Roinn an Staidéir Chliniciúil ar Urlabhra agus Teanga,

Scoil na nEolaíochtaí Teangeolaíochta, Urlabhra agus Cumarsaí

Clinical Speech and Language Studies,

School of Linguistic, Speech & Communication Sciences

Junior Sophister

Module Information

2013/14

PLEASE NOTE FOR SUBMISSION OF ASSIGNMENTS

Michaelmas Term:

Weeks 5 – 16 (23rd September – 13th December - Teaching)

Hilary Term:

Weeks 21 – 32 13th January – 4th April Teaching

Week 33 – 35Revision weeks

Week 36 - 37Annual exams

May/June 2013 Placement 2.2 case and caseload management - block placement

NOTE: Further information on all modules, assignments and course-related materials is available through

1

JS Module handbooks 13/14

Week / Course / Assessment / Week / Course / Assessment
Week 5
23rdSept / Intervention EBP
Neurology
Psychiatry
Discourse (all term)
Clinical Practice (all term)
Research principles and practices / SVF 2 assignments (see below)
DA 1 assignment
Service caseload management
Statistics class test, research proposal / Week 21
13th Jan / Aphasia
Discourse Analysis (all term)
Research methods (all term) / L&C 2 assignments (see below)
DA 2 assignment (see below)
DA (1) assignment due
2 assignments (see below)
Week 6
30th Sept / Voice / Week 22
20thJan / Aphasia
Research methods
Week 7
7h Oct / Fluency / Week 23
27thJan / Aphasia
Research methods
Week 8
14th Oct / Acq’d motor speech / Week 24
3rdFeb / Aphasia
Research methods
Week 9
21stOct / Acq’d motor speech / SVF / Problem Resolution / Week 25
10th Feb / TBI
Research methods
Week 10
28th Oct / Developmental speech / Week 26
17th Feb / Dementias
Research methods / CA L&C Group assignment
Research assignment 1
Week 11
4th Nov / Developmental speech / Week 27
24th Feb / Lang and Psych
Research methods
Week 12
11th Nov / Developmental speech / Week 28
3rdMarch / Dev’l lang
Research methods / PDL
Week 13
18thNov / CFA / Week 2 9
10th March / Dev’l lang
Research methods
Week 14
25th Nov / Cochlear implant / Week 30
17th March / Dev’l lang
Research methods / Research Assignment
Week 15
2ndDec / AAC / Statistics Class Test / Week 31
24th March / Dev’l lang
Research methods / CA L&C written assignment due
Week 16
9th Dec / FEDS / SVF individual essay due / Week 32
31st March / Lang and Psych
Research methods
Discourse Analysis / DA (2) assignment due

1

JS Module handbooks 13/14

Module CodeSL3001

Module NameDISCOURSE ANALYSIS AND DEVELOPMENT

ECTS weighting10

Semester/term taughtMichaelmas and Hilary terms

Contact Hours48 hours Lectures, 2 assignments 60 hours, Total 204 hours

Module PersonnelModule Coordinator and Lecturer - Dr I.P. Walsh
Lecturers - Dr Breffni O'Rourke, Dr Jeffrey Kallen, Ms Gudny Bjork Thorvalsdottir

Learning OutcomesOn successful completion of this module, students should be able to:

  • describe linguistic discourse as a phenomenon worthy of systematic investigation (programme outcome 1,7)
  • explain fundamental concepts from several major approaches to discourse analysis and apply these concepts in analysing spoken and signed discourse (programme outcome 1, 7)
  • analyse features of discourse in ordinary and extraordinary contexts (e.g. educational contexts, clinical contexts, service encounters) (programme outcome1, 2, 4, 6)
  • explain how children develop discourse skills (programme outcome 1, 7)

Module Learning Aims

The aim of this course is to introduce students to a range of theoretical and analytic perspectives on discourse and to explore the application of discourse theory, including narrative discourse to a range of different contexts, including the clinical context.

