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 2011
Days & Times Monday and Wednesday, 1:00-2:15 PM., CD J.108

Professor & Teaching Assistant Contact Information

Professor Anne van Kleeck, PhD*
Office Phone 214-905-3147
Email Address annevk@utdallas.edu
Office Location CD A.101, A Building, Callier Dallas
Office Hours Monday, 2:15-3:15 PM
TA CD A.221
TA Office Hours Thursday, 2:15 – 3:15 PM
TA Email mesh@utdallas.edu

Acknowledgements: This course is taught during the fall semester by Dr. Christine Dollaghan, who developed several 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. The 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, quizzes, and homework assignments.

This course has been designed to ensure that students demonstrate the 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)

COMD 7378 Course Syllabus Spring 2011 1

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)

Required Textbook

Paul, R. (2007). Language disorders from infancy through adolescence: assessment and intervention (Third edition). St Louis, MO: Mosby Elsevier.

Bring to each class: YOUR NAME CARD, a basic calculator (the one on your phone will be fine for our purposes; except during exams), copies of
completed assignments due, materials that accompany the current lecture (downloaded from eLearning before class)

Additional readings on reserve

Cirrin, F. M. & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review.
Language, Speech, and Hearing Services in Schools, 39, S110 – S137. doi:10.1044/0161-1461(2008/012)

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.

Leonard, L. B. (2009). Is receptive language disorder an accurate diagnostic category? American Journal of Speech-Language Pathology, 18, 155-
123.

Li, J. (2002). A cultural model of learning: Chinese "heart and mind for wanting to learn." Journal of Cross-Cultural Psychology, 33(3), 248-269.

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.

van Kleeck, A., Schwarz, A. L., Fey, M., Kaiser, A., Miller, J., & Weitzman, E. (2010). Should we use telegraphic or grammatical input with children
in the early stages of language development who have language impairments? A systematic review of the research and expert opinion.
American Journal of Speech Language Pathology, 19, 3-21.

Recommended Course Materials

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

COMD 7378 Course Syllabus Spring 2011 2

(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).

Course Policies:

• Please remember to turn off cell phones. If you know you may need to be reached in an emergency, please use the silent options on your phone
and leave the classroom to answer the call. Also let me know prior to the start of class time that you will need to take an emergency call.
• Assignments are due 15 minutes before the BEGINNING of class on the date they are due (12:45 PM). If grading is due on Friday, it is due by 5
PM, rather than 12:45 PM. It’s best not to wait until the last minute to upload your assignments since you may run into computer issue. Late
assignments will be marked as such by eLearning (within a small window, then they are not accepted at all). Neither the instructor nor the TA will
accept late assignments.
• Make up exams will not be given, nor will dates of exams be altered.
• If you would like to have me sign your assessment independent study form for any assessment procedures you conduct on a FULL LANGUAGE
SAMPLE (50 to 100 utterances), you must have your independent study form signed WITHIN ONE WEEK OF WHEN THE ASSESSMENT
WAS DUE. No exceptions will be made to this policy.
• Please feel free to work with other students IN THIS CLASS when completing and grading your assignments.
• You may of course use your laptops during class sessions. Most materials relevant to a class session will be posted on eLearning in draft form at
least 1-2 hours before the session. However, unless requested to do so by the instructor, DO NOT text, surf the web, answer or send e-mail, or
read materials that are not part of the class you are attending (if the instructor or TA witnesses you doing so, we will ask you to leave class).
• 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 or TA. Anyone signing the attendance roster for an absent friend will result in
both the absent friend and the student who signed for the friend being referred to the UTD authorities in charge of academic dishonesty.

Course Calendar
(Subject to change)

Class Extra Lecture Assignments

Dates Grading Topic Due on Date by 12:45 on eLearning on class days, and by 5 PM on Fridays
Due
Dates
M 1/10 Introduction to course

W 1/12 Models of language Chapter 1 Models of child language disorders

disorders; Assessment Both due by 12:45 PM today (I will not keep repeating this due time):
overview A A1: Syntax knowledge exam
A2: Turn in signed last page of Academic Integrity and “I have read the syllabus”
Form to TA; Indicate that you have done so on eLearning under A2 Academic

