Sample Sequence of Courses

This course introduces graduate students to professional issues and standards related to the discipline of Speech-Language Pathology, including the scope of practice, ethics, and cultural and linguistic diversity. General principles of clinical observation, assessment, the establishment of treatment goals, report writing, documentation, and service delivery in various facilities, including educational and medical settings, are emphasized. This course also includes a workshop on personal identity, social identity, diversity, and cultural competence.

Students will learn to evaluate and diagnose speech and language disorders. Administration of formal and authentic tests, as well as the interpretation of results, will be discussed. The course will emphasize the diagnosis of children and adult with specific emphasis on test selection, related assessment procedures, psychometrics, and analysis of results. Diagnostic report writing will be emphasized. Requirements for assessment and report writing for a variety of settings, including medical and educational settings, will be presented. The critical responsibility of cultural competence and awareness in evidence-based decision-making when assessing culturally and linguistically diverse individuals is emphasized. Specific attention will be given to evaluations and reports for CPSE and CSE within the NYC DOE and other private and public school settings, as well as the development of IEPs. Federal, state, and local guidelines, requirements, rulings, and legislation will be presented as they relate to school assessments, re-evaluations, and documentation.

This course is designed to enable the student to gain theoretical and clinical knowledge and management of articulation and phonological disorders in preschool and school-age populations. Typically developing phonology and speech sound acquisition are presented in contrast to atypical speech sound development. The assessment module includes differential diagnosis procedures to identify and contrast dialectical/linguistic/multicultural differences and speech sound disorders. The intervention module examines current and evidence-based treatment approaches for speech sound disorders, with emphasis on cultural sensitivity and respect for diversity. The impact of phonology on the development of literacy skills is examined. The clinical practice of speech-language pathology in the public school setting (K-12) is discussed with respect to special education, models of service delivery, and referral and evaluation for services.

This course serves as an introduction to the neurobiological bases of human communication. Topics focus on basic neuroanatomy and neurophysiology involved in sensory, motor, and cognitive functions underlying respiration, phonation, articulation, resonance, hearing, and language. Structures and functions related to prenatal and acquired communication disorders are explored. We will further discuss etiological factors that affect varied cultural groups. Different aspects of language and cultural variables that affect health behaviors and disparities will be considered.

Students will learn about neurodiversity and how it relates to language development and various disorders. The characteristics and treatment/strategies for these disorders and their effects upon emergent language skills will be presented. Language assessments and non-biased assessments for the linguistically and culturally diverse populations will be explored. Form, Content, and Use of language, in addition to memory skills, cognition, and the underlying skills necessary for successful language development and academics will be taught. Dyslexia and reading programs will be covered, in addition to the role of the Speech-Language Pathologist in the school setting. Students will be guided in formulating diagnosis and evidence-based treatment plans after interpreting, synthesizing, and analyzing information from assessments, case histories, class discussions, assigned text readings, and videos. The course will examine special education laws related to students within the school system who may be entitled to free and appropriate services. Measurable and effective goal planning will be discussed. Course examinations and a language project will be given to assess student competency, knowledge, and application of the course material.

Corequisites: SPPN 610, SPPN611

Clinical procedures are introduced, including planning, and providing developmentally appropriate therapy sessions, maintaining records, and completing reports. Knowledge regarding various disorders is applied to the treatment of individuals across the lifespan. Modification of instructional methods in response to behavioral issues are discussed. School-based, medical, home-based, and other settings will be discussed, with emphasis on responsibilities of SLPs in these various settings. School-based techniques and curriculum-based content are discussed, including pull-out and push-in types of sessions, IEPs, RTI, collaboration with staff, and various pedagogical approaches. Supervision is provided by licensed, ASHA-certified Speech-Language Pathologists, with students' direct treatment hours recorded and applied as per ASHA requirements. In seminar course meetings and throughout clinical internship participation with direct client interaction, an inclusive learning environment with an emphasis on the inherent dignity of everyone will be emphasized and practiced, with principles of diversity, equity, and inclusion (DEI) embedded as foundational to clinical education and practice. Dimensions of diversity can include race, age, gender identity, expression, sexual orientation, ethnicity, national origin, cognitive and physical ability, education, learning ability, socioeconomic class, income, faith and/or non-faith beliefs, political affiliation, or social views, primary and/or second language, family or marital status, military service, and other individual differences.

