SLHS 511: Tool School Syllabus

Fall Semester 2015

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CLASSES

W: 8-10; F: 8-10, SLHS: room 409 Course Instructors: Cass Faux, MS, CCC-SLP; Janet L. Hawley, MS, CCC-SLP; Carole Wymer, MS, CCC-SLP Contributing Clinical Instructors: Jennifer Casteix, MS, CCC-SLP; Kathe McGrath MS, CCC-SLP Contributing Lecturers from SLHS: Mary Alt, PhD, CCC-SLP; Pelagie Beeson, PhD, CCC-SLP; Jeannette Hoit, PhD, CCC-SLP; Becky Vance, MS, CCC-SLP Office Hours: By appointment IMPORTANT LINKS D2L: http://www.d2l.arizona.edu CALIPSO: https://www.calipsoclient.com/arizona/account/login Email: casteix@email.arizona.edu; cassandm@email.arizona.edu; janet@email.arizona.edu; kmcgrath@email.arizona.edu; carwym@email.arizona.edu UAcess Learning: http://learning.uaccess.arizona.edu Systematic Analysis of Language Transcripts (SALT): http://www.saltsoftware.com COURSE DESCRIPTION This course is a methodology course for clinical practicum. Its purpose is to provide the student with the skills necessary for clinical application and is designed to be a combination of Lecture (L), Use the Tool (Application), and a model based on Team Based Learning (TBL): www.teambasedlearning.org When indicated (TBL) the format for this course will be:

1. Submission of 2 questions from the readings and Power Point slides (PPT) for class discussion 2. Clarification Questions/Answers 3. Readiness Assurance Team Quiz 4. Discussion/Lecture period 5. Use the Tool (Application)

Topics include: Logistics, Treatment Planning, Outcome Measurement and Data Collection, Language Analysis, Report Writing, Professional Communication, Group Treatment Principles and Introduction to the Evaluation of Evidence-Based Practice. Special Topics include: Augmentative and Alternative Communication, Autism Spectrum Disorders (ASD),Deaf/Hard–of-Hearing. Course Objectives: the student will demonstrate the ability to:

1. write a treatment plan that includes long term goals and short term objectives; 2. identify various data collection methods; 3. structure and generate a well-written clinical report; 4. write daily notes in SOAP format; 5. modify and manage existing behavior, teach new skills, or promote compensation; and, 6. describe disorder-specific evaluation and treatment procedures.

SLHS 511: Tool School Syllabus

Fall Semester 2015

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GRADING Grades will be based on: Team Score

10 Readiness Assurance Team quizzes on listed readings: 50 points Team Scavenger Hunt: 5 points

Total Team Score: 55 points Individual Score Lytec Assignment 4 points Self-Analysis of Treatment 21 points Submission of Discussion Questions 10 points (10 submissions out of 15 opportunities) Language Sample Interpretation (in class assignment) 10 points Total Individual Score: 45 points Total Group + Individual Score = 100 points Grading Scale: A = 100-90 points; B = 89-80 points; C (fail) = 79 and below INDIVIDUAL ASSIGNMENTS

1. Lytec Assignment is to be completed in class and turned in to your Clinical Instructor on 9/11/15. (4 points)

2. Submission of Discussion Questions: (see syllabus for dates of submission) To prepare for classroom discussion, you will prepare and submit, at the beginning of class, two (2) questions from the assigned readings (and PPT). These questions should trigger curiosity in a listener and encourage reflective conversation. Questions should be thought-provoking, and provide opportunities for class discussion to test assumptions and stimulate fresh perspectives through analysis, synthesis, and evaluation. (10 points)

Discussion Question examples: What are the pros and cons of xyz methodology? How will this approach change the outcome of xxx? If we can consider only one option, which one would you choose? Why? What else should we consider when the client xxx or yyy? Formulating discussion questions which rely on recalling, remembering, defining, and describing detailed information from the readings tend not to generate useful discussion and novel group learning.

