Multicultural Issues in Speech Language Pathology 2011 Fall

2011 Multicultural Issues in Speech Language Pathology CSD 5334 Section 01

GENERAL INFORMATION: Instructor: Jungjun Park, Ph.D (email: jungjun_park@baylor.edu). Classroom Location: Neil Morris (#127) Office Location: Neil Morris (#226) Office Phone: 710-3289 Class Hours: 11:00-12:15(T/R) Office Hours: 12:15-2:00 (T/R after class).

Email appointment is recommended. Semester Hours: 3 (credits)

TEXTBOOKS AND READINGS

REQUIRED TEXTBOOK: Celeste Roseberry-McKibbin (2007). Language Disorders in Children: A Multicultural

and Case Perspective, Allyn and Bacon (ISBN: 0-205-39340-3)

RECOMMENDED: Celeste Roseberry-McKibbin (2008). Multicultural Students with Special Language

Needs: Practical Strategies for Assessment and Intervention. Academic Communications Association.

Baker, C. (2001a). Foundations of bilingual education and bilingualism. (3rd ed.). Clevedon, UK: Multilingual Matters Ltd.

Baker, C. (2001b) A parents' and teachers' guide to bilingualism. (2nd ed.) Clevedon, UK: Multilingual Matters, Ltd.

COURSE DESCRIPTION AND OBJECTIVES:

1. Describe normal second language acquisition and bilingual development in children. o Knowledge of theories and variables associated with successful second language

acquisition (Bilingualism)o Understanding of research on bilingualism and its applications to intervention and

bilingual education practices and options o Standard III-B

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This course provides a foundational and application framework in the clinical approach to Multicultural and Multilingual Issues (MMI) in SLP. The main goal is to learn how to practice best known strategies in conducting fair speech and language service for individuals from diverse linguistic and cultural backgrounds. The results of this process will enable clinicians to plan appropriate intervention strategies to enhance those individuals' communication skills and success in the mainstream educational and work settings.

Multicultural Issues in Speech Language Pathology 2011 Fall

o Understanding of the scope of practice and role of speech-language pathologists with bilingual/bicultural students/clients with and without speech and language disorder

o Contrast communication differences and communication disorders in CLD populations.

2. Identify cultural and linguistic variables that may impact speech-language pathology services to members of specific culturally and linguistically diverse (CLD) groups.

o Standard III-B, III-C

3. Summarize cross-cultural differences in communication styles of various cultural groups, and critically evaluate how these differences impact speech-language services.

o Standard III-B, III-C

4. Describe potential limitations of standardized tests with CLD clients. o Standard III-D

5. Explain how to use alternative, nonstandardized methods for nonbiased assessment (interviews, dynamic assessment, descriptive analysis, classroom observations, other professionals and families, as well as collaboration with interpreters/translators)

o Standard III-D

6. List and describe appropriate treatment techniques for CLD children with different types of speech-language disorders.

o Standard III-D

7. Understand professional ethics and issues , reviews regulations and requirements for professional practice for CLD populations.

o Standard III-C, III-D

8. Most importantly, to experience basic clinical issues by meeting real CLD children and families (multicultural group projects).

o Standard III-D (related with your CLD practicum)

This course also provides background knowledge and skills that are a central requirement for graduate student clinicians who are pursuing clinical certificates (comp exam, praxis).

BAYLOR BLACKBOARD: Syllabus, lecture notes, handouts, special announcements, and other class material will be posted on the Blackboard or distributed in the class. The students should also become familiar with the Baylor Library system for downloading articles. Inability to retrieve course information will not be an acceptable excuse for failure to acquire/master the information. If you are registered for the class then you are automatically linked to the course.

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Multicultural Issues in Speech Language Pathology 2011 Fall

LEARNING OUTCOMES Link to American Speech, Language, and Hearing Association (ASHA) Knowledge and Skills Acquisition (KASA): http://www.asha.org/uploadedFiles/certification/KASASummaryFormSLP.pdf

The ASHA KASA document details the Standards for the Certificate of Clinical Competence for Speech Pathologists (CCC-SLP). This document is utilized to demonstrate compliance with accreditation standards related to preparing students to meet ASHA certification requirements.

It includes nine main knowledge areas (articulation, fluency, voice and resonance, receptive/expressive language, hearing, swallowing, cognitive aspects, social aspects, and communication modalities) across five clinical parameters (etiology, characteristics, prevention, assessment, and intervention). Because of the importance of the KASA standards in tracking and documenting the student’s achievement related to these knowledge areas and clinical parameters, they are directly related to the Learning Outcomes.

Accordingly, the relevant Standards for this course are noted under each Learning Outcome as listed below:

1. Standard III-B. The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.

2. Standard III-C. The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.

3. Standard III-D: The applicant must possess 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 of the disorders.

4. Standard IV-G: The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the following skills outcomes (in addition to clinical experiences, skills may be demonstrated through successful performance on academic course work and examinations, independent projects, or other appropriate alternative methods):

o IV-G. Item 1. Evaluationo Item 3. Interaction and Personal Qualities:

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Multicultural Issues in Speech Language Pathology 2011 Fall

STUDENTS WITH SPECIAL NEEDS If you have any special learning needs, please see me during the first week of class so we can be

sure you get the proper accommodations. However, before seeing me you must first register with the Office of Access and Learning Accommodation (OALA) (http://www.baylor.edu/oala). OALA: 254-710-3605

ACADEMIC INTEGRITY

Students in this course are expected to firmly abide by the Baylor University Student Honor Code as outlined in the Student Handbook. Students who violate the Honor Code will suffer the consequences:

Any evidence of dishonorable conduct (i.e., cheating in and out of the class for class activities such as exams and projects) as outlined in the Baylor Honor Code will result in at least an "F" in this course (http://www.baylor.edu/honorcode/index.php?id=44060).All Honor Code violations will be reported to Baylor University’s Office of Academic Integrity right away throughout the semester and will follow the student through their entire time at the university. Please guard your ethical reputation beginning now. All books/notes/electronic devices must be out of sight during exams. All hats must be removed.

COURSE REQUIREMENTS AND ORGANIZATION1) Class participation:

a. According to the attendance policy of the Collage of Arts and Sciences “to earn course credit in the College of Arts and Sciences, a student must attend at least 75% of all scheduled class meetings. Any student who does not meet this minimal standard will automatically receive a grade of “F” in the course. Any University-related activity necessitating an absence from class shall count as an absence when determining whether a student has attended the required 75% of class meetings.” (Please visit http://www.baylor.edu/artsandsciences/ for more information.)

b. As a CSD Graduate Student, you are basically expected to attend all classes. In the event you are unable to attend a class session, it is your responsibility to obtain (a) class notes and/or handouts from another student, and (b) any changes in the class schedule.

c. Excused absence: Contact the instructor through email prior to class if you are unable to attend a class meeting. You are required to verify the nature of an absence before or after the class meeting that you missed (e.g., doctor’s note). Excused absences will be decided on a case-by-case basis by the instructor based on the documents and situational consideration.

d. You are also expected to take tests on time. If you are ill, it is your responsibility to notify the instructor prior to the time of the test. If you miss a test without prior approval from your instructor, you will be subject to receiving a zero for the test. When returning from the illness, it is the student’s responsibility to take the makeup exam within 3 days or the student will automatically receive a zero for the test.

e. Each student is expected to read assigned material prior to class, attend, and actively participate in class lectures, discussions, and activities. Please be respectful of your

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Multicultural Issues in Speech Language Pathology 2011 Fall

classmates and your instructor by arriving on time and remaining throughout the entire class session. All electronics should be turned off in the class.

2) 2 in-class Exams (600 pts: each will have a total of 300 pts):a. Exams will be based on assigned readings and class discussions/activities. b. Format: multiple choice, true-false, short essays, article-based questions.

3) Projects (350 pts): a. Article presentation (50 pts) : Each group of 2 students will be assigned an article for an

in-class presentation as the semester progresses (a total of 12 articles). Each group needs to create ppt slides for the presentation, which will take 15 minutes

and 5 minutes of Q & A. Your presentation will be graded based on the accuracy of information delivered and

the quality of ppt slides, and fluency of presentation. Hard copies of your presentations should be handed out to the class. A sample template of the PPT slides is available at the BB. Articles will be available at the BB. Students are required to read all articles.

b. Multicultural assessment project (300 pts): A group of five students will be assigned to and meet a CLD child and his/her family,

respectively for a mock assessment project using their L1 and L2. A basic ethnographic interview and a language/literacy-related assessment (standard/non-standard tests) will be done for the child.

Detailed schedule will be provided. For each assessment, bilingual interpreters will help you. On Nov 15 (Thursday) and Nov 29(Tuesday), each group will present the result of

assessment. Final Assessment paper is due by Nov 29 (Tuesday)

Ethonographic interviews: You will obtain information from the point of view of a cultural informant using a questionnaire form and submit a summary paper.

Make sure you include the notes from the interview in the report. Do not include any real names, specific demographic information. Indicate what you learned from the project, and how you will implement

this knowledge in your future work as a speech-language pathologist with clients with CLD background.

Detailed materials will be provided such as questionnaire form and linguistic development checklist.