Prerequisites: Satisfactory completion of SPPN 610: Clinical Methods in Speech-Language Pathology

Systematic and controlled observations of measurable behaviors pertinent to clinical, experimental, and applied research in the areas of typical and atypical human communication are the skills taught in this course and referenced in terms of the choices of data to be collected, evaluated, and interpreted. Students design and execute projects consistent with the principles of ethical research and awareness of multiculturalism and diversity in human research. Projects are carried out through the Institutional Review Board of Touro University. This course has been designed to enable the students to gain knowledge about the research development process in the field of speech language pathology, including systematic investigation of the research topics related to developmental norms for speech-language pathology, clinical issues for school-age children in the educational settings, and clinical challenges associated with the geriatric population.

The purpose of this course is to provide the requisite knowledge for understanding, assessing, and treating language impairments associated with focal lesions to the left (or right) hemisphere. Specifically, students will learn about the neural substrates for language; language assessment principles and procedures; and the nature and treatment of aphasia, alexia, and agraphia, cognitive and right hemisphere disorders. The course addresses the etiological factors associated with varied cultural groups and discusses variations for practice with linguistically and ethnically diverse groups. Emphasis is given to the impact of diversity on assessment, treatment, and management issues.

Prerequisites: SPPN 610, SPPN 611, SPPN 615

This course is designed to provide the most updated knowledge about autism spectrum disorders in children, adults, and adolescents. You will learn current definitions, etiology, assessment, and diagnosis of ASD. You will explore the variety of evidence based approaches to promote communication and socialization at home, in the community, and at school, both in general education environment and in special education settings, as well as the clinical and ethical dilemmas raised in the context of evidence-based practice. You will learn about the concept of neurodiversity, both in theoretical terms, and in terms of its practical application within the framework of diversity and cultural competence. More specifically, you will discuss challenges encountered by neurodivergent students entering higher education and explore existing resources to support them. You will also discuss the changing landscape of neurodivergent individuals’ employment, exploring practical and current resources.

Prerequisites: SPPN 610, SPPN 611, SPPN 630

This course provides speech-language pathology students with an understanding of the complex multidimensional nature of fluency disorders and their successful diagnosis and management. By the end of this course, students must have acquired knowledge of the nature of stuttering and other fluency disorders, including etiology, characteristics of the disorder, the neurophysiological basis of fluency disorders, developmental features of fluency disorders across the lifespan, psychological correlates of fluency disorders, linguistic factors relating to fluency disorders, multicultural and social considerations in the management of fluency disorders, differential characteristics of individuals with fluency disorders, counseling parents/caregivers of children who stutter, as well as teenagers and adults who stutter. Special attention is given to the impact of stuttering on the educational process in school-age children and how to address academic, communication, and social issues for this population. Additionally, this course will discuss advocating for inclusion and equitable services in assessing and treating clients with fluency disorders from culturally and linguistically diverse backgrounds.

Prerequisites: SPPN 610, SPPN 611

TSSLD only. This course will focus on the relationship between language and learning disabilities and the impact of language and learning disabilities, in academic, social, and work settings. It will examine the contributions of neuropsychology, learning theory, executive function, and cognitive-perceptual development to the study of language-based learning disabilities. Interventions for language, learning, reading, math, and writing disabilities will be covered. The speech and language pathologist’s role in assessing and supporting the underlying skills necessary for learning, in discipline-specific academic areas will be studied. The responsibilities of the speech-language pathologist as a member of an interdisciplinary professional (IPP) school setting are emphasized from kindergarten through high school and higher education including instruction, adaptations and modifications, IEP compliance, and individualized instruction.