SLHS 511: Tool School Syllabus

Fall Semester 2015

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INDIVIDUAL ASSIGNMENTS (cont) 3. Self-Analysis of Treatment Session will be completed outside of class during the weeks of 11/23

and 11/30/15. Select a 5 minute video of a selected, individual treatment session and present an oral reflection during your individual meeting with your clinical instructor. Your reflection should include the following components:

Components: Structuring Therapy Target Objective (s) Lesson Plan Evidence-Based Practice Data Collection Managing Behavior Professional Communication

Your grade will be based on the quality of your analysis and inclusion of the noted components, and not on the quality of the therapy session. This Self-Analysis assignment will serve as your final examination for the course. Rubric:

3= component addressed thoughtfully 2= component addressed superficially 1= component mentioned Total points: 7 components X 3 = 21 points

4. A Language Sample Interpretation assignment will be completed in class. Points will be awarded for completion and participation. (10 points).

Students are expected to actively participate during in-class discussions and hands-on activities (Use the Tool!) and complete all required readings in order to benefit fully from the course. The information contained in the course syllabus, other than the grade and absence policies, may be subject to change with reasonable advance notice, as deemed appropriate by the instructors. If you anticipate barriers related to the format or requirements of this course, please meet with your primary clinical instructor so that we can discuss ways to ensure your full participation in the course. If you determine that disability-related accommodations are necessary, please register with Disability Resources (621-3268; drc.arizona.edu) and notify Cass of your eligibility for reasonable accommodations. We can then plan how best to coordinate your accommodations. Disability accommodations will not be provided to students not registered with the DRC. Accommodations must be planned for well in advance. You must be registered with the DRC and talk to Cass within the first three weeks of the semester to make arrangements.

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REQUIRED READINGS STRUCTURING THERAPY Dwight, D.D. (2006).Here’s How to Do Therapy. Plural Publishing, Inc. San Diego, CA, Chapter 5 GOALS AND OBJECTIVES Burrus, A. Embry, Haynes, William O. (2009). Professional Communication in Speech-Language Pathology. Plural Publishing, Chapter 5 Goals and Objectives PPT (d2l) EVIDENCE-BASED PRACTICE & MEASUREMANIA Dollaghan, C.A., (2007). The Handbook for Evidence-Based Practice in Communication Disorders. Paul H Brookes Publishing Co, Chapter 1 Measuremania PPT (see d2l.arizona.edu) SOAP Burrus, A. Embry, Haynes, William O. (2009). Professional Communication in Speech-Language Pathology. Plural Publishing, Chapter 6 SOAP PPT (d2l) MANAGING BEHAVIOR Fox, L., et al., (2003). The teaching pyramid. A model for supporting social competence and preventing challenging behaviors in young children. Young Children. Mazefsky, C. (2012). Managing problem emotions and behaviors in children with ASD: An assessment-driven three-step approach. Retrieved from http://sig1perspectives.pubs.asha.org/. Ruff, M.B et al.,(1998). Positive behavioral support, strategies for teachers. Intervention for School and Clinic.1; 34; 21-32. ORAL MECHANISM/MOTOR SPEECH Robbins, J., Klee, T. (1987) Clinical assessment of oropharyngeal motor development in young children. Journal of Speech and Hearing Disorders. Volume 52, 271-277. St. Louis, K.O., Ruscello, D.M. (2000) Oral Speech Mechanism Screening Examination-Third Edition, manual pp. 1-39 Austin, Tx Pro-Ed REPORT WRITING Goldfarb, R. and Serpanos, Y.C. (2009).Professional Writing in Speech-Language Pathology and Audiology. Chapter 1 (1-36) San Diego, Plural Publishing. Common Peccadillos & Proofing and Practice PPT (d2l.arizona.edu) DEAF/HARD-OF-HEARING Peterson, N.R., Pisoni, D.B., Miyamoto, R.T. (2010). Cochlear implants and spoken language processing abilities: Review and assessment of the literature. Restorative Neurology and Neuroscience 28;237–250 237

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Fall Semester 2015

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ASD ADULTS Garcia Winner, M., & Crooke, P. (n.d.). Executive Functioning and Social Pragmatic Communication. Downloaded From: http://sig1perspectives.pubs.asha.org/ Moran, J., Young, L., Saxe, R., Lee, S., O'Young, D., Mavros, P., & Gabrieli, J. (2011). Impaired theory of mind for moral judgment in high-functioning autism. Proceedings of the National Academy of Sciences, 108, 7, pp. 2688-2692. ASD PEDIATRIC Howard J. S. et al. (2014) Comparison of behavior analytic and eclectic early interventions for young children with autism after three years. Research in Developmental Disabilities. December, 35(12), pp. 3326-3344 Koenig, M., & Gerenser, J. (2006) SLP-ABA: Collaborating to Support Individuals with Communication Impairments. Journal of Speech Pathology-Applied Behavior Analysis, 1, 2-11 Kokina, A., Kern, L. (2010). Social story interventions for students with autism spectrum disorders: a meta-analysis, J Autism Dev Disord, 40:812–826 AAC EVALUATION Abbott, M., McBride, D., (2014). AAC decision-making and mobile technology: points to ponder. Perspectives on Augmentative and Alternative Communication. 104-111. Fishman, I., (2014). Guidelines for teaching speech-language pathologists about the AAC assessment process. http://sig12perspectives.pubs.asha.org/ on 01/07/2014 AAC TREATMENT Walsh-Kent, J. & Binger, C. (2013) Fundamentals of the ImPAACT Program. Perspectives on Augmentative and Alternative Communication. April 22:51-61 PRINCIPLES OF ADULT TREATMENT AND GROUP THERAPY Ewing, S. (2007) Group process, group dynamics and group techniques with neurogenic communication disorders. In R. Elman (Ed.), Group Treatment of neurogenic communication disorders: The expert clinician’s approach (2nd ed., pp11-23). San Diego, CA: Plural Publishing. PROFESSIONAL COMMUNICATION Burrus, A. E., Haynes, William O. (2009). Professional Communication in Speech-Language Pathology. Plural Publishing, Chapter 9. TOOLS FOR EVIDENCE-BASED PRACTICE TEXT: PDQ Statistics http://www.amazon.com.Pdq-statistics-series-third-edition/dp/1550092073 Bothe, A.K., Richardson, J.D., (2011). Statistical, practical, clinical, and personal significance: definitions and applications in speech-language pathology. American Journal of Speech-Language Pathology • Vol. 20 • 233–242 Fluharty Manual pp. 1 – 23. CELF Manual pp. 1-15.

