CD 5731 Neurogenic Disorders I

Extra Credit Options

Watch "Secret Life of the Brain" (10 points)

PBS is airing a 5 part series discussing brain function across the lifespan. The viewing dates are Jan 22 (two episodes), 29, Feb 5 & 12 @ 9:00 p.m. More info on the series is available online. To earn full credit, students must watch the entire series and submit an artifact reflecting the knowledge gained from the series. Interested students should see Dr. Clark.

Analyze language samples (10 points)

Obtain a language sample from a non-brain damaged adult using the discourse materials from the WAB and the BDAE. Obtain a second sample (using the same materials) from an individual who is from another culture or generation, or uses a different language than the individual in your first sample. Describe the content, form, and use of the language samples you obtained, using any description system that works. You can use the systems in the aphasia instruments, systems from
structural analysis, or an informal system--whatever! Discuss any insights you gained about "normal" adult language.

General guidelines:

• a short paper (5 pages or less double spaced) ought to be adequate to describe your findings
• in your reflections, address such issues as whether you felt the materials were adequate to elicit a representative sample, how easy it was to describe content,  form, and use, and how your samples captured the diverse nature of normal adult language. Don't limit your reflections to these issues--think divergently!
• you may work collaboratively on this project, however it is expected that all group members will participate fully in each aspect of the project (data collection of both samples and analysis of both samples).

Diversity document review (variable points)

Review up to 3 documents (journal articles, books, or chapters) which describe variations in communication or feeding behaviors related to differences in age, gender, or culture. Summarize and critique the documents you reviewed. If more than one document is reviewed, integrate the information as well as point out inconsistencies across documents while attempting to reconcile any perceived differences.

General guidelines:

• in your summary, state explicitly the differences communication or feeding the document describes
• in your critique, discuss the validity and/or generalizability of the findings, based on the sample study or the analysis method used.
• if you review more than one document, I will look for evidence of analysis and synthesis of the information. Specific features I will look for include:
  • discussion of how the documents related similar or different information
  • attempts to explain similarities or differences in findings
  • discussion of how the information presented in either/both documents relates back to course content, and how you can apply this new knowledge
• A single page for each document reviewed is probably adequate, with an additional one to two pages for additional discussion as indicated above

This project should be completed independently

Review of one document (5 points)
two documents (10 points)
three documents (15 points)
Review of two documents with evidence of analysis and synthesis (15 points)
Review of three documents with evidence of analysis and synthesis (20 points)

Research brain-behavior relationships (variable points)

Research brain-behavior relationships. Review at least 3 research studies examining the relationship between brain location and behavior (e.g., lesion studies, electrical stimulations studies, PET studies). Write a five page report summarizing the information you obtained and the conclusions you drew from your research. For additional points, present your findings to the class via the development of a web-page.

paper (10 points)
paper + web page (15 points)

Disorder video tape (15 points)

Develop a video tape demonstrating various neurogenic communication disorders.  The demonstrations are made by you, the student, not by actual patients.  Students may collaborate in groups of up to 3 individuals.  The following disorder classifications should be included in the video:

• one of the following
  • spastic dysarthria
  • flaccid dysarthria
  • UUMN dysarthria
• hypokinetic dysarthria
• ataxic dysarthria
• apraxia of speech
• Broca's aphasia
• Wernicke's aphasia
• right hemisphere syndrome
• dementia

Read a book (10 points)

Read a book written by an individual who experienced an acquired language disorder or by a family member of such an individual.

