San José State
University
College of Education
Communicative
Disorders and Sciences
EDSP
276-Advanced Assessment
Fall
2004
GENERAL
INFORMATION
INSTRUCTOR:
Henriette W. Langdon, Ed. D., F-CCC-SLP
Tuesdays and
Thursdays: 9AM-12 PM
Tuesdays:
Classroom -Clinic
Thursdays:
Diagnostics
OFFICE HOURS:
118-A
Mondays: 2:00
PM-5:00 PM
Tuesdays:
2:00 PM-4:00 PM and/or by appointment
Phone:
924-4019----E-mail: hlangdon@email.sjsu.edu
The faculty of the College of Education at San José State University agrees that excellence and equity matter- that each is necessary, and neither is sufficient in the absence of the other. We envision ourselves as a learning community of practitioner/scholars in continuous development, dialogue, and inquiry that enable us to revisit, review, and revise our practice in an ongoing response to changing circumstances.
MISSION STATEMENTS
College of
Education: The mission
of the College of Education at San José State University is to prepare
educators who have the knowledge, skills, dispositions and ethics that ensure
equity and excellence for all students in a culturally diverse, technologically
complex, global community.
Department: The mission of Communication Disorders
and Sciences is to provide a high quality program for speech-language
pathologists to meet the communicative needs of our increasingly diverse
multilingual/multicultural population. The program follows an academic and clinical
curriculum based on a sound theoretical framework and research findings which
promote competent practitioners who participate in life-long learning
experiences. The program is enhanced through faculty, academic, and clinical
expertise, transdisciplinary and family collaboration and technological
advancements
COURSE DESCRIPTION
Supervised
clinical experience in assessment of a variety of speech-language disorders.
Laboratory and classroom experience required.
One day a week
lecture/case preparation/discussion (Thursdays)
One day a week
diagnostics (Tuesdays)
Fall
2004-EDSP 276
PREREQUISITES
EDSP 124,
EDSP 277 and
Instructor’s Consent.
CTC STANDARDS
This course meets components of several standards from the California Commission on Teacher Credentialing (CTC) and National Council for Accreditation of Teacher Education (NCATE).
Standard 16:
Effective Communication and Collaborative Partnerships
16.1 Each candidate demonstrates knowledge of the
concepts and processes effective in building social networks for individuals
with disabilities.
17.1: Each candidate demonstrates knowledge
and skills in assessment techniques and tools appropriate for individuals with
diverse backgrounds and varying language communication and cognitive abilities.
17.2 Each candidate demonstrates the
understanding and appropriate use of a variety of assessment including norm
referenced and criterion referenced tests. In addition, each candidate demonstrates
understanding and use of alternative measure such as formative, and summative
evaluations, work samples, observations, portfolios, curriculum-based, and
ecological assessments.
17.3 Each candidate demonstrates knowledge
and skills in assessment techniques and tools appropriate for individuals with
diverse backgrounds and varying language, communication and cognitive
abilities.
Standard 21: Clinical Experience
21.4 Each candidate’s clinical
experience includes collection of relevant information regarding past and
present status and family and health history.
21.5 Each candidate’s clinical
experience includes interpretation of test results and appropriate referral for
further evaluation or treatment.
21. 6 Each candidate’s clinical
experience includes application of nonbiased assessment and appropriate
treatment techniques for multilingual/multicultural populations.
23.1. The candidate demonstrates proficiency
in screening and evaluation skills and the interpretation of test results,
including procedures, techniques, and instrumentation used to assess the speech
and language status of children and adults and the basis of disorders of speech
and language.
23.2 The candidate exhibits expertise in the administration of
nonbiased testing techniques and methodologies for assessing the speech and
language skills of linguistically diverse populations.
ASHA STANDARDS
This course is developed in accordance of the new ASHA standards to be initially implemented for the 2005 Graduating Master’s Degree Students in Speech Pathology.
Standard
III-D: 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 must
be demonstrate in the following areas:
Standard
III-E: The applicant
must demonstrate 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.
COMPETENCIES
Upon completion of this course, the
student will demonstrate:
1.
Knowledge and application of research related to assessment, evaluation, and
program planning for clients of various ages with a variety of speech,
language, and learning disorders taking into account linguistic, cultural and
individual differences.
2.
Apply knowledge of laws, ethical considerations, and assessment procedures in
the evaluation of clients of different ages having a variety of speech,
language, and learning disorders taking into account linguistic, cultural and
individual differences.
3.
Demonstrate skill with various observational techniques. .
4.
Understand the assets and liabilities of published tests.
5.
