Acquired Language Impairments course (Extended)

This course will update your theoretical understanding of aphasia and help you to apply that knowledge. It explores specific issues in aphasia, such as conversation and written modalities; and specific manifestations, such as jargon aphasia.

You will learn about innovations in aphasia therapy such as the use of multimedia technology. You will have the opportunity to develop your own research proposal with individual supervision from one of our research leaders. Critical and reflective thinking will be promoted, both with respect to the literature and to clinical practice.

This course identifies new developments in:

• language processing theory
• the assessment of conversation in aphasia and aphasia therapy
• how to integrate language and social approaches in therapy.

Who is it for?

This course is designed for practicing speech and language therapists and other clinicians who want to update their knowledge in 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 key takeaway from this course is a more detailed understanding of the theory and practice of acquired language impairment.

This short course module is designed to be flexible in allowing you to study and reach your goals at your own pace. Our health CPD courses are credit-bearing modules that contribute to a University degree or award.

Transfer course credits towards postgraduate taught degree

As a health care professional, once you've completed this course you could offset 30 credits as part of a postgraduate programme, continuing your study with further modules to make up a Postgraduate Certificate (PGCert) 60 credits, Postgraduate Diploma (PGDip) 120 credits or Master of Science (MSc) 180 credits qualification (all credits must be awarded within five years of study commencing).

Content outline:

• lexical impairments: theory and therapy
• impairments of connected speech: theory and therapy
• jargon aphasia
• working on conversation
• social and psychological consequences of aphasia
• reading and writing impairments: theory and therapy
• outcome measurement
• aphasia in bilingual language users - theoretical models and clinical applications
• new approaches in aphasia therapy
• developing the evidence base in aphasia.

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

• 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.
• Demonstrate self-direction and originality in planning a remediation programme, drawing on the ideas presented in this course.
• Demonstrate knowledge of the aphasia evidence base and its relevance to clinical practice.
• Demonstrate an understanding of how the aphasia evidence base could be enhanced.
• Demonstrate the ability to synthesise and appraise research evidence and to identify gaps in our knowledge.
• Demonstrate the ability to formulate research questions and provide a theoretical and/or clinical rationale for those questions.
• Demonstrate the ability to draw up a research proposal to address the identified research questions.
• Demonstrate sensitivity to issues of human diversity including culture, ethnicity and disability and act accordingly.
• Show an insight into and respect for the experience of service users and participants in research.
• Demonstrate understanding of how to involve service users in research.

Teaching

In response to COVID 19, the course will be delivered in weekly online seminars involving some lecture delivery, case- and literature-based discussions and group exercises. You will undertake a major piece of self-directed learning in which you develop a research proposal relating to aphasia. You will receive individual supervision on this work.

Assessment

You will undertake an oral presentation (25%) and a linked literature review (25%). 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 additionally 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 assess your literature searching skills, critical thinking and written communication.

You will develop a research proposal relating to aphasia (50%). This will include a literature-based rationale, research questions and methods. You will describe how service users will be involved in the development and conduct of the research. A discussion will outline the potential findings from the study, why they are important and where the research could be taken next.

Credits

This course is worth 30 credits toward eligible programmes.

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

• 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. DOI: 10.1002/14651858.CD000425.pub4
• Chapey, R. (ed) (2008). Language intervention strategies in aphasia and related neurogenic communication disorders. Philadelphia: Lippincott Williams and Wilkins.
• Coppens, P. and Patterson, J.C. (2017). Aphasia Rehabilitation: Clinical Challenges. USA: Jones and Bartlett Learning. ISBN 9781284042719
• 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., Duchan, J., & Pound, C. (2003). Aphasia inside out: Reflections on communication disability. Maidenhead: OUP.
• Whitworth, A., Webster, J., & Howard, D. (2014). A cognitive neuropsychological approach to assessment and intervention in aphasia, Second Edition. Psychology Press.