An undergraduate minor may be taken in conjunction with a Health Science major, Psychology major, or any other major. However, it should be noted that two additional courses beyond those required for the Minor concentration, SLP 310 and SLP 340, are needed for admission to graduate SLP programs. In addition, ED courses are required for Certification to work in public schools as an SLP. This complete set of requirements for admission to graduate programs in SLP can be completed as part of a pre-professional plan of study by SHU undergraduates, or as a post-baccalaureate plan of study by college graduates (Grad program 3-year track; SLP-OPS).
SLP 200/400 Introduction to Communication Disorders 3 CR
This course provides a general introduction to normal and disordered speech, language, and hearing in children and adults. This course considers normal development of communication behavior, the nature of communication disorders, and reviews the various conditions associated with communication disorders. Ethical standards for the practice of Speech-Language Pathology, contemporary professional issues, and information regarding certification, specialty recognition, licensure and professional credentials in Speech-Language Pathology will be presented. Lecture format.
SLP 210/410 Phonetics 3 CR
Students will be introduced to the articulatory properties of the sound systems of human languages. The International Phonetic Alphabet will be presented, and students will learn to record speech in broad phonemic transcription. Variations among regional and cultural US dialects, as well as notation and practice of narrow phonetic transcription will be introduced. The implications of cultural and linguistic differences on speech production will be discussed. Lecture format.
SLP 300/411 Anatomy and Physiology of Speech and Swallowing 3 CR
Students will become familiar with the anatomical and physiological bases of human communication and swallowing, including the support structures of the respiratory, articulatory phonatory, and swallowing systems, and the identification and function of muscles in these systems. Lecture format.
SLP 310/412 Introduction to Audiology and Hearing Science 3 CR
This course presents an introduction to the psychophysics of sound, and practice of audiology. It covers the anatomy, physiology and common pathologies of the auditory system, impact of hearing loss, types and characteristics of hearing loss, conventional procedures used to assess hearing, interpretation of audiological test findings, and criteria for initiating audiological referrals. Issues of ethics, professional practice, licensing, and credentials for audiology practice will be reviewed. Lecture format.
SLP 320/420 Speech Science 3 CR
Prerequisite: SLP SLP 210/410 Phonetics; 300/411 Anatomy and Physiology of Speech and Swallowing
This course presents an introduction to the physics and psychology of human speech production and perception. It covers basic acoustics, the glottal sound source, resonance and acoustics of the vocal tracts, acoustic features of vowels, consonants, and suprasegmentals of speech, as well as the physics and biomechanics of phonation, articulation, and resonance and the instruments, applications, and programs used to assess speech production. Principles and models of speech perception, with special emphasis on categorical perception, will also be discussed. Lab/lecture format.
SLP 330/430 The Development of Language 3 CR
Prerequisite: PS 252 Child Development Psychology
This course introduces students to the social, biological, perceptual, and cognitive bases of language. A range of theories of language acquisition will be presented and the impact of nature and nurture on children’s development will be discussed. The typical sequence of language acquisition in the areas of phonology, semantics, syntax and pragmatics will be presented. The relations between oral language development and the acquisition of literacy will be emphasized. Dialectical variations in language development and second language learning will be highlighted. Lecture/discussion format.
SLP 340/440 Neurological Bases of Communication and Swallowing 3 CR
Prerequisite: SLP 411 Anatomy and Physiology of Speech and Swallowing
This course describes the development and anatomy and physiology of the neurological system that underlies communication and swallowing and is a prerequisite for further study in medical speech, language and swallowing disorders. Lab/lecture format.
SLP 350/450 Clinical Methods and Observation 3 CR
Prerequisite or co-requisite: SLP 200: Introduction to Communication Disorders
This course will orient students to clinical practicum, including the scope of assessment and intervention across the life span. It will include an overview of goal writing, lesson planning, writing SOAP notes, report writing, progress monitoring, and ethical conduct. Legislative, regulatory, and reimbursement issues that affect the practice of Speech-Language Pathology in educational and medical settings will be presented. As part of this course, students will complete 25 hours of intensive observations in various educational and medical settings. Lecture/discussion format.
