Fall 2014 Course Schedules

!!!!!!

!!

!Fall!2014!

Course!Schedules!!!!

CD!745!!CH!721!CD!732!CD!743!HP!818!CD!760!

! !

MGH INSTITUTE OF HEALTH PROFESSIONS Academic Calendar 2014 - 2015

* Please refer to the “Regular Hours of Operation” for Saturday and Sunday building hours. On holidays listed as “Offices Closed”, Building 36 will be open from 11am – 6pm. On holidays listed as “Closed”, all Institute buildings will be closed. Fall Semester 2014/September 8 – December 13, 2014

Payment Deadline for returning students August 15

Labor Day Holiday – Closed* September 1

New Student Orientation (Click this link for detailed schedule) September 3-5

First day of classes. Registration deadline for new students September 8

Last day to add a class or elect audit or pass/fail option September 19

Deadline for course exemption and credit-by-exam without financial penalty September 19

Last day to drop a class without a withdrawal “W” grade – No refunds after this date. October 10

Columbus Day Holiday – Offices Closed* October 13

Last day to drop a class with a withdrawal “W” grade October 24

Thanksgiving break – Closed* (Classes end at 4:00 p.m. on Nov. 26 and resume on Dec. 1) November 27 – 28

Last day of classes for the Fall Semester December 5

Reading Days December 6 – 8

Final Examinations (Click this link for detailed schedule) December 9 – 13

Deadline for completion of thesis requirements for January 2015 diploma December 13

Winter Break – Closed* To Be Determined

Spring Semester 2015/January 12 - April 25, 2015

Payment deadline for returning students December 5

New Student Orientation (Click this link for detailed schedule) January 7-9

First day of classes; Registration deadline for new students January 12

Martin Luther King Day Holiday – Offices Closed * January 19

Last day to add a class or elect audit or pass/fail options January 23

Deadline for course exemption and credit-by-exam without financial penalty January 23

Last day to drop a class without a withdrawal “W” grade – No refunds after this date. February 13

Presidents’ Day Holiday – Offices Closed * February 16

Last day to drop a class with a withdrawal “W” grade February 27

Spring break March 9 – 13

Advisement/Registration period for Summer, Fall, and Spring Semesters 2015-2016 March 16 – April 3

Last day of classes for Spring Semester April 17

Reading Days April 18 – 20

Final Examinations (Click this link for detailed schedule) April 21 – 25

Deadline for completion of thesis for May 2015 diploma April 25

Commencement May 11 (Monday)

Summer Semester 2015/May 18 – August 22, 2015

Payment deadline for returning students April 30

New Student Orientation (Click this link for detailed schedule) May 13-15

First day of classes; Registration deadline for new students May 18

Memorial Day Holiday – Offices Closed * May 25

Last day to add a class or elect audit or pass/fail options May 29

Deadline for course exemption and credit-by-exam without financial penalty May 29

First day of classes for CSD Science Pre-Requisites June 1

Last day to drop a class without a withdrawal “W” grade – No refunds after this date. June 19

Last day to drop a class with a withdrawal “W” grade July 3

Independence Day Holiday – Closed* July 3

Last day of classes for Summer Session August 14

Reading Days August 15 – 17

Final Examinations (Click this link for detailed schedule) August 18 – 22

Deadline for completion of thesis for September 2015 diploma August 22

http://www.mghihp.edu/about-us/operations/hours.aspx

http://www.mghihp.edu/current-students/newly-admitted-students/orientation-schedules.aspx

http://www.mghihp.edu/current-students/osa/registrar/final-exam-schedule/Final%20Exams%20Fall.aspx


http://www.mghihp.edu/current-students/osa/registrar/final-exam-schedule/Final%20Exams%20Spring.aspx


http://www.mghihp.edu/current-students/osa/registrar/final-exam-schedule/Final%20Exams%20Summer.aspx

!CD!745!!

!Diagnostic!Methods!&!Clinical!

Processes!!

CD#745:#Diagnostic#Methods#&#Clinical#Processes#in#CSD#Fall#2014# #Syllabus#Template#ver#2.0#

#

Course!Schedule!!

Please#complete#the#assigned#readings#prior#to#class#and#bring#your#laptop/tablet#to#each#class#so#that#you#can#access#D2L#for#activities##Date! Topic! Before!Class!September#9# Introduction,#Course#

Overview,#Planning#an#Assessment#

Readings:#Chapter#1#[pp.#1N16]##Chapter#2#[pp.#33N44].#Pay#particular#attention#to#the#sections#on#“asking!the!questions”##http://www.asha.org/Publications/leader/2003/030429/f030429b.htm##http://www.asha.org/uploadedFiles/slp/AboutICFandCD.pdf#

September#16#

PlanningN#Assessment#methods#

Chapter#1#[pp.#9N10,#27N32]#Chapter#3#[pp.#50N57,#64N73]##

September#23#

ExecutionN#Administering#and#scoring#standardized#tests#

Chapter#3#[pp.#57N64]#

September#30#

ExecutionN#Play#assessment#and#language#sampling#Guest#Speaker:#Lesley#Maxwell#

Chapter#4#[pp.#90N108]!Chapter#5#[pp.#121N144]!

