.

HSL 723: Language Development and Disorders II (3)

Gallaudet University
Hearing, Speech, and Language Sciences
Spring 2017
M &W 11:00-12:20 (LC B112)
Instructor: Karen Garrido-Nag, PhD, CCC-SLP
Office: SLCC 2223, x6964
Office Hours: By Appointment
E-mail: Karen.Garrido-Nag@gallaudet.edu

Course Description From Graduate Catalog

This course involves study of the processes and variations of speech, language, communication and literacy skills in
typically developing children and adolescents. Emphasis will be given on the assessment of and intervention with school-
age children and adolescents with language and learning disorders. Units include interdisciplinary views of and issues
with the child with speech, language, and communication challenges; social-emotional, cultural diversity and cognitive
development.
Prerequisite: HSL 713 or permission of the instructor and/or department chair

Required Readings
Paul (2012). Language Disorders from Infancy through Adolescence.1 New York: Mosby.
Shulman, B. & Capone, N. (2010). Language Development. Massachusetts: Jones and Bartlett Publishers.
Shipley, K., & McAfee, J. (2010). Assessment in Speech-Language Pathology: A Resource Manual (4th Edition).
Clifton Park, NY: Delmar Learning.

References and Recommended Readings

McCauley, R., Fey, M. (2006). Treatment of Language Disorders in Children. New York: Brookes.
Catts, H.W. & Kamhi, A.G. (2005). Language and Reading Disabilities. Massachusetts: Allyn & Bacon.
Dawson, P. & Guare, R. (2004) Executive Skills in Children and Adolescents. New York: Guilford Press.
DeKemel, K.P. (2003). Intervention in Language Arts. Philadelphia: Butterworth/Heinemann.
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Gillon, G.T. (2004). Phonological Awareness: From Research to Practice. New York: Guilford Press
Hughes, D., McGillivray, L., Schmidek, M. (1997) Guide to Narrative Assessment. Eau Claire, WI: Thinking
Publications.
Justice, L., (2006). Clinical Approaches to Emergent Literacy Intervention. San Diego: Plural Publishing.
Justice, L.M. & Ezell, H.K. (2002). The Syntax Handbook. Eau Claire: Thinking Publications.
Kamhi, A., Masterson, J., Apel, K., (2007). Clinical Decision Making in Developmental Language Disorders.
(New York: Brookes.
Larson, V.L. & McKinley, N. (2003). Communication Solutions for Older Students. Eau Claire, WI: Thinking
Publications.
Lord Larson, V., McKinley, N. (2003) Communication solutions for older students.
Super Duper.
McGee, L.M. & Richgels, D.J. (2003). Designing Early Literacy Programs. New York: Guilford Press.
Merritt, D.D., & Culatta, B. (1998). Language Intervention in the Classroom. San Diego: Thompson Learning
Company.
Nippold, M. (1998) Later Language Development. Austin, TX: Proed.
Routman, R. (2000). Conversations. Portsmouth, NH; Heinemann.
Smiley, L. R., Goldstein, P. A., (1998). Language Delays and Disorders, San Diego: Delmar Thompson.
Ukrainetz, T. A. (2006) Contextualized language intervention. Eau Claire: Thinking Publications.
Van Kleeck, A., (2006) Sharing Books and Stories to Promote Language and Literacy. San Diego: Plural
Publishing.

Course Policies

Graduate School and University policies:

Please take a moment to familiarize yourselves with important Graduate School and University policies regard-
ing OSWD accommodation, academic integrity, course registration and withdrawal, grading and the academic appeals
procedure. You can access the current text for all these policies by clicking on the Policies link:
http://www.gallaudet.edu/oswd-the-office-for-students-with-disabilities/services-and-assistances.html
https://www.gallaudet.edu/academic-catalog/registration-and-policies/graduate-policies.html

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 Attendance and Participation:
All students should read the Required Readings (Textbook and peer reviewed articles and class lectures)
prior to class. It is recommended that students read from the Additional & Recommended Readings and be prepared
to relate the lecture material to information in the readings. Participation in discussions by responding to assigned
topics/questions as well as participation in-group activities is expected. Every Student is required & responsible for
checking blackboard and e-mail everyday.

