ASSESSMENT AND INTERVENTION OF CHILD LANGUAGE DISORDERS

(BIRTH TO SCHOOL AGE)

COMD 7377
Course Syllabus

Instructor: Erika Armstrong, MS, CCC-SLP Spring 2005

E-mail: erikaa@utdallas.edu Mondays 1:00p to 3:45p
Office: GR 4.802 (972) 883-2241 School of Management 2.115
Office Hours: Mondays 11:30a to 12:30p or by appointment

TA: Erin Moore, MS, CCC-SLP

E-mail: templemoore@student.utdallas.edu
Office Hours: Wednesdays 4:45p to 5:30p in GR 4.314 or by appointment at Callier

Course Description The purpose of this course is to provide information about assessment and
intervention of children from birth to school age. Assigned readings come from the text listed below.
Students are encouraged to be active participants in class discussions.

Required Text
Paul, Rhea (2001). Language Disorders from Infancy through Adolescence (2nd Edition)
Mosby. Available at the UTD Bookstore and Off-Campus Books.

PLEASE DO THE READINGS BEFORE COMING TO CLASS. Lecture outlines and

announcements will be placed on Blackboard weekly: http://blackboard.utdallas.edu. In addition,
important e-mails may be sent to your UTD e-mail account periodically. Please check your account
regularly.

Grading
Exam 1 (2/28): 30%
Exam 2 (4/25): 30%
Assessment Critique (due 2/7): 5%
Assessment Report (due 2/21): 25%
Intervention Plan 1 (due 3/28): 5%
Intervention Plan 2 (due 4/11): 5%
Exams are to be taken on the date assigned. In case of emergency or illness, you are to notify the
instructor before the scheduled exam. Assignments must be submitted on or before the due date.

Professional Dispositions
Professional dispositions refer to the values, commitments, and professional ethics that influence
behaviors toward instructors, peers, and those in the community. Dispositions are guided by beliefs and
attitudes related to values such as caring, fairness, honesty, responsibility, and social justice. Students will
demonstrate professional dispositions by exhibiting the following professional behaviors:
1. Arriving at class at the designated class start time.
2. Turning off all cell phones and pagers prior to entering the classroom.
3. Preparing for class by reading the assigned materials.
4. Participating in class discussions in a constructive manner.
5. Interacting in a professional manner (verbally and nonverbally) with the instructor and other
students.
6. Taking responsibility for his/her professional learning.
7. This list of professional behaviors is not limited. Other professional behaviors may be taken into
account by the instructor when grading the student at the end of the semester.

Scholastic Dishonesty: All students are required to adhere to the highest standards of academic honesty.
For further information please refer to www.utdallas.edu/student/slife/dishonesty.html
Course Schedule:

Date Topic
1/10 Introduction/ Definitions and Models of Childhood Language Disorders
Chapter 1

1/17 No Class – MLK Holiday

1/24 Causation and Prevention of Child Language Disorders

Chapter 4

1/31 Principles of Assessment

Chapter 2 (bring book to class)
Assign Assessment Critique

2/7 Principles of Intervention

Chapter 3
Assessment Critique Due; Assign Assessment Report

2/14 Prelinguistic Period: Assessment

Chapter 7

2/21 Prelinguistic Period: Intervention

Chapter 7
Assessment Report Due

2/28 Exam 1

3/7 No Class – Spring Break

3/14 Emerging Language: Assessment

Chapter 8

3/21 Emerging Language: Intervention

Chapter 8
Assign Intervention Plan #1

3/28 Assessment of Developing Language

Chapter 9
Intervention Plan #1 Due

4/4 Intervention for Developing Language

Chapter 10
Assign Intervention Plan #2

4/11 Special Populations

Chapter 5
Intervention Plan #2 Due

4/18 Special Populations

4/25 Exam 2
 KASA Standards

This course has been designed to ensure that students demonstrate required knowledge and
ability as outlined in the Standards and Implementations for the Certificate of Clinical
Competence in Speech-Language Pathology. The specific standards addressed in this course are:

Standard III-B
The applicant must demonstrate knowledge of basic human communication and swallowing
processes, including their biological, neurological, acoustic, psychological, developmental, and
linguistic and cultural bases.
Provided via class lectures, readings, videotapes, slides and demonstrated via class discussion,
class projects and exams.

Standard III-C
The applicant must demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders and differences and swallowing disorders, including the etiologies,
characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic
and cultural correlates. Specific knowledge will be demonstrated in this class in the area of
receptive and expressive language in speaking, listening, reading, writing, and manual
modalities; hearing, including the impact on speech and language; social aspects of
communication; and communication modalities.
Provided via class lectures, readings, videotapes, slides and demonstrated via class discussion,
class projects and exams.

Standard III-D
The applicant must possess knowledge of the principles and methods of prevention and
assessment, and intervention for people with communication and swallowing disorders,
including consideration of anatomical/physiological, psychological, developmental, and
linguistic and cultural correlates of the disorders.
Provided via class lectures, readings, videotapes, slides and demonstrated via class discussion
and exams.