Instructor: Kristen Mantle, MS, CCC-SLP, OM Telephone: (626) 585-7216
LAB: Room D303 Email: firstname.lastname@example.org
Tuesday 3:55 p.m.- 5 p.m. Office Hours: By Appointment
CLASS: Room C-111
Tuesday 6 p.m. - 9:20 p.m.
Hegde, M.N., Pocket Guide to Treatment in Speech-Language Pathology,
3rd edition, 2001, Delmar Learning.
STUDENT LEARNING OUTCOMES:
As a result of participating in this course, the student will:
1. Students will be able to demonstrate awareness of common treatment strategies,
including principles of learning and behavior modification.
2. Students will be able to accurately and effectively identify appropriate therapy
techniques and strategies within the clinical setting.
3. Students will be able to demonstrate the ability to synthesize and integrate the
events of a therapeutic session to produce in writing (1) a concise and accurate
daily record and (2) an overview of sessions over time.
4. Students will be able to demonstrate the ability to accurately and appropriately carry
out a treatment protocol to an individual/group.
5. Students will be able to demonstrate awareness of themselves as para-professional
service delivery providers in the therapeutic process and will demonstrate
appropriate demeanor, language, confidentiality and dress and receptivity to
3. Final Examination 50 points
6. Ancillary – Professionalism, organization, teamwork 5 points
7. Extra Credit: no more than 10 points
Extra credit opportunities on tests/projects
Attendance at CEUs (with proof and 1pg. summary report)
B = 160 - 179 D = 120 - 139
F = below 120 points
Be on time for class and lab appointments
Conduct yourself in manner and dress as a professional you would respect
STUDENT RESPONSIBILITIES: Attendance – absences, lateness, early departure;
Grades – make-ups; Code of Conduct
All assignments are listed in this syllabus and detailed in support materials using CANVAS. Clarification of written or verbal instructions will be provided in class and/or by email, as needed. However, you are responsible for all assignments listed, whether they are discussed in class or not. You are responsible for contacting me immediately should you have a problem or question with any aspect of the class or lab.
You are also responsible for knowing information presented in class, whether you are in attendance or not. Points are earned for the timeliness, completeness, and accuracy with which each assignment is fulfilled.
Each student is expected to attend every class and to be on time. Only verified emergencies (M.D. note on prescription paper, paperwork for Urgent Care/Emergency or towing) constitute an excused absence. When the final grade is determined, 2 points will be deducted for the third and each subsequent attendance infraction.
In rare instances, and only with a documented excuse, the instructor may accept late assignments. However, points will be deducted from the assignment. The instructor has full discretion over any decision to deviate from this syllabus and its requirements.
All student’s are expected to adhere to the Pasadena City College “Student Code of Conduct” whether specific items have been mentioned or not in this syllabus. Plagiarism will be penalized through a deduction of some or all of the points possible for any written assignment depending on the extent of the infraction. Students who are disruptive to the teaching of this course or the learning of their peers in any way will be warned. After initial warning, a student may have a “Student Misconduct Form” submitted to the Dean for review and then forwarded to other administrative offices. Cheating of any kind will result in dismissal from the class and an automatic “F” for this course.
Week Date Assignment
1 1/8 *LAB – 3:55-5 p.m. Rm D303
READ: Roth – Ch 1 (p 4-7) & Table of Contents, Syllabus
LECTURE: Course Overview, Requirements & Assignments
Lab overview (6:30-7 p.m.)
