Communication Sciences & Disorders (CSD)

This course covers professional and clinical writing, and critical thinking specific to the field of Communication Sciences and Disorders. This is an on-campus, in-person course.

This course is designed to: 1) to help you develop an awareness about how race, culture, language spoken, gender identity, sexuality, disability, immigration status, and other factors shape people’s lived experiences and their ability to access 2) to develop your ability to identify malleable influences on speech and language development in typical children, such that you have an intuition about how to alter behavior to improve speech/language in clinical settings 3) to develop your ability to analyze naturalistic speech/language behaviors in typical children. For each major topic that we cover (speech development, early words, early sentence structure, morphology, later syntax, later word learning, use of language in conversation, narration, expository contexts, theories) we will cover the following information 1) Definitions of behaviors 2) Major milestones by which behaviors occur in monolingual and bilingual children 3) Processes by which the behaviors on achieved 4) Known factors that lead to individual differences in outcomes

This course covers special topics in Communication Sciences and Disorders, including but not limited to cleft palate/syndromes, innovations in Speech and Language Pathology (SLP), and SLP through the lifespan. This is an on-campus, in-person course.

This course will cover the nature, assessment, and treatment of speech disorders in children. It will review and provide a more advanced theoretical knowledge of normal aspects of articulation and phonological development, etiologic factors associated with speech sound disorders, and discuss phonological assessment practices and treatment strategies as related to evidence-based practice guidelines.

This course provides a foundation for the understanding of communication problems seen in individuals with autism spectrum disorders. The course addresses those aspects of language and communication which are impaired in individuals with autism at each stage starting with the prelinguistic stage and moving through school-age, adolescent, and adult populations. Approaches to assessment; and the theoretical rationale for the selection of a particular intervention approach; including, especially the use of assistive technology for augmentative and alternative communication systems and multicultural issues are explored. In addition sensory and motor issues that impact on speech and language development in this population are covered. This course provides a basis for collaboration between the speech-language pathologist, classroom teacher, physical therapist, occupational therapist, and family

This course focuses on the theory, assessment, and intervention of fluency disorders in children, adolescents and adults. The course reviews symptomatology of stuttering, surveys theories of stuttering, and examines normal vs. abnormal fluency development. The goal is to develop clinicians who are competent in the diagnosis and treatment of fluency disorders.

This course will identify structural, neuropathologic, functional/behavioral, and idiopathic laryngeal pathologies, their etiologies, methods of assessment, and methods of in Audiology and Speech-Language Pathology. This course meets the ASHA Knowledge Outcome Standards for the Certificate of Clinical Competency in speech-language pathology.

This course introduces the student to neurogenic communication disorders that affect the adult and geriatric populations. Disorders addressed include these resulting from), aphasia, right-hemisphere syndrome traumatic brain injury, and dementia. This course will be taught with a combination of traditional lecture, problem-based learning (PBL), BlackBoard (Bb), and lab assignments.

Assessment and treatment of neurogenic motor speech disorders in children and adults will be addressed; this will include dysarthria, apraxia; feeding, and swallowing disorders. Perceptual and acoustic analyses of speech influencing intelligibility will be discussed.

Issues related to the profession of speech-language pathology, service delivery, ethics, legal considerations, funding issues, program administration and credentialing will be introduced. Content is in accordance with the American Speech-Language-Hearing Association Scope of Practice, Codes of Ethics, Preferred Practice Patterns and guidelines for credentialing. Information and resources that can be used for a professional lifetime will be provided. Finally, the importance of professional activity, including advocacy for the professions and the clients/patients one serves will be addressed. Multiple strategies that incorporate direct instruction, collaborative learning groups, peer teaching, group discussion, student guided problem solving will be implemented. Clinical case studies from a variety of work settings will be included for learning.

Principals and procedures for assessment of communication disorders in children and adults. In-depth instruction in methods for interviewing and compiling a case history; formal or informal assessment; and clinical reporting. Focus on cultural sensitivity and unbiased testing procedures. Practical application of testing procedures and clinical writing through the use of videos and guided clinical observations.

This course will provide students who already have had course-work in both preschool and school-aged child language disorders with a more theoretical and evidence based understanding of this communication disorder and more advanced methods of assessing and treating the disorder. Functional assessment rather than standardized tests will be emphasized and critical evaluation of empirical research on therapy approaches will be required.

Assessment and treatment of swallowing disorders in children and adults will be addressed. Topics will include examination of the anatomy and physiology of normal swallow and characteristics of abnormal swallow, etiologic factors, dysphagia management and related issues. The course will be taught with a combination of traditional lecture, in-class discussions, reading./writing assignments based on peer-reviewed journal articles., YouTube videos, PowerPoint slides, and review sheets.