October#7# AnalysisN#Integrating#information#and#interpreting#results#

TBD#

October#14# DisseminationN#Communicating#results#

Chapter#13#

October#14N17#

Final#Exam# ##

####

!CH!721!

!Foundations!of!Cognition!

!!

CH 721: Foundations of Cognition, Fall 2014 Syllabus Template ver 2.0

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*Note that on the Course Schedule, readings are provided for both the 4th and 5th editions of the Reisberg text; for the 4th edition in italic font and the 5th edition in regular font.

Course Schedule

Last updated: 08/14/2014

C L A S S M E E T I N G 1 : September 9

X Topics: Introduction; Approaches to Cognitive Psychology

Required Readings:* Reisberg:ch. 1, ch.2 (pp. 33-40) Reisberg:ch. 1, ch.2 (pp. 40-56)


X Topic: Visual perception and Object Recognition

Required Readings: Reisberg:ch. 3 (pp. 59-70, 84-94) Reisberg:ch. 3 (pp. 75-88, 104-114) Reading on prosopagnosia (will be posted to D2L)


X Topic: Attention and Executive Function 1: Definitions and Models

Required Readings: Reisberg:ch. 4 Reisberg:ch. 4

C L A S S M E E T I N G 4 : September 30 X Topic: Attention and Executive Function 2: Impairments and Assessment

² Assignment 1: Due


6

C L A S S M E E T I N G 5 : October 7

X Topic: Memory 1: Models of Memory

Required Readings: Reisberg: ch. 5, ch. 6 (167-189) Reisberg:ch.5, ch. 6 (199-206, 211-228)


X Topic: Memory 2: Disorders of Memory, Assessing Memory, Exceptional Memory

Required Readings: Reisberg: ch. 6 (pp. 189-195) Reisberg: ch. 6 (pp. 228-234)



� Midterm: Includes topics covered until this point


X Topics: Concepts, Categories, and Semantic Representations

Required Readings: Reisberg: ch. 7 (pp. 204-207), ch. 8, ch. 9 Reisberg: ch. 6 (pp. 206-210), ch. 7 (pp. 244-247), ch. 8

C L A S S M E E T I N G 9 : November 4

X Topic: Semantic Impairments


C L A S S M E E T I N G 1 0 : November 11

² Topics: Overview of Language, Language and Thought, Bilingualism

Required Readings: Reisberg: ch. 10 Reisberg: ch. 9


7


X Topic: Spoken Language



X Topics: Written Language

Required Readings: Reisberg: ch. 3 (pp. 70-84) Reisberg: ch. 3 (pp. 88-104)

C L A S S M E E T I N G 1 3 : December 2

X Topics: Language in Context, Discourse Processing

COMPLETE COURSE EVALUATION

F I N A L E X A M : Tuesday, December 9, 9:00 a.m.

!CD!732!

!Speech!Sound!Disorders!

!!

Course Schedule

CLASS MEETING 1: Wednesday, September 10

X Topics:

(Standards IV-B, C) x Greetings/Course overview/Book overview/Course requirements x Normal aspects of articulation x Phonological concepts x Articulation and phonological disorders

Required Readings: x BBF, Chapter 1: Introduction to the study of speech sound

disorders x BBF, Chapter 2: Normal aspects of articulation

! Prepare for Next

Week’s Class

x Review handout in CP on developmental theories and prepare for next week’s discussion

² Assignment 1

(Standards IV-B, C) x Complete the Prerequisite Knowledge Assignment in DL with a

peer; hand in next week.

CLASS MEETING 2: Wednesday, September 17 X Topics:

(Standards IV-B, C) x Class discussion on developmental theories (the process of

development)

Required Readings: x BBF, Chapter 3: Speech sound acquisition x Vihman, M. (1996). Theoretical perspectives. In Phonological

Development: The Origins of Language in the Child. Pages 14-37. Cambridge, MA: Blackwell. [DL]

Additional Readings: x ASHA.org Practice Portal, Clinical Topic on SSD: http://www.asha.org/Practice-Portal/Clinical-Topics/Articulation-and-Phonology/ Read: Overview, Incidence/Prevalence, Signs/Symptoms, Causes, Roles/Responsibilities

CLASS MEETING 3: Wednesday, September 24 X Topics:

(Standards IV-B, C) x Product of development x Early and later phonological development x Phonetic norms (Class discussion of norms

Required Readings: x Smit, A.B., Hand, L., Freilinger, J.J., Bernthal, J.E., & Bird, A. (1990).

