An undergraduate minor may be taken in conjunction with a Health Science major, Psychology major, or 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.
SLP 200/400 Introduction to Communication Disorders
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. 3 credits; lecture format.
SLP 210/410 Phonetics
Students will be introduced to the acoustic and 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. 3 credits; lab/lecture format.
SLP 300/411 Anatomy and Physiology of Speech and Swallowing
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. 3 credits; lab/lecture format.
SLP 310/412 Introduction to Audiology and Hearing Science
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. 3 credits; lab/lecture format.
SLP 320/420 Speech Science
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. 3 credits; lab/lecture format.
SLP 330/430 The Development of Language
Prerequisite: PS 252 Child Development Psychology OR HS 310: Lifespan Development OR EX 320: Pediatric Exercise Science
This course will introduce 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. 3 credits; lecture/discussion format.
SLP 340/440 Neurological Bases of Communication and Swallowing.
Prerequistie: 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. 3 credits; lab/lecture format.
SLP 350/450 Clinical Methods and Observation
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. 3 credits; lecture/discussion format.
SLP 500 Speech Sound Disorders
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. 3 credits; problem-based learning format.
SLP 501 Practicum Seminar I
Co-requisite: SLP 502 Clinical Practicum I
This practicum seminar will accompany students first semester of clinical practicum experience. The seminar will focus on methods and instruments for screening and assessment, including standardized norm-referenced testing, criterion referenced tests, dynamic assessment and language sampling using a computerized program. Behavior management and counseling techniques will be introduced. 1 credit; seminar format.
SLP 502 Clinical Practicum I: Speech and Hearing Screening/Diagnostics
Co-requisite: SLP 501 Practicum Seminar I
This course will provide supervised clinical experience in hearing and speech-language screening, as well as basic diagnostic procedures. This course has a field work format. Students will obtain approximately 40 clock hours of supervised child and adult assessment experience. 4 credits; field work format.
SLP 503 Practicum Seminar II
Prerequisite: SLP 500 Speech Sound Disorders; SLP 510 Language Disorders in Children Birth-Five; Co-requisite: SLP 504 Clinical Practicum II
This practicum seminar will emphasize the assessment and treatment issues of early speech and language development. Evidence-based intervention methods for this developmental level will be discussed. Advanced behavior management techniques will be presented. 1 credit; seminar format.
SLP 504 Clinical Practicum II: (Preschool Speech/Language Disorders)
Prerequisite: SLP 500 Speech Sound Disorders; SLP 510 Language Disorders in Children Birth-Five; Co-requisite: SLP 503 Practicum Seminar II
This course will provide supervised clinical experience in the assessment and treatment of speech and language disorders in young children. This course has a field work format. Students will obtain approximately 40 clock hours of supervised child assessment and intervention experience. 4 credits; field work format.
SLP 505 Practicum Seminar III
This practicum seminar is designed to introduce students to principles and practices in medical speech-language pathology. Topics include specialized roles of the speech/language pathologist in the medical setting, medical record keeping systems, regulations, and terminology. Students will learn to read a medical chart and identify pertinent information for the diagnosis and management, complete written documentation of a patient's diagnosis, progress and discharge plan, and discuss modifications of diagnostic/management procedures for specialized populations i.e. infants/children, tracheotomized patients. 1 credit; seminar format.
SLP 506 Clinical Practicum III
Prerequisites: SLP 540 Adult Neurogenic Disorders I, SLP 550 Dysphagia
This course will provide supervised clinical experience in the assessment and treatment of speech, language, and swallowing disorders in medical settings. Students will obtain approximately 48 clock hours of supervised experience in assessment and intervention with adults and children. This course has a field work format. 4 credits; field work format.
SLP 507 Practicum Seminar IV
Prerequisite: SLP 505 Practicum Seminar III; SLP 506 Clinical Practicum III; Corequisite: SLP 507 Clinical Practicum IV
This seminar will address clinical and professional issues in Speech-Language Pathology relating to adult clients, including ethical considerations, reimbursement issues, family-centered practice, and cultural and linguistic differences. 1 credit; seminar format
SLP 508 Clinical Practicum IV
Prerequisite: SLP 505 Practicum Seminar III; SLP 506 Clinical Practicum III; Corequisite: SLP 507 Practicum Seminar IV
Students will participate in supervised clinical practice in the assessment and remediation of speech and language disorders with adolescents and adults, using flexible formats including group-based interventions, support groups, and virtual practice. The course will provide approximately 48 clock hours of supervised clinical practice. 4 credits; field work format.