Prerequisites: SPPN 610, SPPN 611, SPPN 615, SPPN 630

This course provides speech-language pathology students with an understanding of the neuroanatomy and physiology of speech production and how they relate to motor speech disorders, including apraxia of speech and types of dysarthria. By the end of this course, students will be able to describe etiologies and basic characteristics of motor speech disorders, will be familiar with the standardized, instrumental, and informal assessment tools of motor speech disorders, will be able to analyze and integrate medical history, motor speech examination, and auditory-perceptual assessment, and to derive an accurate diagnosis, prognosis and rationale for evidence-based treatments. An understanding of the impact of motor speech disorders on individuals and their families will be considered based on the World Health Organization (WHO) framework. Special attention will be provided to identifying and differentiating various types of dysarthria, using audio and video samples. The selection and implementation of appropriate intervention strategies for clients with apraxia and different types of dysarthria will be examined. Childhood apraxia and dysarthria in children will be included. The impact of motor speech disorders on the educational process in school-age children and how to address academic, communication, and social issues for this population, will be covered. Educational service options and delivery systems will be identified with a focus on planning and managing learning environments when teaching students with motor speech disorders. Additionally, this course will discuss advocating for inclusion and equitable services in assessing and treating clients with motor disorders from culturally and linguistically diverse backgrounds. This course fulfills motor speech content requirements. Students completing this course are exempt from the Motor Speech Disorders/Dysarthria Learning Enrichment Experience.

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 615

This elective course includes the nature, etiology, embryology, assessment, and interprofessional medical and educational management of potential communication, resonance, and swallowing disorders experienced by individuals presenting with cleft lip, cleft palate, craniofacial anomalies, and velopharyngeal dysfunction across the lifespan. Specific genetic disorders and their medical, educational, social, and psychological implications for infants, preschoolers, school-age children, adolescents, and adults are discussed. Specific instrumentation related to assessing and treating speech and resonance disorders will be introduced. Throughout course participation, an inclusive learning environment with an emphasis on the inherent dignity of everyone will be emphasized and practiced, with principles of diversity, equity, and inclusion (DEI) embedded as foundational to clinical education and practice. Dimensions of diversity can include race, age, gender identity, expression, sexual orientation, ethnicity, national origin, cognitive and physical ability, education, learning ability, socioeconomic class, income, faith and/or non-faith beliefs, political affiliation, or social views, primary and/or second language, family or marital status, military service, and other individual differences.

Prerequisites: SPPN 610, SPPN 611, SPPN 615

This course will introduce school-based speech-language pathology practices as a learning experience. Critical issues related to the practice of speech-language pathology in the public school setting (K-12), including legislative issues, special education, models of service delivery, Response to Intervention (RTI), referral and evaluation for services, development of the Individual Education Plan (IEP), New York State Common Core Standards, lesson planning, and caseload management are focal targets of the course. Students will learn to interface effectively with teachers and other personnel in the schools. Students will explore the curriculum and the impact of speech-language difficulties on academic performance. Students will understand the needs of students with speech, language, and communication disorders and learn differentiating and individualizing instruction for children classified with IEPs across settings, including general education. Current ASHA roles and responsibilities of the school-based clinician will also be reviewed.

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 630, SPPN 640

This seminar accompanies the student’s initial assessment experience. Procedures for diagnostic evaluations are reviewed and students can select and administer appropriate evaluation procedures through the application, analysis, and synthesis of psychometric principles with an understanding of the individual to be evaluated, presenting problem(s) to be addressed, and best practices. Students interpret and integrate information to develop different diagnoses, make recommendations, and complete written reports. Diagnostic evaluations assigned to students during the internship will be reviewed and discussed in class. Students learn to conduct and complete diagnostic evaluations with full consideration of their use including determining referrals and recommendations and use by third-party payers including Medicaid and Medicare. Attention is given to the function of diagnostic assessment within school systems including their role in IEP development, student placement and provision of services, and relevant education law at federal, state, and local levels as it relates to assessment and diagnosis. Providing culturally responsive services and recognizing equity and inclusion for individuals with communication disorders from culturally and linguistically diverse backgrounds is stressed in all aspects of assessment and diagnosis.