Late assignments:
Please submit your homework via email by the due dates listed on your syllabus. If you have an emergency and know you
will not be able to hand in an assignment on time, it is your responsibility to contact your instructor in advance so we can
agree on an alternative plan. Otherwise, I will expect you to hand in assignments on time. If you've finished the material
early, you can turn your HW in earlier, of course. Please label your work as LL_last name and initial of first name_title of
homework (i.e. LL_Garrido-NagK_LessonPlan1). Late papers & projects are subject to a reduction in the final grade.

Redos on assignments:
Students are only allowed to redo a B- HW assignment. If you decide to redo an assignment, you must hand it in
within a week of getting it back from your instructor (initial grading). Your final grade on the assignment will be the
average of your original grade and the grade on your redo.
Getting extra help:
I will hold office hours for extra help when requested. Please keep in mind that I will not always be able to respond
to you immediately when you contact me. Finally, I strongly encourage students to form study groups to discuss and
review course materials.

Graduate Student Learning Outcomes

1. Maintain and strengthen its unique position as a place in which higher education, research, and scholarly
pursuits of all kinds are conducted in an inclusive environment where the ASL/English bilingual communication
abilities and potential of deaf students are fully realized.

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2. Enroll a diverse and talented student body by providing rigorous academic programs and an effective co-
curriculum and services that support recruitment, retention, graduation, and life-long learning.
3. Create and sustain a climate that fosters respect among students, faculty, staff, and administrators for the full
range of human diversity, educational backgrounds, ideas, and perspectives.
4. Conduct exemplary programs of research, scholarship, and outreach within the context of its visually-oriented
learning environment and with respect to its unique service population.
5. Obtain the financial and other resources necessary to support excellence in its programs and uses these
resources effectively and efficiently
6. Maintain and strengthen its unique position as a place in which higher education, research, and scholarly
pursuits of all kinds are conducted in an inclusive environment where the ASL/English bilingual communication
abilities and potential of deaf students are fully realized.
7. Enroll a diverse and talented student body by providing rigorous academic programs and an effective co-
curriculum and services that support recruitment, retention, graduation, and life-long learning.
8. Create and sustain a climate that fosters respect among students, faculty, staff, and administrators for the full
range of human diversity, educational backgrounds, ideas, and perspectives.
9. Conduct exemplary programs of research, scholarship, and outreach within the context of its visually oriented
learning environment and with respect to its unique service population.
10. Obtain the financial and other resources necessary to support excellence in its programs and uses these
resources effectively and efficiently

1. SLP students will demonstrate knowledge of the biological sciences, physical sciences, *statistics, and the social/behavioral
sciences. (ASHA Standard IV-A)
2. SLP students will demonstrate knowledge of basic human communication and swallowing processes, including *the
appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. (ASHA Standard
IV-B)
3. SLP students will demonstrate knowledge of communication and swallowing disorders and differences, including
appropriate etiologies, characteristics, anatomical/ physiological, acoustic, psychological, developmental, and linguistic and
cultural correlates in:
1. Articulation
2. Fluency
3. Voice and resonance, including respiration and phonation

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 4. Receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic
communication, and paralinguistic communication) in speaking, listening, reading and writing
5. Hearing, including the impact on speech and language
6. Swallowing (oral, pharyngeal, esophageal, and related functions including oral functions for feeding and orofacial
myology)
7. Cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning)
8. Social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication
opportunities)
9. Augmentative and alternative communication modalities (Standard IV-C)
4. SLP students will demonstrate current knowledge of the principles and methods of, and clinical skills in prevention,
assessment, and intervention for people with communication and swallowing disorders (listed in 1 through 9) across the
lifespan, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural
correlates. (Standards IV-D and V-B)
5. SLP students will demonstrate knowledge and skills in oral, written and other forms of communication sufficient for entry
into professional practice, including skills in communicating effectively, recognizing the needs, values, preferred mode of
communication, and cultural/linguistic background of the client/patient, family, and other professionals involved in case
management. (Standard V-A)
6. SLP students will demonstrate knowledge of research processes and integration of research principles into evidence-based
clinical practice. (Standard IV-F)
7. SLP students will demonstrate knowledge of ASHAs current Code of Ethics and ethical conduct standards, professional
contemporary issues, including entry level and advanced credentialing, regulations and policies relevant to professional
practice. (Standards IV-E, G and H)
Course SLOs Learning Opportunities Assessment Tool GU SLO
Program SLO
Students will integrate Lecture, Case Lectures, Checklist (answer keys for 1,2,3,4,5,6,7 1,2,3,4
information regarding the individual HW), Exams,
Class Discussions, Individual Presentation, Case
normal development of Study, Rubric
Presentations, Case
communication into a Study, Homework,
framework for assessment Quizzes
and intervention for child and
adolescence language and
literacy disorders.

