Western University School of Communication Sciences and Disorders CSD 9617b: Acquired Language Disorders Syllabus - Winter 2020
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Western University
School of Communication Sciences and Disorders
CSD 9617b: Acquired Language Disorders
Syllabus – Winter 2020
Professor: JB Orange, PhD, SLP(C), Reg. CASLPO
Office: Room 2513, Elborn College
Office Hours: Wed 4:30 – 5:30PM (or by appointment)
Lectures: Monday 9 – 10:30AM & Friday 1 – 2:30PM, Room 1545, Elborn College
Course Website: https://owl.uwo.ca/portal
Purpose of Course
The purpose of the course is to develop critical thinking and problem-solving skills in two areas:
1. the theoretical constructs and the clinical features of the language of adults with acquired
language disorders (ALD).
2. the theoretical constructs of language and communication assessments and
interventions/therapies for adults with ALD.
This highly theoretical course is designed to complement the concurrent clinical applications course
(CLAP), CSD 9627s. Together, the two courses are designed to help students apply, integrate and
translate the foundational theoretical-related material into applied contexts.
Instructional Objectives
By the end of the course, students will be able to:
1. Name the structures, functions, and cognitive systems and processes of the central nervous
system and discuss their functions related to language and cognitive-communication in adults;
2. Define and discuss the mechanisms of injury and recovery in adults with ALD;
3. Discuss the relationships between cognition and language disorders in adults;
4. Define and discuss aphasia and other ALD in the context of historical theoretical perspectives
of aphasia, cognitive-communication, neuropsychology, and neuroscience;
5. Define and describe the cognitive, neuropsychological, neurobehavioural, and neuromotor
features associated with adults with ALD;
6. Define and describe the prototypical speech, language, and cognitive-communication profiles
of individuals with various types of aphasia, apraxia of speech, nonverbal apraxia, and right-
hemisphere brain injury;
7. Describe and discuss the aetiologies and prognostic features that affect recovery of adults with
ALD;
8. Discuss, develop, and evaluate assessment protocols for adults with ALD within the contexts
of various theoretical perspectives of language and cognitive-communication assessment:
a) Students will learn the theoretical constructs that underscore the assessment of adults
with ALD. While there are multiple tools available for the formal and informal
assessment of adults with ALD, exhaustive coverage of ALL assessment protocols is
beyond the scope of this course. It is expected that students will advance their
knowledge of assessments within clinical placements and across the duration of their
professional career.
b) Assessments for apraxia of speech, nonverbal apraxia, and right-hemisphere brain
injury will be discussed in less detail because this material will be covered in other
courses.
9. Discuss, design, present and critique (individualized and group-based) therapeutic approaches
CSD 9617b Winter 2020 Page 1 of 10for adults with ALD within the contexts of several theoretical perspectives of intervention:
a) Students will learn the theoretical constructs of interventions/therapies for adults with
ALD. While there are multiple published interventions/therapies of adults with ALD,
instruction in the execution of ALL published interventions/therapies for adults with ALD
is beyond the scope of this course. It is expected that students will advance their
knowledge of evidence-informed interventions/therapies within clinical placements and
across the duration of their professional career.
10. Define and discuss statistical concepts (e.g., validity, reliability, percentile ranks, means,
standard deviations, standard error of measurement, confidence intervals, etc.) that
underscore clinical decision-making regarding interpretation of assessment data and from
measures of intervention/therapy outcomes;
11. Define and discuss the impact of bi- and multi-lingualism on the assessment and treatment of
adults with ALD;
12. Define and discuss the impact of adult-related ALD on caregivers and communication partners.
Format of Course
The course is lecture/discussion based. Students are encouraged and expected to prepare for (i.e.,
complete required readings) and to participate actively in class discussions. The course professor will
facilitate and support scholarly debates with and among students. The format is intended to help
students develop critical thinking and problem-solving skills. For most lectures/discussions, visual and
audio materials including PowerPoint slides, video and audio recordings will be used to enhance
classroom learning. The required course readings are designed to complement information presented
in the course lectures/discussions. Students also are expected to prepare by reviewing relevant notes
and materials presented in the concurrent clinical applications course CSD 9627s.
Given the lecture and discussion-based nature of the course, material may be presented that is not
included in the materials on the course OWL website. Students are responsible to learn and to
understand all information presented during lectures/discussions and from the assigned required
readings.
Textbooks and Readings
There are two required course textbooks available at the Western BooksPlus bookstore (see
http://tiny.cc/CSD9617b). The most current edition of each textbook is recommended highly.
