College of Health Profession

College of Health Profession

Program in Speech Sciences and Technology

Webcourse Syllabus

SST 291: Speech-Language Pathology Assistant (SLPA)--Childhood Communication Disorders (3 Credits)

College: College of Health Professions

Department:Program in Speech Sciences and Technology

Course Prefix, Number, Title:SST 291: SLP Assistant--Childhood Communication Disorders

Semester(s) Offered:Spring Term

Clock Hours, Credit Hours:3 Hours (CTEL)

Instructor=s Name:Dennis C. Tanner, Ph.D., Professor

Staff (Visiting Instructor)

Office Address: Building 66 (Health Professions); Room 217

Course Prerequisites:CSD 191: Communication Disorders in Literature and Media

CSD 202: Phonetics

CSD 251: Anatomy and Physiology of the Speech and Hearing Mechanism

Course Description: SST 291 addresses the major childhood communication disorders focusing on the role of the speech-language pathology assistant (SLPA), primarily employed in an educational setting, in their diagnosis and treatment. The following communication disorders are addressed: Language delay and disorders, articulation and phonology, and childhood stuttering. SST 291 consists of lectures, demonstrations, and videos to accompany assigned readings.

Student (Learner) Expectations/Outcomes for this Course:

GOAL: SST 291 is intended to provide the prospective speech-language pathology assistant (SLPA) with basic information about major childhood communication disorders and their diagnosis and treatment. The focus of the course is on the role of the SLPA in clinical practice and follows the guidelines and scope of practice established by the American Speech-Language-Hearing Association (ASHA).

The successful student in SST 291 will comprehend, learn, ascertain, discover, and understand the following as demonstrated in the Assessment of Student Learning Outcomes section (see below):

Essentials of Language Delay and Disorders for the Speech-Language Pathology Assistant

Working definition of language

The major cognitive prerequisites to language development

The role of mental impairment-mental retardation in language acquisition

The major stages of linguistic development

The major stages of social-communication (pragmatic) language development

The nature and types of learning disabilities especially language-based learning disabilities

Dyslexia and dysgraphia

Treating language disorders and the Individuals with Disabilities Education Act (IDEA)

Essentials of Articulation and Phonology Disorders for the Speech-Language Pathology Assistant

Phonetics, consonants, vowels, coarticulation, and assimilation

Phonology

Phoneme acquisition ages

Accent and dialect

Etiology of articulation and phonology disorders

Deafness, hearing loss

Structural abnormalities

Neuromuscular impairments

Delayed language

Emotional duress

Neuromotor maturational inadequacies

Diagnosing articulation and phonology disorders

Therapies for articulation and phonology disorders

Essentials of Stuttering for the Speech-Language Pathology Assistant

The definition of stuttering

Stuttering: Nature or nurture

The organic theories

The psychological theories

The learning theories

Multiple causation theories

Diagnosis of stuttering in children

The four aspects of stuttering

Stuttering: What is heard

Stuttering: What is seen

Stuttering: Anxiety and associated negative emotions

Stuttering and its effects on personality

The eclectic treatment of stuttering

Course Structure/Approach

SST 291 consists of lectures and demonstrations to accompany assigned readings in the required text. Students are also required to read assigned supplemental articles and Website sources, and participate in additional interactive activities involving models and anatomical figures.

Textbook and Required Materials

Tanner, D. (1997). Handbook for the Speech-Language Pathology Assistant. Oceanside, C.A.: Academic Communication Associates. ISBN 1-57503-037-3

Academic Communication Associates, Inc.

P.O. Box 586249

Oceanside, California 92058-6249

Telephone Orders: (760) 758-9593

Item Order #49933

To Order Online: http:

Recommended Optional Materials/References

Tanner, D. (2003). Exploring Communication Disorders. A 21st Century Introduction Through Literature and Media. Boston: Allyn & Bacon.

Tanner, D., Culbertson, W., and Secord, W. (1997). Developmental Articulation and Phonology Profile (DAPP). Oceanside, C.A.: Academic Communication Associates.

Tanner, D., Lamb, W., and Secord, W. (1997). Cognitive, Linguistic and Social Communication Scales (CLASS) (2nd ed). Oceanside, C.A.: Academic Communication Associates.

Tanner, D. (1999). Understand Stuttering: A Guide for Parents. Oceanside, C.A.: Academic Communication Associates.

Tanner, D. (1994). Pragmatic Stuttering Intervention for Children. Oceanside, CA.: Academic Communication Associates.

Course Outline

Module One: The role of the speech-language pathology assistant in the diagnosis and treatment of childhood speech and hearing disorders

Module Two: Normal cognitive, linguistic, and social-communication development

Module Three: Language learning disorders, dyslexia, and dysgraphia

Module Four: Treating learning disorders, dyslexia, and dysgraphia

Examination I

Module Five: Clinical phonetics, normal speech sound acquisition, accent, and dialect

Module Six: Disorders of articulation and phonology

Module Seven: Treating disorders of articulation and phonology

Examination II

Module Eight: The nature of stuttering

Module Nine: Etiology of stuttering

Module Ten: Diagnosing stuttering in children

Module Eleven: Treating stuttering in children

Module Twelve: Miscellaneous childhood communication disorders: screamer=s nodes, pediatric traumatic brain injury, cleft lip and palate, and syndromes

Examination III (Final Examination)

Assessment of Student Learning Outcomes

Method of Assessment

Students will be graded according to their scores on the three examinations and their term papers. The tests and term paper are worth 100 points each. The student=s final grade will be computed based on the sum of the total points for the four assignments and the letter grade will be curved based on the courses= performance.

Time Line for Assessment (Specific Dates will be Placed on Course Calendar)

Examination I: Fourth week of classes

Examination II: Tenth week of classes

Paper Due Date: Fourteenth week of classes

Examination III:Sixteenth week of classes

Grading System

Examination I: Open book, multiple choice

Examination II: Open book, multiple-choice

Examination III: Open book, multiple choice, comprehensive

Term Paper: The term paper is to summarize childhood language, articulation/phonology, and stuttering communication disorders, and to review their causes, diagnosis, and treatment. It should be at least 10 pages in length, double-spaced (1 inch margins), and include at least three academic references published within the past five years. It should also conform to APA writing style. [See document ASST 291: Term Paper Instructions@ for details].

Course Policy

Retest/Makeup Tests

Tests and papers will have ten points deducted for each unexcused day they are late.

All makeup assignments/tests are to be completed during the final week of the semester.

Attendance

Attendance for the online discussion groups is strongly suggested but not required.

Statement on Plagiarism and Cheating

Plagiarism is representing someone else=s ideas as your own and not giving the author or authors due credit. Cheating is copying all or part of someone else=s assignment or test, and representing the work as your own. Students who plagiarize or cheat will receive an F in the course.

University Policies: Policies on Safe Working and Learning Environment, Students with Disabilities, Institutional Review Board, and Academic Integrity Policies are available in the student handbook and on the NAU Website: http:/jan.ucc.nau.edu/academicadmin/plcystmt.html