Department of Communicative Sciences and Disorders
CSD 560- Language and Learning Disorders in School-Aged Children/Service Learning
Spring 2012 Mon/Wed 12:40-2:00Location: 08 Curry Health Building
Instructor: Ginger Collins, Ph.D.,CCC-SLPOffice hours: TBA
Email: ffice: 21 Curry Health Building
Required Text:
Nelson, N.W. (2010). Language and Literacy Disorders: Infancy through Adolescence,New York, NY: Allen & Bacon.
Wallach, G.P., & Butler, K.G. (1994).Language Learning Disabilities in School-Age Children and Adolescents; Some Principles and Applications, New York, NY: Allen & Bacon.
Additional readings from other books have been assigned and will be available on E-reserve at the Mansfield Library. Journal articles are also available online at the Mansfield Library website, and students are responsible for locating and downloading these articles.
Course Objectives:
Upon completion of this course, the student should be able to:
Differentiate between students with language learning disabilities, identify students at risk for language learning disabilities, demonstrate knowledge of language, reading, writing, and spellingdevelopment during the school years, administer norm-referenced tests of language, reading, and writing, assess language, reading, and writing using a variety of descriptive measures, analyze and interpret assessment information, identify procedures to improve language, phonological awareness, reading, writing, and spelling abilities, and identify and use strategies to improve language and literacy skills.
Conceptual Framework:This course provides a learning community that a) integrates ideas, b) encourages cooperative endeavors, and c) respects diversity and individual worth. These concepts are illustrated through the following activities: a) reviewing concepts and policies from other fields of study (education and psychology, in particular) and discussing the influence these have on the field of speech-language pathology, b) posting messages to various discussion board fora and reflecting and commenting on one another’s differing viewpoints, and c) discussing various alterations and adaptations to diagnosis and intervention based on cultural diversity.
Learning Outcomes
The ASHA Knowledge and Skills Acquisition(KASA) document details the Standards for the Certificate of Clinical Competence (SCCC). It is utilized to demonstrate compliance with accreditation standards related to preparing students to meet ASHA certification requirements. It covers nine main knowledge areas (articulation, fluency, voice and resonance, receptive/expressive language, hearing, swallowing, cognitive aspects, social aspects, and communication modalities) across five clinical parameters (etiology, characteristics, prevention, assessment, and intervention). Due to the importance of the KASA standards in tracking and documenting the student’s achievement related to these knowledge areas and clinical parameters, they are directly related to the Learning Outcomes. Accordingly, the relevant Standard(s) are noted under each Learning Outcome. The relevant Conceptual Framework areas are also noted and discussed in more detail below:
In this course, students’ knowledge of prevention, assessment, and intervention of school-age language disorders will be assessed on projects and through a practical lab experience. A competency must be Evident (70% or better) on these to pass the ASHA standards. If a student does not meet the required standard, an individualized remediation plan will be developed. In some instances, a student may pass the course without passing all of the competencies.
Knowledge Competencies / CompetencyThe student will: / Evaluation Method
The student will: / Criteria / Remediation Strategies
III C
Knowledge of receptive and expressive language disorders / Identify complexities in a sample of language that are potential barriers for students with language learning disabilities; 5 domains will be examined: syntax/morphology, cohesion, phonology/spelling, semantics/vocabulary, pragmatics/coherence / -Correctly identify at least 5 possible barriers in each domain andprovide detailed descriptions of the factors that contribute to those complexities. / Mastery: Score of 90% or better
Evident: Score of 70-89%
Not Evident: Score of below 70% / The professor will provide supplemental readings and/or additional tutorials to support the student in meeting this objective’s criteria before revising and resubmitting the presentation in question.
III D
Knowledge of prevention, assessment, and intervention of expressive and receptive language disorders / 2. Collaborate with colleagues and demonstrate: a) prevention, b) assessment, & c) treatment strategiesin school-age language disorders / -Complete an analysis of a written language sample.
-Synthesize and language-based strategies for prevention, assessment, and treatment of expressive and receptive language disorders by providing detailed descriptions of reading and writing intervention strategies as though preparing a script for an intervention session.
