Course Syllabus

Course Information
Course Number/Section COMD 7378 -001 (CN 12081)
Course Title Assessment and intervention of language impairments in preschool and
school-aged children
Term Spring 2009
Days & Times Monday and Wednesday, 1:00-2:15 PM., CD J.108

Professor Contact Information

Professor Anne van Kleeck, PhD*
Office Phone 214-905-3147
Email Address annevk@utdallas.edu
Office Location CD A.101
Office Hours Monday, 2:30-4:00 PM
TA Stephanie Haass, Doctoral Student
TA Office Room J201, J Building, Callier Dallas
TA Office Hours Thursday, 10 – 11:30 AM
TA Email Stephanie.haass@utdallas.edu

Acknowledgements: This course is taught during the fall semester by Dr. Christine Dollaghan, who
developed many of the course materials.

Course Pre-requisites, Co-requisites, and/or Other Restrictions

Students should have completed a basic course in linguistics and/or sufficient self-study to ensure
familiarity with key linguistic and grammatical concepts and terminology.

Course Description
This course prepares graduate students to evaluate and treat the language skills of children with primary
or secondary language disorders. Knowledge and skills below will be acquired through readings, lectures,
discussions, and assignments. Mastery of each area will be demonstrated by satisfactory performance on
examination questions.

This course has been designed to ensure that students demonstrate required knowledge and skills as
outlined in the Standards and Implementation Guidelines for the Certificate of Clinical Competence in
Speech-Language Pathology. The specific standards addressed in this class are III-B, III-C, III-D, and
III-F.

Student Learning Objectives/Outcomes

1 Describe characteristics and correlates of language impairments in children (III-C)
2 Describe etiologies, prevalence, and prevention of child language disorders (III-D)
3 Describe strengths and limitations of norm-referenced and criterion-referenced methods for
assessing language comprehension and production in the oral and written modality for children of
diverse backgrounds(III-D)
4 Describe strengths, limitations, and evidence base for language intervention approaches
appropriate for children in the pre-linguistic, emerging, developing, language-for-learning, and
advanced language periods (III-D)
5 Describe a systematic approach to evidence-based practice in which high-quality evidence from
scientific research and clinical practice is integrated with child and parent preferences in making
clinical decisions (III-F)

Course Syllabus van Kleeck COMD 7378 Spring 2009 Page 1

Required Textbook

Paul, R. (2007). Language disorders from infancy through adolescence: assessment and intervention
(Third edition). St Louis, MO: Mosby Elsevier.
Additional Required Readings (available on electronic reserve)

Dollaghan, C. (1987). Comprehension monitoring in normal and language-impaired children. Topics in

Language disorders, 7, 45 – 60.

Dollaghan, C. & Kaston, N. (1986). A comprehension monitoring program for language-impaired

children. Journal of Speech and Hearing Disorders, 51, 264 – 271,

Justice, L. M., Mashburn, A, Pence, K.L., & Wiggins, A. (2008). Experimental evaluation of a preschool
language curriculum: Influence on children’s expressive language skills. Journal of Speech, Language,
and Hearing Research, 51, 983 – 1001.

Reichle, J, Dropik, P. L., Alden-Anderson, E. & Haley, T. (2008). Teach a young child with autism to
request assistance conditionally: A preliminary study. American Journal of Speech-Language Pathology,
17, 231 – 240.

Recommended Course Materials

Systematic Analysis of Language Transcripts (SALT) software: Student CD ($30)

(Requires 32MB of RAM (64 MB recommended), Windows® 95/98/2000/Me/XP, or Windows NT® 4.0
or later, Adobe Reader® 6.0 or later).

Please bring a basic calculator to each class (the one on your phone will be fine for our purposes).

Learning modules, assignments, slides, and announcements can be found at WebCT.

Academic Calendar (subject to change with 2 weeks’ advance notice)

Due before each class: Read Chapters and Learning Modules (LM);Download Powerpoint & any
handouts for session; Submit Assignments 15 minutes before class; and have a copy available to you
during class; answer keys will be posted immediately after the class in which the assignment is due

Date Lecture Topic Assignments

M 1/12 What’s “normal”? Development,
diversity, and (dis)ability

W 1/14 Models of language disorders Chapter 1 Models of child language

disorders
Chapter 5 Pluralistic society (preview)
Chapter 4 Special populations (preview)
Assignment 1*: Hidden bias

M 1/19 OPTIONAL MLK DAY Syntax 1 – 45PM Room J108

Review
W 1/21 Overview: assessment (Part 1) Chapter 2 Evaluation and assessment
LM: Describing assessment dimensions
Assignment 3: Describing assessment
dimensions

Course Syllabus van Kleeck COMD 7378 Spring 2009 Page 2

 LM: Profiling test scores
Assignment 4: Profiling test scores

M 1//26 Overview: assessment (Part 2) LM: Introduction to evidence-based practice (4

files)
LM: Critical appraisal of diagnostic evidence (2
files)
Assignment 5: Psychometric criteria of PLS-4

W 1/28 Assignment 6: CADE (2 – 4 person

groups)

M2/2 Overview assessment (cont.) Chapter 3 Principles of intervention

Begin overview of treatment Assignment 7: Morphosyntax refresher

Assignment 8: Study guide questions II.