General guidelines:

• the following are suggested readings--numerous other titles are appropriate as well.
  • Fred K. Johnson. Right Hemisphere Stroke: A Victim Reflects on Rehabilitative Medicine
  • Berquist, McLean, & Kobylinksi.  Stroke Survivors
  • Collins, E. Unprepared
  • Josephs, A. The Invaluable Guide to Life after Stroke
  • Kasell, P. the Best of the Stroke Connection
  • John Lavin.  Stroke: From Crisis to Victory
  • Barbara Newborn.  Return to Ithaca
  • Ellen Paullin.  Ted's Stroke: The Caregiver's Story
  • May Sarton. After the Stroke: A Journal
  • Paul West. A Stroke of Genius: Illness and Self-discovery
  • Oliver Sacks. The Man who Mistook his Wife for a Hat
  • John Gunther: Death be not Proud
  • Claudia Osborne. Over my Head
  • David Knox. Portrait of Aphasia
  • Joy Post. I'd a Story One
  • Helen Wulf. Aphasia, My Word Alone
  • James Young. Up from the Ashes: There is Life after a Stroke
  • Diana McGowin. Living in the Labyrinth: A Personal Journey Through the Maze of Alzheimer's
  • Alida E. Young. What's Wrong with Daddy?
  • Robert Davis. My Journey in Alzheimer's Disease
  • Lela Knox Shanks. Your Name is Hughes Hannibal Shanks. A Caregiver's Guide to Alzheimer's
  • Nicholas Sparks. The Notebook
  • Art Danforth. Living with Alzheimer's: Ruth's Story
  • Jean Dominique Bauby. The Diving Bell and the Butterfly
  • Fred Johnson. Right Hemisphere Stroke: A Victim Reflects on Rehabilitative Medicine

Your review should include the following components

• A summary of book, including the general "story," the type of communication disorder the character(s) acquired, and the "point" of the book.
• Discuss how the cognitive and/or communicative behaviors described in the book were consistent or inconsistent with what you've learned in class. Attempt to explain inconsistencies.
• Reflect on your own response to the personal accounts.
• Discuss how you can incorporate any new insights into your interactions with individuals with acquired language disorders or their families.
• Three to five pages double-spaced is recommended to adequately respond to each of the above items.
• This project should be completed independently.

Interview (10 points)

Interview an individual and/or family who have  participated in therapy for an adult language disorder.  Focus on their impressions of what the goals of therapy were and whether they were appropriate, and if they felt the goals were met. Ask about modifications they have made to their lifestyle to accommodate a new disability or a person with a disability. Write a summary of the interview and include any insights you gained through the process.

Subscribe to the Dysphagia listserv (5 points)

Subscribe to the national dysphagia listserv by sending the message "subscribe dysphagia" to majordomo@medonline.com
You can also subscribe on-line. Print out any messages/discussions of particular interest.

Research a topic on the Dysphagia listserv archives (5 points)

Research a topic in dysphagia by searching the dysphagia listserv archive. Submit a summary of the information you gained, along with the dates and authors of the messages from which you gained the information. Hint: This should not be a summary of "one" discussion. Most topics have been discussed several times. You should summarize all the discussions as a whole.

Subscribe to a national listserv (5 points)

Subscribe to any national listserv discussion group related to neurogenic disorders.  Net Connection (http://www.mankato.msus.edu/dept/comdis/kuster2/welcome.html) provides a list of many listservs. Submit your subscription confirmation and a summary of your experience.  Include in your summary

• the topics most frequently discussed on the list
• the most common participants (patients, family members, professionals)
• the level of activity (typical number of messages per day)
• how useful the information was to you, personally
• whether you would recommend this list to other students, professionals, patients, or family members

Review ADVANCE magazine articles (up to 10 points)

I have placed in the student work room back issues of Advance magazine.  You may also personally subscribe to the weekly magazine (it's free!) by calling 1-800-355-1088.  Each issue generally has a "theme" and your review can be a summary of the articles related to that issue's theme, or it can be related to individual pieces as well.

General guidelines:

• Your review should include a summary of the information presented (including the scientists or clinicians highlighted), a critique or response to that information, and some evidence of integration of the information with that you have gained in this or other classes
• Please select articles for review that are related to issues of adult neurogenic disorders, practice in medical settings, managed care, or communication in the normally aging.
• A review of a single article is worth 2 points.  An integrative summary of an issue is worth 5 points.  You are able to complete as many combinations of reviews up to a total of 10 points.