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OPTIONAL TEXTBOOKS/READINGS Beukelman, R., Mirenda, P. (1998). Augmentative and Alternative Communication. Brookes Publishing Co., Maryland Franco, J.H., Davis, B.L, Davis, J.L. (2013). Increasing social interaction using prelinguistic milieu teaching with nonverbal school-age children with autism. American Journal of Speech-Language Pathology • Vol. 22 • 489–502 Glista. S., Pollens, R. (2007) Educating clinicians for meaningful, relevant, and purposeful aphasia group therapy. Topics Lang Disorders Vol. 27, No. 4, pp. 351–371. Hegde, M.N., Davis, D. Clinical Methods and Practicum in Speech-Language Pathology, Third Edition Chapter 8 Kaiser, A. & Wright, C. (2013). Enhanced Milieu Teaching: Incorporating AAC into Naturalistic Teaching with Young Children and their Partners Perspectives on AAC, 22: 37-50 Krishnamoorthy, A. (2011). Managing challenging behaviour in older adults with dementia. Progress in Neurology and Psychiatry, 15(3), 20-26. Koegel et al. (2006) “The basics of pivotal response treatment.” In Koegel, R. L. and Koegel, L., Pivotal Response Treatments for Autism. Baltimore; Paul H. Brookes Publishing, Chapter 1 Maas, E., Robin, D., et al. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology, 17: 277-298 Millar, D., Light, J.C., Schlosser R.W.,(2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities. Journal of Speech, Language, and Hearing Research, 49, 249-264. Moon-Meyer, S., (1998). Survival Guide for Beginning Speech-Language Clinicians, Chapter 1, pp 1-55, Aspen Publishing, Inc. Appendix 1-A Pannbacker, M. Middleton, G. Vekovius, G. Sanders, K. (2001). Report Writing for Speech-Language Pathologists and Audiologists. Pro-ed, Texas Prizant, B. Wetherby, A. Rubin, E. Laurent, A. Rydell, P.(2006). The SCERTS Model Volume 1 Assessment. Brookes Publishing Co., Maryland. Prizant, B. Wetherby, A. Rubin, E. Laurent, A. Rydell, P.(2006). The SCERTS Model Volume 11 Program Planning and Intervention. Brookes Publishing Co., Maryland. Light, J. & Binger, C. (1998) Building Communicative Competence with Individuals Who Use Augmentative and Alternative Communication . Baltimore: Paul H. Brookes Publishing Co. iPads are the answer … what is the Question (see link below) http://donjohnston.com/ipads-are-the-answer-but-what-was-the-question/?utm_medium=email&utm_source=Act-On+Software&utm_content=email&utm_campaign=LeaderLink%20August%20%27014%20%7C%20Welcome%20Back%21&utm_term=Read%20More#.U_ePpdh0zq4 Gosnell, J. (2011). Apps: An emerging tool for SLPs. The ASHA Leader, October 11 Bedorea, L.M., Penaa, E.D., Gillam, R.B., Hoa, T. (2010). Language Sample Measures and Language Ability in Spanish English Bilingual Kindergarteners. Journal of Commun Disord; 43(6): 498–510 Callan, D., Tajima, K., Callan, A, et al., (2003). Learning induced neural plasticity associated with improved identification performance after training of a difficult second-language phonetic contrast. Neuroimage, May; 19 (1): 113-24.

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Schmidt, A.M.(1997). Working with adult foreign accent: strategies for intervention. Contemporary Issues in Communication Science and Disorders Vol 24, pp 53-62 1997. Sidavi, A., Fabus, R. (2010). A review of stuttering intervention approaches for preschool-age and elementary school-age children. Contemporary Issues in Communication Science and Disorders • Volume 37 • 14–26 • Spring 2010 © NSSLHA Brooklyn College, Brooklyn, NY Winner, M. (2005). Think Social! A Social Thinking Curriculum for School-Age Students. (pp. 1-35) San Jose, CA. Think Social Publishing Co. Students are expected to abide by The University of Arizona Code Of Academic Integrity, which is posted: http://w3.arizona.edu/~studpubs/policies/cacaint.htm Students are expected to adhere to the Student Code of Conduct, which is posted: http://w3.arizona.edu/%7Estudpubs/policies/ppmainpg.htmls The Writing Center offers free individualized peer tutoring for the entire UA community. The Writing Skills Improvement Center provides free professional individual tutoring to undergraduate and graduate students and those referred by their professors.

SLHS 511: Tool School Syllabus

Fall Semester 2015

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Course Number: SLHS 511; Tool School

Learner Outcomes Assessment Method

ASHA Standard IV V

A B C D E F G H A B

write a treatment plan that includes long term goals and short term objectives

In-class assignment;

Readiness Assurance Quiz

identify data collection methods In-class assignment;

Readiness Assurance Quiz

modify written documents to reflect accurate technical style In-class assignment;

Readiness Assurance Quiz

write daily notes in SOAP format In-class assignment;

Readiness Assurance Quiz

describe disorder-specific evaluation and treatment procedures

In-class assignment;

Readiness Assurance Quiz

modify and manage existing behavior, teach new skills or promote compensation

In-class assignment;