1. Papathanasiou, I. & Coppens, P. (2017). Aphasia and related neurogenic communication disorders
(2nd ed.). Burlington, MA: Jones and Bartlett Learning.
2. Helm-Estabrooks, N., Albert, M. L., & Nicholas, M. (2014). Manual of aphasia and aphasia therapy
(3rd ed.). Austin, TX: Pro Ed.
A useful, non-required textbook is as follows:
1. Hedge, M.N. (2018). A coursebook on aphasia and other neurogenic language disorders (4th ed.).
San Diego, CA: Plural Publishing.
Other Required, Recommended and Supplemental Readings
There is a large volume of readings for the course. Students are expected to read all of the required
readings. All required readings not from the textbooks are available on the course OWL website.
Required (non-textbook) readings will be posted a minimum of one week before each lecture. Test
and exam questions will be based only on the content of required readings.
Additional recommended and supplemental readings are posted on the course OWL website.
Students are encouraged to read these and to store them in their professional libraries for future
reference.
CSD 9617b Winter 2020 Page 2 of 10Course OWL Website
The OWL website will serve as the communication centre for the course. Students are
responsible for checking it regularly. The course syllabus, required (non-textbook) readings,
recommended and supplemental readings, handouts, cases, assignments and PowerPoint
slides will be available on the course OWL website. The lecture/discussion materials will be
posted no less than one-hour prior to the start of each class. Announcements from the course
professor to students will be sent via the “Announcements” function. The assignment will be
submitted via OWL, using the “Assignment” function.
The “Forums” function is to be used for asking questions relative to information presented in
class (i.e., queries about lectures/discussions, readings, assignment requirements, etc.).
Questions posted to the Forums, and responses to these, are visible to all other students taking
this course. The “Forums” will remain open throughout the term so that students can access the
information provided when preparing for tests, exams, assignments, etc.
The “Messages” function is for private communication with the course professor and when
asking questions of a one-to-one nature (i.e., queries about material in the course, notice for
being late for class, missed assignments, request for special learning accommodations, inform
him of a class absence etc.). The course professor is unable to respond to questions of this
nature sent to his Western email address.
The course professor commits to answering questions in a timely manner (e.g., 24 to 48 hours).
If students are not comfortable asking questions in the classroom, need to discuss a private
matter or are not willing to use the “Forums” function on the course OWL website, then please
use the ‘in-person’ office hours or the “Messages” function on the course OWL website.
Course Requirements and Evaluations
Students will be evaluated based on their performances on two term tests, one written assignment and
a final exam. The weighting of each task toward the final grade is:
1. Term Test 1 20% Saturday 1st February 2020, Rooms 1548 and 1576, 12 to 2 pm
2. Term Test 2 25% Saturday 7th March 2020, Rooms 1548 and 1576, 1 to 3 pm
3. Paper 20% Saturday 11th April 2020, 5pm
4. Final Exam 35% TBD based on final exam schedule
Term tests
Term tests 1 and 2 will cover all information presented in the class lectures/discussions and contained
in the required readings for the previous weeks. Each term test will consist of objective and short-
answer/essay questions. While the content is somewhat distinct within each of the two term test time
periods, students will be required to synthesize, to integrate and to call upon material from the
lectures/discussions and required readings in the previous time period for Term Test 2.
Paper – Summary and Critique
Submit in writing via the course OWL Assignment site using Turnitin a summary and critique of ONE
published language or cognitive-communication therapy for adults with acquired language disorders.
Address in your summary:
1. Purpose(s) of the therapy
2. Why is this therapy an approach to consider?
3. The theoretical/conceptual foundations of the therapy
4. For whom the therapy is best suited
5. Critical discussions of the evidence-informed support for the therapy
6. Strengths and weaknesses of the therapy
CSD 9617b Winter 2020 Page 3 of 107. The steps, processes and materials for, and the measurable outcomes of the therapy
The following are requirements for the summary and critique:
Ø A maximum 2500-words (i.e., ~ 10 pages or fewer; excluding title page, references, tables,
figures or other appended material)
Ø Use sans serif font - 12 point (e.g., Arial, Helvetica, Calibri, etc.)
