CD 5661
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CD 5661
Diagnostic Process
Spring 2007
Instructor: Dr. Dawn Botts
Schedule: Monday/Wednesday 11:00-12:15
Room: RCOE Annex
Office: RCOE Annex 203
Phone: Office: 262-4981
Email:
Office Hours: Monday-Friday 8:30-10:30, please make an appointment
Course Description
This course is designed to provide and in-depth understanding of assessment strategies used in communication disorders. A functional framework for understanding the diagnostic process and the interpretation of assessment results will be emphasized. Topics covered will include obtaining and interpreting case history data; conducting diagnostic interviews; and administering, scoring and interpreting data from diagnostic instruments used to evaluate various communication disorders. Issues related to the assessment of communication disorders in diverse populations will be highlighted.
Course Outcomes
After attending all class lectures, reading all assigned material, completing all quizzes, and participating in a class project, students will:
Outcome / Implementation1. Demonstrate the ability to integrate and apply information concerning traditional and alternative screening and assessment measures and procedures (ASHA Standard III-D; III-F). / Midterm Examination
Final Examination
Screening Activity
Resource Document: Section I, VI, and VII
2. Demonstrate the ability to integrate and apply information concerning ethnic, cultural, and linguistic diversity issues into the diagnostic process (ASHA Standard III-D; III-F). / Midterm Examination
Final Examination
Practical Experience Activities
Resource Document: Section IV, VI, and VII
3. Demonstrate the ability to integrate and apply information concerning assessment methods appropriate for various communication disorders (ASHA Standard III-D; III-F). / Midterm Examination
Final Examination
Practical Experience Activities
Resource Document: Section I, III, VI, and VII
4. Demonstrate the ability to integrate and apply information obtained in the diagnostic process including case history interpretation, diagnostic planning, test selection, test administration, test scoring, and test results analysis (ASHA Standard III-C; III-D; III-F). / Midterm Examination
Final Examination
Practical Experience Activities
Resource Document: Section III, IV, VI, and VII
5. Demonstrate oral communication skills appropriate for interviewing, conferencing, and administering assessment tools (ASHA Standard IV-A). / Practical Experience Activities
Screening Activity
6. Demonstrate written communication skills appropriate for diagnostic reports and professional communication (ASHA Standard IV-A). / Midterm Examination
Final Examination
Practical Experience Activities
Resource Document: Section I, II, III, IV, V, and VII
Required Texts
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Tomblin, J. B., Morris, H. L., & Spriestersbach, D.C. (2000). Diagnosis in speech-
language pathology (2nd Ed.) San Diego, CA: Singular Publishing Group.
Shipley, K. G. & McAffee, J. G. (2004). Assessment in speech-language pathology: A
resource manual (3rd Ed.) San Diego, CA: Singular Publishing Group.
Supplemental Texts
Dworkin, J. P, & Culatta, R. A. (1996). Dworkin-Culatta oral mechanism examination
and treatment system. Nicholasville, KY: Edgewood Press.
Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young
children. Baltimore: Paul H. Brookes Publishing Co.
Appalachian State University Communication Disorders Clinic. (2004). Suggested
format for speech and language evaluation reports. Communication Disorders
Clinic Policies and Procedures Manual, Appendix A, 1-21.
Course Requirements And Student Responsibilities
1. Attendance: Each student is expected to attend all class sessions. It is the policy of Appalachian State University that class attendance is considered to be an important part of a student's educational experience. Students are expected to attend every meeting of their classes, and are responsible for class attendance. No matter what basis exists for absence, students are held accountable for academic activities, and faculty may require special work or tests to make up for the missed class or classes. Students are required to call me in advance if you will miss class for any reason. In addition, students are required to meet with me to discuss makeup work for classes missed. Failure to contact me regarding absences or regarding makeup work will result in a deduction of 50 points per incident from a student’s cumulative points.
2. Participation: Each student is expected to contribute to the class both individually and in groups. Participation is defined as coming to class with completed class assignments and project work, joining in class discussions, posing questions, and sharing ideas and concerns. Your ideas and opinions are welcome in this class. Students are expected to use class time effectively and responsibly, as well as, demonstrate respect for fellow students, guest speakers, and instructors. Tardiness to class is not acceptable.
3. Professional Behavior: Each student is expected to demonstrate professional behavior in the classroom. Professional behavior includes maintaining a positive attitude, listening respectfully to others, and using appropriate channels to express concerns. Professionals attempt to solve problems constructively and maturely. Actively listening to speakers and focusing on class discussions are forms of professional behavior.