Module Content

Semester 1: Theoretical and Analytic Perspectives on Discourse

(Dr. B. O'Rourke, Ms Gudny Bjork Thorvalsdottir)

Semester 1: Theoretical and Analytic Perspectives on Discourse

(Dr. B. O'Rourke, Ms Gudny Bjork Thorvalsdottir)

Introduction-What is Discourse Analysis all about? ; Transcribing discourse. ‘Doing things with words’: Speech Act Theory; Politeness Theory; Conversational Analysis. Discourse Markers; Workshops; Revision of concepts.
Semester 2: Discourse Development, Dynamics and ‘Disorder’ (Dr. I.P. Walsh, Dr. J. Kallen, Ms Gudny Bjork Thorvalsdottir)

Introduction-Development, Difference & Dynamics; Narrative; Development of discourse skills, including narrative; Differences in discourse Part I: clinical and non-clinical populations; Differences in discourse Part II: the Deaf community; Dynamics in institutional discourse: Power & Politeness; Workshops on the analysis of developmental discourse and institutional discourse; Revision.

Recommended Reading List

Indicative resources available in Blackboard

Assessment Details

Annual Examination paper: 3-hour paper, 2 sections four questions to be answered (60%)
2 Continuous Assessment Assignments:
Assignment 1: paired assignment (20%). Submission date 6th December 2013 (Dr B O’Rourke) (12 noon)
Assignment 2: paired assignment (20%). Submission date Friday 4th April 2014 (Dr I. Walsh)

Module CodeSL3002

Module NameINTERVENTION SPEECH VOICE FLUENCY

ECTS weighting10

Semester/term taughtMichaelmas Term

Contact Hours72 hours lectures/ SDL contact, assignments 120 hours, Total 200 hours

Module PersonnelModule Co-ordinator and Lecturer - Dr. P. Sloane
Lecturers –Dr. C. Jagoe / Dr. M. Smith / Z. Greene / M. Leahy

Learning Outcomes

On successful completion of this module, students should be able to

1. synthesize knowledge and critically evaluate the intervention process related to speech, voice and fluency disorders

2. describe and identify appropriate models of intervention upon intervention strategies may be devised for each disorder area.

3. appreciate complexity in evaluating intelligibility, and demonstrate formulation of appropriate strategies for remediation.

4. critically evaluate the evidence base for specific intervention approaches with clients with complex communication impairments

5. construct and rationalize plans for therapy, incorporating long- and short-term aims, and priorities for clients with complex communication impairments. They will take into account the variables associated with the ICF (2001) and with EBP for speech, voice and fluency disorders.

Module Learning Aims

This module introduces JS students to the art and science of intervention, encapsulating the principles of decision-making in therapy for disorders of speech production, disorders of voice, and fluency disorders. The construct of intelligibility as a shared feature of the speaker, listener and the environment is discussed, so that students may appreciate the potential for breakdown in intelligibility across the speech processing chain, and the interaction between level of breakdown and focus of intervention. Building upon the knowledge and skills emerging from the module dedicated to diagnostics in SF year, students learn about the medical, social and biopsychosocial frameworks in intervention, with particular reference to activity limitations and participation. Application of the models to develop strategies for intervention is discussed. Evidence Based Practice is a central aspect of the course, to direct intervention appropriately, and to provide a framework for evaluating therapy efficacy in relation to disorders of fluency, voice and speech production and intelligibility.

Module Content
Introduction to intervention and EBP
Developmental disorders of speech
Craniofacial anomalies
Acquired motor speech disorders: acquired dysarthria and apraxia of speech (AOS)
Fluency disorders in children and adults
Voice disorders.
Cochlear Implant: Intervention in SLT
AAC

Recommended Reading List

Aronson, A.E., Bless, D. (2009). Clinical Voice Disorders. 4th Edition. Thieme Medical Publishers, New York

Beukelman, D. & Mirenda, P. (2005). Augmentative and Alternative Communication. 3rd Ed. Brookes: Baltimore, MD.

