Offered for 1 undergraduate or graduate credit.
Office Hours: By Appointment
Provide current evidence-based information on language disorders in elementary aged children.
Purpose of Course and Professional Standards
The American Speech-Language-Hearing Association (ASHA) recognizes that speech-language pathologists play a critical role in screening, diagnosing, and enhancing communication and language development for children. The purpose of this course is to present current, evidence-based techniques for providing intervention in the area of language to students with language disorders and learning disabilities at the elementary level.
By the completion of the course, students will be able to
- Compare the linguistic characteristics of conversational discourse with academic informational discourse.
- Describe the development of informational discourse during the preschool and elementary school years.
- Implement strategies to promote development of children’s informational discourse during the elementary school years.
- Describe various co-morbid conditions associated with central auditory processing disorder (CAPD) and the various symptoms associated with each disorder (attention deficit/hyperactivity disorders [AD/HD], CAPD, reading disability, language-based learning disability).
- Describe the various programs available to treat CAPD in children.
- Explain the relationship between language and behavior, and the frameworks for understanding social problem-solving and social decision-making.
- Describe two strategies for assessment and progress monitoring of narrative, social problem-solving, and social decision-making skills.
- Discuss one intervention approach for teaching narrative language, social problem-solving and social decision-making skills.
- Explain the Common Core State Standards and the embedded language expectations across grades.
- Use the common core standards to form intervention goals and objectives and plan contextualized and functional intervention activities.
- Define principles of Universal Design for Learning and describe how iPad use can integrate Universal Design for Learning into language intervention service delivery.
- Develop a personalized quality-control tool to “test drive” new Apps in consideration of professional use.
- Describe several new Apps that incorporate Universal Design for Learning into providing language intervention to elementary-aged children.
Description of Required Resources
This course is delivered online. To access course materials, you must register with www.SpeechPathology.com if you are not already a member of their library. There is a one-time $49 fee for course materials for students ($99 fee for all others); this fee allows you access to the library and any live events for up to a year. Courses are provided in a variety of ways including via podcasts or text-based articles.
Experts in the area of language disorders in elementary-aged students gavevirtual webcast presentations in their areas of expertise during the week of October 7-11, 2013 at www.speechpathology.com. These presentations will be recorded and archived at www.speechpathology.com. You must view each of these recordings:
The iPad and Elementary Students with Language Disorders
Angela Sterling-Orth, MS, CCC-SLP
Informational Discourse: Teaching the Main Course of Schooling
Carol Westby, Ph.D., CCC-SLP
Co-morbidity of CAPD with AD/HD, Language, and Reading Disorders
Donna Geffner, Ph.D., CCC-SLP/A
Teaching Problem Solving and Decision Making to Students with Social Skill Deficits
Kristine Noel, Ph.D., CCC-SLP
Contextualized Language Intervention and the Common Core
Teresa Ukrainetz, Ph.D., CCC-SLP
These presentations comprise 5 hours of the course. To access the archived presentations, simply search by title or presenter at www.speechpathology.com.
In addition, you must review 10 additional hours of course materials at SpeechPathology.com. These additional 10 hours of course study comprise the 15 hours required for one university credit.
You can choose from the following courses to achieve your additional 10 hours (course descriptions and learner objectives will be found at www.speechpathology.com).
|Kathleen Aiken Babineau, M.S., CCC-SLP||Supporting Students in the Language and Vocabulary of Math (text-based course)||1 hour|
|Teresa Ukrainetz, Ph.D., CCC-SLP||Narrative Structure: Evidence-based Intervention for Storytelling||1 hour|
|Judy Montgomery, Ph.D., CCC-SLP||Models of RTI for SLPs||1 hour|
|Judy Montgomery, Ph.D., CCC-SLP||Phonological Intervention for Students with Language and Reading Disabilities||1 hour|
|Tatyana Elleseff, M.A., CCC-SLP||Speech-Language Assessment and Treatment of Children with Alcohol Related Disorders||1 hour|
|Angela Anthony, Ph.D., CCC-SLP||Identifying School-Age Children At-Risk for Literacy Difficulties (Text-Based Course)||1 hour|
|Judy Montgomery, Ph.D., CCC-SLP||The Bridge of Vocabulary||1 hour|
|Dee Vance, Ph.D., CCC-SLP||Reading Comprehension and Language Intervention||1 hour|
|Lara Wakefield, Ph.D., CCC-SLP||Early Writing Development: Exploring beliefs, Assumptions, and Roles of the SLP||1 hour|
|Dorothy Bishop, M.Phil.||Development and Use of the Children’s Communication Checklist-2||1 hour|
|Shari Robertson, Ph.D., CCC-SLP
||Building Better Readers: Focus on Reading Fluency
Note: On occasion, these courses get moved on the speechpathology.com website. If they are not in the main library, also search the Student Union or within the student events area. If you have any problems, contact me (Linda Schreiber), your course instructor.
Take and pass the multiple-choice exam for each course. The exams are provided to you at www.SpeechPathology.com. SpeechPathology.com records course completion and exam scores in a transcript and provides the transcript as a PDF file. At the completion of all courses/exams, email your PDF transcript to me (you are given the option to export your transcript as a PDF file at the transcript page at www.speechpathology.com).
In addition, you must complete a three-page reflection on what you knew before the course, what you wanted to know on the topic of ASD, and what you have learned from the course. Use double spacing and 12-point font. Include at least three citations in APA format in your paper followed by a Reference List at the end of your paper. (Refer to the grading rubric.)
Grad students, you must take and pass the multiple-choice exam for each course. The exams will provided to you at www.speechpathology.com following your review of a course. SpeechPathology.com records your completion of exams and scores in a transcript. This transcript can be exported to PDF. Email this pdf to me at the completion of all courses/exams.
You must also complete a three-page reflection on what you knew before the course, what you wanted to know on the topic of autism spectrum disorders and Asperger syndrome, and what you learned from the courses. This reflection must address specifically how you will apply the new knowledge to your work setting. Use double spacing and 12-point font and include at least three citations (in APA format) in your paper. Remember to attach a Reference List.
Finally, you must write a one-page response to each of three questions specific to issues in language disorders in elementary students. Choose three questions from the following group of six. In your responses, use double spacing, 12-point font, and include at least three citations (in APA format) in your paper. The citations can come from the courses you viewed. All citations should be included in a Reference list at the end of each response.