Iowa articulation norms project and its Nebraska replication. Journal of Speech and Hearing Disorders, 55, 779-798. [DL]

x Babbling Website: Go to the site on DL and review these sections: cDevelopment, dSelf Check, e Intervention, and f also look at the entire webpage. [DL] http://www.vocaldevelopment.com/

x TED Talk: Linguistic Genius of Babies by Patricia Kuhl

CD723: Speech Sound Disorders in Children Fall, 2014

7

http://www.asha.org/Practice-Portal/Clinical-Topics/Articulation-and-Phonology/

http://www.asha.org/Practice-Portal/Clinical-Topics/Articulation-and-Phonology/

http://www.ted.com/talks/lang/eng/patricia_kuhl_the_linguistic_genius_of_babies.html

x TED Talk: The Birth of a Word by Deb Roy http://blog.ted.com/2011/03/10/deb-roy/

CLASS MEETING 4: Wednesday, October 1 X Topics:

(Standards IV- C,D) x Articulation and phonological assessment x Speech perception/discrimination x Phonological processes: Why use them?

Required Readings: x BBF, Chapter 6: Speech sound assessment procedures

x Lof, G.L., & Synan, S.T. (1997). Is there a speech discrimination/perception link to disordered articulation and phonology? A review of 80 years of literature. Contemporary Issues in Communication Science and Disorders, 24, 63-77.[DL]

² Assignment 2

(Standards V-B) x Completion of the SPPT assessment as it relates to speech sound

disorders


(Standards IV-C,D) x Articulation and phonological assessment

Required Readings: x BBF, Chapter 4: Classification and comorbidity in speech sound disorders

x BBF, Chapter 5: Factors related to speech sound disorders


(Standards IV-C,D) x Articulation and phonological assessment

Required Readings: x Special forum on phonology assessment: American Journal of Speech-Language Pathology (2002). Vol. 11. Pages 211- 263. [DL]

� Submit Topic x Submit your Abstract/Synthesis Topic


(Standards IV-C,D) x MIDTERM EXAMINATION x Articulation and phonological treatment


8



http://blog.ted.com/2011/03/10/deb-roy/


(Standards IV-C,D) x Articulation and phonological treatment

Required Readings: x BBF, Chapter 7: Determine the need for intervention/target

selection

x BBF, Chapter 8: Remediation procedures

² Assignment 3 (Standards V-B)

x Speech sound assessment

CLASS MEETING 9: Tuesday, November 4 NOTE THAT THIS CLASS MEETS ON TUESDAY!

X Topics: (Standards IV-C, D)

x Articulation and phonological treatment

Required Readings: x BBF, Chapter 9: Motor-based treatment approaches x BBF, Chapter 10: Linguistically based treatment approaches

x Baker, E., & S. McLeod, S. (2011). Evidence-based practice for children with speech sound disorders: Parts 1 & 2. Language, Speech and Hearing Services in the Schools ,42, 102-151. [DL]


x Speech sound assessment, continued

CLASS MEETING 10: Wednesday, November 12 X Topics:

(Standards IV- C,D,G) x Childhood Apraxia of Speech (CAS)

x Guest Speaker: Dr. Jenya Iuzzini, Post Doctoral Fellow

Required Readings: x Childhood apraxia of speech: Technical Report.

http://www.asha.org/docs/html/TR2007-00278.html. [DL]

x Childhood apraxia of speech: Position Statement.

http://www.asha.org/docs/html/PS2007-00277.html. [DL]

x Murray, E., McCabe, P., & Ballard, K. (2014). A systematic review

of treatment outcomes for children with childhood apraxia of

speech. American Journal of Speech-Language Pathology,23 (3),

373-504. http://ajslp.pubs.asha.org/issue.aspx?issueid=930639


x Treatment goals, targets and rationale


9

http://www.asha.org/docs/html/TR2007-00278.html

http://www.asha.org/docs/html/PS2007-00277.html

http://ajslp.pubs.asha.org/issue.aspx?issueid=930639

CLASS MEETING 11: Tuesday, November 18 in Room 315

NOTE THAT THIS CLASS MEETS ON TUESDAY!

X Topics:

(Standards IV- C, D, G) x Do oral-motor exercises change speech-sound productions?

Required Readings: x Five articles in Language, Speech and Hearing Services in the Schools, 39, July, 2008. [DL]

x Lof, G.L., & Watson, M. (2010). Five reasons nonspeech oral motor exercises (NSOME) do not work. Perspectives on School-Based Issues, 1l (4), 109-117. [DL]

x Podcast from Conversations in Speech Pathology: http://www.conversationsinspeech.com/?p=104

² Assignment 6

(Standards V-B) Treatment Plan

CLASS MEETING 12: Wednesday, November 26

NO CLASS MEETING

X Topics: x No class meeting due to Thanksgiving. x Work on project and assignments

� Project Due ARTICLE ABSTRACT/SYNTHESIS PROJECT IS DUE BY MONDAY,

DECEMBER 1

CLASS MEETING 13: Wednesday, December 3 X Topics:

(Standards IV-C, D) x Pulling it all together x Course Evaluation x Review of assignment and for final examination

� Assignments Due ASSESSMENT AND TREATMENT ASSIGNMENTS ARE DUE

CLASS MEETING 14: Wednesday, December 10 X Topics: FINAL EXAM, 9:00 – 11:00; Room 305A/B


10

http://www.conversationsinspeech.com/?p=104

CD!743!!

