TEXAS WOMAN’S UNIVERSITY

SYLLABUS

Semester: Summer Year: 2020

Course Prefix: COMS Course Number: 5232.01
Course Title: Preschool Language Disorders
Course Description and Overview: Evaluation and evidence-based treatment of early-
developing language skills of children with primary or secondary language disorders. Two
lecture hours a week. Credit: Two hours.
Principal issues and research concerning the nature of language disorders in preschool children
as well as the assessment and treatment of such disorders.
Evaluation and evidence-based treatment of language disorders in children from infancy through
preschool years.
Course Meeting: Thursdays, 4:45pm - 7:45pm (all classes are online via ZOOM)

Meets Major Requirements

Faculty Contact Information:

Name of Instructor: Dr. Cindy Gill-Sams, CCC-SLP
Office Location: MCL 845
Office Phone Number:   940-898-2023   
Office Hours: Monday, Wednesday afternoon; Tuesday 6:00 pm or by appointment
Email Address: [email protected]
Other Contact Information: 940-391-1787

Goals and Outcomes:

Student Learning Outcomes
After completion of this course, the student will be able to:
1. Comprehensively evaluate typical and atypical language development in children from
birth to five years.
2. Integrate theories and research for differential appraisal of various language
differences, delays, and disorders.
3. Structure evidence-based intervention approaches for early-developing language skills.

Standards:
ASHA Standards Addressed in This Course
This course has been designed to ensure that students demonstrate required knowledge and
ability as outlined in the Standards for Accreditation of Graduate Education Programs in
Speech Language-Pathology, 2017. The specific standards addressed in this class are:

3.1.1B Professional Practice Competencies

This course will provide content and opportunities for students to learn so that each student
can demonstrate the following attributes and abilities and demonstrate those attributes and
abilities in the manners identified.

Evidence-Based Practice
Critically evaluate information sources and apply that information to appropriate populations.

Cultural Competence
Understand the characteristics of the individuals served (e.g. age, demographics, cultural and
linguistic diversity, educational history and status, medical history and status, cognitive status,
and physical and sensory abilities) and how these characteristics relate to clinical services.

3.1.4B Evaluation of Speech, Language Disorders and Differences

This course will include content and opportunities to learn so that each student can
demonstrate knowledge and skills in assessment across the lifespan for disorders and
differences associated with:
 receptive and expressive language (phonology, morphology, syntax, semantics,
pragmatics) in speaking, listening, reading, writing and manual modalities
 cognitive aspects of communication (e.g., attention, memory, sequencing,
problem solving, executive functioning)

3.1.5B Intervention to Minimize the Effects of Changes in the Speech, Language, and
Swallowing Mechanisms.

This course will include content and opportunities to learn so that each student can
demonstrate knowledge and skills in intervention for communication differences with
individuals across the lifespan to minimize the effect of those disorders and differences on the
ability to participate as fully as possible in the environment. Intervention for disorders and
differences of:
 receptive and expressive language (phonology, morphology, syntax, semantics,
pragmatics) in speaking, listening, reading, writing, and manual modalities
 cognitive aspects of communication (e.g., attention, memory, sequencing, problem
solving, executive functioning)

This course meets the standards for the Certificate of Clinical Competence in Speech-
Language Pathology.

Standard IV-C

The applicant must have demonstrated knowledge of communication and swallowing

disorders and differences, including the appropriate etiologies, characteristics,
anatomical/physiological, acoustic, psychological, developmental, and linguistic and
cultural correlates in the following areas:

 receptive and expressive language (phonology, morphology, syntax, semantics,

pragmatics, prelinguistic communication and paralinguistic communication) in
speaking, listening, reading, writing;
 cognitive aspects of communication (attention, memory, sequencing, problem-
solving, executive functioning);
 social aspects of communication (including challenging behavior, ineffective
social skills, and lack of communication opportunities);
 Standard IV-D

For each of the areas specified in Standard IV-C, the applicant must have demonstrated
current knowledge of the principles and methods of prevention, assessment, and
intervention for people with communication and swallowing disorders, including
consideration of anatomical/physiological, psychological, developmental, and linguistic
and cultural correlates.

How will student outcomes be assessed?

Exams, Reports, Analysis of Language Samples, Evaluation Protocols, Lesson Plans, Reviews

Course Materials and Supplies:

Course Materials: textbook, tables and protocols
Textbooks: Language Disorders from Infancy Through Adolescence (2018) 5th Edition
Rhea Paul and Courtenay Norbury; Elselvier: St. Louis ISBN: 978-0-323-44234-3

Supplies: Therapy materials (pictures, books, toys)

Prerequisites Courses or Conditions:

Bachelor’s degree in communication sciences or approved leveling courses

Disability Support Policy Statement: If you anticipate the need for reasonable
accommodations to meet the requirements of this course, you must register with the office of
Disability Support Services (CFO 106, 940-898-3835, [email protected] ) in order to obtain the
required official notification of your accommodation needs. Please plan to meet with me by
appointment or during office hours to discuss approved accommodations and how my course
requirements and activities may impact your ability to fully participate.