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 Students will diagnose 1,2,3,4,5,6,7 1,2,3,4
language disorders and
identify etiologies and
characteristics

Students will design 1,2,3,4,5,6,7 1,2,3,4

interventions that are
appropriate for the child and
adolescences
language/literacy, cognitive
and social needs, and that
consider the setting, context
and collaboration with team
members.
Students will apply current 1,2,3,4,5,6,7 1,2,3,4
research to clinical practice
in language assessment and
develop research and writing
skills.
Students will apply current 1,2,3,4,5,6,7 1,2,3,4
research to clinical practice
in language assessment and
develop research and writing
skills.

Students will diagnose 1,2,3,4,5,6,7 1,2,3,4

language disorders and
identify etiologies and
characteristics.

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 Students will design 1,2,3,4,5,6,7 1,2,3,4
interventions that are
appropriate for the child and
adolescences
language/literacy, cognitive
and social needs, and that
consider the setting, context
and collaboration with team
members.
Students will apply current 1,2,3,4,5,6,7 1,2,3,4
research to clinical practice
in language assessment and
develop research and writing
skills.
Students will discuss cultural 1,2,3,4,5,6,7 1,2,3,4
differences and their
relevance to communication
assessment and intervention.
Student will effectively 1,2,3,4,5,6,7 1,2,3,4
organize and give an oral
presentation of professional
and research
Students information.
will plan and 1,2,3,4,5,6,7 1,2,3,4
complete naturalistic
assessment of
communication & literacy
abilities that includes the
child and adolescences
home and classroom.

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 Students will develop skills in 1,2,3,4,5,6,7 1,2,3,4
gathering and sharing
information about children
and adolescence and their
communication and literacy.
Students will gain skills in 1,2,3,4,5,6,7 1,2,3,4
collaborative planning with
teachers, families, and other
professionals to implement
assessment of
communication & literacy
and self evaluate their role.
Students will gain information 1,2,3,4,5,6,7 1,2,3,4
regarding language, literacy
and cultural differences and
apply this knowledge to
communication assessment
and intervention.
Students will plan 1,2,3,4,5,6,7 1,2,3,4
assessment and intervention
that meets the requirements
of federal, state and local
education standards as well
as ASHA practice
documents.

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Course Requirements and Grading:
How many hours should you spend on this course?
Remember that this is a full 3 credit course. That means that during these 15 weeks, Gallaudet expects you to spend
112.5 hours working on this class (including doing the readings and homework), or roughly 7.5 hours per week. Below is
a suggested schedule to keep things under control. Of course you can modify this according to your situation.

CLASS Readings CLASS Homework Homework Review your Readings for next
for next notes and days class
days HW for the
class week.

A+ 99-100 Exemplary performance. Student meets A standards described below and demonstrates
genuine freshness of thought, even some originality, in all assignments.

A 93-98 Outstanding performance. Student shows engagement in all assignments a deep and
personal way. Written exam, paper/presentation should have scholarly and in-depth
content, be well-organized, and be free of mechanical errors. All work must be
documented.
A- 90-92 Commendable performance. A performance, but with some weaknesses.
B+ 88-89 Performance exceeds course requirements and is slightly better than B performance.

B 82-87 Satisfactory
Marginal achievement
satisfactory for meetingAssignments
achievement. course requirements;
are poorlyimprovement
organized andis somewhat
needed. A grade
of B showsinthat
mediocre theirthe student has Barely
presentation. done strong work at a decent standard of clarity and
passing.
intellectual force. However, the work seems derivative, clichd, or sloppy. In other words, its
B- 80-81 Satisfactory
good but notachievement for meeting
great, especially course
for graduate requirements; improvement is needed. A grade
school.
of B shows that the student has done strong work at a decent standard of clarity and
intellectual force. However, the work seems derivative, clichd, or sloppy. In other words, its
good but not great, especially for graduate school.
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C+ 78-79 Unsatisfactory achievement. Reserved for those who have flaunted their lack of responsibility,
C 70-77 presenting work that is truly weak in terms of content and writing.