Spoken!&!Written!Language!

Development!and!Disorders!I!

!

Course'#:CD'743''''''Course'Name:'Development'and'Disorders'of'Spoken'&'Written'Language'II'Fall'2014' 'Syllabus'Template'ver'2.0'

10'

Course!Schedule!!

Last'updated:'9M7M2014'

WEEK 1, 9/11/2014 Introduction to the course Topic A: Introduction to Spoken and Written Language Disorders

• Definitions of “language disorders,” and classic exclusionary criteria; Examination of case data – when is it a language disorder?

• Basic Distinctions: Autism Spectrum Disorders, Specific Language Impairment (SLI), Developmental Dyslexia

• Purpose(s), principles, approaches and models for intervention Required Reading:

• Paul, R. (2011), “Models of Child Language Disorders”, 1-21; “Principles of Intervention”, pp. 65-98

Study suggestions: Understand the key points, then memorize: Paul’s definition of language disorder, spoken-written language terms, basic information processing model and related terminology, Paul’s language disorder model names, basic definitions for PDD, Autism and SLI. Understand the key points, then memorize basic categories of methods and models for intervention (e.g., child-centered, clinician-directed, and hybrid approaches to interventions) Topic B: Written Language Development, Part 1 Type(s) of meeting:

In-class onsite meeting this week

Stages of Reading from Early Childhood Through Adolescence and Adulthood

• Seidenberg and McClellan Model • Hook & Haynes Model • Stages of phonemic awareness • Stages of reading (Chall, Frith)

Required Readings/Assignment:

• Moats, Chapter 1: Why Study Language? Chapter 2: Phonetics (OPTIONAL – skim) Chapter 3: Phonology

Optional Readings/Assignments:


11'

• Mahfoudhi & Haynes phonological awareness chapter (2009) in the D2L content for this week.

• Complete and correct in-text exercises for self-study (supplementary exercises are optional). Note that the International Phonetic Alphabet (IPA) symbols for Phonetics/Phonology examples and answers may vary from those you learned – be flexible and allow for a few differences. (I will not assess any IPA in your quizzes.)

WEEK 2, 9/18/2014 Topic: Written Language Development, Part 2

• Spelling Development • Reading automaticity & fluency

Required Readings/Assignments:

• Moats, Chapter 4: The Structure of English Orthography Chapter 5: Morphology Chapter 6: Syntax

Optional Assignment:

• Complete and correct exercises in Moats for self-study.

WEEK 3, 9/25/2014 Topic: Written Language Development, Part 3

• Comprehension & Writing • Hayes & Flowers Model

Required Readings/Assignments:

• Moats, Chapter 7: Semantics Chapter 8: Language and Reading Instruction

• Be able to define all terms in Moats Glossary.

Optional assignment:

• Complete and correct exercises in Moats for self-study.

Take Written Language Development Exam (Online in D2L) Open 9/26 – submit by 11 p.m. on 9/28/2013!

WEEK 4, 10/2/2014 Language Sampling Parts 1 & 2 Pre-School Assessment of Morpho-Syntactic Development: Language Sampling: An In-Depth Journey into Morpho-Syntactic Development


12'

• Role of LSAT-3 in assessment of SLI • Language Sampling and Analysis: Expansions and Word-Morpheme Counting • Cultural and linguistic diversity issues; biased versus non-biased sampling

Readings/Assignment:

• Tyack & Venable (1999): Steps 1-4, pp.1-11 [apply these to Bryan’s sample 2, age 3-8, Appendix A];

• Complete the Tutorial, Exercises 1-5b, pp.39-46 • Practice with expansions

WEEK 5, 10/9/2014 [NO ONSITE CLASS] Catch up on readings and LSAT assignments.

WEEK 6, 10/16/2014 Language Sampling Part 3 Pre-School Assessment: Morphology and Sentence Structures;

• Recognizing: copula versus auxiliary forms, uses of -s morpheme, preposition “to” versus infinitive “to”, particles versus prepositions, pronouns, present progressive

• Language Sampling: Simple sentence classification • Language Sampling: Complex sentence structures, Questions and Negatives

Readings/Assignment:

• Steps 6-8, pp.11-13, [apply these to Bryan’s Sample 2, age 3-8, Appendix A]; • Complete the Tutorial, Exercises 6-31, pp. 47-83; Small-group activity: in-class analysis

of transcripts • Tyack & Venable (1999), Step 9, classification of questions and negatives pp.21-26

[apply to Bryan’s sample 2, Age 3-8, Appendix A]; also complete the Tutorial, Exercises 32-34, pp. 84-86

WEEK 7, 10/23/2014

Topic A: Language Sampling Part 4 Pre-School Assessment: Analysis and Application of Language Sampling Developmental Data • Application of LSAT data to decision-making • How to weave in pragmatic and semantic assessment and intervention

Topic B: Topic: Spoken and Written Language Disorders in a Pluralistic Society:


13'

The Critical Role(s) of Cultural and Linguistic Diversity Factors

• Exploring the Boundaries of Race; Language differences versus language disorders; • Dialectal and bilingual differences; • Assessing culturally and linguistically diverse children; Intervention with children who are

culturally and linguistically diverse

Video: Arboleda, T. Race Off: A Video Workshop. Entertaining Diversity, Inc: Dedham, MA

(This single class on multicultural issues is only an introductory overview -- an entire course (CD 723 Language, Culture and Cognition) is devoted to this important topic in your sixth semester.)

Readings:

• Paul, Rhea (2011). Chapter 5, Child language disorders in a pluralistic society, 137-172

• Haynes, C. (2003). Improving language skills of bilingual learners: How to leverage what they already know, Lexia News Source, vol. 3, No. 2, 4-5

Search online to find more information about contrastive analysis methods for teaching Standard American English to non-standard dialect speakers (e.g., Wolfram; Shields).

*** LSAT-3 Quiz open Friday 10/17 9 AM through Sunday 10/19/2014 at 11:00 p.m. (In D2L)***

*** LSAT-3 Self-study notebooks are due in the boxes outside Dr. Haynes’s office by 5 p.m. Monday 10/20/2014. ***

WEEK 8, 10/30/2014 Topic A: Prelinguistic and Early Period: “Janice: A Case for Family-Centered Practice”

• Family-centered clinical practice -- role of family, principles in working with families, family systems

• Individualized Family Service Plan (IFSP) • Risk factors for spoken and written communication disorders

Readings: • Bruder, M.B. (2000). The Individual Family Service Plan (IFSP) ERIC EC Digest

#E605, December • Rosetti Infant-Toddler Language Scale (1990): Parent Questionnaire (four

pages), and Measure of Communication and Interaction (cover page and following four pages);

• Paul, R. “Assessment and Intervention in the Prelinguistic Period, pp. 183-214 [Already assigned for CD 745 Diagnostics week 3 for Lesley’s lecture]

Self-Study suggestions: Examine the PPT slides in D2L. Understand and memorize law(s) providing protection, components of IFSP, key types of caregiver-infant communication, key intervention strategies; get familiar with the components and structure of the Rosetti [Augments info presented in CD 745 by Lesley]


14'

As you do the readings consider the question, “ How can we diagnose communication disorders before a child is using language for communication?”

Topic B: Play, a Central Focus of Assessment and Intervention in the Emerging Language Period (focus: 18-36 months) [Some review of info presented in CD 745 by Lesley]

• ECO Scales, levels of play • Early intervention models

Readings:

• Paul, R. Chapter 7, “Assessment and Intervention for Emerging Language”, pp. 234-277.

Study suggestions: Understand and memorize from Westby or any play scale in R. Paul, sequence of typical play behaviors to expect in normally developing children at 6, 12, 18, 24, 30 and 36 months. Understand and memorize developmentally appropriate strategies for enhancing emergent literacy in typically developing 3 year-olds. As you do the readings consider the question, “How can we intervene for a communication disorder before a child is using oral language for communication?”

WEEK 9, 11/6/2014 Topic: Preschool Language

• Examples, and factors in assessment of form (morphology, syntax), content

(semantics), and use (discourse & pragmatics) for preschool students • Emergent literacy considerations • Analysis of a selected “mini-case” and application to an IFSP

Readings: • Paul, R., Chapters 8 & 9, pp. 286-383 (assessment and intervention for

developing language) As you do the readings consider these questions: “What preschool language skills need to be in place to support early grade school reading & writing?” “What knowledge and skills about oral language and emergent literacy do SLPs need in order to diagnose and treat children with spoken and written language difficulties?”

WEEK 10, 11/13/2014 [NO ONSITE CLASS] Read and review: Topic: Understanding and Assessing Language Learning Disabilities (focus on ages 5-12)


15'

• Linguistic Bases of Reading Disabilities – Spoken Language Issues • CSD Program’s role in redefining the scope of practice for SLP’s • Definitional Issues (LLD, Dyslexia, Executive Functioning) • Critical Roles of Short-Term and Verbal Working Memory • Diagnostic considerations (language, memory) with brief implications for practice

Reading Haynes, C. and Hook, P. (1999). Combining training in speech-language pathology and written language: An integrated curriculum, in (Whitmire, K., Ed.) “Innovative Models of Phonological Awareness Education in University Program Curricula”, Language Learning and Education, Special Interest Division 1, American Speech-Language and Hearing Association, vol. 6, no.1, May, 33-35

WEEK 11, 11/20/2014 Topic: Sound-, Word- and Sentence-Level Intervention for Language for Learning (Ages 5-12) Intervention considerations

• What all teachers of children with LLD need to know in order to provide effective intervention.

