Acquired Neurolinguistic and Neurocognitive Disorders (495-0-1)
Instructors
Laura Kristina Karvelis
Meeting Info
Frances Searle Building 3220: Wed 5:00PM - 6:30PM
Overview of class
Examination of the neural bases and characteristics of acquired linguistic and cognitive disorders,
including aphasia, dementia, and right hemisphere syndrome. Exploration of how normal
language and cognitive systems are fractionated by brain damage. Focus on assessment,
diagnosis, prognosis, treatment and recovery processes associated with these disorders.
Emphasis on the integration of normative data, scientific knowledge, and clinical
practice.
Registration Requirements
See Northwestern University's MS-SLL student Handbook
Learning Objectives
· Identify and describe the neural mechanisms (i.e., basis) by which normal language and cognitive processing in healthy aging are fractionated by brain damage.
· Describe potential etiologies of and factors associated with acquired linguistic and cognitive disorders in adults.
· Describe the psychosocial impact of acquired linguistic and cognitive disorders and discuss components of education and counseling for patients, family, and other professionals (e.g., LPAA approaches, personhood theories, family systems theories).
· Describe linguistic and cognitive characteristics, prognostic indicators, and recovery processes associated with acquired disorders, including aphasia, dementia, traumatic brain injury, and right hemisphere communication impairments.
· Describe, evaluate, and compare/contrast (e.g., theoretical underpinnings, learning models, procedures, therapy targets, efficacy) of psycholinguistic and psychosocial intervention approaches for adults with acquired disorders, including aphasia, dementia, traumatic brain injury, and right
· Identify and describe the core variables that are central considerations in treatment effectiveness (e.g., a treatment's ‘active ingredient) in acquired neurocognitive and neurolinguistic disorders.
· Choose and justify language intervention targets for adults with acquired language and cognitive disorders.
· Describe and consider factors in selecting/implementing assessment methods for adults with acquired language and cognitive disorders.
· Demonstrate select assessment and treatment approaches for adults with acquired disorders, including aphasia, dementia, traumatic brain injury, and right hemisphere communication impairments
Teaching Method
The course format and content delivery are structured to facilitate active and explorative learning. The class format will focus on developing critical thinking by fostering discovery of knowledge through intentionally ambiguous assignments that will require students to delve deeply into the published literature and to explore discerningly those resources that extend beyond the boundaries of the textbook and course lectures. This style of learning, while critical for developing a strong clinical practice, may be initially uncomfortable, and unsettling for some. Some of the class content will be taught in more traditional lectures. Much of the content will be explored through group and individual learning activities (during and outside of class). Consequently, the quality of the course depends on each student and their preparation for each class. For many lectures, visual and audio materials including PowerPoint slides, video and audio recordings will be used to enhance classroom learning. Given the active learning and discussion-based format of the course, material will be presented that is not specifically included in the PowerPoint slides, PDF overheads, video, and audio materials. Students are responsible for all information presented in lectures and from the assigned readings. The reading load for the course is commensurate with graduate training. The required course readings are designed to complement information presented in the course lectures, to provide a foundation for team learning activities, and to contextualize the concepts presented in the course lectures within the relevant published literature.
Evaluation Method
Both group and individual, written and oral presentations; objective written exams completed outside of class time using Canvas.
Class Materials (Required)
· Papathanasiou, I and Coppens, P. (2022). Aphasia and Related Neurogenic Communication Disorders - 3rd Edition. Burlington, MA: Jones and Bartlett Learning. (ISBN: 9781284184099, $134.95)
o Available in electronic (Advantage Access through the publisher at a reduced rate) and hard copy formats. Used editions are available. Textbook is available through alternative vendors. Prior editions of textbook (2nd edition only) are allowed, but content and required readings may not align with the older edition.
· A number of additional readings and course materials will be posted to the Canvas course website (or via library links) over the duration of the course. There are no costs associated with these materials.
· Readings will be assigned via Canvas at the start of Week 1 of the course. Please have all course materials purchased prior to the beginning of the course.
· A computer will be required in order to access the course website to access certain materials described above.
Materials are posted on Canvas
Class allows prior editions of textbook
Students are encouraged to consult alternate vendors (Amazon, book rentals, etc.)
Other: Electronic access available from publisher at a reduced rate ~ 50% discount off the hard copy version.
Class Notes
There are a number of assessment measures and treatment approaches that have been published in the area of acquired neurocognitive and neurolinguistic disorders. This is an evolving area of clinical practice in which new evidence is constantly emerging. The purpose of the course is NOT to teach the mechanics/procedures for performing these assessments or conducting these interventions. You will acquire the more procedural aspects of this area of practice in your simulation labs and clinical placements (and throughout your clinical career). The overarching purpose of the course IS to provide you with psycholinguistic and person-centered frameworks and theories/principles for assessment and intervention across a number of neurocognitive and neurolinguistic disorders to facilitate critical thinking and a systematic approach to clinical problem solving in these populations.