Prerequisites: SPPN 611

This seminar accompanies the initial externship placement, in which direct service hours for ASHA clock requirements are supervised by licensed, ASHA-certified Speech-Language Pathologists. This seminar provides students the opportunity to discuss the various aspects of their experience in their school placements, ethical issues that arise in educational settings, share case studies, exchange protocols, and identify and solve problems that arise in the effective treatment of clients both in educational and rehabilitation settings. This class places an emphasis on issues specific to the school system: educational and pedagogical techniques, interprofessional collaboration with teachers and administration, and working within the educational mandate and scope of practice. There will be an emphasis on considering the cultural, ethnic, and religious backgrounds of the clients and their impact on the interaction with student clinicians.

Prerequisites: Satisfactory completion of SPPN 610, SPPN 621A

This seminar provides mentoring for students during the intermediate and final stages of their research requirement. This course is a continuation of the research work initiated in the Foundations of Research course.  Students execute projects designed in the previous semester, consistent with the principles of ethical research and awareness of multiculturalism and diversity in human research.  Projects are carried out through the Institutional Review Board of Touro University. This course has been designed to enable the students to gain knowledge about the various aspects of the research development process in the field of speech and language pathology, including data collection, organization, analysis, interpretation, and preparation of the final manuscript.

Prerequisites: SPPN 627

This course will provide students with an in-depth understanding of normal and abnormal swallowing in children and adults. A review of pertinent anatomy and physiology, pathophysiology, etiological correlates, evaluation, and treatment techniques for a wide range of swallowing disorders will be included. Current research on swallowing disorders involving complex pulmonary, airway, systemic, or neurogenic disorders will also be presented. Training for an in-depth standardized scoring of fluoroscopic swallow studies, the MBSImP, will be an integral part of the course and will be considered the laboratory component of the course. Information regarding pediatrics will be covered, but most of the course will focus on normal and disordered swallowing in adults. This course assumes prior knowledge of basic head and neck anatomy, physiology, and neuroanatomy. This course will cover topics related to inclusion and equitable services for clients with swallowing disorders from culturally and gender-diverse backgrounds.

Prerequisites: SPPN 610, 611, SPPN 615

This course addresses the nature, etiology, assessment, and diagnosis, as well as treatment procedures for various types of voice disorders. Disorders of children, adolescents, and adults will be studied in detail. Included in the discussions will be training techniques for teacher reduction of vocal abuse in the classroom, as well as care of the professional voice. Children and adolescents with voice disorders will be considered as voice disorders impact individuals in various educational settings. The aspects of respiration, phonation, and resonance in normal and abnormal voice production will be examined. Specific instrumentation related to voice assessment will be introduced. Professional issues and standards related to the discipline of Speech-Language Pathology, including the scope of practice, ethics, and cultural and linguistic diversity will be addressed. General principles of clinical observation, assessment, the establishment of treatment goals, report writing, documentation, and service delivery in various facilities, including educational and medical settings are emphasized.

Prerequisites: SPPN 610, SPPN 611, SPPN 615

This seminar, taken concurrently with SPPN 640 Advanced Audiology, offers hands-on experience in the administration and interpretation of audiological procedures that align with the scope of practice of speech-language pathologists. Students learn to measure classroom acoustics, screen for hearing loss, and screen for auditory processing disorders. Troubleshooting hearing aids and cochlear implants is also a key component of this seminar. IEP recommendations to provide the D/HH student with hearing assistive technologies, acoustic accommodations, and hearing support services in the classroom are considered. Additionally, this seminar addresses the ethical implications of providing culturally and linguistically appropriate services to D/HH clients and students from diverse backgrounds and belief systems.

Corequisite: SPPN 640

This seminar accompanies 2nd (or 3rd) externship. At practicum sites, students demonstrate knowledge of methods and materials to treat individuals with communication disorders under supervision. This seminar provides the opportunity to discuss treatment protocols, identify evidence-based practices for effective treatment, discuss professional and ethical issues related to professional practices in all settings (school, rehabilitation, hospital, private practice, clinic, etc.) and identify and solve problems that arise in the effective treatment of clients. Interprofessional collaboration (IPE) with the various disciplines is discussed and practiced. Externship experiences are presented and techniques and content in school settings are discussed including pull-out and push-in sessions, IEPs and RTI and various educational approaches. Supervision is provided by licensed, ASHA certified Speech-Language Pathologists, with direct treatment hours recorded and applied as per ASHA requirements.