COMD 7378 Course Syllabus Spring 2011 3

 Integrity Grade

F 1/14 A1 Grading due at 5 PM; Based on how well you did, and whether or not you need more
information on syntax, send an e-mail to Doctoral Student Amy Louise Schwarz at
als051100@utdallas.edu (NOT to me OR the course TA) by 5 PM to let her know if you
going to attend the syntax review on Monday

M 1/17 MLK Day Syntax Review 1 – 4:30 PM Room CD A.229 OPTIONAL. Conducted by Amy Louise Schwarz

W 1/19 Assessment overview B Chapter 2 Evaluation and assessment

A3: Describing assessment dimensions (3 files)
A4: Profiling test scores (4 files)

F 1/21 A3 & A4 Grading due at 5 PM

M 1/24 Assessment overview B Files with A5: Introduction to evidence-based practice (4 files) &
&C Critical appraisal of diagnostic evidence (2 files)
A5: Psychometric criteria of PLS-4
A6: CADE for PLS – 4

W 1/26 Assessment overview B A5 & 6 Grading due by 12:45 PM

&C Li (2002) article
Leonard (2009) article

M 1/31 Treatment overview (Part Chapter 3 Principles of intervention

A) A7: Chapter 3 study guide questions II. C, D, E, I, J

W 2/2 Treatment overview (Part A8: Critical appraisal of treatment evidence (CATE); Read Justice et al., 2008, and do
B) CATE assignment

F 2/4 A8 CATE grading due at 5 PM

M 2/7 Treatment overview (Part A9: CATE single-subject study by Reichle et al., 2008
C)

W 2/9 Preintentional stage A9 Grading due by 12:45 PM

NOTE: Chapter 6 Prelinguistic assessment, treatment

COMD 7378 Course Syllabus Spring 2011 4

Class in Chapter 3 video clip (“Continuum of naturalness”)
Glorig Chapter 6 video clip (“Training parents with infants”)
Aud.

M 2/14 Prelinguistic & emerging Chapter 7 Emerging language (264-291)

language A10: Early vocalization complexity: MBC & SSL
A11: Early Communicative Intent Coding

W 2/16 Preling & emerging A10 & A 11 Grading due

language cont. Chapter 7 Emerging language (291-314)
A12: Semantic roles and relations

F 2/18 A12 Grading due at 5 PM

M 2/21 Emerging language: van Kleeck, A., Schwarz, A. L., Fey, M., Kaiser, A., Miller, J., & Weitzman, E. (2010)
treatment

W 2/23 Emerging & developing Chapter 8 Developing language: assessment

language:

M 2/28 Developing language: Chapter 5: Pluralistic society

assessment A13: Language sample analysis 1

W 3/2 Developing language: A13 Grading due by 12:45 PM

assessment

M 3/7 Exam 1; Part 1

W 3/9 Exam 1; Part 2

M 3/21 Developing language: Chapter 9 Developing language: treatment

A14: Study guide questions

COMD 7378 Course Syllabus Spring 2011 5

W 3/23 Developing language:
treatment

M 3/28 Developing language Chapter 10 L4L: What SLPs need to know

(cont.)

W 3/30 Language for learning Chapter 11 Assessing at L4L (454-487)

stage: overview

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

A15: L4L language sample analysis: MLCU & Mazes

W 4/6 L4L: assessment A15: L4L Language sample analysis grading

continued

M 4/11 L4L: Treatment Chapter 12 Treatment at L4L

A16: Answers to Study Guide Questions in Sections I & II

W 4/13 L4L: Treatment Cirrin, F. M. & Gillam, R. B. (2008).

continued

M 4/18 L4L: Treatment TBA

W 4/20 Advanced language: Chapter 13 Assessing advanced language

assessment

M 4/25 Advanced language: Chapter 14 Treating advance language

treatment

W 4/27
Special populations Chapter 4: Special Populations

COMD 7378 Course Syllabus Spring 2011 6

M 5/2 Wrap up

F 5/6 FINAL EXAM 11 AM – 2 PM

To receive credit for assignments:

1. Please feel free to work with other students IN THIS CLASS when completing and grading your assignments and providing explanations for
your errors, but beware of receiving too much support and not understanding material well enough to perform well on exams.
2. Uploaded files should be both embedded in eLearning AND uploaded as a WORD document.
3. They must be uploaded in the proper place in eLearning by their due date and time. You must upload assignments 15 minutes BEFORE the
class date on which it is due; eLearning will accept them for a short period after that time, but they will be marked as late even if they are a
fraction of a minute late, and credit will not be given. Do not turn in late assignments to either the professor or course TA, in hard copy or via
email.
4. The file must be properly named, and your name must also be at the top of the beginning of the document itself. Naming a file: Your Last
Name + Assignment Number (with NO space in between them), example “JacobsenA1.docx” (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
eLearning, and to know where to look for your “grade” on that assignment on eLearning.
5. ALL assignments must be completed. You will receive a grade of 100% for initially turning in a FULLY COMPLETED assignment
SHOWING TRUE EFFORT. This grade will appear on eLearning under My Grades, in the column with the assignment number, e.g., A1.
Assignments Submitted Will be Graded as:
1 = Submitted
0 = Not Submitted

6. After the answer key has been posted for assignments in which one is appropriate (within 24 hours of the original due date), you are to grade
your assignment, and discuss why you got the things wrong that were wrong, and upload this by the subsequent deadline that will be supplied
(usually this is two working days from when the assignment was due). The course TA will be randomly checking the your graded assignment
against the originally submitted assignment to assure the grading has been done correctly and that you are understanding the correct answers.
If you blatantly incorrectly grade your assignment (taking into account that some grading is a bit more subjective than other grading), you
will receive 0% for that assignment.

Graded Assignments will appear in eLearning Grade Book as:

2 = Submitted, and corrected with comments that show you have reflected on your learning
1 = Submitted and only corrected
0 = Not submitted or submitted without corrections

COMD 7378 Course Syllabus Spring 2011 7

 7. To name your graded assignment, place a “G” after the assignment number, e.g., JacobsenA1G. This grade, which will be taken by the TA
from your grading of the assignment, will appear on eLearning under My Grades, in the column with the assignment number, but with a “G”
after the number, e.g., A1G. You must complete the assignments at a graduate level of quality to receive the 10% credit (80% or above on all
but two assignments, excluding the Syntax Knowledge Test).

Grading Policy

Grades will be determined according to the following:

50% Exam 1
50% Exam 2
5% Extra Credit for ALL Assignments being turned in and graded up to midterm
5% Extra Credit for ALL Assignments being turned in and graded between midterm and final

Your grade for extra credit will be calculated as follows:

Numerator Denominator Calculation for each 5% Extra Credit

Earned assignment points (# of assignments x 1) Total points = your grade

+ Earned graded assignment points +(# of graded assignments x 2) Total possible points
Total earned points Total possible points

Your final grade will be issued using the plus/minus system.

A 94.5 - 100+
A- 89.5 - 94.4
B+ 86.5 - 89.4
B 84.5 - 86.4
B- 79.5 - 84.4
C+ 76.5 - 79.4
C 69.5 - 76.4

Grades are non-negotiable. While I know that nearly everyone strives to earn an A, please remember that a grade of B is a very respectable grade. A
grade of C is allowed on your graduate transcript as long as it is balanced out by an A – in other words, you must maintain an overall B (3.0) average

COMD 7378 Course Syllabus Spring 2011 8

in your graduate courses to remain in Academic Good Standing (unless you are a Fast Track student, in which case a grade of C will not earn credit
toward your graduate degree).

Students who wish to petition for a higher grade based on exam answers they believe they should have received credit for but did not will forfeit any
extra credit that might be offered on the exam. This policy is in place because extra credit on exams is given to account for the rare question that may
be ambiguous or poorly constructed. During an exam, however, you are very welcome to explain any particular answer and these comments will be
taken into account when grading, and credit may be given for an answer that disagrees with the answer key.

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 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 assignments, quizzes, and 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 assignments, quizzes, and 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 assignments, quizzes, and exams

Students will demonstrate the following skills:

COMD 7378 Course Syllabus Spring 2011 9

1. Define child language disorders and distinguish disorders from language differences; Measured by: assignments, quizzes, and exams
2. Describe psychometric and other characteristics of the range of methods for screening, diagnosis, and appraisal of child language disorders;
Measured by: assignments, quizzes, and exams
3. Describe use of language assessment data to plan language intervention; Measured by: assignments, quizzes, and exams
4. Describe variables to be considered in selecting language intervention goals and approaches; Measured by: assignments, quizzes, and 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: assignments, quizzes, and exams

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.

