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The study of aphasia is an extremely interesting exercise -- made more
exciting by a number of fairly recent innovations. While dealing
with important aspects of neuroanatomy and
neurophysiology, it is also richly clinical and strikingly theoretical
in a very enlightening way. The main issues revolve around four questions
(Rogers, Alarcon, & Olswang (1999):
What
is the nature and scope of the impairment with respect to speech, language,
and cognition?
What are the limitations experienced by the individual with respect to
communication?
What are the emotional, psychological, and social consequences of living
with aphasia for the individual as well as those playing significant roles
in his or her life?
What do we do “on Monday morning” to help overcome the impairments, limitations,
and consequences?
We will focus on these questions from both a theoretical foundation
and an applied clinical orientation.
The nature of aphasia will be investigated from a clinical case studies
perspective. The aim is to allow student to see videos of individuals with
aphasia and to enter into a learning exercise
that will enable you to become an effective practitioner in hospitals,
rehabilitation centers, community-based clinics, and various types of long-term
care facilities. As mentioned earlier,
I believe that we are currently undergoing a metamorphosis in the neuropathologies.
We are moving away from a fairly simplistic medical model and dealing with
a much more complex
systems-theory/social model. This model better approximates the
needs of individuals in the neuropathologies but will require some sort
of new framework. This approach will be
handled by recognizing the important conceptual issues and then by
employing the World Health Organization's newest tripartite classification
system of impairments, activity limitations,
and participation restrictions.
Specific Course Objectives
1. Provide the most current research-based information on aphasia and
its impact on the cognitive, affective, social, linguistic and communicative
abilities of individuals with this disorder.
2. Provide information on anatomical and physiological aspects of aphasia
and how these aspects impact on recovery and prognosis.
3. Provide sufficient information and experiences to enable the student
to conduct appropriate service delivery with regard to screening, collaboration,
assessment, intervention, and
professional/familial consultation and counseling
in various medical and community-based settings.
4. Discuss and incorporate important variables relevant to diversity
and activities of daily living and how they impact on assessment and intervention.
Learner Outcomes
Upon successful completion of this course, the student will be
able to:
1. Compare, contrast, and discuss the relative advantages
of a medical versus a social framework of aphasia.
2. Discuss the biological, cultural, cognitive, affective
and social variables that come into play when providing service delivery
to individuals with aphasia and their families.
3. Collect authentic performance data that may be
analyzed for assessment purposes from linguistic and well as social/functional
perspectives.
4. Identify, compare and contrast various types of
assessment tools and techniques available within the disciplines of neuropathology.
5. Employ effective tools and techniques for the
assessment of aphasia in adults across the settings spectrum.
6. Conduct appropriate analysis of collected data
to plan appropriate and effective treatment options.
7. Employ a wide range of materials, goals, and techniques
for remediation purposes. These will include process-oriented as
well as socially-oriented treatment paradigms.
8. Establish procedures to monitor the effectiveness
and efficacy of the interventions employed.
CLASS STRUCTURE
The lectures/discussions will be divided into a combination of cases
and topics. By introducing actual individuals with aphasia (via videotapes),
Dr. Damico will weave in various
topics that are relevant to the cases being studied. At times,
more traditional topical lectures will also be employed. Students
will be shown cases and then the subject matter will
rise according to the needs at that time. Dr. Damico will then
provide some lecture material/cursory notes after each class. Each class
period will center around a case study and
will include a lecture by Dr. Damico and (typically) a class discussion
of assigned articles or some exercise to stimulate active learning, and
a reality check at the end of class. This
is first time that Dr. Damico has employed such an approach, and given
the large numbers of students in this course this semester, changes will
have to occur as the semester
progresses. Please bear with the changes. There will be
some flexibility dependent on the class scheduling over the period of the
semester. Consequently, the topic listing provided
below is only an estimation.
COURSE REQUIREMENTS
Grades will be determined by class participation and successful completion of the class requirements. These requirements are as follows:
1. Complete assigned readings by appropriate
deadlines listed in the syllabus. Students may be quizzed on content
of readings at any time after an assignment’s deadline.
All assigned material may
be covered on the examinations. Readings will be placed on reserve
at Dupre Library.
2. Complete all class assignments as specified
during the course. This will involve various kinds of activities
as are appropriate to the needs of this course.
3. Perform satisfactorily on any quizzes
4. Perform satisfactorily on a final examination.
5. Take part in class discussions.
6. Attend Classes. Quizzes will be given
anytime more than 10% of the students miss class.
GRADING
Grades will be determined by class participation, class assignments,
quizzes, and the final examination. The requirements will include both
written and oral communicative
tasks to ensure appropriate application of presented material.