F Below 59
Represents failure (or no credit) and signifies that the work was either (1) completed but at a
level of achievement that is not worthy of credit (e.g. borrowing a paper from the internet) or
(2) was not completed and there was no agreement between the instructor and the student
that the student would be awarded an incomplete. Academic dishonesty in any portion of the
academic work for a course shall be grounds for awarding a grade of F for the entire course.

Midterm - 20% 5 Hours

Final Exam - 15% 5 Hours
Project I: 30 Hours
Disorder 20%
Project II:
Lesson Plans 20% 30 Hours
Project III:
EBP - 20% 30 Hours
Participation - 5% 35 Hours (Readings, Review of PPTs, Exam Preparation)

Exams: Midterm and Final (40% of final grade)

Midterm: will consist of multiple choice, True or False, short answer questions, and an essay or two.
Final: You will be given a take-home written case study that will be provided during the last week of class and
will be due during exam week. You will have 48 hours to complete the assignment. You must return a
two/three-page summary of assessment procedures, diagnosis, goals, recommendations and intervention
strategies for the child described in the case study. This case study will be used to evaluate the overall
competencies specified for this course. You must achieve 82% of the total points.

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Project I: Research Project (20% of final grade, Team Work): The class will be divided into
5 teams (4 teams of 3 students and 1 team of 2 students) and each will be assigned a disorder for their research
paper. This paper will be presented in class (45 minutes-1 hour). Presentation will be spread across the semester.

Intellectual Disability
Specific Language Impairment
Autism Spectrum Disorder and other Psychiatric Disorders (ADD, Behavioral Issues, etc.)
Acquired Language (Communication) Impairment
Psychosocial Impairments: Neglect, Abuse, and Poverty

Format:
1. Background Information on Impairment
a. Definition
b. Causal factors
i. Biological
ii. Social-Environmental
iii. Processing Issues
c. Diagnostic Criteria
2. Language Characteristics
a. Receptive or Expressive Language OR
b. 5 Areas of Language AND
c. Distinct Language characteristics (what is the pattern for this disorder
3. Techniques to use for Assessment and Intervention
a. Guidelines for Assessment and Intervention
b. Approaches used for Assessment and Intervention

Project II: Curriculum Based Lesson Planning (20% of final grade, Team Work)
*Form attached to this syllabus
Complete language-based curricular review: Holes (Sachar) 50 chapters

1. Read the chapter assigned to you and identify two text demands related to each domain that you will target.

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 2. Develop an intervention for each demand you identified. The intervention you plan will support the child in their
language use and help them in being strategic across the curriculum.
3. Provide the rationale/reference(s) for the intervention you describe. Make sure your approach(es) is evidence
based.
4. Give a short background on the domain you are targeting
a. Semantics/Vocabulary (Chapters 1-3)
b. Critical thinking (Chapters 4-6)
c. Figurative Language (Chapters 6-7)
d. Higher Level Syntax (Chapters 8-12)
e. Text Genre and Structure (Chapters 13-16)
f. Reading Comprehension (Chapters 17-19)
g. Writing Process and Product (Chapters 20-24)
h. Phonological Awareness (Chapters 25-29)
i. Spelling (Chapters 30-35)
j. Verbal problem solving (Chapters 36-43)
***2 topics per group

Project III: Evidence Based Practice Reviews (20% of final grade, Individual Work)

1. Contextualized Assessment and Intervention: Read 2-4 articles and use them to justify using a
classroom/curriculum based approach
2. Pediatric Language: Read 2-4 articles and use them to justify strategies to work on syntax, vocabulary or
figurative language
3. Reading and Writing: Read 2-4 articles and use them to justify strategies to work on spelling, reading
comprehension or writing
***2 topics per person

EVIDENCE BASED PRACTICE REVIEWS

You will develop a 2-3 page paper that examines the efficacy of interventions for each of the main units based on
the ASHA Tutorial, which describes the four steps in examining the evidence you have gathered. Please go to this
link to learn about EBP

http://www.asha.org/Research/EBP/

Step 1: Develop a clinical question to be researched:

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EXAMPLE: Does a program of oral motor exercises improve the outcomes for typical third grade children with
residual articulation error (/w/, /l/)? Take note of the following: population, intervention, comparison, outcomes
(PICO).

