APHASIA AND RELATED DISORDERS
COURSE SYLLABUS Spring 2003
Instructor: Mary Oelschlaeger, Ph.D.
Office: Health Professions, Room 309
Office hours: Monday, Wednesday, 1:00-2:20
Brookshire, R.H. (2003) An Introduction to Neurogenic Communication Disorders, 6th Edition. St. Louis: Mosby-Year Book Inc.
Chapey, R., Ed. (2002). Language Intervention Strategies in Aphasia and Related Neurogenic Disorders, 4th Edition . Maryland: Lippincott Williams and Wilkins.
Helm-Estabrook, N. & Holland, A.L. (1998). Approaches to the Treatment of Aphasia. San Diego: Singular Publishing Group.
This course is a comprehensive survey of the predominant adult neurogenic language disorder, Aphasia. Content includes: theoretical issues, neurogenic bases, definition, symptomatology, etiology, prognosis, recovery, differential diagnosis and treatment.
Outlines of Powerpoint presentations are available from my webpage- http://jan.ucc.nau.edu/~mlo2/ . To download, you must have acrobat reader which is available free of charge.\on the web at: http://www.adobe.com/products/acrobat/readstep2.html.
1. Describe the scope of practice of clinical aphasiology relating to symptomatology, etiology, differential
diagnosis and treatment of the acquired adult language disorder, aphasia.
2. Analyze past and current theoretical models of aphasia.
3. Demonstrate the ability to analyze and discuss current professional issues and practices in clinical
4. Apply knowledge of aphasia to clinical case.
Examination: There are two exams and one individual project. The exams cover material presented up to the time of the exam. Each evaluation measure comprises 1/3 of your final grade.
Individual Project: Each of you will write a (no longer than 5 page, double spaced) paper on an individual who has experienced a stroke. A videotape of an individual interviewed previously by former graduate students will be assigned and available for viewing. From the information provided in the video, you are to write a “reaction paper”, comparing or contrasting information with your expectation. Specifically, react to (as appropriate to interview content):
· the circumstances surrounding the interviewee’s neurologic insult. Include information related to etiology. Document, through quotes, the individual’s description. “React” to this description relative to information provided in the text, classroom or previous experience.
· current symptoms and the effect of these symptoms on everyday living. Relate these symptoms to the WHO model of impairment, activity and Document through quotes and “react” to these symptoms in terms of your observation of them in the video and descriptions provided in your text and/or class. Address symptoms in relation to classifications of aphasia.
· In the last paragraph of your paper, identify a topic that was discussed in the interview that you would like to learn more about.
Individual project is due two weeks prior to the end of the term: Monday, April 14
TEXT: Brookshire Chapter 1, 35-49; Chapter 2, -79-89
Week 2 B. hemorrhage
C. medical management
Week 3 C. continued
1. verbal expression
Week 4 B. continued
2. auditory comprehension
TEXT: Brookshire, Chapter 3
C. emotional lability
TEXT: Brookshire, Chapter 4
VI. Aphasia Theories
A. connectionist model
B. classifications of aphasia
Week 6 VI. Continued
Damasio, A. R. (1992) Aphasia. New England Journal of Medicine , 326, 531-539.
B. classifications continued
D. alternative models
Week 7 VII. Psychosocial issues
Swindell, C. & Hammons, J. (1991) Poststroke depression: Neurologic, physiologic, diagnostic and treatment implications. Journal of Speech and Hearing Research, 34, 325-333.
VIII. Intervention: settings
TEXT: Brookshire, Chapter 5
A. Formal Assessment
(BDAE, WAB, MTDDA, PICA, BASA)
EXAM Monday, March 3
TEXT: Brookshire, Chapter 4, 165-205
1. Informal and Formal (SKLAR, BEST, ALPS, SPICA)
C. Supplemental testing
2. Auditory Comprehension (Token, ACTS, Discourse Comprehension)
3. Verbal Expression (Reporters test, Boston Naming, TOLA, Pragmatics)
4. Reading (RCBA, others)
TEXT: Brookshire, Chapter 3, 115-125
Holland, A. L. (1982). Observing functional communication of aphasic adults. Journal of Speech and Hearing Disorders, 47, 50-56.
D. Functional Assessment
1. policy and practice: WHO model
2. general measures (FIM)
3. aphasia measures (CADL, CETI, ASHA FACS)
Week 11 4. conversation measures ( CA)
Simmons-Mackie, N. N., & Damico, J. S. (1996). Accounting for handicaps in aphasia: Communicative assessment from an authentic social perspective. Disability and Rehabilitation, 18 , 540-549.
Oelschlaeger, M., & Damico, J. S. (1998). Spontaneous verbal repetition: a social strategy in aphasic conversation. Aphasiology, 12, 971-988.
TEXT: Brookshire Chapter 6
A. General Rx Issues
C. Specific Programs: MIT, VAT, HELPSS
Week 13 XI. Intervention : Outcome
TEXT: Brookshire, Chapter 7
Holland, A., Fromm, D. DeRuyter, F. & Stein, M. (1996) Treatment efficacy: Aphasia. Journal of Speech and Hearing Research, 39, S27-S35.
Week 14 XII. Social Approaches to Treatment
Kagan, A. (1998). Supported conversation for adults with aphasia: Methods and resources for training conversation partners. Aphasiology, 816-830.
Lyon, J. G. (1992). Communication use and participation in life for adults with aphasia in natural settings: the scope of the problem. American Journal of Speech-Language Pathology, 1, 7-14.
Final Exam: To be determined but sometime during final week.