SLP 601 – Clinical Practicum 1 credit
In this part-time clinical experience, students engage in an initial clinical practicum experience in a community-based setting under the supervision of a certified speech-language pathologist across the full semester. Structured weekly goals are established for students beginning with observational skills and building responsibilities and level of independence each week with therapy planning and implementation, clinical research, data collection, documentation/clinical writing, collaboration with the interprofessional team, and communication with clients and families. Weekly clinical discussion sessions and activities are conducted on campus to assist students with integrating information from the classroom into the clinical setting. Students complete a diagnostic activity on campus and continue participation in their interprofessional program Health Mentors within this course.
SLP 602 – Clinical Practicum 2 2 credits
In this part-time clinical experience, students engage in their second clinical practicum experience in a community-based setting under the supervision of a certified speech-language pathologist across the full summer semester. Students increase independence throughout the semester with managing the caseload and specific tasks assigned by their clinical instructor. Students complete journal reviews related to their clinical population and apply to their practice. Each student completes a grand rounds presentation on a challenging case they encountered during the semester and how they approached the clinical problem, utilized research and self-reflection, and used professional questioning and discussion. Clinical discussion sessions and activities are conducted throughout the semester on campus and via online discussion boards to assist students in integrating information from the classroom into the clinical setting.
SLP 603 – Clinical Practicum 3 3 credits
In this part-time clinical experience, students engage in their third clinical practicum experience in a community-based setting under the supervision of a certified speech-language pathologist for the duration of the semester. Students accumulate an increased number of direct treatment hours in this experience as they have established the foundational professional and clinical skills in their previous clinical settings. Students are expected to demonstrate independence with their supervisor’s caseload with faded support by the end of the semester. Students complete journal reviews related to their clinical population and apply to their practice. Each student completes a grand rounds presentation on a challenging case they encountered during the semester including how they approached the clinical problem, utilized research and self-reflection, and used professional questioning and discussion. Clinical discussion sessions and activities are conducted throughout the semester on campus and via online discussion boards to assist students in integrating information from the classroom into the clinical setting. Students participate in the third and final semester of the Health Mentors program with their interprofessional team.
SLP 604 – Clinical Practicum 4 6 credits
In this full-time clinical experience, students engage in their fourth and final clinical practicum experience in a community-based setting under the supervision of a certified speech-language pathologist for the duration of the semester. Students begin accumulating direct treatment hours from the start of this experience as they have established the foundational professional and clinical skills in their previous clinical settings. Students are expected to demonstrate full independence with their supervisor’s caseload with skills equivalent to an entry-level professional by the end of this rotation. Students complete a site presentation or clinical project at their setting that addresses a specific need for the site so that the project can benefit the staff and or population served. Clinical discussions are completed online to assist students with integration of knowledge and skills.
SLP 605 – Seminar I: Interprofessional Education 1 credit
This seminar introduces students to client-centered care within interprofessional teams. Working in small groups with students representing a variety of disciplines, students will learn about each other’s professional roles and responsibilities and develop the ability to communicate and work effectively as teams as they analyze case material and engage in collaborative problem-solving. As part of this course, students are required to participate in the Jefferson Center for Interprofessional Education’s Health Mentors Program.
SLP 606 – Seminar II: Clinical Practice in Early Intervention and Educational Settings 1 credit
This seminar will cover regulatory issues related to practice in early intervention and educational settings. Federal and state laws will be covered in the context of speech-language pathology practice
SLP 607 – Seminar III: Clinical Practice in Medical Settings 1 credit
This course addresses issues related to practice in a range of medically related settings, including commonly encountered medical terminology, interprofessional practice, and reimbursement.
SLP 608 – Seminar IV: Evidence-Based Practice 1 credit
In this course, students will develop a skill set for using the principles of evidence-based practice when deciding on appropriate assessment and intervention protocols for persons with communication and swallowing disorders. Student will critically compare and contrast studies for clinical application through interactive examples and discussions.
SLP 609 – Seminar V: Professional Issues in Speech-Language Pathology 1 credit
This seminar will cover topics relevant to the speech-language pathologist entering clinical practice including criteria for licensure and certification and ethical practice issues.
SLP 610 – Language Disorders of Early Childhood 3 credits
In this course, students will learn about the communicative behaviors of infants, toddlers, and preschoolers at risk or diagnosed as having a communication disorder, language etiologies, and language characteristics. Through interactive experiences and discussion, students will learn assessment and intervention strategies for children with language delays and disorders.
SLP 611 – Neural Bases of Communication 1 credit
In this course, students are provided with an introduction to basic neuroanatomic and neurophysiologic mechanisms as they relate to human communication disorders across the lifespan. The primary focus is on normal processes and how communication is controlled by the central nervous system. Through discussion, interactive experiences including a human specimen lab, this course will prepare students for future courses in the areas of speech, language and swallowing.
SLP 612 – Speech Sound Disorders in Children 3 credits
In this course, students will develop a firm understanding of typical and disordered speech sound development in children, the nature of nonorganic articulation and phonological disorders, assessment and intervention for speech sound disorders in linguistically diverse populations. Through interactive labs and stimulation experiences, students will prepare to assess and treat individuals with speech sound disorders using evidence-based assessment and intervention protocols.
SLP 613 – Aphasia and Other Acquired Neurological Language Disorders 3 credits
This course focuses on the etiologies, characteristics, assessment, and treatment of aphasia. Case studies and in-class activities will prepare students to work with and support persons with aphasia and their families across the continuum of care.
