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SPTHAUD6222

Spring 2015

SPTHAUD 6222
Assessment

School-Age Language, Literacy and
LSUHSC Department of Communication Disorders

Semester:

Spring 2015
3 credits

Instructor:

Susan H. Pancamo, MCD, CCC-SLP
spanca@lsuhsc.edu
Office Number: 504-568-4333, Fax Number 504-568-4352
Office Location: 9A SAHP/Nursing Building
Office Hours by Appointment

This course covers diagnostic and management issues pertinent
to older children with language and/or language learning disorders;
transdisciplinary and interdisciplinary models of collaboration with
teachers, special educators, related service providers and families.

Course Description:

Course Schedule: Tuesday/Thursday 1:00-2:30 pm
6A-15 6th Floor
Course Goals/Objectives:
The student will:
 Demonstrate understanding of school-age language development and disorders. (Standard
IV-C)
 Demonstrate knowledge of the cognitive aspects of communication. (Standard IV-C)
 Demonstrate understanding of reading and written language development and disorders.
(Standard IV-C)
 Demonstrate knowledge of the similarities and differences between auditory processing
and central auditory processing. (Standard IV-C)
 Demonstrate understanding of the basic principles of assessment. (Standard IV-C)
 Demonstrate knowledge of the components and principles of school-age language,
reading, and writing assessments. (Standard IV-D, V-B)
 Demonstrate understanding of the role of the speech-language pathologist in reading and
writing impairments. (Standard IV-C)
 Exhibit competence in administering and scoring assessment tools in the area(s) of
language, auditory processing, phonological processing, reading, and/or writing. (Standard
IV-D, V-B)
 Demonstrate knowledge of therapeutic interventions to address school-age language,
reading and writing impairments. (Standard IV-D, V-B)
 Demonstrate knowledge of differentiated service delivery based on clinical settings.
(Standard IV-C)

SPTHAUD6222
Spring 2015

Required Textbook: Kamhi and Catts (2012). Language and Reading Disabilities, Third Edition,
Pearson.
(Electronic Copy available at http://www.mypearsonstore.com/)
Course Requirements:
1. Reading assignments must be completed before class. Discussions will take place in which
participation will be expected. Unannounced quizzes on readings will be given randomly
throughout the semester.
2. Test Critique/Presentations. Students will work in small groups. Each group will be assigned
an assessment tool to review, critique and present in class. Each group will present to the class
the assigned instrument using a Power Point presentation format. Each presentation should last
no longer than 20 minutes. The presentation should include information that will allow your
classmates to have a good understanding of how the test “works”. Included in the presentation
should be the name of the test, author(s), purpose, demonstration of test items and scoring and
an evaluation of the test. A 1 page handout should be prepared to give to all classmates that
provides the test name, age range, a short summary of the test/subtests, and a list of the test’s
strengths and weaknesses. A “group” grade will be given.
3. Assessment Lab. Students will work in small groups and complete assessments given to them
by the instructor. Labs will take place in clinic rooms and will be graded.
4. Exams: Exam will consist of objective items, multiple choice and short essay questions
covering information presented in readings, lectures, and class discussions.
5. Final Project – Assessment and Intervention Plan. Students will work in small groups. Each
group will be assigned various assessment protocols. Protocol will be scored and an evaluation
report and intervention plan will be created. The project will be discussed further throughout the
semester and will be due on 5/5/15.
6. Any document emailed to instructor must be formatted correctly. If the instructor is unable to
open or read a document due to formatting error, the document will be considered late and
points will be deducted.
Grading: A compilation of earned points from examinations, assignments and quizzes divided
by the total number of possible points.
A 10 point grading scale will be used for this class.
Attendance policy: As is stated in the LSU-HSC Catalog/Bulletin, “Students are expected to attend all
scheduled appointments in each course. Determination of the number of absences which may be
interpreted as excessive rests with the Department, and is subject to approval by the Dean.” Promptness
and attendance are mandatory for all scheduled classes. Attendance will be taken at the beginning of
each class period. An absence occurs when a student misses an entire class period or is more than 15
minutes late for a scheduled class. After the first two absences, whether excused or unexcused, each
unexcused absence will result in the loss of three (3) percentage points from the student’s final grade. An
excused absence includes, but is not limited to, illness, accident, medical emergency, or death in the
immediate family. Immediate family members include spouse, children, parents, grandparents, siblings,
and in-laws. Approval of excused absences is at the discretion of the instructor.