This course reviews the psychoacoustics of sound, anatomy, and physiology of the ear, the principles of audiologic assessment, audiometric interpretation, and the behavioral and physiological test batteries that measure hearing across the lifespan. Through guided scenarios, students will recognize the importance of cultural and linguistical competencies when providing audiology related services to a diverse client population. Special emphasis is placed on the educational significance of hearing loss and the roles and responsibilities of the speech-language pathologist in delivering speech services to children who are deaf/hard of hearing in the school system. Topics include auditory processing disorders, classroom accommodations, hearing aids, cochlear implants, and hearing assistive technology.

Prerequisites: SPPN 615

Assessment, remediation, and prevention of the potential and deleterious effect of hearing impairment on auditory/oral communication across the lifespan is the focus of this elective course. Students explore how amplification devices, hearing assistive technology, and cochlear implant technology provide individuals who are D/HH with access to acoustic signals. Students will consider how one’s own set of cultural and linguistic variables as well as the cultural and linguistic variables of the individuals served, can impact the delivery of effective care. This course also examines the key role of the SLP in developing an IEP and delivering school-based aural rehabilitation services for students with hearing loss. Rehabilitative procedures, including total communication, auditory training and communication strategies are reviewed. Collaboration between educators, audiologists, speech-language pathologists, and parents to determine the best educational placement and curriculum for a child with hearing loss is highlighted.

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 640

This course provides speech-language pathology students with an understanding of the neuroanatomy and physiology of speech production and how they relate to motor speech disorders, including apraxia of speech and types of dysarthria. By the end of this course, students will be able to describe etiologies and basic characteristics of motor speech disorders, will be familiar with the standardized, instrumental, and informal assessment tools of motor speech disorders, will be able to analyze and integrate medical history, motor speech examination, and auditory-perceptual assessment, and to derive an accurate diagnosis, prognosis and rationale for evidence-based treatments. An understanding of the impact of motor speech disorders on individuals and their families will be considered based on the World Health Organization (WHO) framework. Special attention will be provided to identifying and differentiating various types of dysarthria, using audio and video samples. The selection and implementation of appropriate intervention strategies for clients with apraxia and different types of dysarthria will be examined. Childhood apraxia and dysarthria in children will be included. The impact of motor speech disorders on the educational process in school-age children and how to address academic, communication, and social issues for this population, will be covered. Educational service options and delivery systems will be identified with a focus on planning and managing learning environments when teaching students with motor speech disorders. Additionally, this course will discuss advocating for inclusion and equitable services in assessing and treating clients with motor disorders from culturally and linguistically diverse backgrounds. This course fulfills motor speech content requirements. Students completing this course are exempt from the Motor Speech Disorders/Dysarthria Learning Enrichment Experience.

Prerequisites: SPPN 610, SPPN 611, SPPN 615

This elective course includes the nature, etiology, embryology, assessment, and interprofessional medical and educational management of potential communication, resonance, and swallowing disorders experienced by individuals presenting with cleft lip, cleft palate, craniofacial anomalies, and velopharyngeal dysfunction across the lifespan. Specific genetic disorders and their medical, educational, social, and psychological implications for infants, preschoolers, school-age children, adolescents, and adults are discussed. Specific instrumentation related to assessing and treating speech and resonance disorders will be introduced. Throughout course participation, an inclusive learning environment with an emphasis on the inherent dignity of everyone will be emphasized and practiced, with principles of diversity, equity, and inclusion (DEI) embedded as foundational to clinical education and practice. Dimensions of diversity can include race, age, gender identity, expression, sexual orientation, ethnicity, national origin, cognitive and physical ability, education, learning ability, socioeconomic class, income, faith and/or non-faith beliefs, political affiliation, or social views, primary and/or second language, family or marital status, military service, and other individual differences.