Grades will be assigned based on the following percentages:
COURSE EVALUATION
Students will have the opportunity to evaluate the course by completing the student evaluation of instruction administered by the University toward the end of the semester.
CLINICAL APPLICATIONS SECTION
At times during the semester, there will be an opportunity for students
to see more direct and “hands-on” demonstrations and applications of procedures
and methodologies
discussed in this course. These “clinical applications laboratories”
will not be required but may help your grade if you are in need of extra
credit. Again, attendance is not
mandatory. The actual scheduling for these demonstrations will
be determined once the semester begins.
EMERGENCY EVACUATION PROCEDURES
A map of this floor is posted near the elevator marking the evacuation
route and the Designated Rescue Area. This is an area where emergency
service personnel will go first
to look for individuals who need assistance in exiting the building.
Students who may need assistance should identify themselves to the teaching
faculty.
CURSORY NOTES ON THE LECTURES
After each lecture, set of “cursory notes” may be provided via
the university Blackboard system. However, you may want to take notes in
class as well since this course
will involve more “give-an-take” between the instructor and the students.
The cursory notes provided will be reduced versions of class discussions
and will provide most
of the significant content of the lecture (but not necessarily all
of the important content). You may duplicate any of the material
in those packets for your own use. Use
of the provided “Cursory Notes” in highly recommended (but not required).
READINGS
We will not use a textbook in this course. Rather, a set of articles/chapters
will be utilized. These are the required readings for the course.
Each student is required to
read these articles/chapters and you will be responsible for them on
the examinations -- regardless of whether they are discussed in class.
These readings are available in
the Reserve Room at Dupre Library.
ACADEMIC MISCONDUCT
Academic misconduct guidelines are strictly upheld. Cheating on
an examination or permitting someone to cheat will result (at least) in
a zero on the assignment or
examination. Greater penalties will be assessed by Dr. Damico
if possible. Similarly, plagiarism will not be tolerated and will
carry similar penalties. Students missing
examinations must have a legitimate excuse and must contact Dr. Damico
immediately. If you have any questions, consult your Graduate Bulletin
under "Academic
Honesty" or contact Dr. Damico.
REQUIRED READINGS
8-26
Darley F.L. (1982). Aphasia without adjectives. (pp. 1-54) in F.L. Darley,
Aphasia.
Philadelphia: W. B. Saunders Company.
8-28
Simmons-Mackie, N.N. & Damico, J.S. (1997). Reformulating
the definition of compensatory strategies in aphasia.
Aphasiology, 11, 761-781.
9-2
Simmons-Mackie, N.N. & Damico, J.S. (1996). The contribution
of discourse markers to communicative competence
in aphasia. American Journal of Speech-Language Pathology,
5:
37-43.
Goodwin, C. (1995). Co-constructing meaning in conversations with
an aphasic man. In S. Jacoby & E. Ochs (Eds.)
Research in Language and Social Interaction (Special issue of Construction).
28,
233-260.
9-4
LaPointe, L. (1997). Adaptation, Accommodation, Aristos.
In L. LaPointe (Ed.) Aphasia and related neurogenic
language disorders (2nd Edition). (Pp. 265-287) New York: Thieme.
Parr, S. (1994). Coping with aphasia: Conversations with 20 aphasic
people. Aphasiology, 5, 457-466.
9-9
LeDorze, G. & Brassard, C. (1995). A description of the consequences
of aphasia on aphasic persons and their
relatives and friends, based on the WHO model of chronic diseases.
Aphasiology,
9, 239-255.
Holland, A. (1982). Observing functional communication of aphasic patients.
Journal
of Speech and Hearing
Disorders, 47, 50-56.
9-11
Porch, B.E. (1971). Multidimensional scoring in aphasia testing.
Journal of Speech and Hearing Research, 14, 777-792.
9-16
Rosenbek, J.C., LaPointe, L.L., & Wertz, R.T. (1997). Appraisal,
diagnosis, and Prognosis. In Aphasia: A clinical approach.
(pp. 55-103). Austin, TX: Pro Ed.
Davis, G. A. (2000). Functional communication and discourse.
In G. A. Davis. Aphasiology: Disorders and clinical practice.
(pp. 139-157). Boston: Allyn and Bacon.
9-18
Oelschlaeger, M.L. & Thorne, J. (1999). Application of the
correct information analysis to the naturally occurring conversation
of a person with aphasia. Journal of Speech, Language, and Hearing
Sciences, 42, 636-648.
9-23
Simmons-Mackie, N.N. & Damico, J.S. (2001). Intervention outcomes:
Clinical applications of qualitative methods. Topics in
Language Disorders, 22, 21-36.
9-25
Holland, A.L., & Halper, A.S. (1996). Talking to individuals
with aphasia: A challenge for the rehabilitation team. Topics
in Stroke Rehabilitation, 2(4), 27-37.