Bislick, L.P., Weir, P.C., Spencer, K. & Yorkston, K.M. (2012). Do principles of motor learning enhance retention and transfer of speech skills? A systematic review.Aphasiology, (June), 37-41.

Boone, D.R., McFarlane, S.C., vonBerg, S.L. & Zraic, R.I. (2009).Voice & Voice Therapy. Publ. Allyn & Bacon

Bowen, C. (2009) Children’s Speech Sound Disorders. Chichester, UK: Wiley-Blackwell.

Bunning, K. (2004). Speech and language therapy intervention: Frameworks and processes. London: Whurr.

Butcher, P., Elias, A., Cavalli, L. (2007). Understanding and Treating Psychogenic Voice Disorder: A CBT Framework. Publ., Wiley

Colton, R., Casper, J.K. & Leonard, R. (2011). 4th Edition. Understanding Voice Problems; A Physiological Perspective for Diagnosis & Treatment. Publ. Lippincott Williams & Wilkins;

Dodd, B. (2007). Evidence based practice and speech language pathology. Folia Phoniatrica et Logopaedica, 59, 118-129.

Dodd, B. & Hua, Z. (eds). (2006). Phonological development and disorders in children: A multilingual perspective. Clevedon: Multilingual Matters.

Dodd. B. (2005). Differential diagnosis and treatment of children with speech disorder. Whurr.

Dollaghan, C. (2007). The handbook for evidence-based practice in communication disorders. London: Paul H Brookes.

Duffy, J. R. (2006). Apraxia of speech in degenerative neurologic disease. Aphasiology, 20(6), 511-527.

Duffy, J.R. (2005). Motor Speech Disorders: Substrates, differential diagnosis and management. St Louis: Elsevier Mosby.

Fawcus, M., Freeman, M. (2001). Voice Disorders and their management. Publ., Wiley.

Freed, D. B. (2012). Motor Speech Disorders: Diagnosis and Treatment. 2nd edition. NY: Delmar.

Gallena, S. (2006). Voice & Laryngeal Disorders: A Problem-Based Clinical Guide with Voice Samples. Publ. Mosby

Gillon, G. (2004). Phonological Awareness: From research to practice. NY: The Guilford Press.

Hunt, J., (2003). Working With Childrens’ Voice Disorders. Publ. Speechmark

Lowit, A. & Kent, R. (2011). Assessment of Motor Speech Disorders. San Diego: Plural Publishing.

Martin, S. (2000). Working with Voice Disorders. Publ. Speechmark.

Mathieson, L., (2001) .Greene & Mathieson’s The Voice and its Disorders. 6th Edition. Publ. Wiley

Pascoe, M., Stackhouse, J. & Wells, B. (2006). Children's speech and literacy difficulties 3: Persisting speech difficulties in children. London: Wiley

Ramage, L., Morrison, M., & Nichol, H. (2000). Management of the Voice and its Disorders. Pub. Singular

Reilly, S. Douglas, J. & Dates, J. (2004). Evidence based practice in speech pathology. London: Whurr.

Robey, R. (2004). A five-phase model for clinical outcome research. Journal of Communication Disorders, 37, 401-411.

Sapienza, C. & Hoffman, B. (2008). Voice Disorders. Plural Publishing.

Sataloff, R.T., Hawkshaw, M.J. & Anticaglia, J. (2005). Clinical Assessment of Voice. Plural Publishing.

Stackhouse, J., Vance, M., Pascoe, M. & Wells, B. (2007). Compendium of auditory and speech tasks. London: Wiley.

Stemple, J.C., Fry, L.T. (2009). Voice Therapy: Clinical Case Studies. Plural Publishing.

Stemple, J.C., Glaze, L. & Klaben, B. (2009). Clinical Voice Pathology: Theory & Management. Plural Publishing

Weismer, G. (2007). Motor Speech Disorders. San Diego: Plural Publishing.