Remediation and the Principles of Learning/Intervention
2 1/15 *LAB – 3:55-5 p.m. Rm D303
READ: Roth – Ch 1(p18-22; Appendix 1-G);Hegde –134-141,412-417
LECTURE: Key Teaching/Therapy Strategies; Session Design: Task Requirements/Task Analysis (Antecedent Stimuli > Response > Consequence), Sample Lesson Plans, Charting
3 1/22 *LAB – 3:55-5 p.m. Rm D303
READ: Roth – Ch 1(p14-18, Appendix 1-B,C,D); Hegde –
Pgs. 50-56, 102-104, 111, 139-141, 180-183
LECTURE: Behavioral Objectives; Teaching
Strategies (aka Scaffolding);Lesson plans, Charting, Behavior Modification/reinforcement; Sample Lesson Plans
1/29 *LAB – 3:55-5 p.m. Rm D303; DUE: Observations #1,#2
READ: Roth – Ch 1 & 2 ; Hegde -50-51, 66-68
LECTURE: Data collection;Lesson Planning & Session Design; Behavior Modification/reinforcement
5 2/5 *LAB – 3:55-5 p.m. Rm D303; DUE: Group Lesson Plan
READ: Cont. Roth – Ch 1&2; Hegde Pgs. 50-51, 66-68
LECTURE: Finish Session Design; Lesson Planning SOAP notes; Oral-Motor considerations; Articulation
6 2/12 *LAB – 3:30-4:30pm or 4:30-5:30pm, as scheduled
READ: Roth – Ch 3; Hegde – pgs. 66-79 LECTURE: Oral-Motor follow-up; Articulation; Phonology; Data collection, behavior reinforcements
*Friday 2/15/2013-Monday 2/18/2013 – Presidents' Days observed
7 2/19 *LAB – 3:30-4:30 or 4:30-5:30, as scheduled
READ: Roth – Ch 3, 4; Hegde – pgs. 66-79
LECTURE: Phonology; Data collection, behavior reinforcement; Infant/preschool vs. older children and adults
Prep for Midterm
8 2/26 *LAB – 3:30-4:30pm or 4:30-5:30pm, as scheduled
*3/5 *SPRING BREAK* - NO CLASSES 3/4/13-3/10/13*
9 3/12 *LAB – 3:30-4:30pm or 4:30-5:30pm, as scheduled
DUE: Adult Lessson Plan
READ: Roth- Ch 4 plus introduction; Hegde-p. 91-99, 270-293, 293-298
LECTURE: Language Intervention – Infant/preschool;
10 3/19 *LAB – 3:30-4:30pm or 4:30-5:30pm, as scheduled
READ: Roth – Ch 5; Hegde – 270-293, 307-312
LECTURE: Language – children/teens
Session Design, data collection, reinforcements
11 3/26 *LAB – 3:30-4:30pm or 4:30-5:30pm, as scheduled
READ: Roth – Ch 6; Hegde – pgs.10-35, 35-46, 112-114, 402-411
LECTURE: Intervention for Aphasia, Motor Speech Disorders, Traumatic Brain Injury (TBI); Session design, Data collection, reinforcement; SOAP notes
*Friday 3/29/13 CEASAR CHAVEZ Day – Campus Closed
12 4/2 *LAB – 3:30-4:30pm or 4:30-5:30pm, as scheduled
READ: Roth – Ch 7 & 8; Hegde – pgs.187-229, 429-444
LECTURE: Fluency and Voice; materials Session design, Data collection, reinforcement
Prep for Therapy Kits & Oral Presentations
13 4/9 *LAB – 3:30-4:30pm or 4:30-5:30pm, as scheduled
READ: Roth – Ch 9 & 10; Hegde – pgs.176-178, 298-306
LECTURE: Fluency and Voice follow-up; Working with Families - Multicultural Issues and Counseling; materials
14 4/16 *LAB – 3:30-4:30pm or 4:30-5:30pm, as scheduled
LECTURE: Review assignments, class requirements
DUE: Therapy Kits & Oral Presentations
15 4/23 *LAB – 4pm-5pm *DUE – Turn in log of lab hours
READ: Roth –Ch 9 & 10, Appendix A
Working with Families Review Intervention – Code of Ethics; materials management Principles of Teaching and Learning; Re-assess, re-think, re-try, re-write & refer; SOAP notes; Prep for Final
16 4/30 LAST CLASS: FINAL EXAM
Students with disabilities who believe they may need accommodations in this class are encouraged to contact the Disabled Student Program and Services (DSPS) in D-209 or by calling (626) 585-7127 as soon as possible to ensure that any accommodations considered necessary are implemented according to school policy.
Other student services including but not limited to tutoring, library, medical and psychological are available to every student registered at PCC. For more information about a particular department go to the campus website www.pasadena.edu or visit the individual department for which you have a need.
I will be present and on time for all classes and related appointments. I will be prepared to instruct and guide you toward success in this class. I will treat students fairly and not permit individual students exceptions to the assignments and conduct expected as that would be unfair to the class as a whole. If I make any errors in the evaluation of your work, I will make every effort to rectify them. I will assess and record your learning in a multitude of ways that will be stimulating, informative and reasonable.
Speech and Language Therapy Kit and Oral Presentation: ___/20pts
Create a kit that contains materials for children and adults across these disorders and settings:
Language, Articulation, Oral Motor, Voice, Fluency & Groups
Your kit must be contained within a portable framework (i.e., box, lunchbox, briefcase, suitcase, etc.)
Your Oral Presentation (20 min.), should be a guided tour of your Therapy Kit as you describe:
Materials chosen/created and disorder(s) & age(s) for which they apply
Origin of the materials (How did you make them? Or Where did you buy them and for how much $?)
Give a BRIEF demonstration of how your materials can be used (what teaching/learning techniques apply)
Describe and demonstrate how ONE of your materials can be used at least three different ways
Due Date April 16th, 6 pm