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Graduate Course Proposal Form Submission Detail - SPA5403

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Current Status: Approved, Permanent Archive - 2011-06-30
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): SPA 4201 is no longer a pre-req.
Comments: to GC for review 4/4/11; apprd 4/18/11. to USF Syst for Conc 5/3/11. Ready for SCNS 5/11/11; SNCS approved the removal of the prerequisite(s) for SPA 5403, effective 8/1/2011.


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2473 2011-02-22
     
    Department College Budget Account Number
    Communication Sciences and Disorders BC 121900
     
    Contact Person Phone Email
    Ruth Bahr 43182 rbahr@usf.edu

  2. Course Information

    Prefix Number Full Title
    SPA 5403 Language Learning in the School Age Years

    Is the course title variable? N
    Is a permit required for registration? Y
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Language Learning-SchlAge Yr
     
    Course Online? Percentage Online
    B - Face-to-face and online (separate sections) 0

    Prerequisites

    SPA 4201

    Corequisites

    Course Description

    The course emphasizes evidence-based clinical/educational decision making in the ongoing assessment of school-age children and adolescents struggling with academic language proficiency or those potentially at risk for this profile.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for accreditation

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    Since it is a required course in our major, 70 students typically take this course annually. One-two sections are offerred solely on the Tampa campus and one section a year is offerred via distance learning.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    The individual must have a PhD in speech-language pathology or related discipline. He/she should be knowledgeable of clinical research and practice in the specialty of language learning and language disorders. If a PhD person were not available, accreditation procedures allow an individual to teach this course if they are post-Master's degree with certification in speech-language pathology and extensive experience in the area (i.e., more than 5 years post-Master's experience).


  4. Other Course Information

    A. Objectives

    KASA standards (our professional competencies):

    III-Ca—Demonstrate knowledge of receptive and expressive language (phonology, morphology, syntax, semantic, pragmatics, etc.) and communication disorders in speaking, listening, reading, and writing, including their psychological, developmental, and linguistic and cultural correlates.

    III-Cb – Demonstrate knowledge of the cognitive aspects of communication (attention, memory, problem-solving, executive functioning), including their psychological, developmental, and linguistic and cultural correlates.

    III- Cc - Demonstrate knowledge of the social aspects of communication (challenging behaviors, ineffective social skills, lack of communication opportunities, etc.), including their psychological, developmental, and linguistic and cultural correlates.

    III-D – Demonstrate ability to integrate information about the principles and methods of prevention, assessment, and intervention over the range of differences and disorders specified in Standard III-C.

    III-F – Demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practices.

    B. Learning Outcomes

    1. The student will demonstrate knowledge about the connections between academic language proficiency and the linguistic/discourse abilities that a) are acquired during the school-age years, b) are influenced by literacy learning, and c) influence new literacy learning in turn (KASA STANDARD III-C).

    2. The student will learn to interpret possible patterns accounting for why individual students are struggling with oral-written language connections (KASA STANDARD III-D).

    3. The student will learn what evidence best supports

    the selection of approaches that may can support individual linguistic and discourse needs (KASA STANDARD III-D).

    4. The student will connect how desired outcomes should lead to clearly specified intervention goals and procedures in the evidence-based integration of language and literacy learning (KASA STANDARD III-F).

    C. Major Topics

    Overview

    1. Roles & Responsibilities in Language & Literacy Learning (ASHA, NCLB, IDEA, etc.)

    2. What Is Credible Evidence?

    Language Impairment Profiles

    1. Late talkers: Who Are They?

    2. Grammatical Impairment?

    3. Processing Impairment?

    4. Generalized Impairment?

    5. Reading Impairment (Dyslexia) and Language Impairment

    6. Diagnostic profiles: Oral language & learning disability

    Phonological Awareness, Phonemic Awareness, & Alphabetic Knowledge: The SLP’s Role

    1. Assessment of Print Referencing

    2. Assessment of Phonological Awareness

    3. Assessment of Phonemic Awareness & Intervention Overview

    SLP’s Role in Reading Comprehension

    o Reading Comprehension & Narrative Text Intervention

    D. Textbooks

    REQUIRED RESOURCE

    • Bear, D. R., Invernizzi, M., Johnston, F., & Templeton, S. (2010). Letter and picture sorts for emergent spellers. Boston: Allyn & Bacon. (Available from Amazon.com.)

    E. Course Readings, Online Resources, and Other Purchases

    Assigned Readings (in reading order)

    1) American Speech-Language-Hearing Association (2002). Knowledge and skills needed by speech-language pathologists with respect to reading and writing in children and adolescents. ASHA 2002 Desk Reference, 455-464.

    2) Banda, D. R., & Therrien, W. J. (2008). A teacher’s guide to meta-analysis. Teaching Exceptional Children, 41(2), 66-77.

    3) Rice, M. L., Warren, S. F., & Betz, S. K. (2005). Language symptoms of developmental language disorders: An overview of autism, Down syndrome, fragile X, specific, language impairment, and Williams syndrome. Applied Psycholinguistics, 26, 7-27. (NOTE: Read pages 1-14 only)

    4) Leonard, L. B. (2009). Is expressive language disorder an accurate diagnostic category? American Journal of Speech-Language Pathology, 18, 115-123.

    5) Silliman, E. R. (2010). Language learning disability and individual differences: Can we see between the lines? Topics in Language Disorders, 30, 22-27.

    6) Shaywitz, S. (2003). The working brain reads. In S. Shaywitz (Ed.), Overcoming dyslexia: A new and complete science-based program for reading problems at any level (pp. 71-89). New York: Alfred A. Knopf (Chpt. 7)

    7) Hudson, R. F., High, L., & Al Otaiba, S. (2007). Dyslexia and the brain: What does current research tell us? The Reading Teacher, 60(6), 506-515.

