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COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPT. OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS

SPRING SEMESTER 1998
LANGUAGE DISORDERS IN YOUNG CHILDREN
COMD 5010
3 SEMESTER HOURS

REQUIRED TEXTBOOK: Paul, R. (1995) Language disorders from infancy through adolescence. St. Louis, MO. Mosby Year-Book Company.

COURSE DESCRIPTION: An advanced study of the nature and treatment of language disorders in young children through age 5 years. Focus is placed on the role of the communication environment and intervention planning and implementation. This course may be taken by non-CD majors with the addition of a lab requirement. Prerequisite: Completion of undergraduate course sequence.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

Principle 1: Graduates are committed to their roles as helping professionals.

Principle 2: Graduates are capable of excellence in their professional practice.

Principle 3: Graduates think systematically about their practice, use research and contribute to the knowledge base.

EDUCATIONAL OUTCOMES

1. The graduate will demonstrate knowledge in the areas of development, disorders, disabilities, diagnosis, program planning, intervention and management and will use this knowledge base to appraise, differentially diagnose and reflect assessment in the provision of appropriate services to consumers. 2. The graduate will understand how to create environments that encourage positive social interaction, self motivation and active engagement in learning and/or treatment and will integrate an understanding of individual and group motivation and behavior. 3. The graduate will demonstrate planning and intervention based upon a knowledge of empirical research and this planning will reflect in plans which meet consumer and community needs.

COURSE OBJECTIVES Upon completion of this course the student will be able to: 1. Demonstrate knowledge of overall typical and atypical development of children from birth to 5 years. (Principle 1; Outcome 1) 2. Distinguish between the types and characteristics of language disorders of preschool children.. (Principle 1, Outcome 1,3) 3. Perform appropriate assessments and write professional reports. (Principles 2,3: Outcome 3) 4. Design and implement treatment programs for preschool children with langluage disorders. (Principle 2; Outcome 3)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS Course activities will include lecture, small and large group activities, project presentations and video analysis of preschool children with language disorders. Students are required to be on time for class

Developing Professionals for Service and will be responsible for all material covered in class lectures, video presentations, handouts and assigned readings. Class participation will be expected.

Assignments will include readings in the text, analysis of journal articles related to preschool children with language disorders from birth to age 5 years and two (2) project presentations. The projects are described as follows:

PROJECT 1 Students will divided into groups of 3-4 and will develop a parent meeting presentation on one of the following topics: (1) Children with hearing impairments; (2) Children with autism spectrum disorders; (3) Children with Down Syndrome; (4) Children with communication impairments; (5) Children with visual impairments; (6) Children with Spina Bifida; (7) Children with mental impairments and (8) Children with Cerebral Palsy. Each group will devise a parent meeting of one (1) hour in length. This meeting will include handouts, activities for parents to use in the home environment, a list of community, regional, state and national resources and a description of professional terms in parent-friendly language. Each group will present a 30 minute synopsis of other planned meeting to the class and present each member of the class with handouts. These handouts will include (1)an agenda of the meeting, (2)activities suggested for the assigned topic, and (3)a list of resources. A detailed outline of the meeting will be given to Dr. Stonestreet. The parent meeting will be designed for parents whose children with special needs are between the ages of 0-3 years. The groups will be creative in their presentations and use multimedia resources. (Objectives 1,2)

PROJECT 2: Students will be divided into groups of 4 and will complete the Transdisciplinary Play Based Assessment on a child of their choosing from the ages of 3 years to 5 years. This assessment will be video taped and all components of the protocol will be completed. An assessment report will be completed by the assessment team of students with appropriate recommendations for intervention and implementation planning. (Objectives 1,3,4) .

COURSE EVALUATION Grades will be determined by performance on 2 tests, a mid-term examination, a final examination and the 2 projects. The tests, mid-term and final will be averaged and count for 50% of the final grade. The projects will be averaged and count for 50% of the final grade. The grading scale is as follows: 90-100=A; 80-89=B; 70-79=C; 60-69=D; Below 60=F.

Project 1 will be graded using the following scale based on 100 points: Clarity of presentation=30 points; Outline of presentation=10 points; Presentation style=20 points; Handouts=20 points; Activities=20 points.

Project 2 will be graded using the following scale based on 100 points: Sample=20 points; Analyzation=40 points; Written assessment=40 points.

Mid-term and Final Examination Dates: Mid-term examination is Wednesday, March 3, 1999. Final examination is Thursday, May 6, 1999 at 1:00-3:00 pm

Instructor: Ruth H. Stonestreet, Ph.D., CCC-SLP

Office Hours: Office hours will be posted on Dr. Stonestreet's door (Room 71). She may also be reached at rstonest@valdosta.edu or at 333-5641 (office) 244-6053 (home).

Department Phone Number: 333-5932

ATTENDANCE POLICY Attendance at all classes is required. Students are expected to be on time for class. The university policy for class absences will be followed. If there are extenuating circumstances causing you to miss a class, please notify Dr. Stonestreet prior to class meetings.

DIVERSTIY STATEMENT The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to the value of the diverse and unique nature of the learner and to include all students in the high expectation of success.

ADA ADDRESSED Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the semester. Students not registered with the Special Services Program should contact the Special Services Office in Nevins all, Room 226-A. The phone number is 245-2498.

DEPARTMENTAL PLAGIARISM POLICY The Department of Special Education and Communication Disorders has a policy statement of plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty for plagiarism in graduate work will be a letter grade of "F" for the course. For the second offense, a letter grade of "F" in the course will be given as well as further appropriate action involving referral of thematter to the appropriate university officials within the administrative structure. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Homepage.

APA STYLE The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures or APA style are found in: American Psychology Association (1994). Publication manual of the American Psychological Association (4th ed.). Washington. D.C.

TENTATIVE COURSE SCHEDULE

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