Develop skills in using assessment measures and procedures other than published
tests, such as curriculum based and dynamic assessment to determine the
performance level of clients to plan appropriate treatment plans.
6.
Conduct an integrated assessment of those clients.
7.
Describe language and cultural implications involved in the assessment of an
individual from a cultural and/or linguistic background.
Fall
2004-EDSP 276
8.
Prepare an integrated assessment report.
9.
Confer with the client’s parents/ family and the client him/herself where
appropriate, about the results of the assessment and suggestions for treatment.
10. Identify ways in which the speech –language pathologist can work collaboratively with other staff members to include the classroom teacher, the psychologist, special educator, transition specialist a and any other medical and allied health professional in addition to the client, his or her parents/ family members.
REQUIRED TEXTS
Shipley, K.G. & McAfee, J.G. (2004)
(3rd Ed). Assessment in speech-language pathology. Clifton, NY: Delmar
Nicolisi, L., Harryman, E., &
Kresheck, J. (2004) (5th ed). Terminology of communicative
disorders: Speech-Language –Hearing. Philadelphia: Lippincott, Williams & Wilkins.
OTHER
RESOURCES
Cheng, L.L.
(1991). Assessment of Asian language performance. Oceanside, CA:
Academic
Communication Associates.
Cole, P.P.,
Dale, P., & Thal, D. (1996). Assessment of communication and language.
Baltimore, MD: Brookes.
Goldstein, B.
(2000). Cultural and linguistic diversity resource guide for speech- pathologists. San Diego: Singular
Hamayan, E.V., & Damico, J. (1991). Limiting
bias in the assessment of bilingual students. Austin, TX: Pro-Ed.
Haynes, W. O., Pindzola, R.H., &
Emerick, L. L. (1998). Diagnosis and Evaluation in Speech Pathology. (5th
Edition). New Jersey:
Prentice Hall.
Kayser, H. (Ed.), and (1995) Bilingual
speech-language pathology: An Hispanic focus. San Diego: Singular Publications.
Kayser, H. (1998). Assessment and
intervention resource for Hispanic children. San Diego: Singular Publications.
Langdon, H.W.
& Saenz, T.T (1996). Language assessment and intervention with
multicultural
students. Oceanside, CA:
Academic Communication Associates.
Larson, V., & McKinley, N. (2003). Communication
Solutions for Adolescents.
Eau Claire, WI: Thinking Publications.
Paul, R. (2001). Language disorders
from infancy through adolescence. Assessment and intervention. St. Louis: Mosby
Roseberry-Mc-Kibbin, C. (2002)(2nd
edition). Multicultural students with special language
needs. Oceanside,
CA: Academic Communication Associates.
Tomblin, J.B., Morris, H.L., &
Spriestersback, D.D. (1999). Diagnosis in Speech- Language Pathology. San Diego, CA: Singular Publishing
Group.
Van Keuken, J., Weddington, G., & De
Bose, C. (1998). Speech, language, learning and the African-American child. Boston: Allyn & Bacon.
Wallace, G.J. (1997). Multicultural
neurogenics A resource for Speech-Language Pathologists.
San Antonio, TX: Communication Skills Builder.
Fall 2004-EDSP
276
COURSE REQUIREMENTS
1. Complete readings/ assessment tools on
the topic assigned. Each student will have to come prepared to participate on
the given topic and share his or her learned knowledge and/or present various
tests and/or assessment tools. (To be discussed at the first meeting depending
on students’ needs).
2. Review and apply all
pertinent information learned in previous courses, to include but not limited
to language acquisition, various disorders of communication, of various known and
unknown etiologies.
3. Participate in the
diagnosis-evaluation process through diagnostic planning, interviewing,
testing, counseling, report writing and staffing for at least four cases.
4. Participate in assisting and observing your fellow-students if you are not assessing on a given week.
5- Write reflections on your experiences
during times established by the group.
6-Draft of the report is due one
week after the evaluation, unless there is a valid reason. Points will be deducted for late drafts.
7- We will have
scheduled between 18 and 22 evaluations with clients of different ages and abilities/ challenges in
various areas of speech, language, learning and communication as well as
linguistic backgrounds.
