This course provides an overview of the various settings and areas of practice in speech language pathology. It includes the role of the speech language pathologist in prevention, education, and advocacy regarding communication/swallowing disorders, general principles of assessment and intervention to minimize the impact of communication disorders across environments, ethical considerations, and professional/legal considerations in the field. Students will begin to learn skills necessary for clinical practice through simulations/standardized patients. Students will also learn to relate to clients by simulating the experience of those with disabilities as a foundation for assistive technology and AAC advocacy in the field.

This course provides a framework for students in using research to guide evidence-based practice. Topics will include analysis of the formulation of research questions, identification of relevant literature, and interpretation of data and conclusions in literature. Emphasis will be placed on using literature to guide clinical decision making. Students will be introduced to assistive technology and augmentative alternative communication, and how to begin to identify resources available through their community for assistive technology.

This course provides information regarding the etiology, differential diagnosis, characteristics, and intervention strategies specific to speech sound disorders in children. Focus will be on assessment/ intervention strategies including articulation and phonological interventions specific to this age and population. Students will learn about assistive technology specific to speech sound disorders.

This course provides a systematic study of the brain and neurological basis for communication disorders. It includes a variety of acquired neurological and cognitive disorders, etiologies, differential diagnosis, characteristics, and intervention strategies specific to rehabilitation. Students will learn about assistive technology available to address executive functioning.

This course provides information regarding the etiology, differential diagnosis, characteristics, and intervention strategies specific to developmental and acquired disorders in children. Focus will be on disorders of fetal development, atypical and delayed developmental milestones up to 5 years of age, and assessment/intervention strategies specific to this age, population, and setting, including family-centered intervention. Students will be introduced to the use and procurement of assistive technology and the multidisciplinary team approach in the early development and/or early intervention stage through the transition to school.

Using standardized patients/teletherapy lab experiences/ simulated case studies and community-based learning, students will begin to gain experience in the assessment and intervention of clients with a variety of basic communication/swallowing disorders. Students will gain a deeper understanding of the assessment process with emphasis on analysis of evaluation and assessment results and the impact of those results on prognosis and intervention strategies. Topics may include obtaining a comprehensive case history and background, selecting tools and planning the evaluation session, and clinical report writing. Students will also learn to relate to clients by simulating the experience of those with disabilities as a foundation for assistive technology and AAC advocacy in the field.

This course provides information regarding the assessment and intervention strategies for augmentative alternative communication, spanning from low to high tech, for individuals across the lifespan. Students will utilize exposure to assistive technology and practices in previous courses as a foundation for specializing assessment and intervention with AAC. A continued focus on the multidisciplinary approach will be highlighted.

This course provides information regarding the etiology, differential diagnosis, characteristics, and intervention strategies specific to developmental and acquired disorders in children. Focus will be on disorders of school age children, impact on academic performance including literacy and social skills, and assessment/intervention strategies specific to this age, population, and setting, including interdisciplinary team collaboration. Students will be introduced to the use and procurement of assistive technology and augmentative alternative communication in the classroom or school-based setting.

This course continues with using standardized patients/teletherapy lab experiences/ simulated cases and community-based learning. Students will gain more independence in assessment and intervention of clients with a variety of disorders, focusing on treatment areas including development of goals and objectives, treatment planning and design, implementation, data collection, and ongoing assessment of efficacy. Advanced topics will include basics of clinical reasoning, counseling, treatment integrity. Students will participate in their first immersion experience during the second week of the term as part of this course, which will include initial screening/assessment and intervention with target populations and prevention of communication/ swallowing disorders in different settings. Students will experience assistive technology in person and be introduced to some concepts to consider in assistive technology/augmentative alternative communication. Students will also learn to relate to clients by simulating the experience of those with disabilities as a foundation for assistive technology and AAC advocacy in the field. They will continue to explore the multidisciplinary approach to intervention.

This course provides information regarding the role of the speech language pathologist in hearing, including assessment and intervention strategies specific to aural rehabilitation. Focus will be on collaboration with audiology, cochlear implantation, cultural aspects of hearing loss, and Deaf culture. Students will learn about assistive technology and augmentative alternative communication appropriate for those with hearing loss, including environmental modifications.

This course provides information regarding the etiology, differential diagnosis, characteristics, and intervention strategies specific to fluency disorders. Focus will be on assessment/intervention strategies specific to this population and setting. Students will learn about assistive technology and augmentative alternative communication.

This course provides information regarding the etiology, differential diagnosis, characteristics, and intervention strategies specific to language-based learning disabilities. Focus will be on assessment/ intervention strategies specific to this population and setting. Students will explore reading and literacy strategies for students utilizing augmentative alternative communication, and assistive technology available for supporting literacy development.

This course provides information regarding differences versus disorders in speech language pathology relative to cultural, linguistic, and diversity facets of speech/language development. Focus will include assessment to include differential diagnosis, intervention strategies, counseling implications, and respect for client and caregiver diversity. Students will explore cultural considerations in augmentative alternative communication, including disability culture, and device abandonment difficulties.

This course provides information to specific populations with significant communication/swallowing implications. Populations will include craniofacial abnormalities, autism spectrum disorders, complex communicators and medical diagnoses (e.g., tracheostomy/ventilator dependent, burn care), as well as other low incidence or specialty areas within the field, and include discussion of the impact of these disorders throughout the lifetime. Further exploration of assistive technology and augmentative alternative communication interventions for specific populations will be included with consideration of neurodiversity topics.

