Prevention, Assessment, and Intervention of Communication Disorders: Birth-5

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

• Use a developmental framework to compare and contrast the sequence of early language development milestones in children with typical language and those with delayed language profiles. ASHA Standard IVB and IVC: CAA 3.1.2B

• Summarize the steps and processes that should be used for family centered service provision. ASHA Standard IV-D, IVE; and IVG CAA 3.1.1B

• Identify limitations of standardized/norm referenced tests with birth-five populations. ASHA Standard IV-D: CAA 3.1.1B

• Identify alternative assessment procedures to norm-referenced tests that may be used with birth to five populations. ASHA Standard IV-D: CAA 3.1.4B

• Explain what factors should be considered in providing culturally relevant and appropriate service delivery. ASHA Standard IV-D: CAA 3.1.1B and 3.1.5B

• Explain at least 3 evidence-based treatment approaches that can be used to treat early communication difficulties. ASHA Standard IV-D and IV-F: CAA 3.1.1B and 3.1.5B

• Identify and employ the use of effective strategies and options to explain results of an assessment and recommended treatment plan to other specialists, professionals, and the families participating in the early intervention process. ASHA Standard V-B; CAA 3.1.1B

• Identify and employ the use of effective strategies and options to explain results of an assessment and recommended treatment plan to other specialists, professionals, and the families participating in the early intervention process. ASHA Standard V-B; CAA 3.1.1B

Course Grading Information:

Activity/Performance Measure	Percentage/Points
IFSP	25%
Language Sample Analysis	25%
Cooperative Group Project	25%
Intervention Plan	25%
Total	100%

Grading Scale

Percentage	Letter Grade
≥ 93.0%	A
90.0-92.9%	A-
87.0-89.9%	B+
83.0-86.9%	B
80.0-82.9%	B-
77.0-79.9%	C+
73.0-76.9%	C
70.0-72.9%	C-
<69.9%	D

Attendance/Participation:

Active participation and engagement are critical for optimal learning. Students’ attendance is essential for success in this course and to the development of our classroom community. Limited class attendance and participation will significantly impact students’ final grade.

Course Materials Purchased by the Students:

Required texts and materials

Owens, Robert, Jr. (2018). Early Language Intervention for Infants, Toddlers, and Preschoolers. New York: Pearson

Paul, R., Norbury, C., & Gosse, C. (2018). Language Disorders from Infancy Through Adolescence, Fifth Edition. St. Louis, MO: Elsevier.

Suggested:

Ross, Kathleen, (2017). Speech-Language Pathologists in Early Childhood Intervention Working with Infants, Toddlers, Families, and Other Care Providers, Plural Publishing.

 Justice, L. & Ezell, H. (2002). The Syntax Handbook: Everything You Learned About Syntax but Forgot. Eau Claire, WI: Thinking Publications