4. Assignments: Each student is expected to complete the required readings, class assignments, quizzes, and examinations by the due date indicated on the syllabus. Assignments will be turned in at the beginning of the period on the day they are due. Computer problems will not be accepted as an excuse for being late with assignments. If you are ill on the day an assignment is due, you are expected to send it with someone or else send it electronically. If an assignment is late or incomplete, you will need to make an appointment with the instructor to verbally review the material and up to 25 points may be deducted from your grade.
5. Learning Assistance Program: If you need special classroom accommodations or assistance with studying or test taking, please contact the Learning Assistance Program on campus. I will be happy to work with you on any accommodations they recommend.
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6. Code of Academic Integrity: Please read the Code of Academic Integrity on page 34 in the general bulletin. Any instances of cheating, plagiarism or other offenses listed in the code will be taken very seriously. As faculty members we are bound by the sanctions imposed by the academic integrity board.
7. Inclement Weather: Each student is expected to adhere to the following weather policy. In the event of serious weather problems that could affect the safety and well being of students and/or instructor traveling from off-campus, the class will be postponed only if all students can be notified by telephone. See inclement weather policy on page 75 of the university catalogue. If a class needs to be rescheduled because of inclement weather, please use one of the following options: check your campus email for instructions, call Dr. Botts’ office for recorded instructions, or call Dr. Botts’ home.
Course Outline and Required Reading
Date / Lecture Topic / Tomblin et al. / Shipley & McAfee / Assignment Due01-08-07 / Introduction
01-10-07 / Audiology Screening Training
01-15-07 / Holiday
01-17-07 / Preschool Screening Training
01-22-07 / Perspectives on Diagnosis
01-24-07 / Preschool Screening Training
01-29-07 / Perspectives on Diagnosis / Chapter 1 / Article Summaries
01-31-07 / Multicultural Issues in Assessment / Chapter 2 / Chapter 2 / Article Summaries
02-05-07 / Psychometric Considerations in Assessment / Chapter 1 / Article Summaries
RD Section II: Psychometric Considerations
02-07-07 / Psychometric Considerations in Assessment
02-12-07 / Alternative Assessment / Article Summaries
RD Section I: Assessment Frameworks
02-14-07 / Simulation
02-19-07 / The Clinical History / Chapter 3 / Chapters 3, 4 / Article Summaries
02-21-07 / The Clinical History
02-26-07 / The Oral-Facial Mechanism Examination and Motor Speech Disorders / Chapter 5 / Chapters 6, 11 / Article Summaries
02-28-07 / Midterm Exam
03-05-07 / Speech Sound Disorders / Chapter 7 / Chapter 7 / Article Summaries
03-07-07 / Speech Sound Disorders
03-12-07 / Spring Break
03-14-07 / Spring Break
03-19-07 / Simulation
03-21-07 / Simulation
03-26-07 / Project Work Day
03-28-07 / NCSHLA
04-02-07 / Language Disorders / Chapter 6 / Chapter 8 / Article Summaries
RD Section VI: ASHA Guidelines
04-04-17 / Language Disorders
04-09-07 / University Holiday
04-11-07 / University Holiday
04-16-07 / Simulation
04-18-07 / Simulation
04-23-07 / Professional Report Writing / Chapter 5 / Article Summaries
RD Section IV: Diagnostic Agendas
04-25-06 / Simulation / Resource Document Due
04-30-07 / Final Exam
9:00-11:30 AM
* The instructor reserves the right to modify this schedule as necessary
Additional Reading for Lecture Topics
Perspectives on Diagnosis
Sunderland, L. C. (2004). Speech, language, and audiology services in public schools.
Intervention in School and Clinic, 39, 209-217.
Tyler, A. A., & Tolbert, L. C. (2002). Speech-language assessment in the clinical
setting. American Journal of Speech-Language Pathology, 11, 215-220.
Multicultural Issues in Assessment
Crowley, C. J. (2004). The ethics of assessment with culturally and linguistically diverse
populations. ASHA Leader, 9, 6-7.
Laing, S. P, &. Kamhi, A. (2003). Alternative assessment of language and literacy in
culturally and linguistically diverse populations. Language, Speech, & Hearing Services in Schools, 34, 44-55.
Psychometric Considerations in Assessment
Geisinger, K. F. (1994). Psychometric issues in testing students with disabilities.
Applied Measurement in Education, 7, 121-140.
Alternative Assessment
Gutierrez-Clelien, V. F., & Pena, E. (2001). Dynamic assessment of diverse children:
A tutorial. Language, Speech, and Hearing Services in Schools, 32, 212-224.
Wiig, E. H. (2000). Authentic and other assessments of language disabilities: When is
fair fair? Reading & Writing Quarterly, 16, 179-210.