-Write goals and objectives appropriate for a hypothetical client with a language-learning disorder. / Mastery: Score of 90% or better
Evident: Score of 70-89%
Not Evident: Score of below 70% / The professor will provide supplemental strategies for research and interpretation of literature to support the student in meeting this objective’s criteria on additional demonstrations of prevention, assessment, and treatment techniques.
Study Commitments
Because the general workload of the graduate student is far greater than that of an undergraduate student, you must allow for ample time outside of class for reading, studying, conducting research, and writing. Your ultimate goal in becoming an expert in the field of speech-language pathology is first becoming an independent scholar. This means conducting research and seeking additional information on topics with which you feel that you have not reached a level competence. There are numerous reading assignments in this course. It is recommended that you create a study schedule for yourself at the start of the semester.
Honor Code
Academic misconduct is subject to anacademic penalty by the course instructor and/or a disciplinary sanction by the University.All students need to be familiar with the Student Conduct Code. The Code is availablefor review online at
Class Attendance & Policies
As in all college courses, attendance in class (or online) is expected and will benefit your final grade. There is a documented positive correlation between attendance and good grades. I do not give out my lecture notes. General notes are provided on Moodle in PDF form. If you miss class, please obtain additional notes from a classmate.
1.Participation. Each student is expected to read assigned material prior to class and participate in class discussions (face-to-face & online)
2.Students are required to conduct themselves according to professional standards (e.g., dress code, professional conduct, etc.) as discussed in class and as stated in the student handbook when conducting observations, volunteer work, or interventions off-campus.
3.Written work done outside of class must be reasonably correct in mechanics (e.g., spelling, grammar, punctuation, etc.). Points will be deducted for inadequate written work.
4.All typed assignments completed outside of class must be single-spaced, usingTimes New Roman font unless otherwise specified by the instructor. All font sizes for typed assignments must be size .12. Any font size less than .12 will be returned for re-typing to required font size, placing the student at risk for late submission. The instructor will only accept the first submission of an assignment for grading. Review your assignment for errors and formatting before submission.
5.All PowerPoint presentations must be typed using .20font size, or larger. No specific style of font is required, but the presentation is expected to look professional. Do not use whimsical or difficult-to-read fonts, such as, chiller, jokerman, orscript.
5.In ALL work, use person-first language to be consistent with IDEA. Emphasize the person more than the disability (e.g., a child with mental retardation, NOT a mentally retarded child).
6.Students who miss class (or any portion of class) are responsible for the content. Any student who misses a class has the responsibility for obtaining copies of notes, handouts, assignments, etc. from class members who were present. If additional assistance is still necessary, an appointment should be scheduled with the instructor. Class time is not to be used to go over material with students who missed class(es).
7.Submission of work taken directly from another source (e.g., lesson plan copied from a book, the Internet, or material developed by another student) will be considered plagiarism and grounds for no credit on the assignment unless properly credited. Students are encouraged to use a variety of resources in obtaining ideas and illustrations that will help complete assignments. See the APA Guide for the correct method to cite other authors’ work. Another useful resource I strongly recommend: owl.english.purdue.edu
8.Late submissions: five points will be subtracted from the student’s earned grade for each day beyond the due date.
Student Resources
Two tutoring programs are available to students, one administered by the TRiO and the other by the UndergraduateAdvisingCenter; both are located in Corbin Hall. More information on TRiO, visit TRiO at LommassonCenter 154, call 406-243-5032, or log on to . The Undergraduate Advising Center is located in the LommassonCenter 269, or you can visit
The Writing Center is available to help you improve your writing skills. Writing instructors are available to help you plan and develop your thoughts. For more information, visit them online at: email or call (406) 243-2266. Internet resources that are also helpful in improving writing include:
Students with Disabilities
Students with disabilities are encouraged to plan ahead and can contact Disability Services for Students (DSS). For additional information, contact DSS Director Mary Lee Vance, Ph.D., Lommasson Center r (406) 243-2373. Please visit to find details about the available services.
