Florida International University

College of Nursing and Health Sciences

Communication Sciences & Disorders

SURVEY OF COMMUNICATION DISORDERS

SPA4002

Spring 016

COURSE NUMBER / SPA4002
COURSE TITLE / Survey of Communication Disorders
SECTION / U01
TIME/ LOCATION / Wednesday, 10:00am – 12:40pm /AHC3 -407
COURSE CREDITS / 3 credits
CLOCK HOURS / 3 hours
FACULTY / Professor Mariateresa (Teri) H. Muñoz, M.S., CCC-SLP
Phone: 305-348-3061
Cellular: 305 975-3231 (may call after hours/ weekends)
E-mail:
Office hours (AHC3-440):
Tuesdays, Wednesdays, and Thursdays: 8:30am-9:30am
Tuesdays and Thursdays: 1:00pm to 2:00pm
Wednesdays afternoons: (By appointment only)

COURSE DESCRIPTION

SPA 4002 Survey of Communication Disorders (3)

Theory, evaluation, and therapeutic procedures with disorders of speech and language, including, but not limited to, articulation disorders, childhood language disorders, aphasia, voice disorders, and disorders of fluency will be discussed. Prerequisite: Permission of the instructor.

COURSE OBJECTIVES

ASHA Standards

ASHA2014 StandardsfortheCertificateof ClinicalCompetenceinSpeech-LanguagePathologyconsist of eight standards related to academic and clinical training as well as continuing education for individuals who wish to obtain/maintain certification. The table below lists the standards/objectives addressed in this course along with the activities and evaluation criteria used to verify acquisition.

For more detailed information on ASHA’s SLP certification standards (2014), please visit: http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/

·  This is a prerequisite course and your acquisition of the relevant ASHA standards will be assessed on the appropriate portions of the exams, quizzes, and projects. Your department has set a competency of 83% or better on these assessments to meet ASHA standards. Exams, assignments, and projects will be reviewed in class and students will be required to correct any incorrect responses; however, this procedure will not alter grades.

·  Graduate Students failing to attain a grade of B or better in a graduate course will have to repeat the course and show competency in all standards. Additional remediation will be provided during course retake and a second failure to attain a grade of B or better will result in dismissal from the graduate program as the department and university will not be able to recommend their application for ASHA certification and state licensure. This information is pertinent to graduate level courses not prerequisites.

Standard IV-B

The applicant must have demonstrated knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The applicant must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span.

Standard IV-C

The applicant must have demonstrated knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:
·  articulation;
·  fluency;
·  voice and resonance, including respiration and phonation;
·  receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing;
·  hearing, including the impact on speech and language;
·  swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding, orofacial myology);
·  cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning);
·  social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities);
·  augmentative and alternative communication modalities.
Implementation: It is expected that course work addressing the professional knowledge specified in Standard IV-C will occur primarily at the graduate level.

Standard IV-D

For each of the areas specified in Standard IV-C, the applicant must have demonstrated current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.

Standard IV-E

The applicant must have demonstrated knowledge of standards of ethical conduct.
Implementation: The applicant must have demonstrated knowledge of the principles and rules of the current ASHA Code of Ethics.

Standard IV-F

The applicant must have demonstrated knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice.
Implementation: The applicant must have demonstrated knowledge of the principles of basic and applied research and research design. In addition, the applicant must have demonstrated knowledge of how to access sources of research information and have demonstrated the ability to relate research to clinical practice.

Standard IV-G

The applicant must have demonstrated knowledge of contemporary professional issues.
Implementation: The applicant must have demonstrated knowledge of professional issues that affect speech-language pathology. Issues typically include trends in professional practice, academic program accreditation standards, ASHA practice policies and guidelines, and reimbursement procedures.

