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UT Dallas Syllabus For - 06u Taught by Felicity Sale (ffs013000)
UT Dallas Syllabus For - 06u Taught by Felicity Sale (ffs013000)
COMD 7V91
Course Syllabus
Summer 2006
Instructor: Felicity Sale, M.S., CCC/SLP
Work #972-883-3655
Email: felicity.sale@utdallas.edu
Office hours by appointment/1.336 Callier Richardson
Course Description: The purpose of this class is to develop an advanced understanding of the
management of adults with neurogenic communication disorders. Special topics will be
presented utilizing complex neurogenic cases in clinical scenarios to enhance previous
knowledge on assessment approaches and prioritizing treatment. We will also discuss service
delivery, professional and ethical issues as they relate to the management of the adult population.
This course has been designed to ensure that students demonstrate required knowledge
and skill as outlined in the Standards and Implementation Guidelines for the Certificate of
Clinical Competence in Speech-Language Pathology. The specific standards addressed in
this class are: III-B, III-C, III-D, III-E, III-F, III-G, III-H, IV-B, IV-G
**These descriptions and timelines are subject to change at the discretion of the instructor
Assignments and Calendar:
Date Topic Assignments/Projects
June 1 Introduction Small Group Project and
The Holistic Patient: Integrating What You Know Class Discussion
June 8 Current Topics in Service Delivery Small Group Project and
Class Discussion
June 15 Assessing, Diagnosing and Treating Co-Existing Small Group Case Study Review and
Speech, Language, Cognitive and Swallowing Disorders Presentation
June 22 Ethical Standards and Considerations in Management of Small Group Case Study Review and
Patient Care Class Discussion
June 29 Quiz #1 Midterm Quiz – 1:00 – 2:30
Assessing, Diagnosing and Treating Less Common and Small Group Case Study Review and
Complex Adult Neurogenic Disorders Class Discussion
July 6 Augmentative Communication for Adults Guest Speaker – 1:00 – 2:30
Speaker: Kristina Martin, M.S., CCC-SLP
Baylor Institute for Rehabilitation
Effective Professional Communication Role Play Clinical Scenarios
July 13 Professionalism as a Speech-Language Pathologist: Class Discussion with Guest Panel
Internship and Beyond!
Guest Panel of Community SLPs
July 20 Final Quiz
June 1:
Small Group Project #1 (in class): The Holistic Patient: Your group will be provided with 2-3
patient case history and physical reports. As a group, you will identify critical medical
terminology, neuropathology and co-existing medical conditions and explain how the data would
determine assessment procedures for each case.
Assignment (outside of class): Each student will independently generate a list of less common
neurological disorders of interest for upcoming class discussion. List due on June 15.
June 8:
Small Group Project #2 (in class): Current Topics in Service Delivery: Each group will
develop a list of current issues in service delivery and discuss the impact from two perspectives:
1) The service provider (SLP and other healthcare professionals) 2) The patient and family. Your
group will present an informal discussion of your perspectives to the class.
June 15:
Small Group Project #3 (in class): Case Study Review: Your group will be provided with a
complex case study containing co-existing neurological complications and medical conditions.
You will diagnose possible speech, language, cognitive and swallowing disorders to develop and
prioritize an appropriate treatment plan. Your group will present the case study to the class.
June 22:
Small Group Project #4: Case Study Review: Your group will be provided with a case
containing ethical dilemmas related to neurogenic disorders. Discuss factors contributing to
decision making and intervention for your case. Your group will present an informal discussion
of your case to the class.
June 29:
Small Group Project #5: Case Study Review: Your group will be provided with a case study
based on a patient with an uncommon neurological disorder. You will discuss possible
assessment procedures, treatment options, referral sources and recommendations. Each group
will facilitate a class discussion to collaborate on management of services for their patient.
Assignment (outside of class): Each student will independently generate a list of questions on
the topic of: “Professionalism in the Workplace” for the SLP guest panel scheduled for July 13.
Questions due on July 6.
July 6:
Small Group Project #6: Professional Communication - Role Play Clinical Scenarios: Small
groups will practice effective communication to explain assessment results, speech, language,
cognitive diagnosis, prognosis and treatment recommendations to a variety of healthcare
providers and consumers. Students will self-evaluate performance.
GRADING POLICY
Acquired knowledge will be assessed via quizzes, which will cover information presented in
lectures, readings and videotapes. Knowledge will be applied and skills demonstrated via class
discussion, small group discussion, quizzes, and case study projects/presentations.
There will be a total of 2 quizzes over lectures and readings. The average of the quizzes will
count for 40% of your grade. Small group case study reviews will count for 30% of your grade.
Individual and small group projects/presentations will count for 20% of your grade. Class
participation will count for 10%.
