Graduate Curriculum Committee Course Proposal Form

for Courses Numbered 5000 and Higher

Note: Before completing this form, please carefully read the accompanying instructions.

1. Course prefix and number: 2. Date:

3. Requested action:

X / New Course
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from / # / to / #

4. Justification (based on accreditation and/or assessment by the graduate faculty) for new course or course revision or course renumbering:

Ongoing departmental assessment by the graduate faculty revealed a need for a course in this area; in addition, this content area was noted to be lacking in our curriculum the last accreditation report by the American Speech-Language-Hearing Association (the accrediting body for MS programs in speech-language pathology).

5. Course description exactly as it should appear in the next catalog:

6117. Augmentative and Alternative Communication (3) Provides an overview of augmentative and alternative communication systems (AAC) including selecting and implementing AAC for children and adults.

6. If this is a course revision, briefly describe the requested change:

7. Graduate catalog page number from current graduate catalog:

8. Course credit:

Lecture Hours / 3 / Weekly / OR / Per Term / Credit Hours / 3 / s.h.
Lab / Weekly / OR / Per Term / Credit Hours / s.h.
Studio / Weekly / OR / Per Term / Credit Hours / s.h.
Practicum / Weekly / OR / Per Term / Credit Hours / s.h.
Internship / Weekly / OR / Per Term / Credit Hours / s.h.
Other (e.g., independent study) Please explain.
Total Credit Hours / 3 / s.h.
30

9. Anticipated annual student enrollment:

10. Affected degrees or academic programs:

Degree(s)/Course(s) / Current Catalog Page / Changes in Degree Hours
MS CSDI / 138

11. Overlapping or duplication with affected units or programs:

X / Not Applicable
Notification & response from affected units is attached

12. Council for Teacher Education Approval (for courses affecting teacher education):

X / Not Applicable
Applicable and CTE has given their approval.

13. Statements of support:

a. Staff

X / Current staff is adequate
Additional Staff is needed (describe needs in the box below):

b. Facilities

X / Current facilities are adequate
Additional Facilities are needed (describe needs in the box below):

c. Library

X / Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):

d. Computer resources

X / Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):
X / ITCS Resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached

14. Course information (see: Graduate Curriculum Development Manual for instructions):

a. Textbook(s): author(s), name, publication date, publisher, and city/state/country

Beukelman, DR & Mirenda, P. Augmentative and Alternative Communication: Supporting children & Adults with Complex Communication Needs. 3rd Edition (2005). Paul H. Brookes Publishing Company. Baltimore, MD.
Fired- Oken, M & Bersani, H. Speaking Up and Spelling It Out: Personal Essays on Augmentative and Alternative Communication. (2000). Paul H. Brookes Publishing Company. Baltimore, MD.
Beukleman, D, Garrett, K, & Yorkston, K. Augmentative and Alternative Communication Strategies for Adults with Acute or Chronic Medical Conditions. (2007). Paul H. Brookes Publishing Company. Baltimore, MD.

b. Course objectives student – centered behavioral objectives for the course

1. The learner will be able to evaluate different types of AAC systems in order to determine/describe style, type, level, and complexity of systems.
2. The learner will be able to compare and contrast different types of AAC systems.
3. The learner will be able to describe different patient populations and their skills sets that make them appropriate for use of an AAC system.
4. The learner will be able to develop a patient evaluation method to determine who is appropriate for an AAC system.
5. The learner will be able to discuss models of AAC assessment and treatment.
6. The learner will be able to evaluate methods of AAC assessment and models of AAC treatment to determine appropriateness for patient use.

c. Course topic outline

I. AAC Introduction & Components
II. AAC Messaging, Vocabulary
III. Symbols, Rate Enhancement
IV. Physical Access, Assessment Principles
V. Beginning Communicators, Severe-Profound Cognitive Impairment
VI. Enhancing Communication Behaviors, Language Learning
VII. Literacy, Inclusion, Team Building
VIII. AAC in ICU/Acute Care, Acquired Disorders
IX. AAC in Aphasia
X. AAC with Degenerative & Cognitive-Linguistic Disorders, Traumatic Brain Injury
XI. Teaching & Funding AAC

d. List of course assignment, weighting of each assignment, and grading/evaluation system for determining a grade

1. AAC Clinical Project (100 pts)
2. Quizzes (400 pts)
3. AAC portfolio (100 pts)
4. AAC technology lab (required, pass/fail grade; must pass lab to pass course)
AAC Clinical Project 10%
Quizzes (4) 60%
AAC Portfolio 30%
AAC Lab P/F
A = 90-100%
B = 80-89.99%
C = 70-79.99%
F = 69.99% or less