Ø 2.5 cm margins
Ø Number each page
Ø Place your name on each page either in the header or footer (e.g., before or after page
number)
Ø Use centre and side headings
Ø Follow APA 7th edition reference format (See
http://www.lib.uwo.ca/services/styleguides.html)
v Submit your paper using the course OWL Assignment site using the Turnitin submission tool
before or on Saturday 11th April 2020 at 5pm.
v The required paper will be subject to submission for textual similarity review to the commercial
plagiarism-detection software under license to the University for the detection of plagiarism. Your
paper submitted for such checking will be included as source documents in the reference
database for the purpose of detecting plagiarism of papers subsequently submitted to the system.
Use of the service is subject to the licensing agreement, currently between The University of
Western Ontario and Turnitin.com (http://www.turnitin.com).
v Submit your paper as a MS Word document
v Your paper submission will not be accepted after the deadline unless (a) prior written notice is
provided to the course professor and written approval is given by the professor or (b) there are
extenuating circumstances. In the case of prior written approval provided by the course professor
or in extenuating circumstances, students will incur a 5% penalty on the earned grade for the
submission for each day the assignment is submitted late (e.g., 5 days late = 25% reduction in
grade). An (pre)authorized late submission is approved only by the course professor based solely
on written, original documentation of acute medical, psychological or compassionate reasons
provided to the course professor from an authorized health care physician (e.g., Western Health
Services MD) or another authorized person(s). The written documentation must indicate that the
student was seen for an acute medical or psychological condition just prior to (e.g., 1 to 2 days) or
on the date of the assignment, or that the student had to attend a personal appointment that is/was
unexpected and/or an emergency. The documentation must indicate that it is the judgment of the
attending physician or the other authorized person(s) that the student is/was unable to complete
the assignment on time or at all. Students will not be allowed to submit the assignment late
without original written documentation. Only the course professor can provide deadline
extensions to submit assignments based on written original documentation of acute medical or
psychological conditions, or for compassionate reasons.
Final exam
The final exam will be cumulative, integrative and case-based. Students will be required to synthesize,
to integrate and to call upon all content presented from the beginning of the term. The final exam will
consist of objective and short-answer/essay questions.
* Passing Grade *
To obtain a passing grade in this course, students must:
1. Obtain an overall passing grade of at least 60% in the course,
2. Achieve a grade of 60% or higher on the final exam.
CSD 9617b Winter 2020 Page 4 of 10The policy of the CSD program is that the assigned course grade is the instructor’s final assessment
of a student’s performance and already includes any and all grade rounding an instructor has chosen
to implement. Assigned grades “close to” 60% or other letter-grade boundaries will not be further
rounded up, with the exception that grades submitted with decimal percentages are rounded up or
down to the nearest integer by the Registrar before appearing on the student’s record.
Students may write the term tests and final exam outside of the scheduled date and time slot only on
the basis of written, original documentation of acute medical, psychological or compassionate reasons
provided to the course professor from an authorized health care physician (e.g., Western Health
Services MD), an authorized representative of Western’s Student Accessibility Services
http://www.sdc.uwo.ca/ssd/ or another Western University authorized person on the day of or
immediately after the test/exam date (i.e., within 2 working days). The written documentation must
indicate that the student was seen for an acute medical or psychological condition just prior to (e.g., 1
to 2 days) or on the date of the test or exam, and must indicate that it is the judgment of the attending
physician or the other authorized person that the student is/was unable to write the test or exam.
Students will not be permitted to write the test or exam without original written documentation. Only
the course professor can provide deadline extensions (based on written original documentation of
acute medical or psychological conditions, or compassionate reasons).
Grading
Students who have questions regarding the grade they earned on any test, paper or exam are
required to present them to the course professor in writing no sooner than one week following the
return of the test and/or posting of a grade. The grace period permits students time to formulate
questions and to prepare evidence for their position. Please recall that grades, marks or credits are
earned by students.
Written appeals of the grading decision reached by the course professor are to be addressed to the
Associate Dean – Scholarship of the Faculty of Health Sciences (Dr. Denise Connelly, Rm 200F,
Arthur and Sonia Labatt Building, 519-661-2111 Ext 82238, dconnell@uwo.ca). Written appeals of the
grading decision reached by the Associate Dean – Scholarship are addressed to the Dean of Health
Sciences (Dr. Jayne Garland, jgarland@uwo.ca). Finally, enquiries may be made with the Office of
the Ombudsperson (https://www.uwo.ca/ombuds/).
Health and Wellness
As part of a successful graduate student experience at Western, faculty, staff and administrators
encourage students to make their health and wellness a priority. Western provides several on campus
health-related services to help students achieve optimum health and to engage in healthy living while
pursuing their graduate degree. For example, to support physical activity, all students, as part of their
registration, receive membership in Western’s Campus Recreation Centre. Numerous cultural events
also are offered throughout the year on and off campus. For example, please check out the Faculty of
Music web page http://www.music.uwo.ca/, and Western’s McIntosh Gallery
http://www.mcintoshgallery.ca/.