9-30
Simmons-Mackie, N.N., Damico, J.S., & Damico, H.L. (1999).
A qualitative study of feedback in aphasia treatment.
American Journal of Speech-Language Pathology, 8, 218-230.
10-7
Porch, B.E. (1994). Therapy subsequent to the PICA. In
R. Chapey (Ed). Language Intervention Strategies in Adult
Aphasia.
(3rd Edition). (pp. 178-183). Baltimore: Williams &
Wilkins.
10-9
Holland, A. L. & Fridriksson, J. (2001). Aphasia management
during the early phases of recovery following stroke. American Journal
of Speech-Language Pathology, 10, 19-28.
Peach, R.K. (2001). Further thoughts regarding management of acute
aphasia following stroke. American Journal of Speech-Language
Pathology, 10, 29-36.
Fridriksson, J. & Holland, A.L (2001). Final thoughts on management
of aphasia in the early phases of recovery following stroke.
American Journal of Speech-Language Pathology, 10, 37-39.
10-14
Thompson, C.K. (1994). Treatment of nonfluent Broca’s aphasia.
In R. Chapey (Ed.), Language intervention strategies in adult aphasia
(pp. 407-428). Baltimore, MD: Williams & Wilkins.
10-21
Simmons-Mackie, N. (2001). Social approaches to aphasia intervention.
In R. Chapey (Ed). Language Intervention Strategies in Aphasia
and Related Neurogenic Communication Disorders. (4th Edition). (pp.
246-268). Baltimore: Williams & Wilkins.
10-23
Holland, A.L. (1996). Pragmatic assessment and treatment for aphasia.
In G. Wallace (Ed.) Adult aphasia rehabilitation (pp.
161-173).
Boston: Butterworth-Heinemann.
10-28
Marshall, R.C. (1994). Management of fluent aphasic clients.
In R. Chapey (Ed.), Language intervention strategies in adult aphasia.
(pp. 389-406). Baltimore, MD: Williams & Wilkins.
10-30
Lubinski, R. (2001). Environmental systems approach to Adult aphasia.
In R. Chapey (Ed). Language Intervention Strategies in Aphasia
and Related Neurogenic Communication Disorders. (4th Edition). (pp.
269-296). Baltimore: Williams & Wilkins.
11-4
Kagan, A. (1995). Revealing the competence of aphasic adults through
conversation: A challenge to health professionals. Topics in Stroke
Rehabilitation, 2 (1), 15-27.
Lyon, J.G. (1997). Volunteers and Partners: Moving intervention outside
the treatment room. In B. Shadden & M.A. Toner (Eds.)
Aging and Communication, (pp. 299-323), Austin, TX: PRO-ED.
11-6
Routman, R. & Butler, A. (1998). How do I actually teach reading
now that I am using literature? In C, Weaver (Ed.), Practicing
what we know: Informed reading instruction. (Pp. 175-183). Urbana,
IL: National council of Teachers of English.
11-11
Oelschlaeger, M. & Damico, J.S. (1998). Joint productions as
a conversational strategy in aphasia. Clinical Linguistics and
Phonetics. 12, 459-480.
Lyon, J.G. & Shadden, B. (2001). Treating life consequences of
aphasia’s chronicity. In R. Chapey (Ed). Language Intervention
Strategies in Aphasia and Related Neurogenic Communication Disorders.
(4th Edition). (pp. 297-314). Baltimore:
Williams & Wilkins
11-13
Simmons-Mackie, N. & Kagan, A. (1999). Communication strategies
used by ‘good’ versus ‘poor’ speaking partners of individuals
with aphasia. Aphasiology, 13, 807-820.
11-18
Lyon, J.G. (1996). Optimizing communication and participation in
life for aphasic adults and their prime caregivers in natural settings:
A
use model for treatment. In G. Wallace (Ed.), Adult Aphasia Rehabilitation
(pp. 137-160). Boston: Butterworth-Heinemann.
Lyon, J.G. (1997). Treating real-life functionality in a couple coping
with severe aphasia. In N. Helm-Estabrooks & A. Holland (Eds).
Approaches to the treatment of Aphasia. (pp.203-239). San
Diego, CA: Singular Publishing Group.
11-20
Collins, M.J. (1997). Global Aphasia. . In L.L. LaPointe
(Ed.) Aphasia and related neurogenic language disorders. (pp.
133-150)
New York: Thieme Medical Publishers.
11-25
Kearns, K.P. & Elman, R.J. (2001). Group therapy for aphasia:
Theoretical and practical considerations. In R. Chapey (Ed).
Language Intervention Strategies in Aphasia and Related Neurogenic
Communication Disorders. (4th Edition). (pp. 316-337).
Baltimore: Williams & Wilkins.