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Florida International University
College of Nursing and Health Sciences
Differential Diagnosis of Communicative Disorders
Fall 2016
COURSE NUMBER
SPA 5553
COURSE TITLE
Differential Diagnosis of Communicative Disorders
SECTION
01
LOCATION
Tuesdays 6:25-9:05pm, AHC3-407
COURSE CREDITS
3 credits
CLOCK HOURS
3 hours
FACULTY
Alliete Alfano, PhD, CCC-SLP, LSLS Cert. AVT
E-mail: [email protected]
Office Hours: Tuesdays 1-3:30PM, 5-6PM, by appt only
Thursdays 2:30-4:40PM, by appt only
Office location: AHC3-437
Telephone number: 305-348-0362
COURSE DESCRIPTION
The administration, evaluation, and reporting of diagnostic tests and procedures used in assessment of
speech and language disorders.
REQUIRED TEXT:
Shipley, K. G. & McAfee, J.G. (2016). Assessment in Speech-Language Pathology: A Resource Manual
(5th ed.). Delmar Learning: Clifton Park, NY.
SUGGESTED TEXT:
Pindzola R. H., Plexico, L. W., & Haynes, W. O. & (2016) Diagnosis and Evaluation in Speech
Pathology (9th ed). Pearson.
COURSE OBJECTIVES
ASHA Standards

ASHA 2014 Standards for the Certificate of Clinical Competence in Speech-Language
Pathology consist of eight standards related to academic and clinical training as well as
continuing education for individuals who wish to obtain/maintain certification. Standard III:
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Program of Study deals with basic academic preparation. Standard IV: “Knowledge
Outcomes” deals with graduate level academic preparation. Standard V: “Skills Outcomes”
deals with clinical application. The table below lists the standards/objectives addressed in this
course along with the activities and evaluation criteria used to verify acquisition.
Standard
KASA Requirements/Objectives
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:
•articulation;
•fluency;
•voice and resonance, including respiration and
phonation;
•receptive and expressive language (phonology,
morphology, syntax, semantics, pragmatics,
prelinguistic communication and paralinguistic
communication) in speaking, listening, reading, writing;
•hearing, including the impact on speech and language;
•swallowing (oral, pharyngeal, esophageal, and related
functions, including oral function for feeding, orofacial
myology);
•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);
•augmentative and alternative communication
modalities.
Class
Exams/quizzes
Readings
Participation
Assignments
Assessment Log
Formal Evaluation
Report
Instructor Grading
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.
Class
Exams/quizzes
Readings
Participation
Assignments
Assessment Log
Formal Evaluation
Report
Instructor Grading
IV-E
The applicant must have demonstrated knowledge of
standards of ethical conduct.
Implementation: The applicant must have demonstrated
knowledge of the principles and rules of the current
ASHA Code of Ethics.
Class Exam/quizzes Instructor Grading
Readings
Participation
Class discussions
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Learning Activities Evaluation Criteria
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V-A
The applicant must have demonstrated skills in oral and Class Exam/quizzes Instructor Grading
written or other forms of communication sufficient for Readings
entry into professional practice.
Participation
Assignments
Formal Evaluation
Report
V-B
Evaluation:
a. Conduct screening and prevention procedures
(including prevention activities).
b. Collect case history information and integrate
information from clients/patients, family, caregivers,
teachers, and relevant others, including other
professionals.
c. Select and administer appropriate evaluation
procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental
procedures.
d. Adapt evaluation procedures to meet client/patient
needs.
e. Interpret, integrate, and synthesize all information to
develop diagnoses and make appropriate
recommendations for intervention.
f. Complete administrative and reporting functions
necessary to support evaluation.
g. Refer clients/patients for appropriate services.
Class Participation Instructor Grading
Assignments
Assessment Log
Administering
formal and non
formal evaluation
instruments.
Collect case history
information.
Formal Evaluation
Report
In this course, your acquisition of the relevant ASHA standards will be assessed on the appropriate
portions of the exams and other assignments. Your department has set a competency of 83% or better on
these assessments to meet ASHA standards. Exams and assignments will be reviewed in class and
students will be required to correct any incorrect responses, but this procedure will not alter grades.
Students failing to attain a grade of B or better in this course will have to repeat the course and show
competency in all standards. Additional remediation will be provided during course retake and a second
failure to attain a grade of B or better will result in dismissal from the program as the department and
university will not be able to recommend their application for ASHA certification and state licensure.
Learning Outcomes:
At the conclusion of this course, students will be able to:
1. Demonstrate an understanding of both new and previously learned information as it applies to
diagnostic evaluations for a variety of people with communication and swallowing disorders,
including consideration of anatomical/physiological, psychological, developmental, and linguistic
and cultural correlates of the disorders.