Information regarding health- and wellness-related services available to students can be found at
http://uwo.ca/health/. Students who are in emotional/mental distress should refer to Mental
Health@Western, http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options about how to
obtain help. Students seeking help regarding mental health concerns are advised to speak to
someone with whom they feel comfortable confiding such as their faculty academic advisor, the
School Director, the Chair of the Graduate Program Committee, or other relevant faculty or
administrators in their unit. Campus mental health resources may be found at
http://www.health.uwo.ca/mental_health/resources.html.
CSD 9617b Winter 2020 Page 5 of 10* Please review in the CSD Student Handbook the relevant section titled “Student Well
Being, Mental Health and Accommodations”.
Accessibility
Western is committed to achieving barrier-free accessibility for all its members, including graduate
students. As part of this commitment, Western provides a variety of services devoted to promoting,
advocating, and accommodating persons who are differently abled in their respective graduate
program. Graduate students who are differently abled (e.g., chronic illnesses, mental health
conditions, mobility impairments) are encouraged to register with Student Accessibility Services, a
confidential service designed to support graduate and undergraduate students through their academic
program. With the appropriate documentation, the student will work with both SAS and their graduate
programs (normally their Graduate Chair and/or Course instructor) to ensure that appropriate
academic accommodations to program requirements are arranged. These accommodations include
individual counselling, alternative formatted literature, accessible campus transportation, learning
strategy instruction, writing exams and assistive technology instruction. For more information,
see http://www.sdc.uwo.ca/ssd/
Professionalism and Media Etiquette in the Classroom
Students are expected to conduct themselves at all times in the class with the professionalism
expected of graduate students in a professional program. Professional decorum and confidentiality
must be exhibited always during classes, particularly when cases are presented either in person or via
audio-video recordings.
Case studies and audio-video samples of clients must not be copied, distributed for any reason, or
discussed publicly in such a way as to break confidentiality and to reveal the identity of client(s) and
significant others. Doing so is a violation of professional conduct, a breach of your written confirmation
to maintain confidentiality and is considered unscholarly behaviour.
* Please review in the CSD Student Handbook the relevant section titled “Privacy and
Confidentiality”.
Consistent with behaviours expected in a clinical setting, cell phones, pagers, personal music players
and other electronic devices other than personal computers must be turned ‘off’ or put on ‘silent’
settings during class and left in either a backpack, purse, or other personal case. They should
not be left out on the desk where they may serve as a distraction to others. However, they will need to
be used for in-class questions/answer polling. From time to time, an emergency may occur that
requires students to have contact with others during class time. In these instances, please notify the
course professor and accommodations may be made. Cell phones, pagers, personal music players
(e.g., iPods), personal computers, and other electrical devices are not permitted for any reason into
the rooms where the term tests and final exam are being held (not even in backpacks, purses or other
bags) unless authorized in writing by a representative of the Student Abilities Services. Please leave
your electronic devices in a secure location outside of the classroom (i.e., at your home/apartment).
Personal computers (e.g., laptops, tablets) are permitted to be used in the classroom for the purposes
of accessing information relative to the course content being presented or for taking notes. However,
please note that current, evidence-informed findings from the scientific literature indicate that optimal
learning in the classroom occurs based on handwritten vs. typed notes. The reading or sending of
text messages, reading or sending of emails, working on content from other courses/clinic,
and accessing websites or files unrelated to the lecture/discussion during class is strictly
prohibited. Such actions are considered unprofessional and unscholarly. Further, such
activities are distracting to students and to the course professor. Lectures/discussions may be
audio recorded with permission of the professor but must not be posted to any academic, public or
social media website. Unless authorized in writing by a representative of the Student Abilities
CSD 9617b Winter 2020 Page 6 of 10Services, failure to adhere to these requests may result in a revoking of media privileges in the
classroom. Additionally, individuals in violation of these requests, without expressed authorization,
may be referred for further disciplinary action.
* Please review in the CSD Student Handbook the relevant sections titled “Code of
Student Conduct”, “Professionalism” and “Civility in the Classroom”.