• General Intervention considerations (four domains of structure) • The Individualized Educational Plan (IEP) Based on “Mini-case,” identify intervention goals & how the IEP might be used to represent that information.

Required Readings: • Peruse: Smith, S. (2000). Creating Useful Individualized Education Programs (IEPs),

ERIC EC Digest #E600, December R. Paul, pp. 516-563 • Jennings, T. & Haynes, C. (2002). From Talking to Writing: Strategies for Scaffolding

Expository Expression. Prides Crossing, MA: Landmark School, pp.. 1-94 • Haynes, C., Jennings, T. (2006). Listening and speaking: Essential ingredients for

teaching struggling writers, in International Dyslexia Association (2006). Strategies for teaching struggling writers, 12-16

• Carreker, S. (2006). The parts of speech: Foundations of writing, in International Dyslexia Association (2006). Strategies for teaching struggling writers, 31-34

Optional Readings:

• Read R. Paul (2011) Chapters 11 & 12, (assessing and intervening for language-for- learning stage)

As you do the readings consider the questions, “How do spoken and written language development interact during the school years?” What is the role of sentence-level skills in development of written expression and reading comprehension?

WEEK 12, 11/27/2014 [NO ONSITE CLASS] Thanksgiving Break '


16'

WEEK 13, 12/4/2014 Guest Speaker: Dr. Leslie Laud, Hanson Initiative for Language and Literacy Topic: The Effects of Strategy Instruction on Writing Development Readings: tba Week 14, 12/11/2014 Type(s) of meeting(s): In-class onsite meeting. (1) Paragraph and Multi-Paragraph-Level Intervention for Language for Learning (Ages 5-12) I. Intervention considerations • Interaction of comprehension and expression • Critical importance of scaffolding verbal working memory and enhancing

metalinguistic awareness • Role of sentence mastery within paragraphs • Strategies for scaffolding different types of paragraphs • Paragraphs: foundation for essay writing

II. Case examples. Required Readings:

• Jennings, T. & Haynes, C. (2006). Essay writing: An attainable goal for students with dyslexia, in International Dyslexia Association (2006). Strategies for teaching struggling writers, 36-39 [in D2L] • Jennings, T. & Haynes, C. (2014, in preparation). DRAFT Chapter 6. The “Personal

Sequence Narrative” and “Micro-Discourse” Strategies: Bridges to Expository Writing, in From Talking to Writing, Second Edition.

• Jennings, T. & Haynes, C. (2002). From Talking to Writing, pp. 95-172

Optional reading

• R. Paul (2011), Chapters 13 and 14 (focus on discussions of semantics, writing and metacognition)

As you do the readings for this class, here are some study aids:

(1) Understand, memorize and provide a written summary of: curricular demands for advanced language level, types of expository text structures.

Write a description of a complex object using the Object Description Paragraph scaffolding provided in Haynes & Jennings (2006). (for yourself, not to turn in) Think about LLD children’s language processing difficulties that the scaffolding would address and note potential limitations of this scaffold. Study for final exam, which will cover materials assigned and covered in class for the semester. *** Online final exam; must be submitted by [Date: 12/13/2014] at 11:00 PM ***

!!

HP!818!!

Impact!I:!Interprofessional!

Practice!!

HP 818: IMPACT I: Interprofessional Practice/Fall/2014 9

Students are expected to refer to the Official Institute Catalog for all other polices: http://mghihp.smartcatalogiq.com/en/2013-2014/Catalog

Course Schedule

Last Updated: 09/05/14

Open/Close Dates Module and Required Components (See Module Overview on D2L for details)

Dates/Deadlines

09/08/14 09/23/14 Module 1: Core Competencies for IP Collaborative Practice and How teams function

(Individual) Preparation for class (see module overview for details):

x Post online introduction to team x Complete pre-class reading/media

viewing x Personal reflection on discussion

questions (for in class discussion)

Required class session and Service Activity 09/19/14 class and service activity participation

Team Assignment: Written responses to class discussion questions

09/23/14 team submission

(one team member submit to module drop box)

09/22/14 10/13/14 Module 2: Values and Ethics

09/22 09/29 Personal and Professional Values

(Individual) Values Clarification Exercise in preparation for required online

discussion

Required Online Values Discussion – Participate in online discussion in D2L

09/29/14 deadline for required participation:

x 1 original post (minimum) x 1 post in response to a

teammate (minimum)

09/29 10/06 Ethics principles applied to case example

(based on common reading, Still Alice)