2. Identify a variety of diagnostic procedures and instruments used in the evaluation of speech and
language disorders.
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3. Adapt assessment and intervention procedures to match each child’s/adult’s developmental/
medical history.
4. Administer, score and correctly interpret results from standardized and non-standardized tests
based on age, disorder and population.
5. Write an accurate detailed evaluation report based on results from standard and non-standard tests
that includes:
a.
b.
c.
d.
e.
f.
A summary of the case history information
A description and summary of abilities and non-abilities on the various tests
A diagnosis, including the severity and cause of the disability
A prognosis with supporting rational
Recommendations for an intervention program
Referrals for service when appropriate
6. Develop intervention plans that includes:
a. Measurable and achievable goals
b. Materials and procedures to meet the goals
c. How to measure the child’s/adults progress
7. Gather and utilize case history information and meaningfully integrate it in testing procedures and
the evaluation report.
8. Effectively communicate acknowledging the needs, values, preferred mode of communication,
and cultural/linguistic background of the client, family, caregivers, and others within the client’s
environment.
9. Choose appropriate diagnostic tools such as behavioral observation, standard and non-standard
tests and instrumentation procedures.
10. Interpret, integrate, and synthesize all collected data in order to diagnose and make appropriate
recommendations.
11. Identify ethical issues related to the provision of clinical services to variety of clients with
communicative disorders and their families.
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TOPICAL OUTLINE
Aug. 23, 2016
Introduction/Overview of the class. Report Writing. Process/how it will be
incorporated into each class.
Assignment:
Read Shipley & McAfee Chapters:
-1 – Foundations of Assessment
-3 – Obtaining Preassessment Information
-4 – Reporting Assessment Findings
Bring copy of Form 3-1 and 3-2 from Shipley & McAfee next
week.
Contact Speech/Hearing Facility to set-up evaluation,
completed by Oct 4, 2016.
Aug. 30, 2016
Interviewing/Case Histories
Assignment:
Complete Interview/Case History write-up, due next week.
Read Shipley & McAfee Chapter: 16: Hearing Considerations.
Sept. 6, 2016
Assignment to Diagnostic Demonstration Groups/Hearing Screening Reviewed
Assignment:
Work in groups to prepare diagnostic demonstrations.
Turn in interview/case history write-up.
Work on Hearing Screenings.
Sept. 13, 2016
Hearing Issues
Assignment:
Read Shipley & McAfee Chapter: 5 – Assessment Procedures
Common to Most Communicative Disorders (pgs 130-133).
Read Shipley & McAfee Chapter: 14 –Motor Speech Disorders
Complete hearing write-up, due next week.
Bring copy of Shipley & McAfee Form 5-1 (pgs 145-149) to class
next week.
Sept. 20, 2016
The Oral Mechanism/Motor Speech Disorders.
Turn in hearing screening write-up.
Assignment:
Read Shipley & McAfee Chapter: 6: Assessment of Speech Sound
Disorders
Complete oral mechanism examination write-up, due next week.
Sept. 27, 2016
Articulation/Phonology.
Turn in oral mechanism examination write-up.
Assignment:
Read Shipley & McAfee Chapter: 5 – Assessment Procedures
Common to Most Communicative Disorders (pgs 133-143).
Read Shipley & McAfee Chapters: 7 – Assessment of Language in
Children (pgs 224-238)
Complete articulation/phonology write-up, due next week.
Have completed speech–language evaluation/observation
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by next week.
Oct. 4, 2016
Child Language (Under 3 years of age)/Informal Assessment Procedures.
Turn in articulation/phonology write-up.
Assignment:
Read Shipley & McAfee Chapters: 7 – Assessment of Language in
Children (pgs 238-251)
Complete child language write-up, due next week.
Oct. 11, 2016
School-Age Child Language/Formal Assessment Procedures.
Turn in child language write-up.
Assignment:
Read Shipley & McAfee Chapter: 8 – Assessment of Literacy.
Read Shipley & McAfee Chapter: 9 – Assessment for Autism
Spectrum Disorder and Social Communication Disorder.
Complete child language write-up, due next week.
Oct. 18, 2016
Literacy/ASD.
Assignment:
Oct. 25, 2016
Midterm Examination. Turn in literacy write-up.
Assignment:
Read Shipley & McAfee Chapter: 11 – Assessment of Stuttering
and Cluttering.
Finish First Draft of Formal Evaluation Report, due
next week.
Nov. 1, 2016
Fluency.
Assignment:
Turn in child language write-up.
Prepare for Midterm Examination.
Complete literacy write-up, due next week.
