Course Description and Organization:
This course examines clinical methodology for assessing and treating individuals with communication disorders with an emphasis on data collection for making informed decisions. Fundamental concepts for assessment and treatment will be reviewed and paired with data collection procedures. This pairing of concepts and data collection will guide the course content throughout the quarter. The overall goal of the course is to give students a framework for making informed decisions about planning and implementing treatment, and monitoring client progress.
The course will build on what students have learned during their undergraduate programs. SPHSC 500 is offered the first quarter of the master's program because the material links to the knowledge students bring from their undergraduate studies regarding treatment. Further the information is important to all subsequent clinical courses, both didactic and practicum. As such, the course content will touch upon different philosophies of intervention, different service delivery models, some specific treatment techniques, and data collection for all types of communication disorders across the age-span of clients.
To implement the content, the course is organized, as follows: I. Overview of clinical process, including fundamental clinical concepts and data collection procedures, II. In-depth presentation of fundamental concepts/decisions and data collection procedures that are part of the clinical process (assess/evaluate for diagnosis and recommendations, plan treatment, provide treatment, monitor progress).
Course content will be presented through readings, lectures, assignments, class discussions, and quizzes. The three assignments include class discussion and a submitted paper. You will see that the final product for the assignments are typically due after the class discussion. This allows students the opportunity to improve their papers through the discussion. Quizzes will occur throughout the course (up to 5 quizzes). They will sometimes be announced and sometimes not. They are designed to keep you focused on specific information that is being presented, particularly terminology.
Text:
Hegde, M.N. (1998). Treatment procedures in communication disorders (third edition). Austin, TX: Pro-Ed.
SPHSC 500 Glossary
Schedule of Topics, Readings, and Assignments: (See links to Readings and Assignments for details)
Note: Dates for specific lecture topics are my best guess. I'll try to stay to this schedule; however, if changes occur, they will be announced in class and posted in red on this web page as soon as possible. The dates for readings indicate the day the reading is to be completed! Please come prepared to discuss readings in class. Dates below include both when assignments will be disseminated as well as due. The final word on due dates for assignments will be found on the Assignment Descriptions.
Throughout the quarter, I will be asking you to think about and report information relevant to our course content as it applies to a client you are currently seeing or observing. These will typically be in-class activities, some of which might need some outside preparation. I definitely want you to be thinking about how the course material applies to your clinical activities.
Course Content, Readings and Assignments:
Week-Date | Topic - Lecture | Readings, Class Activities, and Assignments |
1-10/1/09 | Introduction to course Overview: Clinical Process Assess/evaluate, Plan Treatment, Provide Treatment, Monitor Progress | Example: Student Names |
2-10/06/09 | Clinical Process Develop a concept map of concepts/decisions and data collection tools | Reading: Glossary |
2-10/08/09 | Assess/Evaluate Concepts/Decisions in Diagnosis and Recommendations Models of disorders Models of treatment | WHO: www.who.int/classification/icf |
3-10/13/09 | Assess/Evaluate Data Quantitative vs. Qualitative Review: static assessment -standardized tests, nonstandardized procedures, dynamic assessment, behavioral observation, interview, existing literature/data | Reading Text: Hegde, Chapters 1Bogdan & Biklin (1992) (observation); Hasson & Joffe (2007) (dynamic assessment) Assignment #1 Bring description to class |
3-10/15/09 | Evidence Based PracticeFinding existing data | Reading ASHA Position Statement on EBP (2005); http://www.asha.org/ (NSSLHA Members) Assignment #1 Part 1 due for class discussion |
4-10/20/09 | Continued | Assignment #1 Part 2, Tasks 1 and 2 due for class discussion |
4-10/22/09 | Plan Treatment Concepts/Decisions Who and what to treat Stakeholders Gottlieb Selecting a target Long term goals Short term objectives | Reading Text: Hegde, Chapters 3 and 9 Assignment #1 Part 2, Tasks 3 and 4 due for class discussion and submission of complete paper |
5-10/27/09 | Plan Treatment Data Revisit Dynamic Assessment Behavioral Assessment probe Baseline | Assignment #2: Vaughn, Dunlap, Fox, Clarke, & Bucy, (1997) Bring description to class. |