Standard IV-H

The applicant must have demonstrated knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice. / Exam
Study Guides
Lectures
Readings Participation
/ Instructor Grading

Learning Objectives:

Upon completion of this course, the student will be able to:

1.  Describe the services provided by a Speech-Language Pathologist.

2.  Discuss the scope of the Speech-Language Pathology as a profession across the life span.

3.  Identify the professionals within a multidisciplinary team that are involved in a case depending on the setting.

4.  Identify speech structures and its functions.

5.  Understand the relationship of genetics with speech/language.

6.  Describe the difference between speech-language.

7.  Recognize the speech-language developmental milestones.

8.  Identify the developmental level of an individual.

a.  Determine if a deviation from the norm is present.

b.  Determine if a screening or evaluation is warranted.

c.  Describe difference between a screening and an evaluation.

9.  Recognize multicultural differences to determine if a speech/ language deviation is secondary to a cultural difference of disorder.

10.  Identify speech-language disorders through symptoms and characteristics.

11.  Research a disorder, risk factor, and its ramifications as if it were an actual individual in a caseload.

12.  Relate information learned in class to an actual case.

13.  Case Studies:

a.  Become aware of settings providing speech-language services in our community.

b.  Assist in determining a future desired population or setting.

c.  Apply class discussions to real life scenario.

14.  Recognize diagnostic and therapeutic procedures for each disorder.

15.  Develop a personal reference portfolio.

TEACHING STRATEGIES

Instructor will present topic material via power point presentation, classroom discussion, and online support, such as FIU Blackboard, Edmodo, and Quizlet

EVALUATION

1.  Read assigned chapters prior to class from course text:

Owens, R. E., Metz, D. E., & Farinella, K. A. (2014). Introduction to communication disorders: A lifespan evidence-based perspective (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

2.  Assignment (1): Students will view 2 videos, Breaking the Code and Defining Disability. The students will summarize each video and provide a reflection of their view/ perspective. Each video should have at least 2 paragraphs. Therefore, this assignment should have a total of 4 paragraphs between the two videos. Follow the guidelines delineated in Rubric “1”. Both components should not exceed 5 paragraphs.

Note: Rubrics for all assignments must be attached or points will be deducted.

5. Attendance and punctuality will be considered in grading. However, in the event of an emergency, notification via email is expected. Absence/ Tardiness will then be considered excused/unexcused. Only 2 excused absences will be permitted without affecting your grade. Students are responsible for the information missed during class time.

6. Make-up exams will not be permitted. There will be three exams and a final. Students

who have an A or A- will be exempt from taking the final. If a student is absent for one of their exams, the student will not be exempt from taking their final exam. Their grade on the final will be averaged in twice.

o 

o  Exam 1-

o  Exam 2 –November 03rd, 2015

o  Exam 3 –December 1st, 2015

7. Participation: Blackboard, in-class discussions, Edmodo, Quizlet, email /phone

Web-assisted Technology-Class support (Class after hours support)

Blackboard: This course will have a Blackboard (BB) shell. It is the student’s responsibility to log-in on a weekly basis to retrieve class handouts, participate in discussions, and read announcements. It is recommended that you download the Blackboard APP, if you have a smart phone or tablet. It will alert you instantly when I post information. Your grades and graded assignments will be uploaded unto BB. However, to contact me, it is preferred that you email me at or call me on my cell, (305) 975-3231 for an instant response. BB course message does not alert me when a message has been submitted.

Edmodo: Log in from any computer or download App unto your smart phone or Ipad, if applicable. All questions/ comments relating to class discussions are to be posted on Edomodo. This will give you the opportunity to participate and establish a virtual class forum outside of our classroom. Peers and the instructor will be able to communicate on “real time”. This tool has been used for studying purposes, questions and answers (Q & A), commenting, or academic peer/ instructor support.

Class code:

Link: https://www.edmodo.com/home#/group?id=13368289

Quizlet: Log in from any computer or download App unto your smart phone or Ipad, if applicable. Key terms have been entered unto Quizlet to assist with your studies. Tests, flashcards, and peer games can be completed through this program as a support to your studies. You are able to create additional study cards for yourself or to share with your peers.