Coursework will be taken in five semesters by students on 2-year track, and following successful completion of preclinical coursework by students in 3-year track.
To graduate from the SLP Master’s Program, each student is required to complete all coursework and clinical practica listed as REQUIRED below, as well as one (1) course listed as ELECTIVE. The following is the typical sequence of graduate coursework for the two clinical years of the graduate program in SLP:
SLP 500 Speech Sound Disorders 3 CR
The purpose of this course is to provide advanced study of disordered speech-sound production including functional articulation disorders, phonological processing, and developmental apraxia of speech. Methods of assessment of articulation and phonological production, as well as a range of approaches to improving speech sound accuracy and intelligibility will be presented. Relations of phonological development to literacy will be emphasized. The impact of a range of genetic, motor, and cognitive disorder on speech sound production will be addressed. The impact of cultural and linguistic differences on speech sound development and disorders will be highlighted. Problem-based learning format.
SLP 501 Practicum Seminar I: Managing Behavior and Service Delivery 1 CH
The purpose of this course is to provide students with an opportunity to review and reflect on their clinical experiences in SLP 502, to apply concepts from academic coursework to their clinical practice, to master skills involved in clinical assessment and intervention, and to focus on acquisition of skills in managing challenging behavior, writing appropriate short- and long-term objectives, participating in IEP and PPT processes, and communicating with paraprofessionals, colleagues, and families. Seminar format.
SLP 502 Clinical Practicum I: Speech and Hearing Screening/Diagnostics 4 CR
This course provides supervised clinical experience in basic diagnostic and intervention procedures for children and/or adults. Students will obtain approximately 40 clock hours of supervised clinical experience. Fieldwork format.
SLP 503 Practicum Seminar II: Eligibility and Evaluation 1 CR
The purpose of this course is to provide students with an opportunity to review and reflect on their clinical experiences in SLP 504, to apply concepts from academic coursework to their clinical practice, to master skills involved in clinical assessment and intervention, and focus on the process of establishing eligibility for services and evaluating client present level of performance and progress in intervention. Seminar format.
SLP 504 Clinical Practicum II: (Preschool Speech/Language Disorders) 4 CR
This course provides supervised clinical experience in the assessment and treatment of speech, language, and/or swallowing disorders. Students will obtain approximately 40 clock hours of supervised assessment and intervention experience. Fieldwork format.
SLP 505 Practicum Seminar III: Record Keeping and Documentation 1 CR
The purpose of this course is to provide students with an opportunity to review and reflect on their clinical experiences in SLP 506, to apply concepts from academic coursework to their clinical practice, to master skills involved in clinical assessment and intervention, focusing on documentation and clinical data-keeping. Seminar format.
SLP 506 Clinical Practicum III 4 CR
This course provides supervised clinical experience in the assessment and treatment of speech, language, and swallowing disorders of adults and/or children in a variety of settings. Students will obtain approximately 80-100 clock hours of supervised experience. Fieldwork format.
SLP 507 Practicum Seminar IV 1 CR
This practicum seminar introduces topics including the specialized roles of the speech/language pathologist. Clinical and professional issues in speech-language pathology will be discussed, including ethical considerations, reimbursement issues, interprofessional collaboration, family-centered practice, and cultural and linguistic differences. Resume writing and interviewing skills will also be discussed. Students will present clinical cases for input and discussion. Seminar format.
SLP 508 Clinical Practicum IV 4 CR
Students participate in supervised clinical practice in the assessment and management of speech, language and swallowing disorders, in a variety of specialized settings with children and/or adults. The course will provide approximately 100+ clock hours of supervised clinical practice. Fieldwork format.
SLP 509 Specialty Practicum VI (ELECTIVE) 1-3 CR
Candidates complete a supervised clinical experience working in an educational, medical or clinical setting, focusing on a specialty area of advanced study. This course will provide 20+ clock hours of supervised clinical practice. Fieldwork format.