Prerequisites: SPPN 610, SPPN 611, SPPN 615

Etiologies and classifications of cerebral anomalies, with an emphasis on cerebral palsy, are reviewed. The evaluation and treatment of speech, language and hearing problems are the emphasized topics of this elective course. Concomitant neuromuscular deficits that may require classroom modifications and augmentative and alternative approaches to communication are referenced.  This course will also cover developmental disabilities in children including Intellectual Disability, Fragile –X syndrome, Fetal Alcohol Syndrome, Neural Tube Defects and Down’s Syndrome. The impact of these disorders on development with an emphasis on speech, language, feeding and communication is emphasized. The impact of these communication disorders in educational settings is presented including individualizing learning and education modifications, classroom settings including inclusion and general education settings and more individualized classroom and specialized school environments.  Relevant federal, state, and local statutes, laws, regulations and guidelines are included in course content. Throughout the course attention is given to recognizing cultural sensitivity and issues of diversity equity and inclusion as they might impact assessment. Diagnosis and/or intervention. Issues of health care disparity in the treatment of individuals with disability will be addressed.  The understanding of IEPs, referrals, due process, appeals and the speech-language pathologist’s participation in each of these areas is also presented.  

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 615, SPPN 630

This course focuses on the acquisition of knowledge and skills needed to provide culturally and globally responsive services to culturally and linguistically diverse (CLD) children, adolescents, and adults. Major topics include understanding diversity and variability found among individuals as it impacts communication, social pragmatic communication, and language(s) development and use. Areas to be studied include methods available for providing the least biased and culturally responsive assessment practices for various communication disorders; use of portfolio assessment, narrative assessment, and dynamic assessment methods, identifying the difference versus disorder aspect in second language speakers (ESL, ELL) and speakers of a language variation. Developing the ability to reflect on health disparities in clinical practices in CSD and appreciate beliefs, values, biases, and assumptions of individuals of all ages as well as within the clinicians themselves will be explored within the context of their impact on assessment and intervention. The course will address the SLP’s role in educating the IEP team about delivering culturally responsive services and considering the diverse cultural aspects that can influence the assessment and intervention processes in CLD school-age students with communication disorders. Additionally, this course will discuss advocating for inclusion and equitable services for patients with neurodiversity and gender-diverse individuals as well as applying social justice principles into the assessment and treatment of clients from culturally and linguistically diverse backgrounds.

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 630

This course will expose students to contemporary issues relevant to the field of speech and language pathology. Each semester, critical issues and topics will be presented and explored with an emphasis on highlighting the latest skills, knowledge, and practical applications to inform students about topics that are current, necessary, and useful. Topics will vary by semester, reflecting the latest contemporary topics as reflected in the most recent journals, ASHA position papers, and newly presented regulations and legislation affecting the field of speech-language pathology. The topics covered are the following: telepractice, prematurity and its implications on health and education, neuropsychological testing, adverse childhood experiences, concussions, selective mutism, topics in the school system, emotional intelligence, neurodiversity, contemporary gender issues, communication disorders and the justice system, principles of CBT, exploring private practice, counseling, and latest development in cochlear implants. The relationship between those issues and their effect on children’s schooling and education will be addressed. The important role of diversity, equity, and inclusion will be emphasized in a variety of contexts. 

This course is an introduction to psycholinguistics, an interdisciplinary field shaped by research in cognitive sciences, linguistics, artificial intelligence, and philosophy. This course is designed to address the current state of knowledge regarding the interaction of attention, perception, and memory. We will discuss current questions and debates in the field of psycholinguistics and cognitive science. We will explore the role of memory and various aspects of cognition in language acquisition and in communication disorders. This class emphasizes the cognitive structures essentials for classroom learning, identification of school-age students at risk for language-based learning disorders, and collaboration with teachers and therapists to support efficient learning and social-emotional development.

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 615, SPPN 630

This course provides emerging trends in the assessment and treatment of language disorders across the lifespan as evidenced in research and readings, focusing on models of disordered language, including clinician-directed and collaborative approaches to intervention. Topics will also include discussions of the management of acquired language disorders in school-aged children with respect to assessment, intervention, individualization of instruction, laws, regulations, and inclusion in school settings. Issues of diversity, equity, and inclusion as they relate to language intervention across the lifespan will be highlighted in assessment, diagnosis, intervention, counseling, and placement as critical aspects of optimal student, client, and patient care. Issues of healthcare disparities in individuals with language disorders across the lifespan will be discussed.