Readiness Assurance Quiz

given a sample client, student will demonstrate the ability to choose and justify a language sampling environment. Justifications will explicitly mention the purpose of the sample, evidence from the literature (when available), and developmental and practical constraints

Class assignment

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Fall Semester 2015

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2015 SCHEDULE

Date Topic Format Assignments

8/26 Weds 8-10am

Introductions and Logistics (course syllabi, PPP) Clinic assignments (Clinical Faculty) 10:00 Clinic Tour (Second-Year Grad Students) Tour Guides: Mara Goodman, Bonnie Rostan, Ben Schiedermayer, Jalen Naseman, Nicole Sugino, Sarah Olson, Maddy Brokaw

TBL Readings Clinic Manual/558 syllabus (d2l.arizona.edu) Complete UA Infection Control Policy/Complete Test: http://learning.uaccess.arizona.edu

In class Readiness Assurance Quiz Homework: Prepare 2 discussion questions based on Readings for 8/28

8/28 Fri 8-10am

Structuring Therapy (Clinical Faculty) Use the Tool! Introduction to SOAP NOTES (Hawley)

TBL

Submit Discussion Questions Readings Dwight, D.D.(2006).Here’s How to Do Therapy. Plural Publishing, Inc. San Diego, CA, Chapter 5 OPTIONAL Reading: Hegde, M.N., Davis, D. Clinical Methods and Practicum in Speech-Language Pathology, Third Edition Chapter 8 PPT: Structuring Therapy (d2l) In Class Readiness Assurance Quiz from Dwight. Homework: Complete Clinic Scavenger Hunt (due: 9/2) Prepare 2 questions based on Readings for 9/2

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Date Topic Format Assignments

9/2 Weds 8-10am

Goals, Objectives & Lesson Plans (Wymer, Hawley, Faux) Use the Tool! Encounter form review

TBL

Submit Discussion Questions Submit Scavenger Hunt Readings Burrus, A. E., Haynes, William O. (2009). Professional Communication in Speech-Language Pathology. Plural Publishing, Chapter 5 OPTIONAL Reading: Moon-Meyer, S., (1998). Survival Guide for Beginning Speech-Language Clinicians, chap 1, pp 1-55, Aspen Publishing, Inc. Appendix 1-A PPT: Goals and Objectives & Lesson Plans (d2l) In Class Readiness Assurance Quiz

9/3 Thursday

Clinic starts - MaTCh/Observations begin

9/4 Fri 8-10am 9/7 Mon LABOR Day – No class

Goals, Objectives & Lesson Plans (cont) SOAP Notes PPT (Hawley) Use the Tool!

TBL

Homework: Prepare 2 questions based on Readings for 9/9

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Date Topic Format Assignments

9/9 Weds MaTCh continues 8-10am

SOAP Notes (cont) (Hawley) Lytec (Hawley) Use the Tool!

TBL

Submit Discussion Questions Readings Burrus, A. E., Haynes, William O. (2009). Professional Communication in Speech-Language Pathology. Plural Publishing, Chapter 6 PPT: SOAP (d2l) In Class Readiness Assurance Quiz (SOAP, Lytec) Homework: Prepare 2 questions based on Readings for 9/16 Lytec work sheet (due 9/11)

9/11 Fri All Day

GBC Conference: Practical Intervention Strategies for Working More Effectively with Children and Adults Who Stutter Peter Ramig, PhD

Submit Lytec work sheet to Clinical Instructor Special Student Registration Fee (lunch included)

9/16 Wed 8-10am MaTCh ends -Solo in the clinic

CALIPSO overview Evidence-Based Practice (Faux) Measuremania!! (Faux) Use the Tool!

TBL

Submit Discussion Questions Readings Dollaghan, C. (2007). The Handbook of Evidenced-based Practice in Communication Disorders, Chapter 1 PPT: Measuremania (d2l) In Class Readiness Assurance Quiz

9/18 Fri 8-10am

Measuremania!! (cont) Progress Reports: Background Information/Demographics Review GBC Clinic iPads and Apps (ppt on d2l) Use the Tool!