Foreign Exchange Students and Scholars
The office of Foreign Student and Scholar Services (FSSS) is available for general counselling and provides direct support services, consultation, and liaison. Staff members at FSSS are available to help with academic advising, cultural adjustment, financial problems, and other issues. The FSSS office is in the LommassonCenter, Room 219. For more information, contact or visit
DIRECTORY OF ASSISTANCEConcern / Contact / Contact details
Matters concerning the course / Instructor / Office: CHC 21 (406) 243-2626
General academic issues / Department Chair / Office: CHC 051 (406) 243-2376
Difficulties accessing your Student Computer account,
Technical difficulties in PC Labs, Difficulty with Moodle / IT Helpdesk / 406.243.4999 866.225.1641 (toll-free)
Library inquiries
Help with library databases, Internet searching and Reference queries / UM Library / In person. At the Information Center.
Staff are available from 8am-9pm on weekdays, 1-6pm on Saturday, and 1-9pm on Sunday.
Phone. 406/243-6866 or 800/240-4939
Staff are available from 8am-9pm on weekdays, 1-6pm on Saturday, and 1-9pm on Sunday.
Email. Ask a UM Librarian.
Messages will be responded to within 24 hours.
Chat. Staff are available to IM from 8am-9pm on weekdays, 1-6pm on Saturday, and 1-9pm on Sunday.
Text. (406)68-MONTE (686-6683)
Staff are available via text from 8am-9pm on weekdays, 1-6pm on Saturday, and 1-9pm on Sunday.
Purchasing of text books and stationery / UM Bookstore / Ph:(406) 243-1234
Fax:(406) 243-2001
email:
website:
University of Montana Bookstore
University Center, 1st & 2nd Floor
5 Campus Drive, Missoula, MT 59801
Service Learning
This is a service learning course. Service Learning at UM is a method of teaching and learning in which students, faculty and community partners work together to enhance student learning by applying academic knowledge in a community-based setting. Student work addresses the needs of the community, as identified through collaboration with community or tribal partners, while meeting instructional objectives through faculty-structured service work and critical reflection meant to prepare students to be civically responsible members of the community. At its best, service learning enhances and deepens students’ understanding of an academic discipline by facilitating the integration of theory and practice, while providing them with experience that develops life skills and engages them in critical reflection about individual, institutional, and social ethics.
It is my philosophy that service learning experiences help to enhance academic learning, and vice versa, that academic learning can enhance service learning.You are required to donate a minimum of 15 hours of volunteer service to a community organization which provides service in the area of language and literacy for school-aged children. An arrangement with the Flagship Program of the Missoula School District has been made to accommodate all students enrolled in the course to work with elementary or middle school aged youth in an after-school program for students struggling with language and literacy. Volunteer hours a) involving diagnosis, treatment, or prevention of language disorders and b) are supervised by a licensed speech-language pathologist who holds the Certificate of Clinical Competence can be counted towards observation hours and/or clinical hours.
Alternate service learning experiences can be arranged for students participating in this course at a distance, or for students for whom the assigned service placement would create a religious, moral, or political conflict. Students wishing to arrange an alternative experience need to have it approved by the instructor. You are to inform your instructor of your choice by February 1. If you need assistance in choosing a service learning placement, consult with the instructor as soon as possible for ideas and assistance.
You are required to create a “lesson plan” for each session of your volunteer placement and collect data for and monitor the progress of the elementary/middle school students involved. A format for both will be provided by the instructor. Each student will also complete a brief reflection of each volunteer session. The civic engagement portion of this class (both written and practical performance) accounts for 70 of the 500 possible points that students can earn in this semester.
Blended Course
The course schedule, readings, and assignments are listed below. In the CSD department at the University of Montana, we have both on-campus and distance students concurrently enrolled in courses. In order to serve the needs of our unique student body, we offer courses that are “blended,” that is, the majority of the graduate-level coursework is not strictly “face-to-face,” nor is it strictly “online.” Students will participate in lectures (either face-to-face or while synchronously observing online from a distance) as well as other activities designed to foster independent learning, including guided self-study, volunteer work in the community, viewing courses on and/or reading journal articles or sample case studies.
Students who have identified themselves as distance students will be permitted to view lectures synchronously via internet. Students who have identified themselves as on-campus students, however, are expected to attend classes face-to-face. Only in rare circumstances will face-to-face students be permitted to view online lectures. The student must request online access prior to the lecture, and the instructor will examine each request on a case-by-case basis to determine if online access will be granted.