    8) Zucker, T. A., Ward, A. E., & Justice, L. M. (2009). Print referencing during read alouds: A technique for increasing emergent readers’ print knowledge. The Reading Teacher, 6(3), 62-72.

    9) Robinson, L., & Westby, C. (2009). Social or academic language intervention? You don’t have to choose. Perspectives on Language Learning and Education of the American Speech-Language-Hearing Association, 16(2), 42-47.

    F. Student Expectations/Requirements and Grading Policy

    GRADING: Your acquisition of knowledge and its application will be weighted in five areas as follows:

    Assignment Weighted Values

    1). On-line mid-term assessment .30

    2). On-line final assessment .30

    3). Quality of collaborative case study * .30

    5). Self-assessment of quality of class participation .10

    TOTAL 100

    *Weighted values apply to each team member individually.

    Determination of grades: The University’s +/- grading system will be applied as follows:

    A = 4.0

    A- = 3.67

    B+ = 3.33

    B = 3.0

    B- = 2.67

    C+ = 2.33

    C = 2.00

    C- = 1.67

    Each grade will be weighted as in this example:

    1). On-line mid-term assessment, B (3.0) x .30 = .90

    2). On-line final assessment, B+ (3.33) x .30 = .99

    3). Case study project, A (4.0 x .30) = 1.20

    4). Self-assessment of quality of class participation, A (4.0) x .10 = .40

    o The weighted sum equals a final grade value of 3.49 and a final grade of B+.

    G. Assignments, Exams and Tests

    REQUIREMENTS: All requirements are to be completed as specified.

    1) Assigned readings on the course outline, completed for the designated class session (dates are designated on the syllabus).

    2) Two on-line assessments that will 1) take place in class with your own laptops and 2) integrate the assigned readings with class lectures, discussions, question sets, and activities for application purposes.

    3) Question set – The class will be divided into three groups of 8. Each individual within the assigned group will write two questions on a completed topic area that will be presented in class. A template for question writing will be distributed; however, questions may be written as clarifications or interpretations of material. These questions will not be graded, BUT grammar, punctuation, proofing needs, and writing style will be considered as part of the final grade.

    4) Case Study Problem Solving (Team Implemented)

    o The class will be divided into teams, assigned a case, and develop a diagnostic profile for a “lay” audience who does not have in depth knowledge about relationships among aspects of oral language, academic language proficiency, and breakdowns in literacy learning. Guidelines for content, preparation, and presentation will be distributed.

    5) Active (Informed) Classroom Participation and Self-Assessment

    a) It is expected that students will demonstrate informed participation in all classroom activities. This means that students should offer well-founded comments connected with the readings (versus personal opinion/personal experience), demonstrate the ability to ask pertinent questions, and evidence novel thinking in problem solving activities. Silence is not necessarily a virtue in the course (see page 8 for guidelines; take them seriously). Among class activities will be asking relevant questions that will be submitted as assigned.

    b) An independently written self-assessment will be submitted on the assigned date on the extent to which classroom participation met the more rigorous of the page 8 guidelines. Students will assign themselves a grade in terms of their classroom participation. A rating format will be uploaded.

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Absences due to Illness or Lateness

    Class begins at 5:15 p. m. Attendance in class is required. Absences are acceptable only under extreme circumstances. For example, at the discretion of the instructor, students may be excused from class in the event of medical or family emergencies. If you need to be absent due to medical reasons (yours or your immediate family's) on a test day or a day that an assignment is due, please provide a physician's note and notify me at least 2 hours prior to class via e-mail. Under any circumstance, such as being late to class due to an unforeseeable situation, you must notify me before class begins. Continual lateness will result in a reduced final grade.

    Absences due to Religious Observances:

    Students are expected to notify their instructors at the beginning of each academic term if they intend to be absent for a class or announced examination. Students absent for religious reasons, as noted to the instructor at the beginning of the academic term, will be given reasonable opportunities to make up any work missed. For further information, please refer to: http://generalcounsel.usf.edu/policies-and-procedures/pdfs/policy-10-045.pdf

    Academic Dishonesty:

    Any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable. The University of South Florida has very specific policies and procedures regarding academic dishonesty or disruption of academic process. Cheating is defined as follows by the University of South Florida as:

    (a) the unauthorized granting or receiving of aid during the prescribed period of a course-graded exercise: students may not consult written materials such as notes or books, may not look at the paper of another student, nor consult orally with any other student taking the same test; (b) asking another person to take an examination in his/her place; (c) taking an examination for or in place of another student; (d) stealing visual concepts, such as drawings, sketches, diagrams, musical programs and scores, graphs, maps, etc., and presenting them as one's own; (e) stealing, borrowing, buying, or disseminating tests, answer keys or other examination material except as officially authorized, research papers, creative papers, speeches, etc. (f) Stealing or copying of computer programs and presenting them as one's own. Such stealing includes the use of another student's program, as obtained from the magnetic media or interactive terminals or from cards, print-out paper, etc.

    http://www.ugs.usf.edu/catalogs/9697/ADADAP.HTM

    If you have any questions, please refer to the University’s Undergraduate Academic Dishonesty policy at

    • Procedures for Alleged Academic Dishonesty or Disruption:

    http://www.ugs.usf.edu/catalogs/0809/adap.htm

    • Student Academic Grievance Procedures -- http://www.ugs.usf.edu/catalogs/0809/arcsagp.htm

    J. Program This Course Supports

    Speech-Language Pathology


  5. Course Concurrence Information

    Special Education

    Elementary Education



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.