SLP 510 Language Disorders in Children Birth-Five 3 CR
This course provides advanced theoretical and clinical information regarding the development, assessment and treatment of spoken phonological, morphological, semantic, syntactic and pragmatic disorders in infants, toddlers, and preschoolers. The impact of a range of medical conditions on communicative development will be presented. Differences in approaches to infants/toddlers vs. preschoolers will be highlighted. The impact of cultural and linguistic differences will be discussed. Lecture/seminar format.
SLP 520 Aural Rehabilitation 3 CR
The purpose of this course is to provide information regarding students who are deaf or hard of hearing in the educational setting, and current methods used to identify and to treat hearing loss in the pediatric population. Topics to be covered include the identification and diagnosis of childhood hearing loss, pediatric aural rehabilitation technologies and strategies, and the impact of cochlear implants on communication and learning. Lecture format.
SLP 525 Topics in Cultural-Linguistic Diversity (ELECTIVE) 3 CR
The course aim is to develop intercultural clinical competence in providing services to clients and families with varying cultural and linguistic backgrounds. Content focuses on intercultural communication, cultural diversity, bilingualism and language variation across the lifespan, and assessment and intervention challenges associated with patterns of language and literacy learning for bilingual individuals. Seminar format.
SLP 530 Speech-Language Pathology Practice in Schools 3 CR
This course focuses on curriculum and methods of determining eligibility and providing clinical services to children and adolescents with communication impairments in school settings (students in grades K-12 and those transitioning out of school). It presents an evidence-based exploration of language and learning, including the development of reading, writing, and spelling, defining their relationship to oral language. Methods of assessment and intervention of language and literacy problems, and their impact on academic achievement for school-aged children and adolescents will be presented and applied. The course emphasizes the role of the school SLP in collaborating in Scientific Research-Based Interventions (SRBI), the Planning and Placement Team (PPT), and Individualized Education Program (IEP) processes, as well as the integration of curriculum (e.g., CT Core State Standards) in SLP intervention. The roles of cultural, ethnic, gender, and linguistic differences will be highlighted. Lecture/Discussion/Problem-based learning format.
SLP 540 Adult Neurogenic Disorders I 3 CR
Theoretical issues, neurogenic bases, definitions, symptomatology, etiology, prognosis, recovery, differential diagnosis and treatment of adult neurogenic language disorders including aphasia and motor speech disorders will be addressed. The impact of cultural and linguistic differences will be highlighted. Lecture/seminar format.
SLP 550 Dysphagia 3 CR
The course reviews normal anatomy and physiology of swallowing as well as pediatric neurodevelopment. Etiologies of dysphagia in pediatric and adult populations will be presented, including the role of respiratory and digestive systems and abnormalities in each that may cause dysphagia. Specific information on ways to evaluate and manage adults and infants with dysphagia will be stressed. Emphasis will be placed on current research as it relates to each of these areas. Oral motor assessment for speech and swallowing will also be presented. Lecture/seminar format.
SLP 560 Adult Neurogenic Disorders II 3 CR
This course continues the study of adult neurogenic language disorders, focusing on traumatic brain injury and cognitive communication disorders. Theoretical issues, neurogenic bases, definitions, symptomatology, etiology, prognosis, recovery, differential diagnosis and treatment will be addressed. Ethical issues in the treatment of neurogenic disorders will be discussed. Problem-based learning format.
SLP 570 Introduction to Research & Evidence Based Practice
The purpose of this course is to familiarize students with the research process in the behavioral sciences and specifically, the field of communication sciences and disorders. The goal is for students to become informed consumers of research in order to enhance their clinical practice, with an understanding of the issues of research design, methodology, data analysis, and interpretation of results. The integration of research principles into evidence-based clinical practice will be highlighted. Lecture/seminar format.
SLP 580 Disorders of Fluency 3 CR
This course aims to provide the knowledge and clinical skills necessary for Speech-Language Pathology practice in the area of fluency disorders. Course content will include the genetic, behavioral, affective, and cognitive components involved in the development of dysfluency; differential diagnosis among stuttering, cluttering, and neurogenic fluency disorders; assessment protocols for fluency disorders in children, youth, and adults; age-appropriate treatment approaches for individuals who stutter, and an understanding of the impact cultural and linguistic differences as well as the effects of dysfluency upon human communication. Lecture/seminar format.