C, D, E, I, J

W 2/4 Overview: treatment (Part II) LM: Critical appraisal of treatment

evidence (CATE)

Assignment 9: Read Justice et al., 2008,

and do CATE assignment
M 2/9 Overview: treatment (Part III) Assignment 10: CATE single-subject
study Reichle et al., 2008

W 2/11 Preintentional stage Chapter 6 Prelinguistic assessment,

treatment

Chapter 3 video clip (“Continuum of

naturalness”)

Chapter 6 video clip (“Training parents

with infants”)

M 2/16 Prelinguistic & emerging language Chapter 7 Emerging language (264-291)

LM: Early vocalization complexity: MBC

& SSL

Assignment 11: MBC/SSL for text video

clip (Chapters 7)

LM: Early Communicative Intents

Assignment 12: Early Communicative

Intent Coding
W 2/18 Preling & emerging language cont. Chapter 7 Emerging language (291-314)

Course Syllabus van Kleeck COMD 7378 Spring 2009 Page 3

 Assignment 13: Administer Family Hx of
Communication Disorders

Assignment 14: Plan an evaluation based

on “Letter from a parent”

M 2/23 Emerging language: treatment LM: Semantic roles and relations

Assignment 15: Semantic roles and

relations

W 2/25 Emerging & developing language: Chapter 8 Developing language:

Language sample analysis assessment

M 3/2 Developing language: assessment Chapter 5: Pluralistic society

LM: Language sample analysis (4 files)

Assignment 16: Language sample analysis

1 (2 files)
W 3/4 Developing language: assessment STUDY
M 3/9 Exam 1; Part 1 STUDY

W 3/11 Exam 1; Part 2 STUDY

M 3/23 Developing language: Chapter 9 Developing language:

Case X discussion treatment

Assignment 17: Study guide questions

Assignment 18: Case X

W 3/25 Developing language: treatment LM: Effy case materials (background &
language sample)

Assignment 19: Effy Case Analysis

M 3/30 Developing language (cont.) Chapter 10 L4L: What SLPs need to know

W 4/1 Language for learning stage: overview Chapter 11 Assessing at L4L (454-487)

M 4/6 L4L: assessment Chapter 11 Assessing at L4L (487-515)

LM: L4L language sample analysis

Assignment 20: MLCU & Mazes

W 4/8 L4L: assessment continued Assignment 21: L4L Language sample

analysis

Course Syllabus van Kleeck COMD 7378 Spring 2009 Page 4

M 4/13 L4L: Treatment Chapter 12 Treatment at L4L

Assignment 22: Answers to Study Guide

Questions in Sections I & II

W 4/15 L4L: Treatment continued LM: Self-regulated strategy instruction

START STUDYING REALLY HARD

M 4/20 L4L: Treatment START STUDYING REALLY HARD

W 4/22 Advanced language: assessment Chapter 13 Assessing advanced language

M 4/27 Advanced language: treatment Chapter 14 Treating advance language

W 4/29 Special populations Chapter 4: Special Populations

M 5/4 Catch up STUDY

F5/8 FINAL EXAM 11:00 AM – 2:00 PM STUDY

*To receive credit for assignments, they must be uploaded in the proper place in WebCT by their due
date and time, the file must be properly named, your name must also be at the beginning of the document
itself, and you must complete the assignment at a graduate level of quality (random assignments will be
graded to determine this). Naming a file: Your Last Name + Assignment Number, example “Jacobsen
A1.doc” (if your last name is very long, you may abbreviate it). Use the AI, A2, . . .An notation system to
name your own files, to know where to upload your files under assignments on WebCT, and to know
where to look for your “grade” on that assignment on WebCT. You will receive a grade of 100% for
turning in a FULLY COMPLETED assignment by the deadline (15 minutes BEFORE the class date on
which it is due; WebCT will not accept them after that time), except for the assignments that the course
TA will randomly grade for quality assurance.

You are STRONGLY encouraged to do the homework assignments for two reasons: (1) they will help
you gauge your own understanding, which will help you study for and perform well on exams, and (2)
some students do end up needing the extra credit they give in order to pass the class.

Grading Policy

Grades will be determined according to the following elements:

50% Exam 1
50% Exam 2

ASHA STANDARDS ADDRESSED IN THIS CLASS: How knowledge is conveyed and how
knowledge and skill acquisition will be demonstrated
1 Describe characteristics and correlates of language impairments in children (III-C)
2 Describe etiologies, prevalence, and prevention of child language disorders (III-D)
3 Describe characteristics, strengths and limitations of methods for assessing language

Course Syllabus van Kleeck COMD 7378 Spring 2009 Page 5

 comprehension and production in children of diverse backgrounds (III-D)
4 Describe characteristics, strengths and limitations of approaches to language intervention
for children of diverse backgrounds (III-D)
5 Describe characteristics, strengths and limitations of evidence-based practice (III-F)

Speech-Language Pathology Standard III-C

The applicant must demonstrate knowledge of the nature of language disorders, including the etiologies,
characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and
cultural correlates.
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via exams.