Spring 2004-EDSP
276
COURSE CALENDAR
|
DATE |
ACTIVITY |
|
Thursday, August 26 |
Orientation |
|
Tuesday, August 31 Thursday, September 2 |
Preparation Preparation/Collaboration |
|
Tuesday, September 7 Thursday,
September 2 |
CLIENT (to be assessed by Dr.. Langdon) Preparation for
following week |
|
Tuesday, September 14 Thursday, September 16 |
CLIENTS (2) Preparation for following week |
|
Tuesday, September 21 Thursday, September 23 |
CLIENTS (2) Preparation for following week |
|
Tuesday, September 28 Thursday, September 30 |
CLIENTS (2) Preparation for following week |
|
Tuesday, October 5 Thursday, October 7 |
CLIENTS (2) Preparation for following week |
|
Tuesday, October 12 Thursday, October 19 |
CLIENTS (2) Preparation for following week |
|
Tuesday, October 19 Thursday, October 21 |
Catch-up day (whenever we have a
midterm) Mid-Semester Evaluation |
|
Tuesday, October 26 Thursday, October 28 |
CLIENTS (2) Preparation for following week |
|
Tuesday, November 2 Thursday, November 4 |
CLIENTS (2) Preparation for following week |
|
Tuesday, November 9 Thursday, November 11 |
CLIENTS (2) Preparation for following week |
|
Tuesday, November 16 Thursday, November 18 |
CLIENTS (2) ASHA |
|
Tuesday, November 23 Thursday,
November 25 |
Catch-up day THANKSGIVING |
|
Tuesday, November 30 Thursday, December 2 |
CLIENTS (2) Catch-up day |
|
Tuesday, December 7 Thursday, December 9 Tuesday, December
14 |
Catch-up day Catch-up day FINAL EXAMINATION |
GRADING
CRITERIA
Diagnostic
Participation.
TOTAL POINTS:
350 points
1. Selection of assessment procedures to
include test selection-50 points
2.Language Sampling and analysis-50
points
3.Test administration, scoring and
interpretation. -125 points
4. Time management-25 points
5. Report writing. -100 points
Classroom participation-
TOTAL POINTS: 150 points
1. Constructive comments-30
points
2. Collaboration-30
points
3.Reflections–30
points
4. Punctuality- 60
points
GRAND TOTAL: 500 points
You must obtain at least
a 2 average out of 5 on a rating scale (from highest to lowest, being 5) in all
areas to pass the class. This corresponds to a B average. More will be
presented during the orientation on August 26, 2004.
See the "
Students Rights and Responsibilities" section in the SJSU catalog for
information about the SJSU procedures for filing a complaint.
At SJSU
plagiarism is the act of representing the work of another as one's own (without
giving appropriate credit) regardless of how that work was obtained, and
submitting it to fulfill academic requirements. Plagiarism at SJSU includes,
but is not limited to:
1.2.1 The act of incorporating the
ideas, words, sentences, paragraphs, or parts thereof, or the specific
substance of another's work, without giving appropriate credit, and representing
the product as one's own work; and
1.2.2 Representing another's
artistic/scholarly works such as musical compositions, computer programs,
photographs, paintings, drawings, sculptures or similar works as one's own.
http://library.sjsu.edu/leap/plagiar.htm
Fall 2004- EDSP 276
ACCOMMODATIONS
If you need course adaptations, because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours
(TEMPLATE FOR REPORT WRITING)
Address: Supervisor:
Dr. Henriette W. Langdon
Phone:
Birthdate: Chronological
Age:
Date of
Evaluation:
Referral Source:
Presenting
Problem:
Background
Information
Family
Health
School-Occupation
Assessment
Procedure- List and brief description of assessment materials.
Observations
Behavior
Response patterns
Strategies
that enhaneed/ performance.
Results:
Audiometric
Evaluation
Oral
Peripheral Examination
Tests
Discussion:
Language
Expression
Syntax
Grammar
Articulation/Phonology
Recommendations:
Goals
and objectives (two of each)
________________ _____________________
Dr. Henriette W.
Langdon, Ed.D. F-CCC-SLP Name(s)
May 3, 2004
Dear Mrs. G.:
Thank
you for coming to the Kay Armstead Center for Communicative Disorders. We
enjoyed working with P. Enclosed please find a copy of P’s
report.–or with you- (if an
adult patient.).
Please
feel free to call us should you have any questions or concerns. As we
discussed, we will put his/her name on a waiting list for therapy for the next
semester.
Sincerely,
___________________ _________________
L---- A----- N---
S----
Student Clinician Student
Clinician
________________________________
Henriette W.
Langdon, Ed.D. F-CCC-SLP
Clinical
Supervisor
SCHEDULE FOR EDSP
276- Fall 2004
Henriette W. Langdon,
Ed.D. F-CCC-SLP
Clinical Supervisor
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CLIENT’S
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AGE |
TYPE OF DISORDER |
DATE |
CLINICIANS |
DATE OUT |
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