slhs 401 - evehigby.files.wordpress.com
TRANSCRIPT
Neuroanatomy & Neurophysiologyof the Speech, Language, & Hearing Mechanism
"The human brain has 100 billion neurons,each neuron connected to 10 thousand other
neurons. Sitting on your shoulders is the mostcomplicated object in the known universe."
- Michio Kaku
Fall 2020
SLHS 401
Table of Contents
MB 2113OFFICE
Expectations ......................................................
Schedule .............................................................
Grading ...............................................................
Course policies ..................................................
Competencies ....................................................
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INSTRUCTOR
What is this course about?
This course is designed to familiarize you with the structureand function of the central nervous system, including thebrain, brainstem, and spinal cord. We will cover regions of thecerebral cortex and brainstem, the white-matter connectionsthat allow different parts of the brain to communicate witheach other, and the mechanisms of communication betweenneurons. We will also develop a basic understanding of howblood and cerebrospinal fluid flow throughout the system andsupport the activities of the brain and central nervous system.
INDIVIDUALMEETINGSMon 1:00-2:00Tues 4:00-5:00Wed 1:00-2:00
NAMEDr. Eve Higby
she/her/hers
TextbookNeuroscience Fundamentals for
Communication Sciences andDisorders by Richard Andreatta
A digital version of the textbook isavailable for free through the CSUEB
library website.
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Drawing notebookRecommended:
A blank-page notebookor app for the drawing
activitiesINSTRUCTIONAL
ASSISTANT
Daisy Medranoshe/her/hers
SUPPLEMENTALINSTRUCTION
Carmina Sanchezshe/her/hers
SLHS 401
What is expected of you
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Read the assigned readings of the textbookcarefully and take good notes.Study the material several different ways sothat you can commit it to memory.Monitor your own learning and seek out extraresources when necessary.Participate in a study group.The material is dense. Expect to spend aminimum of 6-8 hours of work outside oflecture videos each week.Contact me as soon as possible if you haveconcerns about being able to succeed in theclass.
Identify all of the brain structures that relate tocognition and communicationExplain the functions of these structures, bothindividually and as part of a networkDraw neural pathways that subserve cognitiveand communicative functionsBe well prepared for all the graduate coursesrelevant to adult and child neurogenic disordersin the fields of Speech-Language Pathology andAudiology
By the end of the course,you will be able to: What you can expect from me
Designing activities and study questions thatwill support your learning.Timely responses to e-mails.Feedback on exams within 1 week.Transparency about what you are expected toknow for the exams.Commitment to helping each student acquirethe important concepts.Creation of an equitable classroomenvironment in which all students arerespected and able to learn.
WHAT WEWILL
LEARN
Schedule
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WEEK 1
Course overviewStudy StrategiesHistory of neuroscience
Ch 1 (pp. 3-4) "What isneuroscience?"
Ch 1 (pp. 9-10) "StudyStrategies and Tips"
WEEK 2
Glial cellsMyelinBlood-brain barrier
Ch 2 (pp. 26-31)
WEEK 3
Action potentialSynapsesNeurotransmittersNeural integration
Ch 3 (pp. 54-63) Start at "TheAction Potential"; Stop at"Structure of the ChemicalSynapse"
Ch 3 (p. 67) "ChemicalSynapse Function"
Ch 3 (pp. 72-82) Start at"Ending Chemical SynapseTransmission"
Structure of neuronsClasses of neurons
Ch 2 (pp. 11-19)
GradientsIonsMembrane potential
Ch 3 (pp. 35-41) Stop at "IonChannels"
Ch 3 (pp. 48-49)"Understanding MembranePotentials" and "MembraneVoltages are Created by aSeparation of Charges"
WEEK 4
Nervous systemGray and white matterEmbryologic developmentSpinal cord
Ch 4 (pp. 85-107)
NO CLASS
LABOR DAY
Schedule
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WEEK 5
Brainstem
Ch 4 (pp. 107-127, SKIPsections called "Medulla:Internal Features," "Pons:Internal Features," and"Mesencephalon: InternalFeatures")
WEEK 6