Academic Integrity: Honesty in completing assignments is essential to the mission of the

University and to the development of the personal integrity of students. In submitting graded
assignments, students affirm that they have neither given nor received unauthorized assistance,
and that they have abided by all other provisions of the Code of Conduct in the TWU Student
Handbook. Cheating, plagiarism, fabrication or other kinds of academic dishonesty will not be
tolerated and will result in appropriate sanctions that may include failing an assignment, failing
the class, or being suspended or expelled. Suspected cases in this course may be reported to
Student Life. The specific disciplinary process for academic dishonesty is found in the TWU
Student Handbook. The TWU library link, “Avoiding Plagiarism,” will aid students in
completing their assignments with integrity.

In an effort to ensure the integrity of the academic process, Texas Woman’s University
vigorously affirms the importance of academic honesty as defined by the Student Handbook.
Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman’s
University may now use a tool called Turnitin to compare a student’s work with multiple
sources. It then reports a percentage of similarity and provides links to those specific sources.
The tool itself does not determine whether or not a paper has been plagiarized. Instead, that
judgment must be made by the individual faculty member.
Activities, Assignments, and Grading Policy:

Grading:

Grading consists of quizzes, in-class assignments, chapter study guide questions, Simucase
assignment, Disorders/Language charts, and a final examination. I will not accept any late
assignments and there will be no make-up quizzes. A missed assignment or quiz is a zero. If
you must miss class for documented health or family situations, you will not make up the quiz,
but will have one less quiz to average into the semester grade (so it will not hurt you – you’ll
have 20 less total points). It is your responsibility to get assignments, notes and any other
information you missed in class from another student and meet with me if you have remaining
questions. Assigned work is due on the date assigned at the beginning of class or it receives a
grade of zero. Attendance and participation are expected. Failure to meet this requirement
could result in a reduction in grade.

Your grade will be determined by cumulative points:

Quizzes (6 quizzes x 20 points each) 120 points

Study Guide Questions (6 chapters x 10 points each) 60 points
Simucase 50 points
Language Norms Chart 30 points
Video Observations 140 points
Final Exam 200 points
Total: 600 points

Grading Scale
540-600 points = A
480-539 points = B
420-479 points = C
360-419 points = D

TWU Attendance Policy: Consistent and attentive attendance is vital to academic success and is
expected of all students. Grades are determined by academic performance, and instructors may
give students written notice that attendance related to specific classroom activities is required
and will constitute a specific percentage of students' grades.

Absences do not exempt students from academic requirements. Excessive absences, even if
documented, may result in a student failing the course. An incomplete may be granted if the
student has a passing grade, but only if the instructor determines that it is feasible for the student
to successfully complete remaining assignments after the semester. Pursuant to university policy,
such determinations are within the discretion of the instructor.
Tentative Class Schedule

Date Material to be covered during class Homework for the next Class

- Review Syllabus
Ch. 1, pp. 1-15 and begin again on the
- Lecture 1
right column of page 19 and read
▪ Definitions of Language Disorders
Week 1 through p. 24
▪ Models of Language Disorders
June 4 Study Guide Questions – (listed on
▪ Components of Language
Canvas)
▪ Review of Typical Language
Language Norms Chart – Due 7/2
Development (0-6 years of age)

- Quiz 1
- Lecture 2 Ch. 2, pp. 25-62
Week 2 ▪ Descriptive-Developmental Approach Study Guide Questions – (listed on
June 11 ▪ Principles of Evaluation Canvas)
▪ Assessment in the Prelinguistic Period
▪ Interacting with Families

- Quiz 2
- Lecture 3
▪ Intervention in the Prelinguistic Period Ch. 3, pp. 63-101
Week 3
▪ Considerations for Older Prelinguistic Study Guide Questions – (listed on
June 18
Children Canvas)
▪ Assessment/Intervention for Emerging
Language

Ch 6, pp. 181-184, 189-192, 194-216

(skipping sections related to
Week 4 - Independent Class – NO ONLINE CLASS oral/feeding assessment and
June 25 - SIMUCASE evaluation of WITTEN – Due 7/9 management)
Study Guide Questions – (listed on
Canvas)

- Quiz 3
- Language Norms Chart DUE by 11:59pm
- Lecture 4
Ch. 7, pp. 232-256
Week 5 ▪ Evaluations in Semantics, Syntax, and
Study Guide Questions – (listed on
July 2 Pragmatics
Canvas)
▪ Practice MLU, MLCU, TTR
▪ Play Based Learning
▪ Imitation Therapy
 - Quiz 4
Week 6 - Simucase DUE by 11:59pm Ch 4, pp. 102-145
July 9 - Lecture 5 Syndromes Chart – (listed on Canvas)
▪ Syndromes

- Quiz 5
- Video Observations DUE by 11:59pm
- Lecture 6
Ch. 7, pp. 257-284
Week 7 ▪ Assessment/Intervention for Developing
Study Guide Questions – (listed on
July 16 Language
Canvas)
▪ Humor
▪ Following Directions

- Quiz 6
- Study Guide Questions DUE by 11:59pm
Bonus Assignment:
- Lecture 7
Week 8 Speechpathology.com video & quiz
▪ Autism Spectrum Disorders
July 23 (10 points – complete by 7/30)
▪ Behavior Management
▪ Considerations for Special Populations
Review for final exam

Week 9 FINAL EXAM

Thank you for all your hard work!
July 30