APHASIA AND RELATED DISORDERS
CSD 552
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.
ADDITIONAL REFERENCES
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.
COURSE DESCRIPTION
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.
COURSE OBJECTIVES
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
aphasiology.
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
TOPIC
Week 1
TEXT:
Brookshire Chapter 1,
35-49; Chapter 2, -79-89
A. ischemia
Week 2
B.
hemorrhage
C. medical management
Week 3
C. continued
1.
verbal
expression
Week 4
B.
continued
2.
auditory
comprehension
3.
reading
4.
writing
Week 5
TEXT: Brookshire, Chapter
3
A.
perseveration
B.
impulsivity/passivity
C.
emotional
lability
D.
intelligence
TEXT: Brookshire, Chapter 4
VI.
Aphasia Theories
A.
connectionist
model
B.
classifications
of aphasia
Week 6
VI. Continued
Reading:
Damasio, A. R. (1992) Aphasia. New England Journal of Medicine
, 326, 531-539.
B.
classifications continued
D. alternative models
Week 7
VII.
Psychosocial issues
Reading:
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
Week 9
TEXT: Brookshire, Chapter
4, 165-205
B. Screening
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)
Week 10
TEXT:
Brookshire, Chapter 3, 115-125
Reading:
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)
Reading::
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
B.
Stimulation-Facilitation
C.
Specific
Programs: MIT, VAT, HELPSS
Week 13
XI.
Intervention
: Outcome
TEXT:
Brookshire, Chapter 7
Reading:
Holland, A., Fromm, D. DeRuyter, F. & Stein, M. (1996) Treatment efficacy:
Aphasia. Journal of Speech and Hearing Research, 39, S27-S35.
A.
Recovery
B.
Efficacy
Week 14 XII.
Social Approaches to Treatment
Reading:
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.