Standards of Scholarship and Plagiarism
Scholastic offences are taken seriously and students are directed to read the appropriate policy,
specifically, the definition of what constitutes a Scholastic Offence, found at the following website:
http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_grad.pdf
Students are responsible for understanding and following the standards of scholarship within the
University community. Students are encouraged to review the standards, as outlined in the section on
Scholastic Offences in Western’s Academic Calendar and on the School of Graduate and
Postdoctoral Studies web site, http://grad.uwo.ca/ . The standards include, but are not limited to,
proper citation of sources of information (i.e., issues related to plagiarism), photocopying of
copyrighted materials, etc. Moreover, the offences include cheating on a test, paper or an exam,
submitting false or fraudulent assignments or credentials, impersonating a candidate, or submitting for
credit in any course without the knowledge and approval of the course professor to whom it is
submitted, any academic work for which credit has previously been obtained or is being sought in
another course in the University or elsewhere.
Students must produce and submit responses on tests, the assigned paper and exam in their own
words (i.e., do not plagiarize) and without assistance from others. Plagiarism is the unacknowledged
use of another writer’s ideas or words. Plagiarism is a major academic offence (See Scholastic
Offence Policy in the Western Academic Calendar).
The penalties for a student guilty of a scholastic offence range from refusal of a passing grade on the
test, paper or exam, refusal of a passing grade in the course, suspension from the University, and
expulsion from the University. Again, please consult Western’s Academic Calendar for more
information on penalties.
* Please review in the CSD Student Handbook the relevant sections titled “Student
Responsibility”.
Conduct in the Classroom
Students must comply with the following professional expectations for classroom conduct:
1. Students are expected to attain and to maintain the same high standards of scholarly conduct
and professional moral judgment in the classroom as those that they are expected to maintain
when they become fully accredited, registered or licensed speech-language pathologists;
2. Students, the professor, the teaching assistant and any guest lecturers will:
a. behave and communicate in a manner that is welcoming, supportive and respectful of
cultural and individual differences;
b. communicate in a manner consistent with the style of communication expected in
professional workplaces (e.g., “Hey you!” or “Hey Professor” are not acceptable);
c. engage in active learning to support scholarly, constructive debate through exploration
of the topics covered in the course by asking questions and contributing comments
during discussions; constructive criticism is encouraged and is not intended to make
students feel uncomfortable or to be offensive, but please be aware that students may
feel uncomfortable or may be offended;
3. Conduct that could distract students, the professor, the teaching assistant or guest lecturers
during a class is not acceptable and must be avoided. This includes, but is not limited, to
CSD 9617b Winter 2020 Page 7 of 10talking when others are speaking, to passing notes, to sleeping and overt inattention, to the
use of social media for non-class purposes, placing feet on desk-tops, among other distracting
actions;
4. Please arrive on time for class. If you are unavoidably late, please enter quietly and take the
nearest seat.
Attendance
All cases of extended absenteeism and of chronic irregular attendance and/or lateness will be
reported to the student’s advisor and may result in referral to the CSD Director. Accommodation(s) for
absence from classes and adjustment of deadlines will be made by the course professor only for
documented reasons of:
Þ Illness;
Þ compassionate circumstances;
Þ religious observances that are designated for schedule consideration on Western’s Calendar of
Religious Holidays;
Þ pre-approved professional activities such as conference attendance.
Students are expected to make all practical efforts to avoid absences for other reasons. This can be
accomplished, for example, by making travel plans that minimize the impact of potential delays and by
scheduling or deferring trips and personal events so that they do not conflict with any course activities
and requirements.
If a student feels he/she must be absent (e.g., because of inclement weather) or chooses to be absent
for some other reason (e.g., to attend a wedding or other family celebration), he/she must take
responsibility for that absence by taking all steps necessary to make up for course content missed
during the absence. However, taking such steps does not take the place of meeting any attendance or
deadlines designated as required course elements set by the course professor. The course professor
is under no obligation to make special arrangements to facilitate this. Prior to such an absence, a
student must notify his/her faculty advisor and the course professor.
Outline of Dates, Topics and Required Readings
Week Dates Topics Required Readings
1 6th & 10th Topic 1: Syllabus review; Definitions of 1. Papathanasiou & Coppens (P & C) (2017)
Jan aphasia; Historical and current contexts Chapters 1 & 2; 7, pp 129-133
of ALD assessment and treatment; 2. Helm-Estabrooks, Albert & Nicholas (H-E, A &
cognitive and linguistic concepts N) (2014) Chapter 11, pp 137-146
associated with adult language 3. Posted Readings – Topic 1
processes
2 13th & 17th Topic 2: Neuropsychological models of 1. Posted Readings – Topic 2
Jan single word processing/production
3 20th & 24th Topic 3: Cerebral representation of 1. P & C (2017) Chapters 3 & 4
Jan functional language and cognitive 2. H-E, A & N (2014) Chapters 1, 8 & 13
processes; Mechanisms of injury, 3. Posted Readings – Topic 3
degeneration, and recovery in ALD
**Topic 3 builds on information
presented previously in other CSD
courses. Please review your
neuroanatomy notes and information
from the required readings. The lecture
focuses on applied processes
dependent on your knowledge of
neuroanatomical structures.