Speech-Language Pathology Standard III-D

The applicant must possess knowledge of the principles and methods of prevention, assessment, and
intervention for children with language disorders, including consideration of anatomical/physiological,
psychological, developmental, and linguistic and cultural correlates of the disorders.
Knowledge will be conveyed via class lectures, readings, and assignments.
Acquisition will be demonstrated via exams.

Speech-Language Pathology Standard III-F

The applicant must demonstrate knowledge of processes used in research and the integration of research
principles into evidence-based clinical practice.
Knowledge will be conveyed via class lectures, readings, and assignments.
Acquisition will be demonstrated via exams.

Course Syllabus van Kleeck COMD 7378 Spring 2009 Page 6

Students will demonstrate the following skills:

1. Define child language disorders and distinguish disorders from language differences
Measured by: exams

2. Describe psychometric and other characteristics of the range of methods for screening, diagnosis, and
appraisal of child language disorders
Measured by: exams

3. Describe use of language assessment data to plan language intervention

Measured by: exams

4. Describe variables to be considered in selecting language intervention goals and approaches

Measured by: exams

5. Describe methods for obtaining strong evidence of the impact of language intervention from
the research literature and from within clinical practice
Measured by: exams

Course Policies

WebCT

Students are encouraged to use their laptops during class sessions. Most slides and materials relevant to a
class session will be posted on WebCT in draft form at least 4 hours before the session so that students
can access them for for preview and note-taking purposes. WebCT can be accessed via Galaxy (with
NetID and password), or directly at http://webct6.utdallas.edu/webct.

Students are also encouraged to submit assignments directly to WebCT, although paper copies and
emailed assignments will also be accepted if submitted prior to start of class on due date.

Extra Credit
Students can receive an additional 5% toward their exam grade for each half of the term by submitting all
assignments during that half of the term on time, with graduate-level quality.

Late Work
Late work will not be accepted.

Class Attendance
Will be monitored but not used in grading. Students who do not attend class are responsible for obtaining
information from missed sessions themselves, from sources other than the instructor.

Field Trip Policies / Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and
procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be
found at the website address http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional
information is available from the office of the school dean. Below is a description of any travel and/or risk-related
activity associated with this course.

Course Syllabus van Kleeck COMD 7378 Spring 2009 Page 7

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the
orderly and efficient conduct of their business. It is the responsibility of each student and each student
organization to be knowledgeable about the rules and regulations which govern student conduct and
activities. General information on student conduct and discipline is contained in the UTD publication, A to
Z Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and
established due process. Procedures are defined and described in the Rules and Regulations, Board of
Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student
Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and
regulations are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she
is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and
administrative rules. Students are subject to discipline for violating the standards of conduct whether such
conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such
conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because the
value of an academic degree depends upon the absolute integrity of the work done by the student for that
degree, it is imperative that a student demonstrate a high standard of individual honor in his or her
scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s
own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism,
collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to
disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for
details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism
and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues concerning
security and the identity of each individual in an email exchange. The university encourages all official
student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and
staff consider email from students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual corresponding and the
security of the transmitted information. UTD furnishes each student with a free email account that is to be
used in all communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses. These
dates and times are published in that semester's course catalog. Administration procedures must be

Course Syllabus van Kleeck COMD 7378 Spring 2009 Page 8

 followed. It is the student's responsibility to handle withdrawal requirements from any class. In other
words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will
not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the
university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of
academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter
with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter
called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the
respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written
response provided by the respondent, the student may submit a written appeal to the School Dean. If the
grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean
of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals
Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process
will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where
staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete grade must be
resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to
complete the course and to remove the incomplete grade is not submitted by the specified deadline, the
incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities equal to
those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office
hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.;
and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to
eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom
prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind.
Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments
may have to be rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation.
Disability Services provides students with letters to present to faculty members to verify that the student

Course Syllabus van Kleeck COMD 7378 Spring 2009 Page 9

 has a disability and needs accommodations. Individuals requiring special accommodation should contact
the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the travel
to and observance of a religious holy day for a religion whose places of worship are exempt from property
tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the
absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the
exam or complete the assignment within a reasonable time after the absence: a period equal to the length of
the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed
exam or assignment may not be penalized for the absence. A student who fails to complete the exam or
assignment within the prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a
religious holy day] or if there is similar disagreement about whether the student has been given a
reasonable time to complete any missed assignments or examinations, either the student or the instructor
may request a ruling from the chief executive officer of the institution, or his or her designee. The chief
executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.

Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University
policies and procedures regarding travel and risk-related activities. Information regarding these rules and
regulations may be found at the website address given below. Additional information is available from the
office of the school dean. (http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm)

These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus van Kleeck COMD 7378 Spring 2009 Page 10