Read Shipley & McAfee Chapter: 12 – Assessment of Voice and
Resonance.
Complete fluency write-up, due next week.
Turn in First Draft of Formal Evaluation Report.
Nov. 8, 2016
Voice/Resonance. Turn in fluency write-up.
Assignment:
Read Shipley & McAfee Chapter: 13 – Assessment of
Neurocognitive Disorder.
Finish Case History, due next week.
Complete voice/resonance write-up, due next week.
Nov. 22, 2016
Aphasia/Adult Language. Turn in voice/resonance write-up.
Turn in Case History.
Assignment:
Read Shipley & McAfee Chapter: 2 – Multicultural
Considerations.
Complete aphasia write-up, due next week.
Finish Final Draft of Formal Evaluation Report, due
next week.
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Nov. 29, 2016
Review.
Assignment:
Dec. 6, 2016
Final Exam.
Turn in aphasia write-up.
Practice Scoring Evaluations
Turn in Final Draft of Formal Evaluation Report.
Finish Assessment Log/Portfolio, due next week at 5:00pm.
Prepare for Final Exam, next week.
Turn in Assessment Log/Portfolio, 5pm!
Final Exam, 6:25pm
EVALUATION
Assignments & Grading







Attendance/Participation (15%)
Diagnostic Demonstration Group Project (10%)
Midterm Exam (15%)
Additional Case History (10%)
Formal Evaluation Report (20%)
Assessment Log/Portfolio (15%)
Final Exam (15%)
Grading Scale:
A
=
94-100%
A=
90-93%
B+
=
87-89%
B
=
83-86%
B=
80-82%
C+
=
77-79%
C
CD+
D
DF
=
=
=
=
=
=
73-76%
70-72%
67-69%
63-66%
60-62%
59% - Below
DATES AND DESCRIPTIONS OF ASSIGNMENTS
Diagnostic Demonstration Group Project – due during assigned week of presentation (10%)
For each of the topics covered in class starting with Articulation, small groups of 3-4 students will
demonstrate how to administer and score an evaluation, how to diagnose a client based on the
extrapolated information, as well as treatment goals for the diagnosis. Topics and group assignments
will be randomly assigned on September 9th at 5:00pm. Each presentation should be 30 minutes in length.
One person will narrate the demonstration, one person will demonstrate how to administer the
assessment, one person will demonstrate how to respond to the assessment, and another person will
demonstrate what the results of the assessment tell us. All members of the group will independently and
confidentially evaluate each of the group members for
their participation efforts during group work. Be sure to include the following:
a. Name of the assessment
b. Description of the assessment
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c.
d.
e.
f.
g.
h.
i.
Purpose/Use of the assessment
Age/Type of Population
Administration procedures
Scoring procedures
How to determine diagnosis based on results
Handouts, as necessary
Team Member Evaluation Form (each group member will provide one for each of their group
members)
Midterm Evaluation – October 25, 2016 (15%)
Content to be announced based on class lectures and weekly assignments.
Additional Case History - Due on Nov. 22, 2016 (10%)
To be completed on an adult, contrasting what was done for the formal evaluation report. Complete and
analyze case history information and integrate information in designing an assessment plan that includes
appropriate evaluation procedures adapted to the individual needs of the client. This is to be turned in as a
hard copy as well as uploaded into Blackboard.
Formal Evaluation Report – 1st Draft Due Nov. 1, 2016, Final Draft Due on Nov 29, 2016 (20%)
This is to be turned in as a hard copy as well as uploaded into Blackboard.
Observe/participate in an evaluation of a child at a speech/hearing facility (completed by Oct. 4, 2016).
Complete a formal report (with a copy of completed test protocols) that includes all aspects of
communication observed during the evaluation, including:
a. A summary of the case history information including reason for referral;
b. Background history; previous testing etc.
c. A description and summary of abilities and non-abilities on the various tests/Tests
Administered etc.
