Acquired Language Impairments course

This course aims to update your theoretical understanding of aphasia, and - for practitioners - help you apply that knowledge. It aims to encourage the integration of language processing theory with social approaches to aphasia.

It will explore specific issues in aphasia, such as conversation and written modalities and specific manifestations of aphasia, such as jargon aphasia and aphasia in bilingual language users.

The course will also consider innovations in aphasia therapy such as the use of multimedia technology. Critical and reflective thinking will be promoted, both with respect to the literature and to clinical practice.

Who is it for?

For practicing speech and language therapists, and other clinicians who want to update their knowledge of aphasia.

Timetable

Term 2

Feb: Wednesday  1, 8, 15 and 22 February 2023
Mar: Wednesday 1, 15, 22 and 29 March 2023
Apr: Wednesday 5 and 12 April 2023

Benefits

The course is worth 15 credits and can be taken as part of a postgraduate diploma or MSc award.

Content outline

• lexical impairments: theory and therapy
• impairments of connected speech: theory and therapy
• jargon aphasia
• working on conversation
• reading and writing impairments: theory and therapy
• outcome measurement
• aphasia in bilingual language users - theoretical models and clinical applications
• new approaches in aphasia therapy: applications of technology

By the end of the course you will be able to:

Knowledge and understanding:

• Demonstrate an understanding of lexical- and sentence-processing models and their application to the assessment and treatment of aphasia
• Demonstrate an understanding of how to assess and remediate specific language activities in aphasia, such as reading and conversation
• Demonstrate an in-depth understanding of the process of therapy and its evaluation
• Demonstrate understanding of specific manifestations of aphasia, such as bilingual aphasia and jargon aphasia
• Demonstrate awareness of therapy innovations, e.g. those involving technology.

Skills:

• Demonstrate self-direction and originality in planning a remediation programme, drawing on the ideas presented in this course.
• Engage confidently in academic and professional communication, reporting on the intended remediation plans clearly and competently.
• Demonstrate an ability to think critically about research literature, synthesise relevant research from a range of sources and apply this to clinical practice.
• Integrate language processing and social model ideas in a clinically useful way.

Values and attitudes:

• Demonstrate sensitivity to issues of human diversity including culture, ethnicity and disability and act accordingly
• Show insight into and respect for the experience of service users and participants in research.

Teaching

The course is delivered in weekly, 3-hour sessions. Classroom activities include lectures, literature-based discussions and group exercises.

Assessment

You will undertake an oral presentation and a linked literature review. These will assess your knowledge and understanding of relevant interventions, their theoretical basis and the related literature. You will also be expected to show knowledge of outcome measurement.

The oral presentation will also assess your self-direction and originality in planning a remediation programme, your ability to apply the taught curriculum and your verbal presentation skills. The literature review will, in addition, assess your skills in literature searching, critical thinking and written communication.

Non-EEA students can only apply as part of a programme, not as a stand-alone course.

• First or second-class honours degree or equivalent in an appropriate subject
• The Licentiate Diploma of the Royal college of Speech and Language Therapists is also accepted.

Individuals with less than a second class degree will be considered where they have substantial relevant experience (clinical, teaching or other relevant professional experience).

English requirements

If your first language is not English, one of the following is required:

• A first degree from a UK university
• A first degree from an overseas institution recognised by City, University of London as providing adequate evidence of proficiency in the English language, for example, from institutions from Australia, Canada or the United States of America.
• International English Language Test Service (IELTS) a score of 7.0 is required with no subtest below 7.0
• Pearson Test of English (Academic) score 72 required
• TOEFL 100 overall with 24 in Writing, 20 in Listening, 19 Reading and 20 Speaking
• Other evidence of proficiency in the English language, which satisfies the board of studies concerned, including registration with your professional regulator.

• Brady MC, Kelly H, Godwin J, Enderby P, Campbell P. (2016) Speech and language therapy for aphasia following stroke. Cochrane Database of Systematic Reviews, Issue 6. Art. No.: CD000425.
• Chapey, R. (ed) (2008). Language intervention strategies in aphasia and related neurogenic communication disorders. Philadelphia: Lippincott Williams and Wilkins.
• Hilari, K. & Botting, N. (2011) The impact of communication disability across the lifespan. Guildford: J&R Press.
• Hillis, A. (ed) (2015). The handbook of adult language disorders (Second Edition) Psychology Press.
• Joffe, V., Cruice, M. & Chiat, S. (2008) Language disorders in children and adults: New issues in research and practice. Chichester: Wiley-Blackwell.
• Papathanasiou, I., & Coppens, P. (eds). (2016). Aphasia and related neurogenic communication disorders (Second Edition). Jones and Bartlett Learning.
• Parr, S., Byng, S., & Gilpin, S. (1997). Talking about aphasia. Open University Press.
• Parr, S., Duchan, J., & Pound, C. (2003). Aphasia inside out: Reflections on communication disability. Maidenhead: OUP.
• Pound, C., Parr, S., Lindsay, J., & Woolf, C. (2000). Beyond aphasia: Therapies for living with communication disabilities. Bicester: Speechmark.
• Rapp, B. (ed). (2001). The handbook of cognitive neuropsychology: What deficits reveal about the human mind. Psychology Press.
• Simmons-Mackie N, Raymer A, Armstrong E, Holland A, Cherney LR. (2010) Communication partner training in aphasia: a systematic review. Archives of Physical Medicine and Rehabilitation, 91(12), 1814–1837
• Whitworth, A., Webster, J., & Howard, D. (2014). A cognitive neuropsychological approach to assessment and intervention in aphasia, Second Edition. Psychology Press.