Yorkston, K.M. Beukelman, D. & Strand, E. (2010). Management of motor speech disorders in children and adults. 3rd Ed. Austin TX: ProEd.

Assessment Details

Annual Examination Paper: 3-Hour Exam Paper (4 questions to be answered). 60%

Two Continuous Assessment Assignments:

a) Group assignment: 15%. Oral presentation 23rd October 2013, M Leahy, Dr P Sloane

b) Individual Essay Assignment: 25%: Due 13th December 2013 to Dr M Smith

Irrespective of marks attained on continuous assessment assignments, students are required to achieve an overall mark of 35% or higher on the Examination paper in order to pass this module overall
Module CodeSL3003

Module NameINTERVENTION LANGUAGE AND COMMUNICATION

ECTS weighting15

Semester/term taughtHilary term

Contact Hours72 hours lectures/SDL contact, assignments 120 hours, Total 204 hours

Module PersonnelModule Coordinator and Lecturer - Dr I.P. Walsh

Lecturers– Dr. C. Jagoe, Dr. M. Smith, Dr. R. Barrow, P Bradley

Learning OutcomesOn successful completion of this module, students should be able to:

  1. demonstrate knowledge of the principles and processes of intervention with clients with a range of language and communication impairments (programme outcome 1, 2, 7)
  2. recognise and distinguish between contrasting medical, social, and bio-psychosocial frameworks in intervention, with particular reference to clients’ activity limitations and participation (programme outcome 1, 2, 7)
  3. critically evaluate the evidence base in relation to specific interventions, models and techniques with clients with a range of language and communication impairments (programme outcome 1, 2, 7)
  4. formulate and demonstrate processes in implementation of intervention to address the language and communication needs of clients within a multidisciplinary framework, and with all stakeholders concerned with clients' management (programme outcome 1, 2, 3, 5)
  5. rationalise, justify and evaluate intervention plans with clients with language and complex communication impairments (programme outcome 1, 2, 5)

Module Learning Aims

The aim of this module is to introduce students to a range of intervention models, principles and techniques appropriate to clinical work with children and adults with language and communication impairments. Students will explore the principles of decision-making in intervention and will be facilitated in evaluating therapy efficacy and effectiveness in relation to disorders of language and communication.

Module Content
Developmental Language Disability
Language/Communication Disorders and Psychiatry
TBI
Aphasia
The Dementias.
Intervention workshops will also be provided.

Recommended Reading List

Aphasia (core reading)

  1. Brumfitt, S. (2010). Psychological Well-Being and Acquired Communication Impairments. London: Wiley-Blackman
  2. Chapey, R. (2008). Language intervention strategies in aphasia and related neurogenic communication disorders. 4th edition, Baltimore: Lippincott, Williams and Wilkins.
  3. Duchan, J., & Black, M. (2001). Progressing Toward Life Goals : A Person-centered approach. Topics in Language Disorders, 21(4), 37-49.
  4. Helm-Estabrooks, N. Albert, M.L. (2003). Manual of Aphasia and Aphasia Therapy. Austin, TX: Pro-Ed, 2003.
  5. Hersh, D., Worrall, L., & Howe, T. (2012). SMARTER goal setting in aphasia rehabilitation. Aphasiology, 26(2), 37-41.
  6. Nickels, L. (2002). Therapy for naming disorders: Revisiting, revising, and reviewing. Aphasiology, 16 (10), 935-979
  7. Paradis, M. (2001). Manifestations of Aphasia Symptoms in different languages. Pergamon Press.
  8. Marshall, R.C. (2002). Having the courage to be competent: persons and families living with aphasia. Journal of Communication Disorders, 35:139-152
  9. Martin, N., Thompson, C. & Worrall, L., (2007). Aphasia Rehabilitation: The Impairment and its Consequences. San Diego: Plural Publishing.
  10. Meinzer, M., Rodriguez, A. D., Rothi, L. J. G., M, A. M., Ad, R., & Rothi, G. (2012). First Decade of Research on Constrained-Induced Treatment Approaches for Aphasia Rehabilitation. Archives of Physical Medicine and Rehabilitation, 93(1), S35-S45.
  11. Simmons-mackie, N., & Damico, J. S. (2011). Counseling and Aphasia Treatment: Missed opportunities. Topics in Language Disorders, 31(4), 336-351.