Cranial nerves V-VII
Ch 4 (pp. 138-152) Start at"CN V: Trigeminal"
WEEK 7
Cortical layers & columnsBrodmann's AreasSerial/parallel processingAssociation cortices
Ch 5 (pp. 183-199) Start at"The Cerebral Cortex"
Cranial nerve nucleiFunctional classificationCranial nerves I-IV
Ch 4 (pp. 128-138) Stop at"CN V: Trigeminal"
Diencephalon (Thalamus,Hypothalamus)Cerebral lobes
Ch 5 (pp. 155-162) Stop at"The Hypothalamus-Pituitary Axis"
Ch 5 (pp. 167-183) Start at"The Cerebrum"; Stop at "TheCerebral Cortex"
WEEK 8
MeningesVentricular systemVascular system
Ch 5 (pp. 222-236) Start at"Protecting the CNS fromHarm"
Cerebral dominanceCerebellumWhite matter pathways
EXAM #1
WED-FRI
Ch 5 (pp. 208-222) Start at"InterhemisphericConnectivity and CerebralDominance"; Stop at"Protecting the CNS FromHarm"
ScheduleWEEK 9
MIDTERM REVIEW
WEEK 10
Central somatosensorypathwaysSomatosensory cortexNeuroplasticity
Ch 6 (pp. 272-209) Start at"Central SomatosensoryPathways"; Stop at"Outputs from theSomatosensory CorticalAreas"
Ch 6 (pp. 293-302) Start at"Neuroplasticity"
WEEK 11
Central auditory pathwaysVestibular system
Ch 7 (pp. 325-336)
Sensation and perceptionSomatosensory systemProprioceptionDermatomes
Ch 6 (pp. 245-260) Stop at"The PeripheralSomatosensory Apparatus"
Ch 6 (pp. 265-272) Start at"Proprioception Sense isMediated by..."; Stop at"Central SomatosensoryPathways"
Peripheral auditory systemCochleaMechanotransduction
Ch 7 (pp. 307-324)
WEEK 12
Central visual pathwayPrimary visual cortexDorsal/ventral streamsVisual deficits
Ch 8 (pp. 359-363) Start at"The Central Visual Pathway";Stop at last paragraph on 362starting with "Visual corticalcells..."
Ch 8 (pp. 366-372) Start at"Dorsal and Ventral VisualStreams"; Stop at"Noncortical SystemProjections"
Eye anatomyVisual fieldsRetinaPhototransduction
EXAM #2
WED-FRI
Ch 8 (pp. 339-355) Stop at"PhotoreceptorsDifferentially Activate ON-or OFF-Bipolar Cells"
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ScheduleWEEK 13
EXAM REVIEW
WEEK 14
Cortical motor pathwaysBrainstem motor pathways
Ch 11 (pp. 439-454) Stop atthe second paragraphstarting with "A wealth ofevidence..."
WEEK 15
Indirect motor controlsystems
Ch 11 (pp. 469-482) Start at"Indirect Motor ControlSystems"; Stop at "FunctionalDivisions of the Cerebellumand Their Input/OutputPathways"
Muscle tissueThe motor unitTypes of motor neuronsSkeletal muscle contraction
Ch 10 (pp. 403-405) Stop at"Hierarchical Organizationof Skeletal Muscle Tissue"
Ch 10 (pp. 426-436) Start at"The Motor Unit"
Cortical motor areasNeuroplasticityMotoneuron syndromesAutonomic nervous system
Ch 11 (pp. 462-469) Start at"The Premotor Cortex"; Stopat "Indirect Motor ControlSystems"
Ch 11 (pp. 488-494) Start at"The Autonomic NervousSystem"
WEEK 16
EXAM #3
WED-FRI
FINAL EXAM
WED-FRISTUDY!
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Please notify me as soon as possible if you anticipatemissing any exams for any reason.
The final grade will be composed of scores from learningactivities (drawings and brain scans), study questions,exams, and extra credit. A range of formative andsummative assessments will be utilized to documentstudent progress in the course.
We will draw brain structuresand pathways. Instructions
for each drawing will be givenin the lecture recordings.
Drawings are due by Sunday at midnight.
All drawings: 20% of grade
Drawings
There will be three contentexams and one final exam.
The content exams will coverall material assigned until the
point of the exam. The final exam is cumulative.
Content exams:10% of grade (each)
Final exam: 20% of grade
Exams
We will complete activitieswith actual MRI brain scans
using a program calledMango. Instructions will be
given in the lecturerecordings.
Due by Sunday at midnight.
All activities: 10% of grade
Brain Scan Activities
Create a graphical report,research poster, or
infographic on acommunication disorder
with a neurological origin.It does NOT need to be
printed.
Up to 5% added to grade
Extra Credit
GradingAA-B+BB-C+CC-D+DF
GRADING SCALE94 - 100%90 - 93%87 - 89%84 - 86%80 - 83%77 - 79%74 - 76%70 - 73%67 - 69%60 - 66%0 - 59%
All exams will be open for a 3-day period (Wednesday-Friday). Studentswho miss an exam must provide justification for not completing the exambefore the deadline to be considered for a make-up exam.
