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Communication Policy: I have a 24-hour return email policy, excluding weekends. This means that if you email me Monday-Friday (Friday before 5pm), I will do my best to return your email within 24 hours. If you email me on a Friday after 5pm or on a weekend, it may take until Monday for me to respond. Emails must be addressed respectfully- this is not an instant message or a text. This means use an appropriate greeting (Good Morning, Hello, etc.) and an appropriate close (Thank you for helping, Regards, etc.). Check the syllabus before you send an email about class policy or assignments. I will not respond to emails when the answer is clearly available on the syllabus. Course Overview: The course is designed to introduce students to typical communicative processes and to disorders of communication through the lenses of assessment and intervention. The course provides an overview of typical speech, language, and hearing development across the lifespan as well as disorders of speech, language, and hearing as seen in children and adults. Multicultural issues, as well as the Americans with Disabilities Act (ADA) will also be discussed. Course Objectives: At the end of the semester, you will have a working knowledge of typical communicative processes and disorders of communication. By the end of the course you will be able to: 1. Have a wider and more comprehensive idea of communication disorders, their causes, and applications of this knowledge within your own field of interest/major. 2. Describe the typical sequence of speech, language, and hearing system development. 3. Define the basic models of communication. 4. List & describe the different communication disorders of speech, language, hearing, literacy, and cognition. 5. Identify techniques of assessment and intervention used to address communication disorders in children and adults. 6. Summarize multicultural issues related to communication and communication disorders across the lifespan. Required Course Materials: Justice, Lauren M. & Redle, Erin E. (2013). Communication Sciences and Disorders: A Clinical Evidence-Based Approach (3rd Edition). Pearson Education. ISBN: 978-0133123715 ***NOTE: any version of the book is fine (any edition, hard or electronic, new or used). ***YOU DO NOT NEED THE ELECTRONIC ACCESS CODE Attendance Policy: Attendance is not enforced; however, regular attendance is strongly encouraged to get the most out of this course. • Class Power Points WILL NOT be posted online, so you must take notes in class to have information for the online quizzes. o Please see Weather policy for the exception to this. • If you miss class for ANY REASON, it is your responsibility to get notes from a classmate. Social Media: • It is strongly encouraged that you take notes during the lecture. If you are on Facebook, Twitter, Instagram, Pinterest, or distracting yourself with any other form of internet site, gaming, etc. it will only hurt you. More importantly, you are a distraction to those around you who may be interested in learning something in this class. If you plan to use your laptop, tablet, or any other smart device to browse Amazon during my class, do not waste your time or mine by attending. • Students are not permitted to make visual or audio recordings, including live streaming, of classroom lectures or any class related content, using any type of recording devices (e.g., smart phone, computer, digital recorder, etc.) unless prior permission from the instructor is obtained. If permission is granted, personal use and sharing of recordings and any electronic copies of course materials (e.g., PowerPoints, formulas, lecture notes and any classroom discussions online or otherwise) is limited to the personal use of students registered in the course and for educational purposes only, even after the end of the course. Exceptions will be made for students registered with the Center for Students with Disabilities as needed. • Unauthorized downloading, file sharing, distribution of any part of a recorded lecture or course materials. or using information for purpose other than the student's own learning is not permitted. Academic Integrity: A fundamental tenet of all educational