Differential Diagnosis Sample Syllabi

Course Objectives

To review the principles underlying assessment in general and nonbiased assessment in communication disorders.
To introduce the major clinical activities of a diagnostic process.
To review and critique the major diagnostic instruments used in the field of communication disorders.
To examine alternatives to traditional assessment and to gain experience in developing alternative assessment procedures.

Required Texts

Philips, B.J., & Ruscello, D. (1998). Differential diagnosis in speech-language pathology. Boston, MA: Butterworth-Heinemann.

Shipley, K., & McAfee, J. (1992). Assessment in speech-language pathology. San Diego: Singular Publishing.

Tomblin, J.B., Morris, H.S, & Spriestersback, D.C. (2000). Diagnosis in speech-language pathology (2nd ed.). San Diego, CA: Singular.

Class Outline

Class 1: Introduction and Overview

Class 2: Nomenclature/Diagnostic Models/Clinical Bias

Philips & Ruscello, Chapter 1

Class 3: Multicultural Issues/Test Bias

Philips & Ruscello, Chapter 2
Taylor, Chapters 2 & 3
Shipley & McAfee, Appendix A

Class 4: Psychometrics

CELF-3 Manual
Shipley & McAfee, Appendix B

Class 5: Case History/Hearing Screening/Oral Mechanism Examination

Tomblin et al, Chapters 5, 7 &18
Shipley & McAfee, Chapters 1, 2 and 10

Class 6: Diagnosing Language Disorders in Children

Philips & Ruscello, Chapter 10
Shipley & McAfee, Chapters 4 & 6

Class 7: Diagnosing Language Disorders in Adults

Aphasia/Head Injury/Right Hemisphere
Philips & Ruscello, Chapter 10
Shipley & McAfee, Chapter 9

Class 8: Diagnosing Articulation Disorders/Motor Speech Disorders

Philips & Ruscello, Chapters 5 & 8
Shipley & McAfee, Chapter 5
Group Projects Due
Diagnosing Stuttering
Philips & Ruscello, Chapter 6
Shipley & McAfee, Chapter 7

Class 9: Diagnosing Voice Disorders

Philips and Ruscello, Chapter 7
Shipley & McAfee, Chapter 8
Research Paper Due

Class 10: Dysphagia

Philips & Ruscello, Chapter11
Shipley & McAfee, Chapter 9
Exit Conference/Report Writing and Evaluation Team
Tomlin et al, Chapter 4
Shipley & McAfee, Chapter 3

Assignments

Group Research Project

Each group will select a clinical area in the diagnostic process. Students will develop a guide for all the diagnostic materials that are germane to one of the following areas: Child Speech (0-6 years), Child Language (0-6 years), School-age Speech and Language (6-18 years), Adult Speech, Adult Language.

Research Paper

Each student will be expected to develop a topic and research hypothesis in a diagnostic area of choice. Students will then develop a five- to 10-page paper designed to address the research questions. Students are expected to abide by the APA manual.