d. When appropriate include the language sample, MLU, Type Token Ration
e. A diagnosis, including the severity and cause of the disability
f. A prognosis with supporting rational/clinical impressions
g. Recommendations for an intervention program
h. Referrals for service when appropriate
i. Measurable and achievable goals
j. Materials and procedures to meet the goals
k. How to measure the child’s/adults progress
Assessment Log/Portfolio – Due December 6, 2016 at 5:00pm (15%)
Throughout the semester, students will encounter different evaluation/assessment procedures for people
with disorders of social aspects of communication, articulation, fluency, voice and resonance, and
receptive and expressive language disorders. For each topic area covered in class, the student is required
to turn in at least one evaluation protocol (see below) and document the following on the Assessment Log
Entry Form:
Topic:
Requirement for each topic:
Interviewing
Sample history from class interview, AND
Additional Case History from assignments
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Hearing
Sample audiogram and write-up from class
Oral Mechanism
Sample write-up from class oral mechanism exam and oral
mechanism assessment
Articulation/Phonology
Fluency
Sample write-up from class assignments with protocol,
AND Another assessment protocol
Sample write-up from class assignments with protocol,
AND Another assessment protocol
Sample write-up from class assignments with protocol,
AND Another assessment protocol
Sample write-up from class assignments with protocol,
AND Another assessment protocol
Sample write-up from class assignment with protocol
Voice/Resonance
Sample write-up from class assignment with protocol
Aphasia
Sample write-up from class assignment with protocol
Child Language Under 3
School-Age Child
Language
Literacy
This is a total of at least 15 evaluation or assessment procedures that can be used with people with
communication deficits. Additionally, one report-style write-up will be turned in each week following the
weekly topic/assessment (This is to be turned in as a hard copy as well as uploaded into Moodle each
week). This write-up will come from an example from class and will be based on the information
obtained from the assessment protocol that is being turned in for the portfolio. At least one type of
assessment procedures should be included per weekly topic/assessment (as outlined above); however,
only one write-up per weekly topic/assessment is required.
Each Assessment Log entry in the student’s portfolio must include, but not limited to:
1. Name of the evaluation or assessment procedure
2. Clear and comprehensive description of the evaluation or assessment procedure (e.g., specifics
about what the clinician, clients, caregivers, and others do; how the evaluation or assessment
procedures is implemented)
3. Purpose/use of evaluation or assessment procedure
4. Age of population that the evaluation or assessment procedure is appropriate for
5. Type of population the evaluation or assessment procedure is appropriate for
6. Reference of the evaluation or assessment procedure (e.g., authors names and year) with a
complete citation provided at the end of the log
The Portfolio should be in a binder and include the following:
1. Table of contents
2. Tabbed sections for each of the topics
3. Assessment Logs and protocols for each of the topics
4. BOTH the original write-up for each of the topics plus a re-written write-up with corrections
included.
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Final Examination – December 6, 2016 (15%)
Content to be announced based on class lectures and weekly assignments.
POLICIES
Academic Misconduct
Florida International University is a community dedicated to generating and imparting knowledge
through excellent teaching and research, the rigorous and respectful exchange of ideas, and community
service. All students should respect the right of others to have an equitable opportunity to learn and
honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a
standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the
educational mission of Florida International University. All students are deemed by the University to
understand that if they are found responsible for academic misconduct, they will be subject to the
Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Students who
plagiarize or cheat can be charged with academic misconduct. Penalties for academic misconduct can
include up to dismissal from the University.
Misconduct includes:
Cheating: The unauthorized use of books, notes, aids, electronic sources; or assistance from another
person with respect to examinations, course assignments, field service reports, class recitations; or the
unauthorized possession of examination papers or course materials, whether originally authorized or not.
Plagiarism: The use and appropriation of another's work without any indication of the source and the
representation of such work as the student's own. Any student, who fails to give credit for ideas,
expressions or materials taken from another source, including internet sources, is guilty of plagiarism.
Religious Holidays
Religious holidays are an excused absence, but not beyond the day for the holiday itself. Students should
make their requests known at the beginning of the semester and arrangements must be made with the
faculty member for missed work.
Students with Disabilities
Students with disabilities who may need special accommodations must register with the Office of
Disability Services. In addition, students must contact the instructor so that arrangements can be made to
accommodate their needs.
Attendance Policy:
Regular class attendance is needed for optimal learning in this class and roll will be taken. To receive
credit for attending a class, you must be present for the full class period. There will be a 1 point
deduction from your attendance grade for every absence after one. Proper documentation must be
provided to the Disability Resource Center to make-up exams. Make-up exams will be administered at
the professor’s discretion. All make-up exams taken after the exam date are subject to a 10 point per class
late deduction penalty. If a student knows about his/her inability to be present on an exam date prior to
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that date, he/she must arrange to take the exam prior to the designated exam date. There will be no
penalty in this case if such an agreement is reached. The professor reserves the right to accept or reject
such agreements.
Professional Standards:
1.
Students are expected to maintain professional standards of behavior at all times when fulfilling
course requirements.
2.
Students must demonstrate proficiency in written composition. The written report will be graded
on correctness of grammatical usage, word choice and spelling, as well as content.
3.
Students should consult the current catalogue for information regarding the last day to drop of
resign from the University without grade penalty. Students are responsible for completing
required forms when they find it necessary to discontinue University work prior to the end of the
semester.
4.
Students will not be given make-up exams without a valid written excuse for the absence.
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