(Individual) Preparation for class: x Pre-class readings/media viewing x Personal reflection on discussion

questions (for in class discussion)

http://mghihp.smartcatalogiq.com/en/2013-2014/Catalog

HP 818: IMPACT I: Interprofessional Practice/Fall/2014 10

Open/Close Dates Module and Required Components (See Module Overview on D2L for details)

Dates/Deadlines

Required class session Application of pre-class readings to case discussion with team

10/06/14 (one team member submit to module drop box)

10/06 10/17 Team assignment: Develop a Common Code of Ethics for health professionals

Due 10/17/14

10/31/14 11/10/14 Module 3: Roles & Responsibilities and Interprofessional Communication

10/31 11/09 Required online discussion: Roles & Responsibilities

11/09/14 deadline for required participation:

x 1 original post (minimum) x 1 post in response to a

teammate (minimum)

10/31 11/09 (Individual) Preparation for class: x Pre-class readings/media viewing x Review case description and look

up any unfamiliar terms, medications, diagnoses

11/10 Required class session: Case rounds and discussion

11/10/14 Case rounds

Team-Based Learning Assignment 11/10/14 (in class)

11/10/14 11/17/14 Course Wrap-up

Complete Team Process Assessment Due 11/17/14

Submit Individual Final Reflection Due 11/24/14

!CD!760!–!02!

!Spoken!&!

Written!Clinic!Practicum!Seminar!(Written)!

CD#760'02#Spok#&#Writ#Clin#Pract#Seminar/Fall#2014# 9#

Course!Schedule!!

C L A S S # M E E T I N G 1C L A S S # M E E T I N G 1 :: T h u r s d a y , # S e p t . # 4 t h , #T h u r s d a y , # S e p t . # 4 t h , # 99 '' 1 21 2 ## ##

W h o l e #W h o l e # G r o u pG r o u p ## S e m i n a rS e m i n a r : #: # R o o m #R o o m # T B AT B A ##

!# Topics:# • General#seminar#and#clinical#orientation#

• Clinical#Team#Building#and#assignment#of#clinical#teams#

!# Assignment# Complete#Self#Assessment#and#bring#to#Clinical#Team#meeting##on#

Sept.#10th####

C L A S S # M E E T I N G #C L A S S # M E E T I N G # 22 :: F r i d a y , # S e p t . # 1 2 , #F r i d a y , # S e p t . # 1 2 , # ##

W h o l e #W h o l e # G r o u pG r o u p ## S e m i n a rS e m i n a r : #: # R o o m # 3 1 5R o o m # 3 1 5 ##

!# Topics:# • Dyad#collaboration#• SLLC#client#cases#:#from#assessment#to#intervention#

# # #

S e p t e m b e r # 1 9S e p t e m b e r # 1 9 t ht h : # N O # C L A S S: # N O # C L A S S ##

## C o m m u n i t y # S e r v i c e # D a y #C o m m u n i t y # S e r v i c e # D a y # ##

# # ##

B a b y # D a y ,B a b y # D a y , ## 8 : 0 08 : 0 0 '' 1 1 : 3 01 1 : 3 0 ##

C L A S S # M E E T I N G #C L A S S # M E E T I N G # 33 :: ## S e p t . # 2 6S e p t . # 2 6 t ht h , #, # 1 2 : 3 01 2 : 3 0 '' 3 :3 : 3 03 0 ##

W r i t t e nW r i t t e n ## S e m i n a rS e m i n a r : # R o o m #: # R o o m # 3 23 2 00 ## ##

!# Topics:# • Assessment#measures#

# # #

C L A S S # M E E T I N G #C L A S S # M E E T I N G # 44 :: ## F r i d a y , # O c t . # 3 , # 1 1F r i d a y , # O c t . # 3 , # 1 1 '' 22 ##

W r i t t e nW r i t t e n ## S e m i n a rS e m i n a r : #: # R o o mR o o m ## 33 2 02 0 ##

!# Topics:# • Predictors#of#reading#ability#• Grade#level#oral#reading#sample#and#analysis#• Written##expression#sample#and#analysis#

" Associated Readings:

• Moats,#Chapter#3#

•• Birsh,#Chapter#5####

##

##


C L A S S # M E E T I N G #C L A S S # M E E T I N G # 55 :: ## F r i d a y , # O c t . # 1 0 , # 1 1F r i d a y , # O c t . # 1 0 , # 1 1 '' 22 ##W h o l e # G r o u pW h o l e # G r o u p ## S e m i n a rS e m i n a r : # R o o m # 3: # R o o m # 3 1 51 5 ##

!# Topics:# • Multisensory#Structured#Language#(MSL)#Principles#• MSL#Lesson#Plan#Format##• Scope#and#Sequence###


Moats#Chapter##8#Henry#Chapters#1'#4##

C L A S S # M E E T I N G #C L A S S # M E E T I N G # 66 :: ## F r i d a y , # O c t . #F r i d a y , # O c t . # 1 71 7 , # 1 1, # 1 1 '' 22 ##W h o l e # G r o u pW h o l e # G r o u p ( 3 1 5 )( 3 1 5 ) , # t h e n #, # t h e n # W r i t t e nW r i t t e n ## S e m i n a rS e m i n a r ##