The Clinical History
Westby, C., Burda, A., & Mehta, Z. (2003). Asking the right questions in the right ways:
Strategies for ethnographic interviewing. ASHA Leader, 8, 4-17.
The Oral-Facial Mechanism Examination and Motor Speech Disorders
Yorkston, K. M., & Beukelman, D. R. (2004). Dysarthria: Tools for clinical decision-
making, ASHA Leader, 9, 4-7.
Hall, P. K. (2000). A letter to the parents of a child with developmental apraxia of
speech: Part I speech characteristics of the disorder. Language, Speech, and Hearing Services in Schools, 31, 169-172.
Hall, P. K. (2000). A letter to the parents of a child with developmental apraxia of
speech: Part II the nature and causes of DAS. Language, Speech, and Hearing Services in Schools, 31, 173-175
Hall, P. K. (2000). A letter to the parents of a child with developmental apraxia of
speech: Part III other problems often associated with the disorder. Language, Speech, and Hearing Services in Schools, 31, 176-178.
Hall, P. K. (2000). A letter to the parents of a child with developmental apraxia of
speech: Part IV treatment of DAS. Language, Speech, and Hearing Services in Schools, 31, 179-181.
Speech Sound Disorders
Bleile, K. (2002). Evaluating articulation and phonological disorders when the clock is
running. American Journal of Speech-Language Pathology, 11, 243-249.
Khan, L. M. (2002). The sixth view: Assessing preschoolers’ articulation and phonology
from the trenches. American Journal of Speech-Language Pathology, 11, 250-254.
Language Disorders
Saenz, F. I., & Huer, M. B. (2003). Testing strategies involving least biased language
assessment of bilingual children. Communication Disorders Quarterly, 24, 184-193.
Wittmann, S. (1998). In vivo verses in vitro: In the clinic room I can do it but see me in
the classroom or playground and I can’t – using formal and informal language assessments with speech and language impaired children. Child Language Teaching and Therapy, 14, 135-157.
Evaluation Criteria
A total of 500 points will be distributed as follows:
Midterm Exam / 100 pointsFinal Exam / 100 points
Quizzes / 100 points
Screening Activity / 40 points
Resource Document
Part I: / Assessment Frameworks / 20 points
Part II: / Psychometric Considerations / 20 points
Part III: / Research / 20 points
Part IV: / Diagnostic Agendas / 20 points
Part V: / Practical Experience Worksheets / 20 points
Part VI: / ASHA Guidelines / 20 points
Part VII: / Case Studies / 20 points
Organization and Appearance / 20 points
Total Points / 160 points
* The instructor reserves the right to modify as necessary
The following grading scale will be used in this course:
A / 93 to 100 / C / 74 to 76A- / 90 to 92 / C- / 70 to 73
B+ / 87 to 89 / D+ / 67 to 69
B / 84 to 86 / D / 64 to 66
B- / 80 to 83 / D- / 60 to 63
C+ / 77 to 79 / F / 59 and below
Guidelines for Quizzes, Midterm, and Final Examinations
The in-class midterm and final examinations will consist of application questions. The exams are designed to inform the instructor how well students have synthesized information from class lectures and readings. Readings and lecture notes should be used to support your response to questions. The midterm and the final examinations are worth 100 points. Quizzes will be administered periodically and will cover the material assigned for class. Refer to the article reading list.
Guidelines for Practical Experience Activities with Assessment Tools
The practical experience portion of the class is designed to assist students in integrating and applying information concerning test administration. This portion of the class will provide hands-on experience with a variety of assessment tools. Each student will have the opportunity to investigate psychometric characteristics of commercially produced instruments, to practice administration and scoring of various tests, and to interpret test results.
Guidelines for Speech and Language Screening Activity
Each student will be assigned to participate in a speech and language screening experience. Students will be trained for this activity by certified, licensed speech-language pathologists and audiologists and will conduct the screenings at locations both on and off campus. This activity is worth a total of 40 points.
Guidelines for Resource Document Project
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The resource document project is designed to assist students in organizing, applying, and synthesizing information from class lectures and readings. Each student will develop a resource document to provide evidence of competence, both knowledge-based and skill-based, in the diagnostic process. The resource document should be neatly organized in one loose-leaf notebook that is designed to serve as a handbook for future reference in clinical situations.
IMPORTANT: All entries in the resource document should be neatly written or word processed. Entries should also be properly organized, appropriately referenced, grammatically correct, and checked for spelling or typographical errors. An APA format (Publication Manual of the American Psychological Association - Fifth Edition) should be used. Any part of the project handed in late will be graded, minus 5 points per day, unless the student obtains approval from the instructor and makes an alternative arrangement prior to the due date. The resource document project is worth a total of 160 points.