Offered for 1 undergraduate or graduate credit.
Office Hours: By Appointment
Provide current evidence-based information addressing intervention for students ages 10 and older (preadolescents, adolescents, and young adults) who have language-learning disorders, cognitive challenges, or emotional-behavioral disorders.
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 the communication development and quality of life for children and adolescents. The purpose of this course is to present current evidence-based methods for providing intervention to students with learning-language disorders, cognitive challenges, and social-emotional challenges who are age 10 and older.
The three stages of adolescence—early, middle, and late—will be discussed as they relate to intervention goals. Expectations and challenges for older students with language disorders will be reviewed. Service delivery models that are relevant to older students achieving communication goals will be highlighted. General and specific intervention strategies will emphasize using various learning principles that motivate adolescents.
In addition, the content of the course will address such topics as
- Motivation—Empowering adolescents to own their learning.
- Vocabulary—Effective vocabulary interventions for secondary students who struggle with content area curriculum.
- Expository Text—Understanding the relationships among comprehension of spoken and written language and inferencing, paraphrasing, and expository text, and effective interventions in this area.
- Transition—Transition to post-secondary education or vocational settings and goals to make the transitions smooth.
- Digital Literacy—Multimedia tools, apps and social media strategies to enhance language skills and interventions in students 10 years+.
By the completion of the course, students will be able to
- Name 3 stages of adolescent development and overall expectations and challenges in each.
- Explain various service delivery models and their effectiveness with older students.
- Describe general and specific intervention approaches that motivate adolescents to learn intervention strategies.
- Describe 5 challenges students who struggle with language and literacy experience in accessing secondary-school curricula.
- State the interrelationships among comprehension of spoken and written language, paraphrasing, inferencing, and expository text.
- Identify and describe 3 strategies to facilitate students’ abilities to paraphrase and infer that can positively impact comprehension and expository text abilities.
- Define direct and indirect methods of learning vocabulary.
- Name three intervention strategies that promote successful word learning at the secondary level.
- Identify the role of the SLP in helping students transition to post-secondary education or vocational settings.
- Write functional goals to help students succeed in post-secondary educational or vocational settings.
- Define digital and visual literacy and explain its impact on 21st century communication.
- Identify the critical components for digital literacy that are needed to enhance overall student learning and language skills.
- List 5 online, digital technology applications that target language skills for adolescent students
- Review adolescent school-based case studies and identify areas within the curriculum where digital technology could be integrated to enhance overall student learning.
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 $99 fee for course materials; this fee allows you access to the library and any live events for up to a year. A computer with hard-wired internet access is recommended.
Portions of this course were delivered online on October 1-5, 2012. Five experts in the area of intervention with older students will give live, virtual webcast presentations at www.speechpathology.com at noon ET. The recordings of the live events will be archived at www.SpeechPathology.com and can be accessed at any time. These events comprise 5 hours of the course.
In addition, you must review 10 additional hours of course materials at SpeechPathology.com to complete the 15 hours required for one university credit. You can choose from the following courses to achieve your additional hours (course descriptions and learner objectives will be found at www.speechpathology.com).
|Sarah Ward||Executive Function Skills: Strategies for Adolescents||1 hour|
|Barbara Hoskins, Ph.D., CCC-SLP and Kristin Noel, Ph.D., CCC-SLP||Teaching Conversation: A Framework for Intervention||1 hour|
|Sara Smith||Expanding Expression: A Multi-Sensory Approach for Oral and Written Language||1 hour|
|Stephanie Volker||Cognitive Rehabilitation of Children and Adolescents||1 hour|
|Kathleen Williams, Ph.D., & Donna Geffner, Ph.D.||Receptive Language and Secondary Academic Success: Why Teens Can’t Comprehend||1 hour|
|Joyce Olson, Ed.S., CCC-SLP||Effective Social Skill Instruction: Putting Research into Practice (text-based course) (I will send this link to you if you request it)||1 hour|
|Carol Westby, Ph.D., CCC-SLP||Theory of Mind: Implications for Development of Social and Academic Skills||2 hours|
|Teri Sam Swanson||Phonological Awareness and Literacy Acquisition for the Struggling Reader||1 hour|
|Elisabeth Wiig, Ph.D., CCC-SLP||Assessing Social-Emotional Awareness: From Theory to Practice||2 hours|
|Vicki Lord Larson, Ph.D., CCC-SLP||Advancing Emotional Intelligence in Older Students with Language Disorders (text-based course)||1 hour|
|Carol Westby, Ph.D., CCC-SLP||Reading between the Lines: Making Inferences||1 hour|
|Carol Westby, Ph.D., CCC-SLP||Differentiated Academic Language Instruction for Middle-School Students
|Anthony Dilollo||Re-Storying Communication: Narrative Counseling in Speech-Language Pathology||1 hour|
|Jan Wasowicz||Meta-Linguistic Spelling Instruction||1 hour|
|Lisa Audet||Autism and Social Media||1 hour|
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 students age 10 years+, 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. (Refer to the grading rubric.)
Take and pass the multiple-choice exam for each course. The exams are provided to you at www.speechpathology.com except where indicated. 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 the 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).
Complete a three-page reflection on what you knew before the course, what you wanted to know on the topic of students age 10 years+, what you have learned from the course, and specifically how you will apply the new knowledge to your school setting (or potential work setting). Use double spacing and 12-point font. Include at least three citations in APA format in your paper.
Write a response to each of three questions specific to issues in older students. Include at least thee citations (in APA format) in each response. Your responses should total 3 pages in all (12-point font double spaced; approximately 1 page per response). Choose three questions from the following: