The study of aphasia is an extremely interesting exercise. It is richly
clinical and strikingly theoretical in a very enlightening way. The main
issues revolve around four questions (Rogers, Alarcon, & Olswang (1999):
What is the nature
and scope of the impairment with respect to speech language, and
cognition?
What are the limitations
experienced by the individual with respect to communication?
What are the emotional,
psychological, and social consequences of livingwith
aphasia
for the individual as well as those playing significant roles in his or
her
life?
What do we do on Monday morning
to help overcome the impairments, limitations,
and
consequences?
We will focus on these questions from both a theoretical foundation
and an applied clinical orientation. The nature of aphasia will be investigated
from a clinical perspective. The aim is to provide both theoretical and
practical information necessary for the practicing clinician. I believe
that we are currently undergoing a metamorphosis in the neuropathologies.
We are moving away from a fairly simplistic medical model and dealing with
a much more complex systems-theory/social model. This model better approximates
the needs of individuals in the neuropathologies but will require some
sort of new framework. This approach will be handled by recognizing the
important conceptual issues and then by employing the World Health Organization's
newest tripartite classification system of impairments, activity limitations,
and participation restrictions.
The lectures/discussions will be divided into topic areas which will roughly approximate the number of classes in the semester. Although these topics are listed separately, they will overlap to some extent. There will be some flexibility dependent on the class scheduling over the period of the semester. Consequently, the topic listing provided below is only an estimation.
COURSE REQUIREMENTS
Grades will be determined by class participation and successful completion of the class requirements. These requirements are as follows:
Students will accumulate points for all assignments, projects, papers,
and exams. The final grade will be based on the total number of points
accumulated by the student on all assignments and examinations and expressed
as a percentage (%) of the total points possible during the semester (400
- 500). Points will be deducted for all assignments that are turned in
late unless the student presents a written excuse that is acceptable to
Dr. Damico. Letter grades will be assigned using the following percentage
scale:
91 - 100 - A
82 - 90 - B
73 - 81 - C
65 - 72 - D
Below 65 - F
COURSE EVALUATION
Students will have the opportunity to evaluate the course by completing the student evaluation of instruction administered by the University toward the end of the semester.
EMERGENCY EVACUATION PROCEDURES
A map of this floor is posted near the elevator marking the evacuation route and the Designated Rescue Area. This is an area where emergency service personnel will go first to look for individuals who need assistance in exiting the building. Students who may need assistance should identify themselves to the teaching faculty.
CURSORY NOTES ON THE LECTURES
A set of cursory notes for most of the lectures will be supplied during
the semester. These are reduced versions of class notes, providing most
of the significant content of the lecture (but not necessarily all of
the important content). These notes are intended to help the students
follow the lecture and to only take notes that they feel are necessary.
These notes will be placed on Dr. Damico's Web Site and each section of
notes will remain for at least two weeks. His Web Site address is
http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html
You may duplicate any of the material in those packets for your own use. Use of the provided Cursory Notes in highly recommended (but not required).
CLINICAL APPLICATIONS SECTION
There will be a demonstration/application requirement for this course that must be met. While not considered within the grading criteria directly, this section will indirectly affect your grade. Since this section is considered a minimum requirement, your total course grade will be affected as follows: If you attain above 85%, then your course grade is unaffected. If you attain 75% to 85%, then your course grade is dropped one entire letter grade. If you attain less than 75%, then your course grade is dropped two entire letter grades. There are two ways to complete this section:
ACADEMIC MISCONDUCT
Academic misconduct guidelines are strictly upheld. Cheating on an examination or permitting someone to cheat will result (at least) in a zero on the assignment or examination. Greater penalties will be assessed by Dr. Damico if possible. Similarly, plagiarism will not be tolerated and will carry similar penalties. Students missing examinations must have a legitimate excuse and must contact Dr. Damico immediately. If you have any questions, consult your Graduate Bulletin under "Academic Honesty" or contact Dr. Damico.