Step 2: Do a search to find research that addresses your question. Only include published articles in peer-
reviewed journals.

Step 3: Critically evaluate the quality of the evidence for each article that you review.
a. Title
b. Author and Date
c. Summary of the Study: this section should provide a description of the study type of study, subjects,
procedures, design elements, analysis, outcome measures.
d. Clinical Scenario: concise description of the patient case that prompted the question
e. Clinical Bottom Line: concise summary of how the results can be applied, description of how results will
affect clinical decisions

Step 4: Make a decision. What decision will you make in regard to your own intervention?
*Write a summary statement about what you learned and how you will answer you question. Include remaining
unanswered questions.
EXAMPLE: The evidence does not support the use of oral motor exercises for children who do not have
diagnosed oral motor problems, such as cerebral palsy. As Forrest (2000) says, Until evidence from carefully
controlled studies is presented to validate the utility of oral motor exercises, the inclusion of non-speech activities in
treatment of children with PAD [phonological/articulatory disorders] simply may deplete resources that could
otherwise be used for effective intervention procedures.

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Course Outline and Schedule (Subject to Change)
* we will add 15 minutes to our first 5 classes to make-up for the missed first class

1/23 Review syllabus and course Syllabus 1/25 LL1: Children With Language Impairment Shulman,
requirements, groupings, Chapter 14
Introduction to course content
1/30 LL2: Comprehension of Language Shulman, 2/1 CL1: Comprehension of Language LP1:
Chapter 11 Semantics
2/6 LL3: School-Age Years: Literacy Shulman, 2/8 LL4: Language, Reading and Learning in Paul, Chapter
Development Chapter 12 Schools 10
2/13 Intellectual Disability Assigned 2/15 CL2: Classroom Communication, Curriculum LP2: Critical
Reading/s Planning thinking

2/20 Specific Language Impairment Assigned 2/22 CL2/LL5: Assessing Students Language for Paul, Chapter
Reading/s Learning 11
EBP 1 Due

2/27 LL6: Intervening at the Language- Paul, 3/1 MIDTERM

for-Learning Period Chapter 12

LP3:
Figurative
Language

3/6 CL3: Intervention for Social 3/8 IEP/IFSP

Communication LP4: LP5: Text
Higher genre and
Level Structure
Syntax

3/13 Spring Break 3/15 Sprig Break Assigned

Reading/s

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3/20 Autism Assigned 3/22 LL7: Assessing Advanced Language Paul, Chapter
Reading/s 13

3/27 LL8: Intervention for Advanced Paul, 3/29 CL4: Critical Thinking, Figurative Language,
Language Chapter 14 Reading, Writing, Auditory Processing

LP6:
Reading
Comprehe
nsion
4/3 CL4: Critical Thinking, Figurative EBP 2 Due 4/5 Acquired Language (Communication) Paul, Chapter
Language, Reading, Writing, Disorder 4
Auditory Processing LP7:
Writing
4/10 LL9: Special Considerations for Shulman, 4/12 LL10: Augmentative and Alternative LP9:
Special Populations Chapter 15 Communication Spelling

Paul,
Chapter 5

LP8:
Phonologic
al
Awareness

4/17 Psychosocial Factors Assigned 4/19 CL11: Syndromes

Reading/s

4/24 LL11: Child Language Disorders in LP10: 4/26 EBP Discussion

a Pluralistic Society Verbal
Problem

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 Solving
5/1 EBP Discussion
Finals: Take Home Exam

Case Study
Name: Frida
Gender: Female
Age: 11 years old
Grade Level: 4th grade
Dx: LLD
Language/Cultural Identity: Bilingual (L1- English, L2- Spanish), 2nd generation, DC NE, low-mid SES, Central
America
Family Background:
School (setting): full time mainstream, with special ed and SLP support, reading specialist

Groupings:
1. Kali, Nicole, Sami Intellectual Disability Semantics & Reading Comprehension
2. Jacqueline, Caroline, John SLI Critical Thinking & Writing Process
3. Melissa, Marlene, Amelia Autism Figurative Language & Phonological Awareness
4. Caitlyn, Basma, Brielle Acquired Language Impairment Higher level syntax & Spelling
5. Kieryae, Karen Psychosocial Impairments test genre/structure &verbal problem solving