Study Questions
3-5 study questions oractivities will be assignedeach week. You can work
together on them as long aseveryone's names are listed
(no more than 4 people).Each person must upload the
answers.
All questions: 20% of grade
1 2 3 4 5
Sample test questions can be submitted every week.At least 50% of each exam will come from submittedtest questions.
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AcademicIntegrity
Accessibility Services provides academicaccommodations and support services toaddress the individual needs of studentswith differing abilities, permanentdisabilities, or temporary disablingconditions. Students with documenteddisabilities and functional limitations areeligible for services designed to provideequivalent access to all educational generalcampus and classroom programs andactivities. If you have a documenteddisability and wish to discuss academicaccommodations, or if you would needassistance in the case of an emergencyevacuation, please contact me as soon aspossible. Students with disabilities needingaccommodation should speak withAccessibility Services(www.csueastbay.edu/accessibility/).
AccessibilityServices
Effective learning in this class will benefitfrom both individual and collaborativework. You are encouraged to study andwork together on drawings, activities, andstudy questions. However, you mustcomplete and submit your own work. Students are required to uphold thestandards of academic integrity describedin the catalogat http://www.csueastbay.edu/aps/academic-policies/academic-dishonesty.html.
Class Materials
COURSE POLICIES& INFORMATION
InclusiveLearning
Community
All students are expected to demonstraterespect, compassion, and understanding whileengaging in the learning process. Support andencourage each other through this process.Students of all backgrounds should feelcomfortable in the classroom and in onlineinteractions in order for successful learning totake place. Please speak to me if you experienceany harassment, belittlement, or hostility byother students in class.
Graduation
If you are planning to graduate in thespring, apply for graduation.www.csueastbay.edu/slhs/files/docs/applying-for-graduation.pdf
Inter-professionalTeamwork
Speech-Language Pathologists require inter-professional collaboration and teamwork.Collaborative learning approaches help todevelop these skills by teaching students to beflexible, communicate effectively, listen actively,manage time and effort, and work together tosolve complex problems.
Share of course materials is prohibited.No materials used in this class including,but not limited to, lecture recordings,slides, handouts, activities, exams, reviewsheets, may be shared online or withanyone outside of the class unless you havemy explicit, written permission. Violationof this policy by a student could lead toStudent Misconduct proceedings.
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*http://www.asha.org/academic/accreditation/accredmanual/section3.htm, retrieved 01/06/2014http://www.ctc.ca.gov/educator-prep/standards/special-education-standards.pdf, retrieved 01/05/2015
Institutional & Program Learning OutcomesASHA & CTC Competencies
Academic and clinical education guidelines for skills and content in speech-language pathology are outlined by the American Speech, Language and
Hearing Association and the Commission on Teacher Credentialing*
Core competency ASHA & CTCstandards
Howdemonstrated
Demonstrate knowledge of neuroanatomicalstructures of the central and peripheralnervous system, as they pertain to Speech,Language, Hearing, and Cognition
Demonstrate knowledge of the neurologicalfunctions of the central and peripheral nervoussystem, as they pertain to Speech, Language,Hearing, and Cognition
Demonstrate knowledge of the neurologicaldisorders of the central and peripheral nervoussystem, as they pertain to Speech, Language,Hearing, and Cognition
ASHA IV-ACTC SLP
Standards 1&3
ASHA IV-BCTC SLP
Standards 1&3
ASHA IV-CCTC SLP
Standards 1&3
Drawings, brain scanactivities, study
questions, exams
Collaborate & communicate with colleagues ingroup activities to the think creatively andcritically in analyzing lesion location to predictlikely functional impairments
Collaborate & communicate with colleagues ingroup activities to the think creatively andcritically in determining and drawing neuralpathways that subserve specific cognitive andcommunicative functions
InstitutionalLearningOutcome
ProgramLearningOutcome
ILO 6
ILO 6
ILO 1, 2, 4, 6
ILO 2, 4, 6
ILO 6
PLO 1, 2, 4
PLO 1, 2, 4
PLO 1, 2, 4
PLO 1, 2, 4
PLO 1, 2, 4
Drawings, brain scanactivities, study
questions
Drawings, brain scanactivities, study
questions, exams
Drawings, brain scanactivities, study
questions
Drawings, brain scanactivities, study
questions, exams
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if you are notwilling to learn,no one can helpyou. if you are
determined tolearn, no onecan stop you.