ASHA STANDARDS ADDRESSED IN THIS CLASS: How knowledge is conveyed and
how knowledge and skill acquisition will be demonstrated
Standard III – B
The applicant must demonstrate knowledge of basic human communication and swallowing
processes, including their biological, neurological, acoustic, psychological, developmental, and
linguistic and cultural basis.
Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated
via class and small group discussions, quizzes, and class projects.
Standard III-C
The applicant must demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders and differences and swallowing disorders, including their etiologies
characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic
and cultural correlates.
Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated
via class and small group discussions, quizzes, and class projects.
Standard III-D
The applicant must possess 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 of the disorder.
Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated
via class and small group discussions, quizzes, and class projects.
Standard III-E
The applicant must demonstrate knowledge of standards of ethical conduct.
Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated
via class and small group discussions.
Standard III – F
The applicant must demonstrate knowledge of processes used in research and the integration of
research principles into evidence-based clinical practice.
Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated
via class and small group discussions, quizzes, and class projects.
Standard III – G
The applicant must demonstrate knowledge of contemporary professional issues.
Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated
via class and small group discussions, quizzes, and class projects.
Standard III – H
The applicant must demonstrate knowledge about certification, specialty recognition, licensure,
and other relevant professional credentials.
Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated
via class discussions.
Standard IV – B
The applicant must possess skill in oral and written or other forms of communication sufficient
for entry into professional practice.
Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated
via class and small group discussions, quizzes, and class projects.
Standard IV-G
The applicant for certification must complete a program of study that includes supervised clinical
experiences sufficient in breadth and depth to achieve the following skills outcomes (in addition to
clinical experiences, skills may be demonstrated through successful performance on academic
coursework and examinations, independent projects or other appropriate alternative methods).
Specific knowledge will be demonstrated in this class in the areas of receptive/expressive language,
cognitive aspects of communication, social aspects of communication, and communication modalities in
the adult population.
Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated
via class and small group discussions and class projects.
Students will demonstrate the following skills:
1. Integrate and apply theoretical and clinical knowledge of neurogenic communication
disorders in the adult population.
As measured by:
Successful completion of quizzes
Successful completion of projects
2. Analyze case history data to identify pertinent medical terminology for interpreting
neuropathology as it relates to speech, language and cognitive disorders.
As measured by:
Successful completion of quizzes
Successful completion of projects
3. Identify formal and/or informal measures appropriate for assessing individual patients
based on case history review.
As measured by:
Successful completion of quizzes
Successful completion of projects
5. Discuss current topics in medical service delivery and describe the impact on
management of adults with neurogenic communication disorders.
As measured by:
Successful completion of quizzes
Successful completion of projects
7. Interpret, integrate and synthesize data from clinical case studies to prioritize a treatment
plan for patients with co-existing speech, language, cognitive and swallowing disorders.
As measured by:
Successful completion of quizzes
Successful completion of projects
11. Identify current professional issues relevant to treatment and intervention of adult
neurogenic disorders.
As measured by:
Successful completion of exams
Successful completion of projects
Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises
some issues concerning security and the identity of each individual in an email exchange.
The university encourages all official student email correspondence be sent only to a
student’s U.T. Dallas email address and that faculty and staff consider email from students
official only if it originates from a UTD student account. This allows the university to
maintain a high degree of confidence in the identity of all individual corresponding and the
security of the transmitted information. UTD furnishes each student with a free email
account that is to be used in all communication with university personnel. The Department of
Information Resources at U.T. Dallas provides a method for students to have their U.T.
Dallas mail forwarded to other accounts.
Disability Services
The goal of Disability Services is to provide students with disabilities educational
opportunities equal to those of their non-disabled peers. Disability Services is located in
room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30
p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.
The contact information for the Office of Disability Services is:
The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be
necessary to remove classroom prohibitions against tape recorders or animals (in the case of
dog guides) for students who are blind. Occasionally an assignment requirement may be
substituted (for example, a research paper versus an oral presentation for a student who is
hearing impaired). Classes enrolled students with mobility impairments may have to be
rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.
It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations. Individuals
requiring special accommodation should contact the professor after class or during office
hours.
Religious Holy Days
The University of Texas at Dallas will excuse a student from class or other required activities
for the travel to and observance of a religious holy day for a religion whose places of worship
are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
will be allowed to take the exam or complete the assignment within a reasonable time after
the absence: a period equal to the length of the absence, up to a maximum of one week. A
student who notifies the instructor and completes any missed exam or assignment may not be
penalized for the absence. A student who fails to complete the exam or assignment within the
prescribed period may receive a failing grade for that exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student
has been given a reasonable time to complete any missed assignments or examinations, either
the student or the instructor may request a ruling from the chief executive officer of the
institution, or his or her designee. The chief executive officer or designee must take into
account the legislative intent of TEC 51.911(b), and the student and instructor will abide by
the decision of the chief executive officer or designee.