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.
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:
Topic - Lecture
Readings, Class Activities, and Assignments
Introduction to course
Overview: Clinical Process Assess/evaluate, Plan Treatment, Provide Treatment, Monitor Progress
Example: Student Names
Develop a concept map of concepts/decisions and data collection tools
Concepts/Decisions in Diagnosis and Recommendations
Models of disorders Models of treatment
Quantitative vs. Qualitative
Review: static assessment -standardized tests, nonstandardized procedures, dynamic assessment, behavioral observation, interview, existing literature/data
Text: Hegde, Chapters 1Bogdan & Biklin (1992) (observation); Hasson & Joffe (2007) (dynamic assessment)
Assignment #1 Bring description to class
Evidence Based PracticeFinding existing data
ASHA Position Statement on EBP (2005); http://www.asha.org/ (NSSLHA Members)
Assignment #1 Part 1 due for class discussion
Assignment #1 Part 2, Tasks 1 and 2 due for class discussion
Who and what to treat
Selecting a target
Long term goals
Short term objectives
Text: Hegde, Chapters 3 and 9
Assignment #1 Part 2, Tasks 3 and 4 due for class discussion and submission of complete paper
Revisit Dynamic Assessment
Behavioral Assessment probe
Vaughn, Dunlap, Fox, Clarke, & Bucy, (1997) Bring description to class.
Finish Plan Treatment
Assignment #2 Part 1 due for class discussion
How to treat - Behaviorism
Text: Hegde, Chapters 4, 6, 7, and 8
Behavioral Observation (treatment data)
Assignment #2 Part 2 due for class discussion
Continue Provide Treatment
Olswang & Bain (1994, 2001) in preparation for next section
Examining Benefits of Tx
Behavioral Observation Probe
Bain & Dollaghan (1991)
Olswang & Bain (1994)
Schwartz & Olswang (1996)
Continue Monitor Progress
Assignment #2 Part 3 due for class discussion and submission of complete paper
Documenting benefits of treatment
Text: Hegde Chapter 2
Documenting benefits of treatment examples, considering cultural diversity
Hanson, Lynch & Wayman
Summary - Application
Assignment #3 Bring Description to Class.
Assignment #3 due in class for discussion and submission
Summary Application and review
FINAL EXAM 10:30-12:20
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.
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!
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.
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