Further relevant reading will be provided in lectures

Dementia (Core Reading)

  1. Bayles, K.A. and Tomoeda, C.K. (2007). Cognitive-communicative disorders of dementia. Plural Publishing.
  2. Bryan, K., and Maxim, J. (2006). Communication Disability in the Dementias. Wiley
  3. Grant, I., and Adams, K. (2009). Neuropsychological Assessment of Neuropsychiatric and Neuromedical Disorders. Oxford University Press.
  4. Hopper, T. (2001). Indirect interventions to facilitate communication in Alzheimer's disease. Seminars in Speech and Language, 22(4), 305-315.
  5. Mahendra, N. (2001). Direct Interventions for Improving the Performance of Individuals with Alzheimer's Disease. Semin Speech Lang, 22: 291-304
  6. Practice guidelines published in the Journal of Medical Speech-Language Pathology (available on ancds.org) Further relevant reading will be provided in lectures
  7. Worrall, L. & Hickson, L.M. (2003). Communication disability in aging: from prevention to intervention. New York: Thomson Delmar Learning

Childhood Language and Communication Disorders Essential

  1. Hoodin, R.B. (2011). Intervention in Child Language Disorders: A Comprehensive Handbook. London: Jones & Bartlett Learning.
  2. McCauley, R. & Fey, M. (2006). Treatment of language disorders in children. London: Paul Brookes.
  3. Paul, R. (2007). Language disorders from infancy through adolescence: Assessment and Intervention. Mosby Elsevier: Missouri, US.

Core

  1. Adams, C., Byers Brown, B. & Edwards, M. (1997). Developmental Disorders of Language. London: Whurr.
  2. Bogdashina, O. (2005). Communication Issues in Autism and Asperger Syndrome. London: Jessica Kingsley.
  3. Cohen, N. (2001). Language Impairment and Psychopathology in Infants, Children and Adolescents. London: Sage.
  4. Lees, J. & Urwin, S. (1997). Children with Language Disorders. London: Whurr . (page 14-16 definitions; intervention chaps 4,5,6)

Recommended

  1. Damico, J., Müller, N. & Ball, M. J. (eds) (2010) The handbook of language and speech disorders. Oxford : Wiley-Blackwell.
  2. Norbury, C., Tomblin, B. and Bishop, D. (2008). Understanding developmental language disorders: From theory to practice. Hove: Psychology Press
  3. Reed, V. (2005). An Introduction to Children with Language Disorders. Allyn & Bacon: Boston.

Assessment Details

Annual Examination Paper (60%). 3-Hour Exam Paper (4 questions to be answered)

2 Continuous Assessment Assignments:

a) Group assignment (15%). Oral presentation due 21st February 2014 to Dr C Jagoe

b) Written assignment (25%). Due 28th March, 2014 to Dr I Walsh

Irrespective of marks attained on continuous assessment assignments, students are required to achieve an overall mark of 35% or higher on the Examination paper in order to pass this module overall
Module CodeSL3004

Module NameNEUROLOGY AND PSYCHIATRY

ECTS weighting5

Semester/term taughtMichaelmas term

Contact Hours30 lecture hours; 0 exam hours, Total 111 hours

Module PersonnelModule Co-ordinator - Dr. M. Smith
Lecturers - Dr B. Doody, E. Fortune, (Psychiatry)

Lecturers - J. Regan, Dr. B. Lynch, Dr D McDonald (Neurology)

Learning Outcomes

NEUROLOGY:On successful completion of this module, students should be able to:

  1. Apply understanding of the normal neurological system to rationalise diagnostic and intervention decisions in relation to impairments of speech, language, voice and swallowing in children and adults. (Programme outcomes 1-3)
  2. Describe symptom profiles and etiologies associated with commonly occurring neurological disorders in children and adults (Programme outcomes 1-3)
  3. Evaluate the impact of a disordered neurological system on speech language and communication functioning (Programme outcomes 1-3)
  4. Rationalise the role of the SLT within the multidisciplinary team in the management of children and adultswith neurological disease or disorders. (Programme outcomes 1-3)

PSYCHIATRY: On successful completion of this module, students should be able to:

  1. Identify likely symptom profiles of individuals with commonly occurring psychological and psychiatric disorders (Programme outcomes 1-3)
  2. Evaluate the potential impact of commonly occurring psychological and psychiatric disorders on speech, language and communication functioning (Programme outcomes 1-3)
  3. Identify intervention approaches used in the management of individuals with commonly occurring psychological and psychiatric disorders (Programme outcomes 1-3)
  4. Contextualise the role of the SLT in the multi-disciplinary management of children and adults with psychological and psychiatric disorders (Programme outcomes 1-3)

Module Content

Paediatric neurology ()
Epileptic and non-epileptic seizures
Coma and acute encephalopathy
Neuromuscular disorders, including cerebral palsy and muscular dystrophy
Neurocutaneous disorders including Neurofibromatosis
Developmental delay

Adult neurology (J. Regan)

Relevance of neurology to the Speech and Language Therapist
Revision of the central nervous and peripheral nervous systems
Upper and lower motor neurone / Pyramidal system and associated communication and swallowing disorders
Extra-pyramidal system and associated communication and swallowing disorders
Cerebellar system and associated communication and swallowing disorders
Disorders associated with pathology in a combination of systems
Dementia

Child Psychiatry (Dr. B. Doody)

  • Overview of the field of child psychiatry
  • Genetic influences; Environmental influences
  • Changing perceptions of parent-child relationship
  • Sexual abuse
  • Emotional and conduct disorders
  • Developmental delay and developmental disorders

Adult Psychiatry (E. Fortune)

  • Psychiatric classification
  • Mental mechanisms Freud's theory of neurosis
  • Affective disorders
  • Psychosomatic illnesses and anorexia nervosa
  • Schizophrenic syndromes
  • Alcoholism, drug abuse, dependence
  • Organic illnesses
  • Personality disorder
  • Suicide and grief.
  • Psychoneurosis, Anxiety States, Obsessional Disorders, Hysterical Disorders.

Recommended Reading List

Fuller, G and Manford, M. (2010). Neurology: An illustrated Colour text. Edinburgh: Churchill Livingstone.

Webb, W.G. and Adler, R.K. (2008) Neurology for the Speech-Language Pathologist. St Louis: Mosby-Elsevier.

Brett, E. (1999). Paediatric Neurology. Cambridge: Cambridge University Press.

Batshaw, M. (2002). Children with Disabilities, 5th Ed. Baltimore: Paul H Brookes

Stanley, F., Blair, E. and Alberman, E. (2000). Cerebral Palsies: Epidemiology and causal pathways. Cambridge University Press

Puri, P., Laking, I. & Treasaden. B. (2002). Textbook of Psychiatry. Churchill Livingstone. ISBN 0443070164

Assessment Details

Annual Examination Paper: 2 three hour Exam Papers 100% each paper

Neurology Paper: 2 Sections Child and Adult(4 questions to be answered - 2 from each section, each section carries equal marks). Students are required to pass both sections of this paper.
Psychiatry Paper: 2 Sections Child and Adult(4 questions to be answered - 2 from each section, each section carries equal marks). Students are required to pass both sections of this paper.

Module CodeSL3006

Module NameRESEARCH METHODS

ECTS weighting5

Semester/term taughtHilary term

Contact Hours24 hours lectures, 1 assignment 60 hours, total 108 hours