SLP 509 Specialty Practicum VI
Prerequisites: Special Topics in Communication Disorders; Co-Requisite: Topics in Communication Disorders II
Candidates complete a supervised clinical experience working in an educational, medical or clinical setting, focusing on the specialty area. 3 credits; fieldwork format.
SLP 510 Language Disorders in Children Birth-Five
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. 3 credits. lecture/seminar format.
SLP 520 Aural Rehabilitation
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. 3 credits; lecture format.
SLP 525 Topics in Cultural-Linguistic Diversity
This elective course aims to develop intercultural clinical competence in providing services to children and families with varying cultural and linguistic backgrounds. Content focuses on second language learning and language variation, examining their sociocultural and sociolinguistic correlates, as well as assessment and intervention challenges associated with atypical patterns of language and literacy learning for bilingual/English learner students.
SLP 530 Language and Literacy Disorders in School-aged Children and Adolescents
This course presents a detailed description of the development of reading, writing and spelling, and their relation to oral language development. Assessment and intervention of language and literacy problems in school-aged children and adolescents, including response-to-intervention methods, the use of oral language activities to promote literacy, and classroom collaboration as an intervention context will be discussed. The impact of a range of communication disorders on academic achievement, with special emphasis on students with cultural and linguistic difference will be highlighted. Connecticut State Dep’t. of Education Common Core Curriculum Standards in English/Language Arts will be reviewed. 3 credits; problem-based learning format.
SLP 540 Adult Neurogenic Disorders I
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. 3 credits; lecture/seminar format.
SLP 550 Dysphagia
The course will review 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. 3 credits;l ecture/seminar format.
SLP 560 Adult Neurogenic Disorders II
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. 3 credits; problem-based learning format.
SLP 570 Introduction to Research & Evidence Based Practice
This course introduces students to the research process, including group and single subject designs, writing research objectives, the critical analysis of research articles, research ethics, and the translation of research findings to practice. Standards of evidence-based practice, and the evaluation of intervention programs for evidence of their efficacy will be emphasized. 3 credits; lecture/seminar format.
SLP 580 Dysfluency
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. 3 credits; lecture/seminar format.
SLP 585 Voice and Velopharyngeal Disorders
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. 3 credits; lecture/laboratory format.
SLP 600 Autism, AAC and Severe Disabilities
Prerequisites: SLP 510 Language Disorders in Children Birth to Five; SLP 530 Language and Literacy Disorders in School-Aged Children
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. 3 credits; lecture/seminar format.
SLP 601 Practicum Seminar V
Prerequisite: SLP 530 Language and Literacy Disorders in School-Aged Children; Co-Requisite: SLP 602 Clinical Externship
This practicum seminar is designed to accompany students’ externship in a school setting. Topics covered include IDEA and NCLB regulations, particularly as they apply to speech-language pathology; the construction of individualized educational plans; and regulations regarding mandated services to special needs students and their families. Principles of interdisciplinary collaboration, progress monitoring, curriculum-based assessment and intervention, scientific research-based intervention (SRBI) and connections between SLP services and the mainstream curriculum will be discussed. 1 credit; seminar format.
SLP 602 Clinical Externship
Prerequisite: SLP 530 Language and Literacy Disorders in School-Aged Children; Co-Requisite: SLP 601 Practicum Seminar V
This course provides placement with a cooperating SLP in a full-time school setting and fulfills CT requirements for student teaching in Speech-Language Pathology for Teacher Certification. This course has an externship format and will provide approximately 240 supervised clock hours of assessment and intervention for child speech and language disorders. 9 credits. externship format.
SLP 610/699 Special Topics in Communication Disorders
Prerequisites: SLP 570 Introduction to Research & Evidence Based Practice
This elective course will cover various topics in communication sciences and disorders that will allow students to develop a specialty practice area. Areas of specialty practice may include autism spectrum disorders, medical speech/language pathology, or assistive technology. 3-6 credits; seminar format.
SLP 690 Capstone Project
Prerequisite: SLP 570 Introduction to Research & Evidence Based Practice
Students will participate in a seminar aimed at guiding them through a project in which they select a clinical case from their experience, identify a relevant intervention for this case, and research the evidence base for the intervention. They will then 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 needed to increase the level of evidence, and discuss what their review would lead them to do about their original client and others with similar strengths and needs. 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. 3 credits; seminar format.