L/A Progress Reports due Friday, 10/2/15 (Background Info & Demographics only) Homework: Prepare a brief summary of a current pediatric client - include age, dx, objectives, health history and/or other relevant history) for 9/23

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Date Topic Format Assignments

9/23 Weds 8-10am

Overview of Language Sampling: Language sampling application and interpretation Use the Tool!

L/A Homework: Prepare 2 questions based on Readings for 9/25 Important link: http://www.saltsoftware.com/

9/25 Fri 8-10am

Managing Behavior in a Clinical Setting (Becky Vance)

TBL

Submit Discussion Questions Brooks, A., (1991). Behavioral problems and the power relationships. Language, Speech, and Hearing Services in Schools, 22, 89-91 Fox, L., et al. (2003). The Teaching Pyramid Ruff, M.B.(1998). Positive behavioral support, strategies for teachers. Intervention for School and Clinic.1; 34; 21-32. In Class Readiness Assurance Quiz Homework: Prepare 2 questions based on Readings for 9/30

9/30 Weds 8-10am

Clinic Resources (clinic staff; 30mins) Question/Answer Segment Report Writing-Common Peccadillos (Faux) Report Writing-Proofing (Hawley) Use the Tool!

L/A Submit Discussion Questions Language Sample Analysis due Readings Goldfarb, R. and Serpanos, Y.C.(2009). Professional Writing in Speech-Language Pathology and Audiology. Chapter 1 (1-36) San Diego, Plural Publishing PPT: Peccadillos/Report Writing power point (d2l) In Class Readiness Assurance Quiz Homework: Prepare 2 questions based on Readings for 10/2

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Date Topic Format Assignments

10/2 Fri 8-10am

Report Writing-Progress Reports (Hawley) Oral Mechanism Examination Motor Speech Cranial Nerve Exam (Faux, Hawley, Jenny Hoit)

Background Information/Demographics due (Progress Report)

10/7 Weds 8-10am

Oral Mechanism Examination Motor Speech Cranial Nerve Exam (cont) (Faux, Hawley, Jenny Hoit) Use the Tool!

TBL

Submit Discussion Questions Readings Robbins, J., Klee, T. (1987). Clinical assessment of oropharyngeal motor development in young children. Journal of Speech and Hearing Disorders. Volume 52, 271-277. St. Louis, K.O., Ruscello, D.M. (2000). Oral Speech Mechanism Screening Examination-Third Edition, manual pp. 1-39 Austin, Tx Pro-Ed In Class Readiness Assurance Quiz –OPEN BOOK

10/9 Fri 8-10am

Speech-Language Screenings (Clinical Faculty)

L/A TBL

Readings Fluharty Manual pp 1-23 CELF Manual pp 1-15

Week of 10/12 and 10/19

Student reviews with your Clinical Instructor during your weekly clinical faculty meeting.

10/14 Weds 8-10am

Hearing Screenings (Aud Faculty)

TBL READER’S THEATER

Homework: Prepare 2 questions based on Readings for 10/16

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Date Topic Format Assignments

10/16 Fri 8-10am Mid-Semester Progress Reports Due Mid-Semester Evaluations will occur during this time period (individual clinical faculty meetings) weeks of October 12 and 19, 2015

ASD Treatment of Older Adolescents and Adults (Karen Guilmette, Hawley) Use the Tool!