Policies and procedures related to student conduct:
http://alliedhealth.lsuhsc.edu/administration/professionalconduct.pdf

SPTHAUD6222
Spring 2015

Guidelines for students with disabilities:
http://alliedhealth.lsuhsc.edu/Administration/ADAPolicy.pdf
Academic standards:
http://alliedhealth.lsuhsc.edu/Admin/academicstandards.aspx
Academic calendar:
http://alliedhealth.lsuhsc.edu/Admin/academiccalendar.aspx
Catalog/Bulletin:
http://catalog.lsuhsc.edu/
Agenda for School-Age Language for the Spring 2014 semester:
You are responsible for all the information and time-lines below. Please read the requirements
thoroughly and reread as you progress through the semester.

Date

Topic

1/08/15

Course Overview/ Syllabus Review/Project Discussion

1/13/15

Language Processing vs. Auditory Processing

Readings/Assignment

Guest Speaker – Dr. A. Hurley
1/15/15
1/20/15

School- Age Language Development and Disorders
Principles of Assessment & School-Age Language
Assessment
(OWLS, TOLDP, TOLD I, Woodcock, TAPS) Presentations

1/22/15

Presentations

1/27/15

Presentations Dr. Hurley CAPD lecture

1/29/15

School-Age Language Intervention

2/3/15

Executive Function and Learning

2/5/15

Exam 1

2/10/15

Language and Reading: Convergences and Divergences

Chapter 1

2/12/15

Reading and the Speech Pathologist; Reading
Development

Chapter 2

2/17/15

Mardi Gras Holiday = No Class

2/19/15

Definition, Classification and Causes of Reading
Disabilities

Chapter 3, Chapter 4

SPTHAUD6222
Spring 2015

2/24/15

Dyslexia

2/26/15

Video – Journey into Dyslexia

3/3/15

Phonological Awareness and Word Recognition

Chapter 5 (pp. 112-116)

Reading Comprehension

Chapter 6 (pp. 146-150)
Chapter 7 (pp. 163-172)

3/5/15

Spelling

Chapter 8 (pp. 226-230)

Writing Development and Disorders

Chapter 9

3/10/15

Developing Skills for Writing

Chapter 10 (pp.269-289)

3/12/15

Assessment of Reading/Writing

Chapter 5 (pp. 116 122)

(CTOPP, PAT, Woodcock, OWLS, GORT, TOWL, SPELL)

Chapter 6 (pp. 150
-152)
Chapter 7 (pp. 172 –
186)
3/17/15

Assessment Presentations

3/19/25

Assessment Presentations

3/24/15

Assessment Lab

3/26/15

Assessment Lab

3/31/14

Test Adaptations – Guest Speaker – Dr. M. Banajee

4/2/15

Exam 2

4/7/15

Phonological Processing Intervention

4/9/15

Lively Letters

4/14/15

Reading Intervention

Chapter 5 (pp. 122 –
139)

Chapter 6 (pp. 152-159)
Chapter 7 (pp. 186-214)

4/16/15

Spelling/Writing Intervention

Chapter 8 (pp. 232-240)
Chapter 10 (pp. 289 –
294)

4/21/15

Intervention Cont’d

4/23/15

Assistive Technology = Guest Speaker – Maureen Spencer

4/28/15

Providing Services in the Schools Laws/IEPs

SPTHAUD6222
Spring 2015

4/30/15

RTI/EBP/SALSA/Common Core/Accommodations

5/5/15

Projects Due Client name: Snooki