!# Topics:# Whole#Group:###• Goals#and#objectives#• Common#Core#State#Standards#(CCSS)###Written#Seminar:###

•• Phonological#Awareness####" Associated

Readings: Massachusetts#Curriculum#Frameworks#for#English#Language#Arts#and#Literacy#

• Henry#Chapter#5#• Moats#Chapter#3#

C L A S S # M E E T I N G #C L A S S # M E E T I N G # 77 :: ## F r i d a y , #F r i d a y , # O c t . # 2 4O c t . # 2 4 t ht h , # 1 1, # 1 1 '' 22 ##W r i t t e nW r i t t e n ## S e m i n a rS e m i n a r : # R o o m # 3 2: # R o o m # 3 2 00 ##

!# Topics:# • Sound#Symbol#Correspondence#• Word#Attack#•• Introducing#a#New#Concept##

"# Associated#Readings#

• Henry#Chapters#5'6#• Moats#Chapter#4#

C L A S S # M E E T I N G #C L A S S # M E E T I N G # 88 :: ## F r i d a y , #F r i d a y , # O c t . # 3 1O c t . # 3 1 s ts t , # 1 1, # 1 1 '' 22 ##W r i t t e nW r i t t e n ## S e m i n a rS e m i n a r : # R o o m # 3 2 0: # R o o m # 3 2 0 ##

!# Topics:# • Word#Attack#(Continued)#


• Henry#Chapters#5'6#• Moats#Chapter#4#• Birsh#Chapter#6,#8###


C L A S S # M E E T I N G #C L A S S # M E E T I N G # 99 :: ## F r i d a y , # N o v .F r i d a y , # N o v . 77 t ht h ## ##

W r i t t e nW r i t t e n ## S e m i n a rS e m i n a r : #: # R o o m # 3 2 0R o o m # 3 2 0 #

!# Topics:# • Spelling##

"# Associated#Readings:#

• Henry#Chapters#5'6#• Moats#Chapter#4#

• Birsh#Chapter#9#

C L A S S # M E E T I N G #C L A S S # M E E T I N G # 1 01 0 :: ## F r i d a y , # N o v .F r i d a y , # N o v . 1 41 4 t ht h ## ##

W r i t t e nW r i t t e n ## S e m i n a rS e m i n a r : # R o o m # 3 2 0: # R o o m # 3 2 0 ## ##

G u e s t # L e c t u r e r #G u e s t # L e c t u r e r # S u s a n # G r a yS u s a n # G r a y #

!# Topics:# • #Structural#Analysis#


Henry#Chapters#2,#3,#7,#8#Moats#Chapter#5#

C L A S S # M E E T I N G #C L A S S # M E E T I N G # 11 11 :: ## F r i d a y , # N o v .F r i d a y , # N o v . 2 12 1 s ts t ## ##

W r i t t e nW r i t t e n ## S e m i n a rS e m i n a r : #: # R o o m # 3 2 0R o o m # 3 2 0 #

!# Topics:# • Sight#Words#• Automaticity#and#Fluency###


Birsh#Chapter#10##Hudson,#R.F.,#Lane,#B.,#&#Pullen,#P.C.#(2005)#The!importance!of!automaticity!and!fluency!for!efficient!reading!comprehension.#International#Reading#Association,#p.#702'714.##(link#posted#on#D2L)##Hook,#P.#E.#&# Jones,#S.#P.# (2004)#Reading!Fluency!Assessment!and!Instruction:! What,! Why! and! How?.# International# Dyslexia#Association#Perspectives,#p.#17'21.#!(link#posted#on#D2L)#

F r i d a y , # N o v . # 2 8F r i d a y , # N o v . # 2 8 t ht h ## N O # C L A S S , # T h a n k s g i v i n g #N O # C L A S S , # T h a n k s g i v i n g #

b r e a kb r e a k #

!# Assignment:# Relax#and#happy#Thanksgiving!###

C L A S S # M E E T I N G #C L A S S # M E E T I N G # 11 22 :: ## F r i d a y , #F r i d a y , # D e c . #D e c . # 55 t ht h ## ##

W r i t t e n # S e m i n a rW r i t t e n # S e m i n a r ## ## R o o m # 3 2 0R o o m # 3 2 0 ##

! Topics# • Reading#Comprehension##

" Associated#reading#

Birsh#Chapter#11,#12#IES#Practice#Guide:!Improving!Reading!Comprehension!in!Kindergarten!Through!3rd!Grade#(link#posted#on#D2L)#IES#Practice#Guide:!!Improving!Adolescent!Literacy:!Effective!Classroom!and!Intervention!Practices!(link#posted#on#D2L)##

Fall 2014 Course Schedules

Documents

Transcript of Fall 2014 Course Schedules