Multicultural/Multilingual Issues Infused Courses:
Aphasia and Adult Neurogenic Communication Disorders
The array of communication disorders that result from
neurological impairment in adults will be presented. Special
emphasis will be provided to the aphasias, right hemisphere
impairment, traumatic brain injury, and the dementias. Motor
speech disorders, the dysarthrias and apraxias, will also be
reviewed. Medical aspects of neurological rehabilitation and
neuroimaging will be introduced. Etiological factors that affect
varied cultural groups (e.g., hypertension, sickle cell disease,
substance abuse) will be discussed. Assessment, treatment, and
management issues with varied clinical and cultural populations
will be focused on.
- demonstrate knowledge of underlying neurophysiological
mechanisms for adult communication;
- differentiate adult neurogenic communication disorders by
site of lesion, overall etiology, and behavioral sequalae;
- list a variety of assessment tools and strategies
- develop protocols for a variety of adult communication
- describe a variety of treatment strategies for adult
- demonstrate emerging knowledge of motor speech disorders in
- demonstrate theoretical and practical knowledge via
completion of a midterm and final examinations;
- demonstrate understanding of the assessment process via
in-person clinical observation in the acute care setting.
Learning Objectives/KASA Expected Outcomes
1 Define language as a behavioral system comprising content
(semantics), form (phonology, morphology, syntax), and use
1a/IIIb-17-24 Identify linguistic bases of language function
(Procedural and structural foundations of form, content/use).
2/IIIb-17-24, III-d, 125- Delineate the interaction of
cognitive, psychosocial, and sensorimotor behavioral systems with
language and the implications of these interactions for the
cause, maintenance and treatment of speech and language
3/III-d, 125- Identify theories defining speech and language
and its component subsystems and apply these theories to
assessment and intervention planning.
4, III-d, 125- Describe theories of language learning
(habilitation and rehabilitation) in children and adults, and how
these theories apply to assessment and intervention planning.
5/IIIb-17-24 Describe developmental stages of normal speech,
language, communication development (form/content/use) in
mainstream and cross culturally (including BEV, Asian,
Mainstream, Latino, Deaf).
6/IIIb-17-24 Identify variations in language behavior
(dialects, code switching) due to gender and social-cultural and
linguistic diversity (5).
7/IIIb-26-33, III-d, Explicate the impact of a variety of
etiologic factors on swallowing mechanisms.
8 Recognize the medical model for SLP services in acute care,
rehabilitation, and long-term care settings.
8a/IIIa, IIIb, 17-24 Describe the anatomic and neuromuscular
systems involved in respiration, phonation, resonation,
articulation, hearing, and swallowing.
9 Phonetic analysis of standard and dialectic American
10 Models of speech-sound production and perception.
11 Be familiar with alternative means of communication
12a 10. Possess skills in oral and written communication
sufficient for entry into professional practice.
12b Demonstrate the speaking and listening ability necessary
for effective clinical and professional interaction with
clients/patients and their relevant others.
12c Be able to write and comprehend technical reports,
diagnostic and treatment reports, treatment plans, and
14/IIIA-12-17 Comprehend basic principles of (1) biological
sciences, (2) physical sciences, (3) social/ behavioral sciences,
and (4) mathematics.
15 Demonstrate the ability to analyze, synthesize, and
evaluate information in the areas of basic human communication
16/III-c Demonstrate knowledge of the nature of the following
speech, language, hearing, and communication disorders and
differences and swallowing disorders, including their etiologies,
characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic and cultural correlates
and principles and methods of prevention and assessment, and
16a/IIIc-35-44 - articulation.
16b/III-c, 45-54 - fluency.
16c, III-c, 55-64 - voice and resonance, including respiration
16d, III-c, 65-74 - receptive and expressive language
(phonology, morphology, syntax, semantics, and pragmatics) in
speaking, listening, reading, writing, and manual modalities.
16f, III-c, 75-84 - hearing, including the impact on speech
16h, IIIc-95-104 - cognitive aspects of communication
(Piagetian-Cognitive organization, development, problem solving),
Information processes (modalities, levels of processing,
processes-e.g., attention, memory, sequencing, executive
16i, IIIc, 106-114 - social aspects of communication
(including oral, manual, augmentative, and alternative
communication techniques and assistive technologies).