LECTURE TOPICS
I. 1-11-01
Introduction
A look at Aphasia
Assertions about aphasia
FOCUS: A DIRECT EXPERIENCE WITH APHASIA
II. 1-16-01 Theoretical
Foundations
Language and Communication as Synergy
Foundation: Semiotics and Pragmatic Mapping
Internal Synergy - Vygotsky: Language as the PRIME MEDIATOR
External Synergy - Bateson: Systems Theory and Complex Social
Phenomena
Implications for Aphasia
Orientation to Language/Semiotics
World Health Organization Definitions:
Impairments
Activity limitations
Participation restrictions
Why this tripartite Division is important
Contextual Zeitgeist
Clinical Implications for Aphasia
FOCUS: SYNERGY AND ITS IMPLICATIONS
III. 1-18-01
Describing Aphasia
Definitions
Epidemiology
Pathophysiology of Aphasia
IV. 1-23-01
Descriptions of Deficit
Classification of Aphasia
Aphasia without Adjectives
Manifestations
FOCUS: UNITARY DEFICIT
V. 1-25-01
Manifestations (Continued)
Communicative Patterns
Deficits
Handicaps
Adaptations
VI. 1-30-01
Psychosocial Patterns
Deficits
Handicaps
Recovery Patterns in Aphasia
A restricted view
An expanded view
FOCUS: FUNCTIONAL/SOCIAL
VII. 2-1-01
Assessment Issues
The Tripartite Structure in practice
General Guidelines
FOCUS: AUTHENTICITY
VIII. 2-6-01
Assessment Issues
Answering Questions
Quantification and Description
IX. 2-8-01
Traditional Assessment Tools
Modality-oriented
Skills-focused
Processing-focused
Assessment Batteries
FOCUS: WHERE WE HAVE BEEN
X. 2-13-01
Traditional Assessment Tools
Assessment Batteries (Continued)
Targeted Tools and Procedures
FOCUS: STATE OF THE ASSESSMENT ART
XI. 2-15-01
Traditional Assessment Tools
Targeted Tools and Procedures (Continued)
XII. 2-20-01
Innovative Assessment Tools
Functional Measures
FOCUS: PUTTING THEORY INTO PRACTICE
XIII. 2-22-01
Innovative Assessment Tools
Pragmatic Measures
**** 2-27-01 Mardi
Gras!!!!
XIV. 3-1-01
Innovative Assessment Tools
Pragmatic Measures (Continued)
Sociolinguistic approach
Conversational Profiling
FOCUS: RICH DESCRIPTION
XV. 3-6-01
Midterm examination
XVI. 3-8-01
Innovative Assessment Tools (Continued)
XVII. 3-13-01
Intervention Issues
The tripartite Structure
General Guidelines
FOCUS: CHARTING TREATMENT COURSE
XVIII. 3-15-01
Intervention Issues
Prioritizing Needs
Family Inclusion
The overall plan and structure of intervention
XIX. 3-20-01
Intervention Strategies (Disability-oriented)
Remediation of Language Deficits
Procedures
FOCUS: THE TYPICAL STATE OF THE ART
XX. 3-22-01
Intervention strategies (Disability-oriented)
Remediation of Processing Deficits
Various Procedures
PICA Therapy
XXI. 3-27-01
Intervention Strategies (Disability-oriented)
Remediation of Processing Deficits
PICA Therapy (Continued)
FOCUS: BRAIN AS A CYBERNETIC SYSTEM
XXII. 3-29-01
Intervention Strategies (Disability-oriented)
Compensations for Deficits
XXIII. 4-3-01
Intervention Strategies (Handicap-oriented)
Conversational Coaching
FOCI: FUNCTIONAL/AUTHENTIC CONCERNS
XXIV. 4-5-01
Intervention Strategies (Handicap-oriented)
Changing the Social Environment
FOCUS: THE SOCIAL DYNAMIC
XXV. 4-10-01
Intervention Strategies (Handicap-oriented)
Conversational Partners
**** 4-12-01
Easter Holidays
XXVI. 4-17-01
Intervention Strategies
Spousal Interaction
XXVII. 4-19-01 Intervention
Strategies
FLOW and its relevance
FOCUS: CREATING OPTIMAL EXPERIENCES
XXVIII. 4-24-01 Intervention
Strategies
Positive Everyday Routines
XXIX. 4-26-01
Intervention Strategies
Aphasia Group Treatment
XXX. 5-1-01
Make up Day
REQUIRED READINGS
There are 25 required readings. There are also supplemental readings that have been used to structure Dr. Damico's lectures. They are with cursory notes.
1-23-01
Darley F.L. (1982). Aphasia without adjectives. (pp. 1-54) in F.L.
Darley, Aphasia. Philadelphia: W. B. Saunders Company.
1-25-01
Simmons-Mackie, N.N. & Damico, J.S. (1997). Reformulating the definition
of compensatory strategies in aphasia. Aphasiology, 11, 761-781.
LeDorze, G. & Brassard, C. (1995). A description of the consequences of aphasia on aphasic persons and their relatives and friends, based on the WHO model of chronic diseases. Aphasiology, 9, 239-255.
Goodwin, C. (1995). Co-constructing meaning in conversations with an aphasic man. In S. Jacoby & E. Ochs (Eds.) Research in Language and Social Interaction (Special issue of Construction). 28, 233-260.
2-13-01
3-1-01
Simmons-Mackie, N.N., Damico, J.S., & Damico, H.L. (1999). A qualitative study of feedback in aphasia treatment. American Journal of Speech-Language Pathology, 8, 218-230.
Lyon, J.G. (1997). Volunteers and Partners: Moving intervention outside the treatment room. In B. Shadden & M.A. Toner (Eds.) Aging and Communication, (pp. 299-323), Austin, TX: PRO-ED.
Lyon, J.G. (1997). Treating real-life functionality in a couple coping
with severe aphasia. In N. Helm-Estabrooks & A. Holland (Eds). Approaches
to the treatment of Aphasia. (pp.203-239). San Diego, CA: Singular
Publishing Group.
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