Supervised experience in a clinical setting 30 hours of client contact. This course provides a continuation of the experience in Clinical Practicum I with the addition of the opportunity to conduct and write-up a diagnostic evaluation.

This seminar course is half of a yearlong introduction to the practices and procedures in speech-language pathology, with an emphasis on pediatric developmental delays and disorders. Participants will be trained in and graded on the development and implementation of clinical skills and practices as well as professional conduct. An emphasis will be placed on the development of clinical writing skills.

This course is a summer session introduction to the practices and procedures in speech-language pathology, with an emphasis on school aged and adolescent delays and disorders. Participants will be trained in and graded on the development and implementation of clinical skills and practices as well as professional conduct. An emphasis will be placed on the development of clinical writing skills.

This seminar course is half of a yearlong advanced course in the practices and procedures of speech-language pathology, with an emphasis on advanced pediatric developmental delays and disorders . Participants will be trained in and graded on the development and implementation of clinical skills and practices as well as professional conduct. An emphasis will be placed on the further, advanced development of clinical writing skills.

This seminar course is the second half of a yearlong advanced course in the practices and procedures of speech-language pathology, with an emphasis on advanced adult disorders. Participants will be trained in and graded on the development and implementation of clinical skills and practices as well as professional conduct. An emphasis will be placed on the further, advanced development of clinical writing skills. This course will also address issues relating to career preparation, development and enhancement.

The purpose of this course is to develop an understanding of information related to concepts, strategies, techniques and issues that are unique to the field of augmentative and alternative communication (AAC). Focus will include an in-depth review of the assessment process, as well as the AAC needs of individuals with developmental and acquired disabilities across the lifespan. There will be specific focus on young children and adolescents in grades K-12 and ways to implement AAC assessment, management, and communication in the educational setting. Classes will consist of lectures, written assignments, examination, student presentations, hands-on activities, and guest speakers.

The focus of this course is on the principles and procedures for assessment of communication disorders in children and adults. We will explore in-depth instruction in methods of interviewing and compiling a case history; formal and informal assessment; and clinical reporting. There will be a focus on cultural sensitivity and unbiased testing procedures. Students will also be introduced to practical application of testing procedures and clinical writing through the use of videos and guided clinical observations.

Topics include functional organization of the brain, structures of the central, peripheral, and autonomic nervous systems, embryological development of the CNS, and brain imaging techniques. Interconnectivity in the brain will be emphasized. Neural basis of speech, language, and hearing will be touched upon at appropriate sections with an inter-disciplinary perspective.

This course will be taught with a combination of traditional lecture, Blackboard (Bb) and learning through active classroom participation in problem solving. In addition, a service-learning component (AOK1) is required. You will be screening the hearing of adolescent female residents in a foster care facility located in the East Village; this will be discussed in more detail in class. As students, it is hoped that you will apply the auditory (re)habilitation process as it relates to the individual’s degree and type of loss and just as importantly, his/her communication needs. Exposure to multicultural views of disabilities will be discussed. There are several readings that address health care systems in urban settings, with disadvantaged populations, and our responsibilities as citizens to our community. These readings will be discussed for their own value as well as how one might apply these values to the profession.

Basic theories and practices of counseling, as well as normal psychological, social and educational development, will be explored and discussed. In addition to communication sciences and disorders, the theories and models of counseling presented apply to a variety of disciplines in healthcare that include, social work, nursing, physical/occupational therapy, and physician assistants as well as educators. With mainstreaming of special needs children the norm, educators and healthcare providers need to develop necessary communication skills to work effectively with these children and their parents. Theories and techniques for communicating with the adolescent and adult with disability, their families and related professionals are essential for developing meaningful and positive relationships, as well as appropriate interventions and skills development. In addition, sensitivity and strategies for exploring multicultural views and issues concerning disabilities will be addressed.

Students will be introduced to the scope of practice in speech-language pathology and ethical standards as it relates to the entire discipline across all professional practice settings and provided with salient information on the principles of counseling across the disorders. Learning strategies will include collaborative including individual and group assignments, virtual assignments, guided lectures and lectures by visiting professionals.

This course will be taught with a combination of traditional lecture, interactive classroom discussion in problem solving, exams and assignments. As students, it is hoped that you will increase your competency in using, interpreting, analyzing, and synthesizing evidenced-based research and the importance and necessity for ethical practice. This course is designed to contribute to student experiences to address and/or meet the following ASHA Knowledge and Skills Outcome Standards: Knowledge of standards if ethical conduct; Knowledge of processes used in research and of the integration of research principals into evidence-based clinical practice; Demonstrated knowledge of contemporary professional issues (ASHA practice policies and guidelines); Demonstrated knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice; and Skills demonstrating oral and written or other forms of communication sufficient for entry into professional practice.