institutions is academic honesty; academic work depends upon respect for and acknowledgement of the research and ideas of others. Misrepresenting someone else’s work as one’s own is a serious offense in any academic setting and it will not be condoned. Academic misconduct includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for academic evaluation (e.g., papers, projects, and examinations); any attempts to influence improperly (e.g., bribery, threats) any member of the faculty, staff, or administration of the University in any matter pertaining to academic or research matters; presenting, as one’s own, the ideas or words of another for academic evaluation; doing unauthorized academic work for which another person will receive credit or be evaluated; and presenting the same or substantially the same papers or projects in two or more courses without the explicit permission of the instructors involved. A student who knowingly assists another student in committing an act of academic misconduct shall be equally accountable for the violation, and shall be subject to the sanctions and other remedies described in The Student Code. Plagiarism is the most extreme form of Academic Dishonesty and will result in failing this course and possible removal from the university. Plagiarism is defined as presenting another person's work or ideas as one's own. See the following link for more information on the University’s Student Code. http://community.uconn.edu/the-student-code-appendix-a/ Accommodations: Students in need of special consideration or accommodation because of a disability are encouraged to contact the instructor at the beginning of the semester to ensure that an acceptable plan of accommodation can be developed and implemented. You will also want to register with the Center for Students with Disabilities. csd.uconn.edu Helpful Contact Numbers: Counseling & Mental Health: 486-4705 (486-3427 after hours); www.cmhs.uconn.edu Career Services: 486-3013; www.career.uconn.edu Alcohol & Other Drug Services: 486-9431; www.aod.uconn.edu Dean of Students: 486-3426; www.dos.uconn.edu Assignment Overview: • Weekly Online Quiz: 14 total, worth 10 pts each o ** I will DROP 2 quiz gradesà This is your cushion for missed quizzes, low quiz grades, broken laptops, too sick to take a 12 minute quiz, internet is messed up, etc. Use these wisely! I will not extend this for any reason- so when they’re gone, they’re gone. • Two-page person of interest (POI) research paper. A detailed rubric for this assignment will be available on HuskyCT. Worth 100 pts. • One page reflection paper. A detailed rubric for this assignment will be available on HuskyCT. Worth 80 points. • EXTRA CREDIT (optional): 10 possible pointsà Four possible options, worth 5 points each. You can only redeem 2 opportunities for a maximum of 10 points. See Assignment Rubric on HuskyCT for details. **Do not wait until the end of the semester to think about or try to schedule extra credit. Some of these opportunities require scheduling that fills up quickly. If you wait, you may miss opportunities.** TOTAL- 300 points (NOT including extra credit) Grading Scale: Final course grades will be based upon performance of 12 quizzes, both paper assignments, and optional extra credit. Final course grades will be calculated using the following grading scale: A278-300 (93-100)C218-229 (73-76) A-269-277 (90-92)C-209-217 (70-72) B+260-268 (87-89)D+200-208 (67-69) B248-259 (83-86)D188-199 (63-66) B-239-247 (80-82)D-179-187 (60-62) C+230-238 (77-79)F178-0 (≤59) Grade Appeal Policy: Any student who wishes to contest their grades (final or otherwise) may do so via the following procedures: • Single assignmentà Examine you own assignment alongside the rubric for that assignment, and write an essay (minimum 1 page) in which you demonstrate that, contrary to my initial assessment, you not only met the goals laid out in the rubric but also moved closer to the class’s stated learning objectives. • Final Gradeà Prepare a dossier in which you examine each of your assignments alongside the rubrics for those assignments, giving yourself the grades you think you deserve along with written explanations for those grades. Calculate your grade accordingly, and