SLP 585 Voice and Velopharyngeal Disorders 3 CR
This course presents the anatomy, physiology, and embryology of the head and neck involved in the onset, development and maintenance of disorders of the voice as well as structural malformations of the palate and velopharynx in children and adults. Assessment procedures for speech, resonance, and velopharyngeal dysfunction are illustrated with case studies, and no-tech, low-tech, and high-tech treatment procedures are covered in detail. Consideration will be given to laryngectomee rehabilitation with emphasis on surgical voice restoration. Lecture/laboratory format.
SLP 600 Autism, AAC and Severe Disabilities 3 CR
This course addresses the assessment and treatment of severe disorders affecting communication, including autism, cerebral palsy, and genetic syndromes, with and without intellectual disability. The use of a range assistive technologies, including voice output communication aids and handheld computer applications will be emphasized. The impact of cultural and linguistic diversity on these disorders will be highlighted. Relations to literacy will be emphasized. Lecture/seminar format.
SLP 601 Practicum Seminar V 1 CR
The purpose of this course is to provide students with an opportunity to review and reflect on their student teaching experiences in SLP 602: to apply concepts from academic coursework to their clinical practice; to master skills involved in clinical assessment and intervention; to explore evidence-based approaches to their clinical work; to reflect on issues of teaching and learning in schools for children with communication disorders; and to develop independence in planning and implementing programs for school-aged children. A primary focus of this course be on developing team-based practice patterns for school settings. Seminar format.
SLP 602 Student Teaching 6-9 CR
The purpose of this course is to provide students with an SLP student clinical experience in a public school placement. Students are expected to apply coursework to their clinical practice, to master skills and gain experience, involved in being an SLP in a public school setting. The focus of the clinical practicum is working directly with school-aged children who have communication disorders, as well as clinical experience being an interactive member of a school staff and PPS team. Fieldwork format.
SLP 610 Adult Medical Speech-Language Pathology (ELECTIVE) 3 CR
This course allows students to pursue individualized study of a topic chosen to pursue the certificates of advanced study. Topics available include autism, medical speech-language pathology, and English Language Learners’ Literacy. Course will be tailored to the interests of participating students. Seminar format.
SLP 611 Evidence-based Treatment Methods for Students with Autism (ELECTIVE) 3 CR
This course allows students to pursue in-depth, advanced study of a topic chosen to pursue the certificates of advanced study. Topics available include autism, medical speech-language pathology, and English Language Learners’ Literacy. Course will be tailored to the interests of participating students. Seminar format.
SLP 680 Education of Students with Autism Spectrum Disorders (ELECTIVE) 3 CR
This course focuses on understanding the unique needs of learners with autism, the identification as well as methods of meeting their education needs in classroom settings, with inter-professional input from several disciplines who deal with children with ASD. Issues surrounding inclusion are considered, as well as inclusive practices, models and strategies. Additional aims of this course are to supply participants with the knowledge and skills necessary to support the learning of children with autism spectrum disorders including instructional strategies, classroom organization, and teaming with families and professionals, as well as to lay a strong foundation for inter-professional practice in educational settings for students from the participating disciplines. Seminar format.
SLP 690 Speech-Language Pathology Capstone 3 CR
Students will participate in a seminar project in which they identify a clinical case from their experience, identify a relevant intervention for this case, research the evidence base for the intervention, and prepare a detailed written report of the evidence for the intervention in which they discuss their evaluation of the level of evidence -- both external and internal -- available for the practice, describe additional research that would be needed to increase the level of evidence, and discuss what their review of the evidence would lead them to do about their original client, and others with similar strengths and needs that they may encounter in their practice. Students will give “Grand Rounds” oral presentations of their findings, and submit a written account of their research, in the format of a scholarly paper.
SLP 699 Pediatric Medical Speech-Language Pathology (ELECTIVE) 3 CR
This course serves as the Capstone for the certificate of advanced study. Students will participate in a 3 CR participant-led seminar in which emerging topics in the field of advanced study are researched and presented, and evidence-based practice strategies are identified and demonstrated. Seminar format.