Consult your course syllabi, the UM academic calendar and final exam schedule before making travel plans. Vacation plans are not an acceptable reason for rescheduling exams.
Although every effort will be made to adhere to the proposed schedule, unforeseen circumstances can arise, so the schedule is subject to change. Additional readings may be required occasionally and will be posted to Moodle along with any changes that may be made in the schedule as it is outlined.
CLASS OUTLINE: January 23- May 3, 2012
Lecture / Date / Reading Assignment / Topic1 / 1.23 / Course syllabus, CH 1 (Wallch & Butler) / Review of syllabus, orientation to the course, & review of normal curve and standard scores
2 / 1.25 / Chs 5 & 6 (Wallch & Butler) & reflection on part II / Standardized Assessment
3 / 1.30 / Pp 351-374 (Nelson) / Curriculum-based assessment & language sampling
4 / 2.1 / CH 2 (Wallach & Butler) / Discourse
5 / 2.6 / CHs 7 & 8 (Wallch & Butler) / Discourse
6 / 2.7 / CH 3 (Wallach & Butler) & reflection on part I / Metalinguistic development
7 / 2.13 / CH 9 (Wallch & Butler) CHs 4 & 5 (Moats) / Spelling & Phonology
8 / 2.15 / CH 4 (Bain, Bailet, & Moats) / Spelling & Phonology
2.20 / Washington-Lincoln birthdays observed- NO CLASS
9 / 2.22 / Shapiro, L.(1997). An introduction to syntax. Journal of Speech, Language, and Hearing Research, 40, 254–272.
Scott, C., & Stokes, S. (1995). Measures of syntax in school-age children and adolescents. Language, Speech, and Hearing Services in the Schools, 26, 309–319. / Syntax
10 / 2.27 / CH 11 (Nippold) / Syntax
11 / 2.29 / Sadoski, M., (2005). A Dual Coding View of Vocabulary Learning. Reading & Writing Quarterly, 21: 3, 221 – 238. / Vocabulary
3.5 / XLi
12 / 3.7 / CH 12 (Wallach & Butler) / Word finding
13 / 3.12 / CH 7 (Brown & Yule) / Coherence & cohesion
14 / 3.14 / CH 10 (Wallach & Butler) / Pragmatics & non-literal language
15 / 3.19 / Norris, J., (1995). Expanding language norms for school-age children and adolescents: Is it pragmatic? Language, Speech, and Hearing Services in the Schools,26: 342 - 352. course # 3378 / Pragmatics & non-literal language
16 / 3.21 / Boudreau, D., & Costanza-Smith, A., (2010). Assessment and Treatment of Working Memory Deficits in School-Aged Children: The Role of the Speech-Language Pathologist. Language, Speech, and Hearing Services in Schools, (in press- first published on December 20, 2010) / Memory
17 / 3.26 / CHs 1 & 2 (Snowling) / Dyslexia
18 / 3.28 / CH 14 (Wallach & Butler) / Auditory linguistic processing & language learning
4.2 4.4 / Spring Break- NO CLASS
19 / 4.9 / CH 12 (Nelson) / School-Age Policies & Practices
20 / 4.11 / CH 13 (Nelson) / School-Age Intervention
21 / 4.16 / CH 14 (Nelson) course # 3276 / Interventions for Special Populations
22 / 4.18 / Norris, J., (1991). From Frog to Prince: Using Written Language as a Context for Language Learning, Topics in Language Disorders, 12, 66-81.
Norris, J., (1989). Providing Language Remediation in the Classroom: An Integrated Language-to-ReadingIntervention Method. Language, Speech, and Hearing Services in the Schools, 20, 205-218. / Reading Interventions
23 / 4.23 / TBA / Interventions continued
24 / 4.25 / Presentations 1-3 / Student Presentations
25 / 4.30 / Presentations 4-6 / Student Presentations
26 / 5.2 / Presentations 7-9 / Student Presentations
Graded work- information about each assignment will be provided in class and on Moodle. No extra credit assignments are available for this course.
Course assignments/requirements:
Presentation100 points
Project 1-Language analysis100 points
Project 2- Spelling30 points