This is the final preparatory course in assessment and intervention prior to the initial outplacement. It is paired with the second immersion experience, where students will be expected to participate more fully in clinical immersion experiences. Topics will align with skills expected in any clinical placement. Targeted populations and therapeutic interventions may include language disorders in children (birth and school age), speech sound disorders, neurological disorders, fluency, aural rehabilitation, literacy, selected special populations, and augmentative alternative communication. Students will learn further assessment and intervention skills in assistive technology, and engage with additional assistive technology including wheeled technology by simulating the experience of those with disabilities as a foundation for assistive technology and AAC advocacy in the field.

This course provides information regarding the etiology, differential diagnosis, characteristics, and intervention strategies specific to motor speech disorders. Focus will be on assessment/intervention strategies specific to this population. Students will explore populations that may benefit from assistive technology and/or AAC interventions.

This course provides information regarding the etiology, differential diagnosis, characteristics, and intervention strategies specific to language disorders in adults. Focus will be on assessment/intervention strategies specific to this age, population and setting. Students will explore assistive technology and augmentative alternative communication procurement and use for adults, and the multidisciplinary approach to intervention.

This is the introductory clinical outplacement in a pediatric setting. Students will begin to build their assistive technology and augmentative alternative communication resources and databases by identifying AT/AAC tools to be used in their setting.

This course provides information regarding etiology, differential diagnosis, characteristics, and intervention strategies specific to dysphagia. Focus will be on assessment/intervention strategies specific to this population and settings. Students will learn about assistive technology in the home setting and continue to explore aspects of seating and mobility tools, further exploring the multidisciplinary approach.

This course focuses on designing a beginning level research project in an area of interest. Students will demonstrate an understanding of qualitative and quantitative research designs and methods used in healthcare, education, and community-based programs. They will identify the strengths and weaknesses in research designs for varied types of clinical questions. Students will prepare for the capstone course and project that begins the following term, by identifying topics for their project within the scope of the field of speech language pathology, and develop a research hypothesis. Research projects will be faculty-facilitated and will be completed in small groups. Students will also explore legislation around assistive technology as a foundation for assistive technology and AAC advocacy in the field.

This is the introductory clinical outplacement in an adult setting. Students will continue to build their assistive technology and augmentative alternative communication resources and databases by identifying AT/AAC tools to be used in their setting.

This course provides information regarding the etiology, differential diagnosis, characteristics, and intervention strategies specific to voice disorders. Focus will be on assessment/intervention strategies specific to this population and setting. Students will learn about workplace adaptations and accommodations for those utilizing assistive technology, including augmentative alternative communication.

This course is the second course in research and focuses on participation in beginning level research. Research projects will be faculty-facilitated and completed in small groups. Students will have identified topics for their project within the scope of the field of speech language pathology and developed a research hypothesis in the previous course. They will then submit their research proposal to the Human Studies Review Board (HSRB), gather data, complete the review of data collected, and focus on writing conclusions and presentation of the information obtained during this course. Students will learn about cutting edge assistive technology, including experimental technology that is in trials currently.

This course is a culmination of clinical components, integrating previously learned material for the pediatric population in speech language pathology. It will be taken concurrently with the advanced clinical placement in a pediatric setting. Topics will include advanced clinical skills – problem solving, clinical reasoning, counseling, assessment/diagnostics, report writing, treatment planning and integrity, student leadership and team building. Students will learn about assistive technology and augmentative alternative communication tools specific to children, implementation and education around tools, and supporting clients and caregivers in the use of AT and AAC.

This course is designed to support the clinician in successfully integrating into a collaborative work setting by highlighting the importance of interprofessional education, and how it impacts interprofessional practice. Students will take knowledge from previous courses and learn how to further enhance that knowledge in themselves, as well as integrate that knowledge as an effective interdisciplinary team member. Students will participate in case reviews from their current or previous settings, taking turns presenting a client and working collaboratively in groups to improve quality of care or problem solve interdisciplinary team issues. Focus will be on the pediatric population. Components of procuring assistive technology and augmentative alternative communication and incorporating interventions as part of a multidisciplinary team in pediatric settings will be included, as well as obtaining certification for assistive technology professionals.

This is the advanced outplacement in a pediatric setting. Students will continue to build their assistive technology and augmentative alternative communication resources and databases by identifying AT/AAC tools to be used in their setting.

This course is a culmination of clinical components, integrating previously learned material for the adult population in speech language pathology. It will be taken concurrently with the advanced clinical placement in an adult setting. Topics will include advanced clinical skills – problem solving, clinical reasoning, counseling, assessment/diagnostics, report writing, treatment planning and integrity, student leadership and team building. Students will learn about assistive technology and augmentative alternative communication tools specific to adults, implementation and education around tools, and supporting clients and caregivers in the use of AT and AAC.

This course is designed to support the clinician in successfully integrating into a collaborative work setting by highlighting the importance of interprofessional education, and how it impacts interprofessional practice. Students will take knowledge from previous courses and learn how to further enhance that knowledge in themselves, as well as integrate that knowledge as an effective interdisciplinary team member. Students will participate in case reviews from their current or previous settings, taking turns presenting a client and working collaboratively in groups to improve quality of care or problem solve interdisciplinary team issues. Focus will be on the adult population. Components of procuring assistive technology and augmentative alternative communication and incorporating interventions as part of a multidisciplinary team with the adult population will be included, as well as collaboration with other assistive technology professionals, funding sources, and stakeholders.

This is the advanced outplacement in an adult setting. Students will continue to build their assistive technology and augmentative alternative communication resources and databases by identifying AT/AAC tools to be used in their setting.