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COM 306: Methods of Intervention for Language Disorders

Course Description

This course provides a general overview of the language disorders and hearing disorders in preschool and school age children and their subsequent evidenced-based interventions. This course will also examine the link that language disorders and hearing loss have to literacy development. Conditions requiring augmentative and alternative communication will be covered as well multicultural differences in language development. This course will prepare Speech Language Pathology Assistants for their role in providing services to children with language Impairments, hearing impairments, and to children who use augmentative and alternative communication devices and or systems.

Prerequisites

  • ENG 101: English Composition 1
  • ENG 102: English Composition 2

Student Learning Outcomes (SLOs)

Upon completion of this course, the student will have gained knowledge about:

  1. Explain and differentiate between the types, characteristics, etiologies, and impact of language disorders.
  2. Differentiate among language delays, language disorders, and culturally-based language differences.
  3. Explain the role of the Speech and Language Pathologist Assistant in supporting assessment, prevention, intervention, and data collection / progress monitoring.
  4. Describe the reciprocal relationship of language and literacy development.
  5. Recognize the effects of language delay or disorder on literacy development.
  6. Describe the process of planning, implementation, and monitoring of appropriate therapy interventions, differentiating the Speech Language Pathologist's and the Speech Language Pathology Assistant's roles and responsibilities within the process.
  7. Describe the evidenced based approaches to intervention for these disorders (child centered / adult directed and hybrid approaches), including intervention delivery options and materials preparation.
  8. Describe acquired language disorders including aphasia and traumatic brain injury and their evidenced based interventions.
  9. Define and describe various augmentative and alternative communication systems and devices and their roles as SLPA's in facilitating effective use of these systems and devices.
  10. Describe the role of the SLPA in supporting prevention, early intervention, and intervention therapy plans for students in educational settings who are at risk and who have language and or hearing disorders.
  11. Describe common methods for data collection for language and or hearing disorders and students' responses to intervention.

General Education Outcomes (GEOs)

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading

Assignment(s)

Weight

Discussions (Weeks 1-15)

10%

Quizzes (Weeks 2, 5, 7 & 13)

40%

Midterm (Week 9)

10%

Project (Week 14)

20%

Final Exam (Week 15)

20%

Total

100%

Required Textbooks

(Available through our online bookstore)

  • Anderson, N.B., & Shames, G. H. (2011). Human Communication Disorders: An Introduction. 8th ed. Boston: Pearson Publishing. ISBN-13: 9780137061334
  • Hedge, M.N. (2007). Hedge’s PocketGuide to Treatment in Speech-Language Pathology. 3rd ed. Delmar, Cengage Learning. ISBN-13: 9781418014940
  • Hoodin, R. B. (2010). Interventions in Child Language Disorders A Comprehensive Handbook. 1st. ed. Sudbury, MA: Jones & Bartlett Learning. ISBN-13: 9780763779436

Note: Human Communication Disorders and Hedge’s PocketGuide to Treatment in Speech-Language Pathology are used in COM 206.

Additional Resources

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

3,6,8

Topics: Review of Language Development and Service Delivery

Readings:

  • Anderson's Human Communication Disorders
    • Chapters 1 & 2, pages 1-53
  • Hoodin's Intervention in Child Language Disorders
    • Chapters 1 & 2, pages 1-32
  • Articles and Documents
    • The Speech Chain Document
  • Read assigned material
  • Review lecture material
  • Participate in Discussions
  • Optional Assignment: The Speech Chain (ungraded)

2

1,2

Topics: Multicultural Considerations in Language and English Language Learners

Readings:

  • Anderson's Human Communication Disorders
    • Chapter 4, pages 84 -109
  • Articles and Documents
    • ASHA Leader article - Addressing Emergent Literacy Skills in English Language Learners
    • Cooperative Learning
    • English Language Learner Development Chart Based on Krashen's 6 Stages of Language Development
    • L1 L2 Acquisition Comparsion Chart
  • Read assigned material
  • Review lecture material
  • Participate in Discussions
  • Complete Quiz

3

1-5, 10

Topics: Multicultural Language Difference in School Age Children and Communication Disorders

Readings:

  • Hedge's Pocket Guide
    • pages 298-306
  • Hoodin's Intervention in Child Language Disorders
    • Chapter 8, pages 125-150
  • Articles and Documents
    • ASHA Position Statement on Provision of Instruction for English as a Second Language by SLPs in the School Setting
    • Children's Narrative and Story Grammar
    • Description of Indirect Language Stimulation Techniques
    • Early Childhood Instructional Strategies
    • Schema Theory of Learning
    • Script Theory
  • Read assigned material
  • Review lecture material
  • View videos
  • Participate in Discussions

4

1-7, 10

Topics: Developmental Language Delay and Evidence Based Interventions

Readings:

  • Anderson's Human Communication Disorders
    • Chapter 11, pages 305-330
  • Hoodin's Intervention in Child Language Disorders
    • Chapter 6, pages 93-108
    • Exemplars 1, pages 176-177
    • Exemplars 15-17, pages 198-202
  • Articles and Documents
    • ASHA - Delay Disorder
    • ASHA Roles and Responsiblities of SLPs in Early Intervention
    • Child Narrative Development
    • Prompt Hierarchy
    • Visual Task Sequence for Using the Bathroom
    • Visual Task Sequence for Washing Hands
  • Read assigned material
  • Review lecture material
  • Participate in Discussions