Email: If you have any specific concern with your performance or situation, please email me at my FIU email address: . (DO NOT post personal concerns or situations on any other portal other than my FIU email address to assure that confidentiality is safeguarded (Follow HIPAA guidelines).

Office hours:

Office hours (AHC3-440):

Tuesdays, Wednesdays, and Thursdays: 8:30am-9:30am

Tuesdays and Thursdays: 1:00pm to 2:00pm

Wednesdays afternoons: (By appointment only)

Grading Percentage:

Ongoing throughout semester
Participation (In-class, Edmodo, Quizlet,) / 9%
Integrity Oath / 1%
Video Assignment / 5%
Attendance / 5%
Exams / 60%
Final Exam / 20%
Semester Possible Points / 100%

Grading Scale:

A

/ 93-100 / B- / 80-82
A- / 90-92 / C+ / 77-79
B+ / 87-89 / C / 73-76
B / 83-86 / C- / 70-72

REQUIRED TEXT

Owens, R. E., Metz, D. E., Farinella, K. A. (2014). Introduction to communication disorders: A lifespan evidence-based perspective (5 ed.). Upper Saddle River, NJ: Pearson Education, Inc.

SUGGESTED READING

American Psychological Association. (2009). Publication manual of the American Psychological Association, (6th ed.). Washington, D.C.: Author.

Note: The 2nd print of the APA book in 2009 (August 2009) is the corrected version.

Anderson, N. B., & Shames, G. H. (2011). Human communication disorders: An introduction (8th ed.). Boston, MA: Allyn & Bacon.

Chabon, S.S., & Cohn, E.R. (2011). Communication disorders casebook: The learning by example. Boston, MA: Allyn & Bacon.

Munoz, T., Anderson, N., & Chabon, S.S. (2011). Kana: A bilingual preschool child. In S.S. Chabon & E. Cohen (Eds.), The communication disorders casebook: Learning by example. (pp.95-102). Boston, MA: Allyn & Bacon.

Audiotaping will be permitted during specified times. To ensure HIPAA guidelines are followed, approval of the instructor must be obtained prior to audiotaping.

FIU POLICIES on Code of Academic Integrity

Academic Integrity

To view our Code of Academic Integrity, please visit:

http://academic.fiu.edu/AcademicBudget/misconductweb/Code_of_Academic_Integrity.pdf

Academic Misconduct

Florida International University is a community dedicated to generating and imparting

knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas, and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of Florida International University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Students who plagiarize or cheat can be charged with academic misconduct. Penalties for academic misconduct can include up to dismissal from the University. Please see below for description of academic misconduct.

Misconduct includes:

Cheating: The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not.

Plagiarism: The use and appropriation of another's work without any indication of the source and the representation of such work as the student's own. Any student, who fails to give credit for ideas, expressions or materials taken from another source, including Internet sources, is guilty of plagiarism.

Sexual Harassment: For information on sexual harassment, please visit: http://regulations.fiu.edu/regulation.

Failure to adhere to the guidelines stated above may result in referral to the Department and/ or Students Affair Committee. One of the following sanctions may be considered:

·  Suspension: Temporary separation of the student from the University for a specific period of time.

·  Expulsion: Permanent separation of the student from the University, preventing readmission to the institution. This sanction shall be recorded on the student's transcript.

Religious Holidays


Religious holidays are an excused absence, but not beyond the day for the holiday itself. Students should make their requests known at the beginning of the semester and arrangements must be made with the faculty member for missed work.

Students with Disabilities


Students with disabilities who may need special accommodations must register with the Office of Disability Services. If you have a disability and need assistance, please contact the Disability Resource Center (University Park: GC190; 305-348-3532) (North Campus: WUC139, 305-919-5345). Upon contact, the Disability Resource Center will review your request and contact your professors or other personnel to make arrangements for appropriate modification and/or assistance. In addition, students must contact the instructor so that arrangements can be made to accommodate, as well.