5-10/29/09 | Finish Plan Treatment | Assignment #2 Part 1 due for class discussion |
6-11/03/09 | NO CLASS | |
6-11/05/09 | Provide Treatment Concepts/Decisions How to treat - Behaviorism | Reading Text: Hegde, Chapters 4, 6, 7, and 8 |
7-11/10/09 | Provide Treatment Data
Behavioral Observation (treatment data) | Assignment #2 Part 2 due for class discussion |
7-11/12/09 | Continue Provide Treatment | Reading Olswang & Bain (1994, 2001) in preparation for next section |
8-11/17/09 | Monitor Progress Concepts/Decisions Measuring change Examining Benefits of Tx Data Behavioral Observation Probe Interview | Reading Bain & Dollaghan (1991) Olswang & Bain (1994) Schwartz & Olswang (1996) |
8-11/19/09 | Continue Monitor Progress | Assignment #2 Part 3 due for class discussion and submission of complete paper |
9-11/24/09 | Documenting benefits of treatment | Reading Text: Hegde Chapter 2 |
9-11/26/09 | NO CLASS | |
10-12/1/09 | Documenting benefits of treatment examples, considering cultural diversity | Reading Hanson, Lynch & Wayman |
10-12/3/009 | Summary - Application | Assignment #3 Bring Description to Class. |
11-12/8/09 | Summary Application | Assignment #3 due in class for discussion and submission |
11-12/10/09 | Summary Application and review | |
12-12/17/09 | FINAL EXAM 10:30-12:20 | |
GRADING
The class grade will be based on assignments, short quizzes and the final examination. Each assignment description indicates possible earned points. Quizzes will occur throughout the quarter and will be completed in class. They will be extremely short and are meant to focus your thinking on some of the details, particularly terminology. Sometimes quizzes will be announced, sometimes not. The final examination will have several components, but above all it will be applied. Guidelines to help you prepare for the final examination will be posted on the web site.
The point breakdown is as follows:
Assignments 75 points (#1-20 points, #2-25 points, #3-30 points)
Quizzes 25 points (5 points each)
Examination 60 points
Total Points: 160 points
Grades are ROUGHLY based on percent of the material learned as determined by points earned, as follows: (Note: I consider your participation in class.)
90-100% = > 3.5
80-90% = 2.7-3.4
70-80% = 2.0-2.6
60-70% = 1.3-1.9
50-60% = <1.2
I will confirm all assignment due dates with you. If you cannot make any of the due dates, please let me know ahead of time. Failure to do so will result in your losing a point for each day the assignment is overdue. Please trust that I am quite reasonable about extensions that are necessary. If you have any questions or concerns about the class, please come see me; I really do want to know about them.
WRITING ASSISTANCE
The University of Washington has many resources for writing; I refer you particularly to the Ask Betty web site: http://depts.washington.edu/engl/askbetty/ From this site you should click on Grammar in College Writing for tips. Also you might be interested in other UW resources browse Ask Betty. If you need help with writing, please come see me.
CLASSROOM ETIQUETTE and HEALTH
Cell phones off/silent and put away during class. If you use a lap top computer, please be considerate of people around you. Please come on time to the best of your ability (I do understand traffic). Talk with me if you have a need to be consistently late to arrive or early to leave class. Finally, in regards to etiquette, you are all aware that the flue season is upon us and that H1N1 Influenza is of particular concern. I urge all of you to follow the health guidelines offered through the University (Visit the Hall Health web site: http://depts.washington.edu/hhpccweb/h1n1/index.php. Most importantly, if you are feeling ill, please do not come to class. I will be more than happy to accommodate your absence. Thank you!
ACCOMMODATIONS
To request academic accommodations due to a disability, please contact Disabled Student Services, 448 Schmitz 543-8924 (Voice/TTY). If you have a letter from DSS indicating you have a disability that requires academic accommodation, please present it to me so we can discuss the accommodations you might need in this class.
UW SafeCampus
Preventing violence is everyone's responsibility. If you're concerned,
tell someone.
* Always call 911 if you or others may be in danger.
* Call 206-685-SAFE (7233) to report non-urgent threats of violence
and for referrals to UW counseling and/or safety resources. TTY or VP
callers, please call through your preferred relay service.
* Don't walk alone. Campus safety guards can walk with you on campus
after dark. Call Husky NightWalk 206-685-WALK (9255).
* Stay connected in an emergency with UW Alert. Register your mobile
number to receive instant notification of campus emergencies via text
and voice messaging. Sign up online at www.washington.edu/alert
For more information visit the SafeCampus website at
*www.washington.edu/safecampus*.