5

1-7, 10

Topics: Working with Early Childhood Language Intervention Methods and Programs

Readings:

  • Hedge's Pocket Guide
    • pages 293-298
  • Hoodin's Intervention in Child Language Disorders
    • Chapter 3, pages 33-44
    • Exemplars 4-7, pages 181-186
  • Articles and Documents
    • Specially Designed Instruction Plan (Blank Template)
    • Specially Designed Instruction Plan (Example)
  • Read assigned material
  • Review lecture material
  • Participate in Discussions
  • Complete Quiz

6

1-7

Topics: Language Disorders, Disabilities and Interventions in School Age Children and Youth

Readings:

  • Anderson's Human Communication Disorders
    • Chapter 12, pages 331-360
  • Hedge's Pocket Guide
    • pages 301-312
  • Hoodin's Intervention in Child Language Disorders
    • Exemplars 8-12, pages 187-195
  • Articles and Documents
    • Language Intervention Practices for School-Age Children With Spoken Language Disorders: A Systematic Review
    • Systematic Review of Narrative-Based Language Intervention With Children Who Have Language Impairment
  • Read assigned material
  • Review lecture material
  • Participate in Discussions

7

1,3,6,7

Topic: Autism

Readings:

  • Hoodin's Intervention in Child Language Disorders
    • Chapter 6, pages 93-108
    • Exemplars 2 & 3, pages 178-180
    • Exemplars 13 & 14, pages 196-198
  • Articles and Documents
    • Components of Social Communication
    • Guide for Effective Teaching Social Thinking
    • Guidelines for Speech-Language Pathologists in Diagnosis, Assessment & Treatment of Autism Spectrum Disorders Across the Life Span
    • Social Communication Benchmarks
    • Social Communication Disorders in School-Age Children
    • Theory of Mind
  • Read assigned material
  • Review lecture material
  • Participate in Discussions
  • Complete Quiz

8

3,6,7

Topic: Treatment Processes

Readings:

  • Hedge's Pocket Guide
    • pages 91-99 and 412-419
  • Read assigned material
  • Review lecture material
  • Participate in Discussions

9

1-7, 10

Topic: Midterm

Readings:

  • Review the readings from the previous weeks in preparation for the midterm
  • Review previous material for midterm
  • Review lecture material for week 9
  • Participate in Discussions
  • Complete Midterm Exam

Midterm Exam
Covers content from weeks 1-8

10

4,5,10

Topics: Reciprocal Relationship Between Language and Literacy

Readings:

  • Anderson's Human Communication Disorders
    • Chapter 13, pages 361-379
  • Hoodin's Intervention in Child Language Disorders
    • Exemplars 23-30, pages 211-226
  • Articles and Documents
    • Child Becomes a Reader
    • Roles and Responsibilities of Speech - Language Pathologists With Respect to Reading and Writing in Children and Adolescents
  • Read assigned material
  • Review lecture material
  • Participate in Discussions

11

10,11

Topic: Response to Intervention, Progress Monitoring and Data Collection

Readings:

  • Articles and Documents
    • ASHA RTI
    • RTI Speech and Language
    • Methods of Documentation Observations of Students
    • Determining Type Token Ratio
  • Read assigned material
  • Review lecture material
  • View videos
  • Participate in Discussions

12

1,6,7,8

Topics: Acquired Language Disorders; Aphasia & Traumatic Brain Injury/ Evidence Based Practice and Interventions

Readings:

  • Anderson's Human Communication Disorders
    • Chapter 14, pages 380-405
  • Hedge's Pocket Guide
    • pages 402-412
  • Articles and Documents
    • ASHA TBI
    • Special Education Evaluation and Services for Students with Traumatic Brain Injury:
      A Manual for Minnesota Educators
  • Read assigned material
  • Review lecture material
  • Participate in Discussions

13

3, 7

Topics: Communication: AAC Model and Commuicative Competence

Readings:

  • Hedge's Pocket Guide
    • pages 293-298
  • Hoodin's Intervention in Child Language Disorders
    • Chapter 3, pages 33-44
    • Exemplars 4-7, pages 181-186
  • Articles and Documents
    • Specially Designed Instruction Plan (Blank Template)
    • Specially Designed Instruction Plan (Example)
  • Read assigned material
  • Review lecture material
  • Participate in Discussions
  • Complete Quiz

14

10

Topic: Public Policy
  • Learning Unit 14: Domestic and Economic Policy.
Readings:
  • Anderson's Human Communication Disorders
    • Chapters 17 & 18, pages 469-524
  • Hoodin's Intervention in Child Language Disorders
    • pages 89-91
  • Articles and Documents
    • ASHA: Permanent Childhood Hearing Loss
    • Roles of Speech-Language Pathologists and Teachers of Children Who Are Deaf and Hard of Hearing in the Development of Communicative and Linguistic Competence
    • Strategies for teaching and working with students with hearing impairments
    • Year II and Growing: A Report from the STC Special Needs Committee: The Nature of Deafness
  • Read assigned material
  • Review lecture material
  • Participate in Discussions
  • Submit Language Disorders & Interventions Project

15

1-11

Topic: Final Exam

Readings:

  • Review the readings from the previous weeks in preparation for the final
  • Review previous material for final
  • Review lecture material for week 15
  • Participate in Discussions
  • Complete Final Exam
  • Complete course evaluation

Final Exam
The final exam will be cumulative.

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies and the “Course Policies” link for specific policies related to this course. COSC Resources information regarding available COSC academic support services and resources.