CSD 9617b Winter 2020 Page 8 of 104 27th Jan & Topic 4: Classification systems for 1. P & C (2017) Chapter 3, pp. 56-61
31st Jan aphasia 2. H-E, A & N (2014) Chapter 3
3. Posted Readings – Topics 4 & 5
Topic 5: Neurobehavioural, language,
and communication features of ALD
(e.g., anomia, agrammatism, alexia,
agraphia, etc.)
Term Test 1 – 1st Feb 2020, Rooms 1548 & 1576
5 3rd & 7th Topic 6: Language and cognitive- 1. P & C (2017) Chapter 17, pp 353-364; Chapter
Feb communication characteristics of right- 21, pp 493-506
hemisphere brain injury (RHBI); Apraxia 2. H-E, A & N (2014) Chapter 12
3. Posted Readings – Topic 6
6 10th & 14th Topic 7: Impact of ALD on social and 1. P & C (2017) Chapters 14 & 15
Feb psychological perspectives of individuals 2. H-E, A & N (2014) Chapter 6
and care/communication partners
Topic 8: Assessment principles in ALD; 3. P & C (2017) Chapter 5
Assessment of cognitive functions; 4. H-E, A & N (2014) Chapters 9, 10 & 11, pp 146-
Global measures of language and 159
cognition
5. Posted Readings – Topics 7 & 8
7 21st & 24th Topic 9: Spontaneous language tasks 1. P & C (2017) Chapter 13, pp 269-276
Feb and analyses in ALD
Topic 10: Philosophical approaches to 2. P & C (2017) Chapter 6
interventions in ALD (impairment, 3. H-E, A & N (2014) Chapters 113, 14, 15, 16,
biomedical, psychosocial); Principles of and 31
designing effective and efficacious
therapy programs for ALD 4. Posted Readings – Topics 9 & 10
8 28th Feb Topic 11: Assessment of and 1. P & C (2017) Chapter 9
& 2nd interventions for word retrieval/naming 2. H-E, A & N (2014) Chapter 17
March impairments 3. Posted Readings - Topic 11
Term Test 2 – 7th March 2020, Room 1548 & 1576
9 6th & 9th Topic 12: Assessment of and 1. P & C (2017) Chapters 10 & 11
March interventions for acquired 2. H-E, A & N (2014) Chapters 24 & 25
writing/spelling impairments
Topic 13: Assessment of and 3. Posted Readings – Topics 12 & 13
interventions for acquired reading
impairments
10 13th & 16th Topic 14: Assessment of and 1. P & C (2017) Chapters 8 & 12
March interventions for auditory 2. H-E, A & N (2014) Chapters 21, 22 & 23
comprehension impairments
Topic 15: Assessment of and 3. Posted Readings – Topics 14 & 15
interventions for sentence
comprehension/production impairments
(agrammatism/paragrammatism)
11 20th & 23rd Topic 16: Psychosocial approaches in 1. P & C (2017) Chapters 13, pp 276-285 & 15
March ALD therapy (LPAA-based approaches, 2. H-E, A & N (2014) Chapters 29 & 30
conversation-based approaches, 3. Posted Readings - Topic 16
Constraint Induced Language Therapy,
CSD 9617b Winter 2020 Page 9 of 10group therapy, and communication
partner training)
12 27th & 30th Topic 17: Specific types of therapies 1. H-E, A & N (2014) Chapters 18, 20, 26
March (e.g., melodic intonation therapy,
voluntary control of involuntary
utterances, transcranial magnetic
stimulation, drug Rx + language
therapies, etc.)
13 3rd April Topic 18: Considerations for designing 1. P & C (2017), Chapters 17, pp 364-398 & 18
assessments and intervention programs
for RHBI
Topic 19: Multilingual/multicultural 2. P & C (2017) Chapter 16
issues in ALD 3. Posted Readings – Topics 18 & 19
Final Exam – Date, Time and Location TBD
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