L Submit Discussion Questions Readings Garcia Winner, M., & Crooke, P. (n.d.). Executive Functioning and Social Pragmatic Communication. Downloaded From: http://sig1perspectives.pubs.asha.org/ Moran, J., Young, L., Saxe, R., Lee, S., O'Young, D., Mavros, P., & Gabrieli, J. (2011). Impaired theory of mind for moral judgment in high-functioning autism. Proceedings of the National Academy of Sciences, 108, 7, pp. 2688-2692. In Class Readiness Assurance Quiz Homework: Prepare 2 questions based on Readings for 10/21

Date Topic Format Assignments

10/21 Weds 8-10am

Successful Collaboration in Language Intervention for Children with Autism Kyle K. Lininger, MPA, BCBA Director of Program Development, Intermountain Centers for Human Development; Autism Society of Southern Arizona Use the Tool!

L/Discussion

Submit Discussion Questions Readings Koenig, M., & Gerenser, J. (2006) SLP-ABA: Collaborating to Support Individuals with Communication Impairments. Journal of Speech Pathology-Applied Behavior Analysis, 1, 2-11 Howard J. S. et al. (2014) Comparison of behavior analytic and eclectic early interventions for young children with autism after three years. Research in Developmental Disabilities. December, 35(12), pp. 3326-3344 PPT: Successful Collaboration in Language Intervention for Children with Autism Homework: Prepare 2 questions based on Readings for 10/23

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Date Topic Format Assignments

10/23 Fri 8-10am

ASD Treatment of Preschool & School Age population (Casteix, McGrath, Wymer)

L/A

Submit Discussion Questions Reading Kokina, A., Kern, L., (2010). Social story interventions for students with autism spectrum disorders: a meta-analysis J Autism Dev Disord, 40:812–826 PPT: ASD Overview

10/28 Weds

Deaf/Hard-of-Hearing (Faux) Use the Tool!

TBL Reader’s Theater

Readings Peterson, N.R., Pisoni, D.B., Miyamoto, R.T. (2010). Cochlear implants and spoken language processing abilities: Review and assessment of the literature. Restorative Neurology and Neuroscience 28; 237–250 PPT: Deaf and Hard-of-Hearing Homework: Prepare 2 questions based on Readings for 11/4

11/4 Weds 8-10am

AAC Treatment (cont) (Faux & Wymer) Use the Tool!

L/A Submit Discussion Questions Readings Walsh-Kent, J. & Binger, C., (2013) Fundamentals of the ImPAACT Program. Perspectives on Augmentative and Alternative Communication. April 22:51-61 In Class Readiness Assurance Quiz Homework: Prepare 2 questions based on Readings for 11/6

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Date Topic Format Assignments

11/6 Fri 8-10am

Principles of Adult Treatment and Group Therapy (Hawley) Use the Tool!

L/A Submit Discussion Questions READINGS Ewing, S. (2007) Group process, group dynamics and group techniques with neurogenic communication disorders. In R. Elman (Ed.), Group Treatment of neurogenic communication disorders: The expert clinician’s approach (2nd ed., pp 11-23). San Diego, CA: Plural Publishing. Homework: Prepare 2 questions based on Readings for 11/11

11/11 11/12 -11/14

Veteran’s Day – No Class ASHA – Denver, CO No class on 11/13

11/18 Wed 8-10 am

Professional Communication (Alt; Clinical Faculty) Use the Tool!

TBL Submit Discussion Questions Readings Burrus, A. Embry, Haynes, William O. (2009). Professional Communication in Speech-Language Pathology. Plural Publishing, Chapter 9

11/20

The following lectures on evaluating evidence-based practice will be taught by Drs. Beeson and Alt. TBA

TEXT: PDQ Statistics http://www.amazon.com.Pdq-statistics-series-third-edition/dp/1550092073 Bothe, A.K., Richardson, J.D., (2011). Statistical, practical, clinical, and personal significance: definitions and applications in speech-language pathology. American Journal of Speech-Language Pathology • Vol. 20 • 233–242

11/25 TBA

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Date Topic Format Assignments

11/26 – 27 Thanksgiving Holiday

12/11 First draft of final progress reports

Due by 9 am

12/15 Final Progress reports due by 5 pm In CALIPSO, complete Supervisor Evaluation form and submit clinical hours before final meeting with Clinical Instructor

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