This course will focus on 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. (3 credits)
- 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:
- Explain and differentiate between the types, characteristics, etiologies, and impact of language disorders.
- Differentiate among language delays, language disorders, and culturally-based language differences.
- Explain the role of the Speech and Language Pathologist Assistant in supporting assessment, prevention, intervention, and data collection / progress monitoring.
- Describe the reciprocal relationship of language and literacy development.
- Recognize the effects of language delay or disorder on literacy development.
- 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.
- Describe the evidenced based approaches to intervention for these disorders (child centered / adult directed and hybrid approaches), including intervention delivery options and materials preparation.
- Describe acquired language disorders including aphasia and traumatic brain injury and their evidenced based interventions.
- 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.
- 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.
- Describe common methods for data collection for language and or hearing disorders and students' responses to intervention.
General Education Outcomes (GEOs)
Course Activities and Grading
Discussions (Weeks 1-15)
Quizzes (Weeks 2, 5, 7 & 13)
Midterm (Week 9)
Project (Week 14)
Final Exam (Week 15)
(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.
- Guidelines for Speech and Language Programs Determining Eligibility for Speech and Language Services Under IDEA. (2008). State of Connecticut, Department of Education Bureau of Special
Readings and Exercises
Topics: Review of Language Development and Service Delivery
Topics: Multicultural Considerations in Language and English Language Learners
Topics: Multicultural Language Difference in School Age Children and Communication Disorders
Topics: Developmental Language Delay and Evidence Based Interventions
Topics: Working with Early Childhood Language Intervention Methods and Programs
Topics: Language Disorders, Disabilities and Interventions in School Age Children and Youth
Topic: Treatment Processes
Topics: Reciprocal Relationship Between Language and Literacy
Topic: Response to Intervention, Progress Monitoring and Data Collection
Topics: Acquired Language Disorders; Aphasia & Traumatic Brain Injury/ Evidence Based Practice and Interventions
Topics: Communication: AAC Model and Commuicative Competence
|Topic: Public Policy|
Topic: Final Exam
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 see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.