Communication Disorders

Research techniques and experimental design schemes, critical reviewing of the current literature, oral technical reporting and reporting by written technical papers. Scheduled fall and summer semesters.

Survey of neurologically-based disorders of speech in adults and children. Differential diagnosis and treatment of the dysarthrias, apraxia of speech, and aphasia. Scheduled fall and spring semesters.

Etiology and nature of articulation/phonology disorders and theoretical considerations underlying successful assessment and clinical procedures. Scheduled fall and spring semesters.

Survey of cognitively-based communication disorders in adults including: right brain damage, traumatic brain injury and dementia. Emphasis on differential diagnosis with some discussion of treatment planning. Scheduled fall and summer semesters.

Theories of the causes of fluency disorders; methods of examination, diagnosis, therapy and research in fluency. Scheduled fall and spring semesters.

Instruction in developmentally appropriate practices for young children and individuals with a range of disabilities. Formal and naturalistic assessment methods will be introduced. Experience will be gained with child-centered, clinician-directed and hybrid methods of intervention. Family-centered and culturally sensitive practice will be emphasized as well as use of alternative and augmentative communication strategies. Scheduled fall and spring semesters.

Instruction in the assessment and treatment of language-learning disorders in school-age children and adolescents. Introduction of assessment methods to evaluate conversation, narration, and written language with emphasis on curriculum-based methods. Intervention techniques that integrate oral and written language, develop learning strategies, and involve collaboration among professionals will be discussed with emphasis on student-centered and culturally sensitive practices. Scheduled fall and spring semesters.

Methods of intervention in communication disorders related to loss of hearing and auditory deprivation for school-aged children. Scheduled summer semesters.

Supervised clinical practice at the Center for Communication Disorders with children and adults who have language, speech and hearing disorders. Training in clinical procedures involving evaluation and remediation of communication disorders. Individual and group sessions are included. Each student is required to attend a staffing session each week. Scheduled fall, spring and summer semesters.

Supervised clinical practice at the Center for Communication Disorders with children and adults who have language, speech and hearing disorders. Training in clinical procedures involving evaluation and remediation of communication disorders. Individual and group sessions are included. Each student is required to attend a staffing session each week. Scheduled fall, spring and summer semesters.

An advanced practicum. Students are assigned to approved school settings. Students are expected to complete in hours the equivalent of full-time employment at the setting for one semester. Scheduled fall, spring and summer semesters.

Clinical practicum and weekly lectures/meetings focusing on advanced skill development necessary for planning and executing therapeutic services, including diagnostic assessment of speech, language, and related communication disorders, interpreting and reporting clinical findings, and developing and implementing appropriate recommendations for intervention. Scheduled fall, spring, and summer semesters.

Supervised clinical practice in audiology at the Center for Communication Disorders with children and adults who have all degrees of hearing sensitivity. Training in clinical procedures, including case history taking and the evaluation and rehabilitation of hearing disorders. Individual and group sessions may be included. Each student is required to attend a staffing session each week. Scheduled fall, spring and summer semesters.

An advanced practicum. Students are assigned to approved practicum settings including hospitals, rehabilitation settings, private practice, early intervention programs, or specialized educational programs. A minimum of 25 hours per week is required at the assigned site. Scheduled fall, spring and summer semesters.

Theory, diagnosis, and treatment underlying central auditory processing disorders in children as differentiated from language and learning disorders. Emphasis is placed on both behavioral and electrophysiological assessment protocols and their relationship to therapeutic intervention. Scheduled winter session.

Theory, diagnosis and treatment underlying the articulation, resonance, and phonatory problems associated with voice and velopharyngeal disorders. Consideration is given to current research in etiology, technology, and multicultural issues affecting appropriate intervention. Scheduled fall and summer semesters.

This course is designed to prepare the student with basic theoretical knowledge and hands-on skills necessary to perform a voice, swallow and velopharyngeal assessment utilizing nasendoscopy and rigid oral endoscopy. Laboratory practice included. Special Information: Graduate student status. Students are expected to participate in laboratory exercises including passing and having a nasendoscope passed on themselves. This course will meet 12.5 hours in a lab setting. Scheduled summer semester.

Development of a thesis proposal. Scheduled fall and spring semesters.

Implementation of research design from approved thesis proposal and written presentation of the findings. Scheduled fall and spring semesters.

Directed study and research project under guidance of a faculty member. Regularly scheduled meetings, and examination upon the completion of the project. Scheduled fall and spring semesters.

Principles of assessment and intervention for persons requiring augmentative and alternative communication strategies. Topics will include low and high technology aids and adaptations, symbol systems, vocabulary selection, interdisciplinary team work, and procuring funding. Scheduled spring semesters.

Synthesis of research, theory, and practice in communication disorders. Scheduled fall and spring semesters. Course taken as pass/fail only.

The role of the speech-language pathologist working in a variety of medical settings will be discussed in the context of managing medically complex patients. Topics may include documentation, interprofessional collaboration, low-incidence/high-risk patient management, and medical ethics. Scheduled fall semesters.

A survey course regarding the speech-language status of individuals with intellectual disability, autism, and cerebral palsy. Course content will include developmental concerns, current research, assessment practices, and speech-language intervention. Scheduled spring semesters.

Reviews the anatomical bases of normal and disordered swallowing in children and adults. Students develop an understanding of dysphagia, fundamentals of assessment (clinical, fluoroscopic and endoscopic methods) and the current approaches to treatment of the patient with dysphagia. Scheduled fall and spring semesters.

Study of the social, cognitive, neurological, and communicative aspects of Autistic Spectrum Disorders. A range of assessment techniques and instruments for individuals at various levels of functioning will be stressed. Scheduled summer sessions.

Literacy issues pertinent to the SLP working with clients across the lifespan, preschool through adulthood. Presentation of theoretical models, research, and best practice concerning relationships between oral language development/disorders and literacy development/disabilities. Scheduled fall semesters.

Thoroughly acquaints the student with those counseling and guidance procedures necessary for the most efficient rehabilitation of the patient with a speech and/or hearing disorder. Interview techniques, parent-child relationships, and client and family adjustment problems will be discussed. Scheduled summer semesters. Course taken as pass/fail only.

Examines the purposes, theoretical frameworks, models, and knowledge of roles and relationships related to clinical supervision. Includes evaluation, remediation, legal and ethical issues, responsibilities, gatekeeping, and culturally relevant strategies in clinical supervision and mentoring.