Mock language/literacy-related assessment : You will administer a battery of tests of language and literacy and submit a mock evaluation report. A mock assessment report will be provided (areas to be tested: phonological processing skills, word reading accuracy, writing analysis, spelling test, syntactic-morphological ability, expressive/receptive vocabulary, etc.).

4) Course portfolio (50 pts): Due by November 29 (Thesday)

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Multicultural Issues in Speech Language Pathology 2011 Fall

The course portfolio will be your own personal handbook to help you in your career after you have completed the course.

a. The portfolio must include all of the Powerpoint slides, assignments, actual exams, hand-outs, and additional study materials created/collected by you.

b. Criterioni. 50: excellent (no material is missing, all materials are ordered in a timely

manner, extra materials for study are richly added)ii. 40: good (no material is missing, a few extra materials are added, not all

materials ordered in a timely manner)iii. 30: fair (some materials are missing, no extra materials are seen, etc.)

5) Grading Policy:Final grades will be determined according to the following scale:

GradeActual point range for each grade

(out of 1000)%-ile

A 950 – 1000 95.0 - 100%A- 900 – 949.99 90.0 – 94.99%

B+ 850 – 899.99 85.0 – 89.99%B 800 – 849.99 80.0 - 84.99%

C+ 750 – 799.99 75.0 – 79.99%C 700 – 749.99 70.0 – 74.99%

D+ 650 – 699.99 65.0 – 69.99%D 600 – 659.99 60.0 – 65.99%F Below 600 Below 60.0%

FALL SEMESTER 2011 (http://www.baylor.edu/content/services/document.php/123151.pdf)

1. August 22: Classes Begin (Monday)

2. September 5: Labor Day – University Holiday

3. September 23-24 Parents Weekend

4. October 14-16: Fall Break (Friday through Sunday)

5. November 5(Sat): Homecoming

6. November 23-27: Thanksgiving Holidays (Wednesday through Sunday)

7. December 5: Last Day of Classes (Monday)

8. December 8-14 Final Examinations

(Thursday through Wednesday, including Saturday)

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Multicultural Issues in Speech Language Pathology 2011 Fall

CLASS OUTLINE (contents are subject to change, but NOT the dates for exams/ project)

Week Date Contents AP(Thur) * Exam Book1 Aug 23, 25 Syllabus

Bilingual Language Acquisition*AP = article presentation Ch 3

2 Aug 30, Sep 1 Bilingual Language Acquisition AP Group 1 Ch 33 Sep 6,8 Factors Impacting Language Development in CLS children AP Group 2 Ch 44 Sep 13,15 Factors Impacting Language Development in CLS children AP Group 3 Ch 45 Sep 20,22 Assessment of LCD students with Language Impairments 1 AP Group 4 Ch 5

6 Sep 27,29 Assessment of LCD students with Language Impairments 2 AP Group 5, Ch 57 Oct 4,6 Assessment of LCD students with Language Impairments 3 Exam 1 (Oct 4)/AP Group 6 Ch 58 Oct 11, 13 Assessment of LCD students with Language Impairments 4

Intervention for LCD students 1AP Group 7 Ch 5

Ch 69 Oct 18, 20 Intervention for LCD students 2

School-aged CLD studentsAP Group 8 Ch 6

Ch 8

10 Oct 25, 27 Language/Literacy Intervention for CSD students AP Group 9 Ch 811 Nov 1,3 Language in Children with Developmental Disabilities AP Group 1012 Nov 8, 10 Language in Children with Developmental Disabilities Exam 2: Nov 10 Ch 9

13 Nov 15, 17 Legal and ethical issues *No Class: Nov17 (ASHA) Project PPT (Group A,B)-Nov15Group 11

14 Nov 22, 24 TG Holidays: Nov 23(Wed)-27(Sun) No class15 Nov 29, Dec 1 Rest of the Story (praxis, comp, etc.) Project PPT (Group C,D)-Nov29

Group 12Final assessment report * Course portfolio due by November 29 (Tuesday)

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Multicultural Issues in Speech Language Pathology 2011 Fall

My Group #: Article presentation (number): ________________.

Assessment Project (letter): ________________.

Groups for Article Presentation

Group 1 - Chelsea, LaurenGroup 2 – Kristen, KendraGroup 3- Elisha, MelodyGroup 4 – Jordan, Eva Group 5 – Melissa, KatelynGroup 6 – Emily, CarissaGroup 7 – Rachel, JenniferGroup 8 – Katherine, CarissaGroup 9 – Allison, AlexGroup 10 – Anna, ShannonGroup 11 – Thomas, JulieGroup 12 – Janie, Sherry

Groups for Assessment project

Group A: Groups 1,2, 3Group B: Groups 4,5,6Group C: Groups 7,8,9Group D: Groups 10,11,12

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