SLP 614 – Clinical Methods in Speech-Language Pathology 3 credits
This course will provide students with an introduction to clinical practice. Topics include ethics, scope of practice, service delivery models, licensure and certification, HIPAA, FERPA, diagnostics, goal development, treatment planning, professional writing, documentation and billing, intervention strategies, evidence-based practice, counseling, cultural and linguistic diversity, and practice settings. Student will complete community observations to explore and reflect on the role of speech-language pathologists across the lifespan and in diverse settings. In-class lab activities are completed throughout the semester to practice professional skills with peers.
SLP 615 – Pediatric Feeding and Swallowing Development and Disorders 3 credits
This course provides students with foundational information on the development of feeding and swallowing including anatomy, physiology, and embryology. Evidence-based diagnosis and management of disorders of feeding and swallowing in infancy and childhood will be addressed including clinical and instrumental evaluation procedures, common etiologies and management strategies in a range of settings, including hospitals, clinics, homes, and schools. An interdisciplinary team-based model will be presented throughout the course with lecturers across professions. Case studies, videos, and online simulations will be completed throughout the semester to integrate content into practice.
SLP 616 – Research Methods in Speech-Language Pathology 3 credits
The goal of this course is to prepare students to be critical consumers of research pertaining to normal and disordered communication. It focuses on different types of research, research designs, and commonly used statistical methods in speech-language pathology. Students will develop a research question, complete a literature search, and write a research paper about their area of interest. As part of this course, students will be introduced to the resources in the Scott Memorial Library, the role of the IRB, and ethical practices in research.
SLP 617 – Language Disorders of Late Childhood and Adolescence 3 credits
In this course, students will learn about communicative behaviors of school-aged children and adolescents at risk or diagnosed as having a communication disorder. Additionally, students will learn about language etiologies, language characteristics, and assessment/intervention strategies. Through interactive experiences and discussion, students will prepare to assess and treat individuals, school-aged children and adolescents with language disorders.
SLP 618 – Diagnosis and Management of Dysphagia in Adults 3 credits
This course will provide students with an introduction to the typical swallow as well as in-depth study of topics related to disorders of swallowing affecting adults. Etiologies, diagnostic procedures, and treatment strategies will be studied. Students will discuss issues related to serving on interprofessional teams and the role of the speech-language pathologist in management of dysphagia in a variety of settings. Simulation experiences will prepare students to diagnose and treat adults with swallowing disorders
SLP 619 – Disorders of Voice and Resonance 3 credits
In this course, students will learn through a physiological approach to the study of voice and resonance disorders, focusing on an understanding of normal physiology of the voice and resonance and how they may become disturbed as a result of a variety of etiologic factors. Through interactive and laboratory experiences, students will learn about laryngeal anatomy, acoustic and perceptual characteristics of normal and disordered voice/resonances and assess and treat persons with voice/resonance disorders using evidence-based assessment and intervention protocols.
SLP 620 – Motor Speech Disorders 3 credits
In this course, students will examine the neurological basis of acquired and congenital motor speech disorders across the lifespan. Students will learn about dysarthria, apraxia, and accompanying motor speech disorders that result from damage to the central and peripheral nervous systems. Through interactive experiences and discussion, students will learn the principles and procedures for the assessment and remediation of motor speech disorders and prepare them to diagnose and treat individuals with motor speech disorders.
SLP 621 – Advanced Audiology and Aural Rehabilitation 2 credits
This course will present pathologies of the auditory and related systems and the impact of hearing loss on speech and language development and communication. Principles of aural rehabilitation will be studied. The evaluation and treatment of auditory processing disorders will be included.
SLP 622 – Cognitive Communication Disorders 3 credits
This course focuses on the etiologies, characteristics, assessment, and treatment of cognitive-communication impairment as a result of right-hemisphere brain damage, traumatic brain injury and/or dementia. Case studies, in-class activities and projects will prepare students to assess, diagnose and treat individuals with cognitive-communication disorders in a variety of settings.
SLP 623 – Disorders of Fluency 2 credits
This course provides an in-depth exploration of the nature of stuttering, and other fluency disorders, current theories of stuttering, contemporary research in the field, and evidence-based treatment of disorders of fluency in children and adults. Case studies will prepare students to diagnose and treat individuals with fluency disorders.
SLP 624 – Augmentative and Alternative Communication 2 credits
This course will provide an in-depth study of communication modalities and the use of augmentative and alternative communication for individuals across the lifespan. Aided and non-aided strategies, low-tech and high-tech options will be explored
SLP 627 Advanced Topics in Speech-Language Pathology 3 credits
This course will examine advanced topics in speech-language pathology clinical practices. The course will be composed of three modules, each addressing an advanced topic. Special topics may include speech and voice impairments related to tracheostomy tube placement and/or ventilator support, instrumentation in dysphagia, and biofeedback in voice/speech. Assignments and assessments of student learning will vary by topic and instructor.
SLP 628 Comprehensive Exam Pass/Fail- non credit bearing
The Comprehensive Exam in Speech-Language Pathology is a culminating assessment designed to evaluate students’ mastery of the core concepts, theories, methodologies, and practices. The exam encompasses a wide range of topics covered throughout the graduate curriculum, requiring students to synthesize knowledge from multiple areas and demonstrate advanced critical thinking, problem-solving, and analytical skills. Students are required to register for comprehensive exam during their last spring semester.