then write an essay (minimum 1 page per assignment/grade category) explaining how your grasp of the class’s learning objectives merits the grade that you have calculated. • Nota Beneà By far the least labor-intensive and most efficient way to do well in this class is to do all the work as well as you can the first time around. If you are at all concerned about your performance in the classroom, please come and talk to me as soon as possible. Do not wait until the end of the semester to speak to me with concerns of your grade. If you notice your class performance slipping, it is your responsibility to speak to me as soon as possible. This includes missed quizzes, late paper submissions, etc. Weather Policy: In cases of inclement weather, please be aware of the following policy for this class: • This class will follow all University weather policies and cancel announcements/dates. • If the University does not cancel classes, but I deem the weather too dangerous or inclement to travel, I will email the class to cancel. Therefore, on snowy days, pay attention to your email and/or HuskyCT for announcements regarding class. • In the event that classes are cancelled, I will post the class Power Points online so you have them for your quizzes. Cancelled class DOES NOT mean that quizzes are cancelled. Course Schedule (**Subject to Change**) Date: Topic: Chapter Readings: *All chapters are to be read before class on the day that they are assigned. Assignment: Wed. 1/23 Syllabus review- Introduction to overall class themes Fri. 1/25 Intro to Communication Disorders Chapter 1 Pages 2-35 Quiz 1 (Syllabus Quiz) Mon. 1/28 Intro to Communication Disorders cont. Chapter 1 Cont. Wed. 1/30 Communication Development/ Multicultural Issues Chapters 2 (Pages 36-77) and 5 (Pages 136-159) Fri. 2/1 Communication Development/ Multicultural Issues Chapters 2 and 5 cont. Quiz 2 Mon. 2/4 Communication Development cont. Chapter 2 Wed. 2/6 Anatomical and Physiological Bases of Communication: Neuro Section Chapter 3 Pages 82-96 Fri. 2/8 A/P cont: Neuro cont. Chapter 3 Cont. Quiz 3 Mon. 2/11 A/P cont: Speech Sounds Chapter 3 Cont. Wed. 2/13 A/P cont: Hearing Chapter 3 Cont. Fri. 2/15 A/P cont: Swallowing Chapter 3 Cont. Quiz 4 Mon. 2/18 Assessment and Intervention- Evidence Based Practice Chapter 6 Pages 166-195 Wed. 2/20 Assessment and Intervention- Approaches to Intervention Chapter 6 Cont. Fri. 2/22 Assessment and Intervention Cont. Chapter 6 Cont. Quiz 5 Mon. 2/25 Language disorders in Early and Later Childhood Child Language disorders Chapter 7 Pages 198-231 Wed. 2/27 Child Language Disorders cont. Chapter 7 Cont. Fri. 3/1 Child Language Disorders Chapter 7 Cont. Quiz 6 Mon. 3/4 SNOW DAY- Stroke Lecture Upload Wed. 3/6 Adult Language Disorders: Aphasia Chapter 8 Pages 238-266 Fri. 3/8 **Attendance Required** How to “Do Research” and other writing-focused research tools Quiz 7 Mon. 3/11 Attendance Required- Special Speaker Wed. 3/13 NO Class: 13th World Congress on Brain Injury Conference Fri. 3/15 Quiz 8 Deadline for EARLY POI Paper Submission (12-midnight) Mon. 3/18-3/22 Spring Recess Mon. 3/25 Adult Language Disorders: TBI & Cognitive Disorders from Head Injury Chapter 8 cont. Wed. 3/27 CTE: The Low-down on professional sports and concussions NO reading required Fri. 3/29 BONUS lecture: Dementia No reading required Quiz 9 Mon. 4/1 Speech Sound disorders in children Chapter 9 Pages 270-301 Wed. 4/3 Speech Sound disorders cont. Chapter 9 cont. Fri. 4/5 Speech Sound disorders cont. Chapter 9 cont. Quiz 10 Mon. 4/8 Fluency Disorders Chapter 10 Pages 310-346 POI Paper DUE by midnight Wed. 4/10 Fluency Disorders cont. Chapter 10 cont. Fri. 4/12 Fluency Disorders cont. Chapter 10 cont. Quiz 11 Mon. 4/15 Voice Disorders Chapter 11 Pages 352-387 Wed. 4/17 Motor Speech Disorders Chapter 12 Pages 394-430 Fri. 4/19 Motor Speech Disorders cont. Chapter 12 cont. Quiz 12 Mon. 4/22 Introduction to Hearing Loss: Pediatric Stage Chapter 13 Pages 438-475 Wed. 4/24 Hearing Loss in Adults Chapter 14 Pages 476- 503 Fri. 4/26 Hearing Loss cont. Quiz 13 Mon. 4/29 Feeding and Swallowing Disorders Chapter 15 Pages 504-436 Wed. 5/1 Feeding and Swallowing Disorders Cont. Chapter 15 Cont. Fri. 5/3 AAC Chapter 4 Quiz 14 Mon-Fri. 5/6-5/10