17 Demonstrate knowledge of standards of ethical conduct.
18 Demonstrate knowledge of processes used in research and the
integration of research principles into evidence-based clinical
19 Identify and use appropriate methods of qualitative and
19a Identify relevant variables in research design.
20 Know sources of research information and how to gain access
to this information.
21 Have had experience critically evaluating and incorporating
research relevant to professional practice.
22 Demonstrate knowledge of contemporary issues, including
current professional clinical standards, accreditation
requirements, and ASHA practice policies and guidelines; relevant
legislation and regulations pertaining to students and adults
with communication disorders; knowledge of policy and procedures
at the federal, state, and local level; current models of
evaluation and intervention; business practices; and
25 Planning of goals and procedures.
26 Identify the linguistic, neuropsychological, cognitive,
sociocultural dimensions of bilingualism.
27 Identify principles of collaboration among allied
professionals, client, families in clinical practice.
28 Distinguish between a language disorder and linguistic
variation within culturally and linguistically diverse
29 Write diagnostic reports. Modify written reports with
reference to clinical context and target of report.
30 Write recommendations for service (including long and short
32 Collect case history information and integrate information
from clients/patients, family, caregivers, teachers, relevant
others, and other professionals.
33 Select and administer appropriate evaluation procedures,
such as behavioral observations, standardized tests, and
instrumental procedures with explicit reference to (a) theories
defining language and its components, (b) consideration of
reliability, validity, normative data, (c) cultural
35 Adapt evaluation procedures to meet client/patient
36 Interpret, integrate, and synthesize all information within
a diagnostic report, developing diagnoses and making appropriate
recommendations for intervention.
38 Complete administrative and reporting functions necessary
to support evaluation.
41 Develop intervention goals and procedures with reference to
the child's/adults cultural and linguistic background,
explicit theories defining language and its components, utilizing
developmental taxonomies in the development of intervention
50 Adhere to the ASHA Code of Ethics and behave
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Chapey, R. (2001).
Language intervention strategies in aphasia and related
neurogenic communication disorders
(4th ed.). Baltimore: Lippincott Williams & Wilkins.
Reyes, B. (1995). Considerations in the assessment and
treatment of neurogenic communication disorders in bilingual
adults. In H. Kayser (Ed.),
Bilingual speech-language pathology: An Hispanic focus. San Diego: Singular Publishing Group.
Wallace, G. (1997).
Multicultural neurogenics: A resource for speech-language
pathologists. San Antonio, TX: Communication Skills Builders, TX.
Class 1: Introduction.
- History of study of aphasia
Class 2: Neuroanatomical Perspectives
- Neuropathology of the aphasias
Class 3: The Aphasias
- Neurological disturbances associated with aphasia
- Language processing models
- Classification systems
Class 4: The Aphasias (cont'd)
Class 5: Language Disturbances Secondary to Right Hemisphere
- Subcortical aphasia syndromes
Class 6: Assessment of Aphasia and Related Disorders
- Multicultural perspectives
Class 7: Assessment of Aphasia and Related Disorders
- Test critiques presentations due
Class 8: Midterm Examination
Class 9: Speech-Language Disturbances Associated with
Traumatic Brain Injury
Class 10: Context for Treatment
- Treatment of adult communication disorders
Class 11: Treatment (continued)
- Introduction to motor speech disorders
- Observation/reaction paper treatment abstract
Class 12: Motor Speech Disorders
- The dysarthrias
- The apraxias
Class 13: Language Disturbances in Dementia
- General treatment/management issues
- Final Examination
Verbal presentations (with written hand-out) on select adult
speech-language assessment batteries. Class will be grouped for
cooperative project completion.
Each student will be expected to hand in 1 abstract on
research articles related to the treatment of varied disorders
discussed in class. This will be no longer than 1.5 pages long
and will include Abstract/Summary (1 page) and a Critique of the
article (1/2 page). You must staple the article to your
Each student will conduct an in-person observation at a
clinical facility. Written summary and reaction will be
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