CURRICULUM BASED LESSON PLAN

Group Number: _____Group Member Names: ____________________________________________
Holes Chapter: ___________________________________
Brief Synopsis:
_________________________________________________________________________________________________
_________________________________________________________________________________________________

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Domain Targeted:
_________________________________________________________________________________________________
Background Information on Domain Targeted:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________
Core Standard/s Addressed:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

LANGUAGE AREA OF TEXT DEMAND CLASSROOM INTERVENTION (5 RATIONALE (5

CONCERN TARGETS/BREAKDOWN(5 ACTIVITY pts) points)
pts) (Whole class How would you Please provide
Where in the text would the and client approach the text so evidence that
difficulty occur activity) it could be used for what you are
learning using has been
determined to be
best practice
Vocabulary
Critical
thinking/Executive
function

Figurative Language

Higher Level Syntax

Text Genres and

Structures

Reading
Comprehension

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Writing Process &
Product

Phonological
Awareness

Spelling

Rubric: Written Paper

Exemplary Good Satisfactory Unsatisfactory

90 100% 80 -89% 70-79% Below 70%
APA Citation APA citation completely APA citation may APA citation has APA citation has 2 or
accurate have one minor 2 more errors.
error minor errors
Purpose of the Study Purpose of the article Purpose of the Purpose of the Purpose of the article
and research questions article and article and and research
are very succinct and research research questions not
completely accurate questions are questions are completely accurate
fairly succinct accurate but and/or or lack
Description of the Method and generally need to be more succinctness or clarity
accurate succinct
Description of the Description of the Description of Description of partici-
participants, participants, partici- pants, ipants,
instrumentation, data instrumentation, instrumenta- instrumentation, data
collection and data data collection, tion, data collection and data
Description of Findings analysis are succinct. and data analysis collection, and analysis are either
and Implicatons accurate and are succinct, data analysis are incorrect and/or lack
exceptionally well accurate and accurate but may succinctness and

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 stated clearly stated need to be clarity
slightly more
Formatting succinct and/or
and clearly
stated
Description of findings/ Description of Description of a Description of many
Written Expression of implications are findings/implicatio few of the
ideas accurate and clearly ns are accurate findings/implicati findings/implications
stated and generally ons may lack lack accuracy or
clearly stated some accuracy clarity
or clarity
All formatting Generally met all Most formatting Two or more
requirements fully met formatting requirements formatting errors
requirements. No met; no more noted
more than one than 2 formatting
formatting error errors
Exceptional written Good expression Satisfactory More than a few
expression with no of ideas; Virtually expression of grammatical or
grammatical or no grammatical or ideas; A few typographical errors
typographical errors typographical grammatical or detected
errors typographical
errors

Rubric: Presentation

Print on the PP PP slides are generally All but 1-2 of the Power More than 2 slides are
slides is very clear, with Point slides are clear and unclear and/or contain
Size/Clarity of exceptionally appropriate amount of contain the appropriate too much information
Print clear, information on each amount of informaiton
slide
Very Generally appropriate Only a few slides contain More than a few slides
Amount of appropriate amount of information too much information contain too much
Information on amount of on each slide information
PP Slides information on

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 each slide
Begins with a Begins with a clear, The overview of the study
Overview of very clear and succinct overview of is accurate but could be
Presentation succinct the presentation; more clear or succinct.
overview of the
presentation;

Allows students Allows students Allows students to read Forgets to allow students Forgets to allow students
to read slide first to read each all but one slide before to read slide first on a to read slides on 3 slides
slide before describing its contents maximum of two slides or more
summarizing its
contents

Summarizes info Gives a very Summarizes the slide Summary of slide may Reads entire slide
on slide clear, succinct clearly and fairly lack some clarity or verbatim
summary of the succinctly succinctness but is
slide; No satisfactory
verbatim
reading
Fields Questions Fields all Fields most questions Fields some questions Fields few questions
at conclusion of questions well. well. Seeks clarification well. Unable to answer a well. Responses
presentation Seeks when questions are not 1-2 questions accurately generally lack clarity to
clarification clear. Responds to or clearly accuracy
when questions most questions clearly
are not clear and accurately
before
responding;
responds clearly
and accurately

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