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

COMD 7378 Course Syllabus Spring 2011 10

 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.

Below is information from: http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-AvoidDishonesty.html

“Plagiarism: What Every Student Should Know

Every student will be held responsible for reading and understanding the following statement.

To submit to your instructor a paper or comparable assignment that is not truly the product of your own mind and skill is to commit
plagiarism. To put it bluntly, plagiarism is the act of stealing the ideas and/or expression of another and representing them as your
own. It is a form of a cheating and a kind of scholastic dishonesty which can incur severe penalties. It is important, therefore, that you
understand what constitutes plagiarism, so that you will not unwittingly jeopardize your college career.

The most obvious form:

Plagiarism can take several forms. The most obvious form of plagiarism is the purchase of prepared papers from commercial term
paper companies and the submission of such papers as one's own work.

Proper footnoting essential:

A second obvious form of plagiarism is a word-for-word copying of someone else's work, in whole or in part, without appropriate
acknowledgement, whether that work be a magazine article, a portion of a book, a newspaper piece, another student's paper, or any
other composition not your own. Any such verbatim use of another's work must be acknowledged by (1) appropriate indention or
enclosing all such copied portions in quotation marks and by (2) giving the original source in a footnote. As a general rule, you
should make very little use of directly quoted matter in your research paper. If you do not know how to footnote properly, ask your

COMD 7378 Course Syllabus Spring 2011 11

 instructor for guidance. In addition, proper footnote style for many academic departments is outlined by the MLA Style Sheet or K.L.
Turabian's A Manual for Writers of Term Papers, Theses and Dissertations. These and similar publications are available in the library
or in the University Bookstore. UTD requires dissertation and thesis students to use A Manual for Writers of Term Papers, Theses,
and Dissertations - Sixth Edition when formatting their papers. This resource is available at the UTD Bookstore and the UTD
Library.

Paraphrasing vs. original work

A third form of plagiarism is the paraphrasing for the structure and language of another person's work. Changing a few words of
another's composition, omitting a few sentences, or changing their order does not constitute original composition and therefore can be
given no credit. If such borrowing or paraphrasing is ever necessary, the source must be scrupulously indicated by footnotes. How
then you may ask, can I be original? Am I to learn nothing from others? There are several answers to such questions. Of course you
have come to the University to learn, and this means acquiring ideas and exchanging opinions with others. But no idea is ever
genuinely learned by copying it down in the phrasing of somebody else. Only when you have the thought through an idea in terms of
your own experience can you be said to have learned; and when you have done that, you can develop it on paper as the product of
your own mind.

Using the instructor as a resource

If an assignment baffles you, discuss it with your instructor. And if you are directed to use printed sources, consult your instructor
about how to proceed. There is an art to taking notes for research; careless note taking can lead to plagiarism.

The consequences of plagiarism

Why be so concerned about plagiarism? Because it defeats the ends of education. If students were given credit for work that is not
their own, then course grades would be meaningless. A college degree would become a mere sheet of paper and the integrity of the
University would be undermined. To protect conscientious students, therefore, and to guarantee the quality of their education, the
University assesses heavy penalties against those who plagiarize. The Rules and Regulations of the Board of Regents of the
University of Texas System and the University's Handbook of Operating Procedures provide penalties for plagiarism which range
from an "F" grade to dismissal from the University. If these penalties seem severe, remember that your integrity and the integrity of
the University itself are at stake. These rules and regulations are available to students from the Dean of Students and the Office of
Student Life (SU1.602), where staff are available to assist students in their understanding of the various rules and regulations
governing student conduct. Finally, the University cannot prevent students from plagiarizing, but it can make sure that they know
what plagiarism is, what the penalties for it are, and in what jeopardy it places future careers. Hence this statement. Read it carefully.
If you do not understand it fully, consult your instructor. And, if you have any doubts about the originality of a paper you have
written or a comparable assignment, see your instructor before you turn it in.”

COMD 7378 Course Syllabus Spring 2011 12

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 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

COMD 7378 Course Syllabus Spring 2011 13

 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 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.

COMD 7378 Course Syllabus Spring 2011 14

 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)

COMD 7378 Course Syllabus Spring 2011 15