
|
|
October 12 |
Catch-up day- No class-Observations if
you wish |
|
October 19 |
Traumatic
Brain Injury
Shoenbrodt, L –Chapter 1 Supplement with Larson & Mc. Kinley. |
|
October 26 |
Cerebral
Palsy
Shoenbrodt, L –Chapter 2 Supplement with Larson & Mc. Kinley |
|
November 2 |
Mental
Retardation
Shoenbrodt, L –Chapter 6 Project C-2 Presentations |
|
November 9 |
Subtance Abuse-
Shoenbrodt, L –Chapter 8 Project C-2 Presentations
|
|
November 16 |
Hearing
Impaired
Guest
Speaker-Cochlear Implants-Role of
SLPs |
|
November 23 |
Child Neglect
/Adoption/Psychiatric Disorders
Shoenbrodt, L –Chapter 8 Multiple Choice Exam
|
|
December 7 |
PAPER PRESENTATIONS
|
|
December 14 |
PAPER PRESENTATIONS
|
EDSP
259-Fall 2004
REFERENCES
Both texts include
an extensive bibliography on each topic that is up- to date. Some references
dating from 2000 are listed.
Bernstein, D.K., & Tiegerman, E.
(2002). Language and communication disorders in children. (4th ed). Boston: Allyn &
Bacon.
Butler, K, G., & Silliman, E.R.
(2002). Speaking, reading, and writing in children with language-learning disabilities. Mahwah, New Jersey: Lawrence Erlbaum.
Catts, H.W. & Kamhi, A.G. (1999). Language
and reading disabilities.
Boston:Allyn & Bacon.
Cheng, L.L. (1996). Integrating
language and learning for inclusion:
An Asian-Pacific Focus. San Diego: Singular Publishing Company.
Coleman, M.C. (1996). Emotional and
behavioral disorders.
Boston: Allyn & Bacon
Nelson, N. (1998). Childhood language
disorders in context: Infancy through adolescence. (2nd ed). Columbus, OH:
Merrill
Paul, R. (2001). Language disorders
from infancy through adolescence.
St Louis: Mosby
Wallach, R.K., & Butler, K (Eds.)
(1994), Language learning disabilities in school–age children and adolescents. New York: Merrill
Wong, B (Ed.), Learning about learning
disabilities (1995). San
Diego: Academic Press
Journals:
American Journal
of Speech Pathology
Archives of
Pediatric and Adolescent Medicine
Child Abuse and
Neglect
Child Psychiatry
and Human Development
Developmental
Neuropsychology
International
Journal of Language and Communication Disorders
Language
Disabilities Quarterly
Journal of
Communication Disorders.
Journal of
Language Disabilities
Journal of
Pediatrics
Journal of
Speech and Hearing Disorders
Journal of
Speech and Hearing Research
Language,
Speech, and Hearing Services in Schools
Seminars in
Speech and Language
Topics of
Language Disorders
LIBRARY RESOURCES
Lorene
Sisson--Librarian
San
José State University Library
One
Washington Square San José California 95192-0028
408.924.2823
http://library.sjsu.edu/staff/sisson