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 630

This course will introduce school-based speech-language pathology practices as a learning experience. Critical issues related to the practice of speech-language pathology in the public school setting (K-12), including legislative issues, special education, models of service delivery, Response to Intervention (RTI), referral and evaluation for services, development of the Individual Education Plan (IEP), New York State Common Core Standards, lesson planning, and caseload management are focal targets of the course. Students will learn to interface effectively with teachers and other personnel in the schools. Students will explore the curriculum and the impact of speech-language difficulties on academic performance. Students will understand the needs of students with speech, language, and communication disorders and learn differentiating and individualizing instruction for children classified with IEPs across settings, including general education. Current ASHA roles and responsibilities of the school-based clinician will also be reviewed.

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 630, SPPN 640

This course is geared to graduate speech-language pathology students for the purpose of developing the theoretical and clinical skills necessary for addressing the needs of individuals with cluttering, dysarthria, and communication disorders in the geriatric population. This course will cover the neuroanatomy and physiology of speech production and how they relate to individuals with cluttering, dysarthria, and various communication disorders in the geriatric population. The theoretical foundation will be supplemented with clinical practice for the evidence-based diagnosis and treatment of clients with cluttering, dysarthria, and communication disorders in the geriatric population. Identifying and differentiating various types of cluttering, dysarthria, and communication disorders in the geriatric population using audio and video samples will be included. Additionally, this course will discuss advocating for inclusion and equitable services in the assessment and treatment of clients with the above-mentioned disorders from culturally and linguistically diverse backgrounds will be presented. Special attention to the impact of cluttering on the educational process in school-age children and how to address academic, communication, and social issues for this population will be discussed.

This elective course will provide working knowledge of augmentative and alternative communication modes. Individuals of all ages (birth to geriatric) who would benefit from augmentative and alternative communication modes will be explored. School age children in general education as well as inclusion settings, will be discussed. Augmentative and alternative communication systems and training techniques to promote participation, inclusion, and socialization in a variety of settings will be explored. The course will examine the vast array of low, mid, and high assistive technologies (philosophy and actual technology items) that improve the communication, language and literacy skills of individuals that are unable to meet their daily linguistic/communication needs via speech or writing. Students will understand and become comfortable with using and exploring augmentative and alternative communication technologies for individuals with varied skills/needs (i.e.: positioning, access, and multicultural considerations). Evaluation and training via evidence-based practice will be discussed. Funding sources will be explored as well as the appropriate paperwork for obtaining these augmentative and alternative communication systems. Students will understand the need for ongoing evaluation of augmentative and alternative communication technologies in order to ensure optimum benefit for the particular individual within all his/her environments.

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 630

The communication portion of this course will address the assessment and implementation of communication interventions for infants and toddlers from birth to three that are functioning in the early stages of gestural and pre-verbal communication, including the scope of practice, ethics, and cultural and linguistic diversity as it relates to the families and caregivers of the children. General principles of clinical observation, assessment, establishment of treatment goals, report writing, documentation, and service delivery in home-based settings and medical settings are emphasized. Students are expected to understand federal, state, and local requirements and incorporate appropriate Early Intervention referrals, practices, and guidelines as part of intervention planning. The feeding and swallowing disorders component will focus on the assessment and treatment of feeding difficulties in premature infants and toddlers to age three with a variety of disabilities. Assessing breast-, bottle-, and spoon-feeding skills and treating feeding and swallowing problems in infants and toddlers who have oral motor, sensory, neurological, medical, and behavioral feeding difficulties will be included. Understanding the legal, ethical, cultural, and linguistic diversity as it relates to the families and caregivers of the children for treating feeding and swallowing disorders from birth into preschool education will also be provided.

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 630

The typical effects of aging are compared with the manifestations of atypical aging on communication, cognition, and memory are topics presented in this elective course, along with strategies that the speech-language pathologist can employ to help the client compensate for, or ameliorate, negative manifestations.

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 615, SPPN 630

This elective course presents an overview of the development of linguistic sub-skills, and the motor and visual-spatial processes involved in reading and writing, along with frequently-encountered anomalies in this process that challenge the individual’s ability to advance academically.

Prerequisites: SPPN 610, SPPN 611, SPPN 612, SPPN 615, SPPN 630