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Graduate Course Proposal Form Submission Detail - SPA6410

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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 6106 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; SCNS approved the removal of the prerequisite(s) for SPA 6410, effective 8/1/2011.


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2475 2011-02-22
     
    Department College Budget Account Number
    Communication Sciences and Disorders BC 1219000
     
    Contact Person Phone Email
    Ruth Bahr 43182 rbahr@usf.edu

  2. Course Information

    Prefix Number Full Title
    SPA 6410 Aphasia

    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)
    Aphasia
     
    Course Online? Percentage Online
    B - Face-to-face and online (separate sections) 0

    Prerequisites

    SPA 6106

    Corequisites

    Course Description

    Provide a theoretical framework for understanding the symbolic language problems of aphasia and related neurogenic communication disorders and current therapeutic approaches to the problem.


  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

    This course helps the student achieve the acquisition of skills and knowledge that are required by the American Speech-Language-Hearing Association (ASHA) to receive the Certificate of Clinical Competence. Specifically, the course can be a means by which the speech-language pathology student can meet the following standards.

    STANDARD III-B:Demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, psychological, linguistic and cultural bases

    III-C: Demonstrate knowledge of the nature of receptive and expressive language disorders, including their etiologies, characteristics, physiological, psychological, and linguistic correlates.

    III-D: Possess knowledge of the principles and methods of prevention, assessment, and intervention for people with receptive and expressive language disorders, including consideration of physiological, psychological, developmental, and linguistic and cultural correlates of the disorders.

    B. Learning Outcomes

    At the end of this course, the student will be able to:

    1. describe the important theoretical and conceptual frameworks pertaining to the nature, assessment, and treatment of neurogenic language disorders.

    2. identify assessment processes and tools critical to the differential diagnosis of neurogenic speech, language and cognitive disorders

    3. locate and analyze relevant scientific evidence sources on the assessment and treatment of neurogenic language disorders

    4. discuss intervention approaches for neurogenic language disorders, the evidence that supports them, criteria for candidacy, and expected outcomes.

    5. list and discuss typical psychosocial issues and counseling approaches for persons with neurogenic language disorders.

    C. Major Topics

    1. Introduction to the course

    2. History of Aphasiology

    3. Introduction to WHO ICF

    4. Neuropathology

    5. Overview of diagnostic categories/

    6. Differential diagnosis

    7. Review of applied neuroanatomy.

    8. Prognosis and recovery trends

    9. General principles of assessment.

    10. Assessment of neurogenic language disorders

    11. Assessment of neurogenic cognitive disorders

    12. Assessment of Activities and Participation in Life

    13.General evidence-based conclusions and approaches in neurogenic language and cognitive disorders

    14.Behavioral treatment approaches for neurogenic language disorders

    15. Behavioral treatment approaches for neurogenic cognitive disorders

    16. Social approaches to intervention

    17. Psychosocial issues and counseling in neurogenic language/cognitive disorders

    D. Textbooks

    REQUIRED TEXTS

    Murray, L. L. & Clark, H. M. (2006). Neurogenic Disorders of Language: Theory Driven Clinical Practice. Clifton Park, NY: Thomsen Delmar Learning. ISBN: 978-1-56593-703-1. Available at USF Bookstore.

    Taylor, J. B. (2008). My Stroke of Insight: A Brain Scientist’s Personal Journey. New York, NY: Penguin Press. ISBN 978-0-670-02074-4. This book is available at ANY retail bookstore or through online sources. The typical retail price is $24.95. One copy of this book will also be available for 3-day check-out on reserve on the main floor of the USF Library.

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    GRADING POLICY: Final grades will be calculated based on scores earned on each assignment, with weights for exams and assignments as follows.

    Exam 1 (midterm, take-home) 40%

    Exam 2 (cumulative, take-home) 40%

    Assignments (2) 20%

    IN ADDITION, YOU MUST PASS (SCORE OF 80% OR GREATER) ONE IN-CLASS QUIZ DURING EACH OF THE THREE SECTIONS OF THE COURSE. IF YOU DO NOT PASS AT LEAST ONE QUIZ DURING EACH SECTION OF THE COURSE, YOU WILL NOT PASS THE CLASS.

    TOTAL 100%

    A plus/minus grading system will be used in this course. Final grades will be awarded as follows, corresponding to the total percentage of points earned across all exams and activities.

    Percentage Final Grade Percentage Final Grade

    94 – 100 A 77-79 C+

    90-93 A- 74-76 C

    87-89 B+ 70-73 C-

    84-86 B 67-69 D+

    80-83 B- 64-66 D 60-63 D-

    G. Assignments, Exams and Tests

    EXAMINATIONS AND ASSIGNMENTS.

    Exams. There will be two examinations in the course. The first exam will be a take-home exam with approximately four questions that will each require a narrative response of approximately 2 pages. The questions for the first exam will be given at least two weeks in advance of the due date (see Course Calendar for due date). No late exams will be accepted.

    The second exam will be a cumulative exam that will also be a written essay, take-home exam of approximately the same length. The questions and requirements for the second exam will be distributed to students not less than three weeks before the due date (see Course Calendar for due date). No late exams will be accepted.

    Assignments. Each student will also be required to complete two assignments. The first assignment is an individual assignment, and the details of that assignment follow on the next page of this syllabus. The individual assignment is given with a minimum of three weeks advance notice. No late assignments will be accepted. The second assignment will be completed in a small group of 2-3 students. The details of the assignment follow on the next page of this syllabus. Each student in the small group will receive the same grade for the assignment. No late assignments will be accepted.

    Weekly in-class quizzes. A short in-class quiz on the previous week’s material will be given each week. These quizzes are intended to help the student focus on important concepts and review material from the preceding week(s). These weekly quizzes do not contribute to the final grade. However, one in-class quiz must be passed during each of the three sections of the course in order for the student to earn a passing grade in the class.

    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



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