Courses

SLP 510 LANG. DISORDER: CHILDREN 0-5   3.0 Credit(s)
This course provides 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 discussed. Differences in approaches to infants/toddlers vs. preschoolers will be highlighted. Interprofessional activities regarding treatment of infants in the newborn intensive care unit will be included. The impact of cultural and linguistic differences will be discussed. The role of language development in literacy acquisition will be highlighted. Lecture/seminar/problem-based learning format.
Offered: Fall & Spring Semesters All Years

SLP 501 PRACTICUM SEMINAR I   1.0 Credit(s)
This course accompanies SLP 502, the first clinical experience in SLP and serves a a forum for expanding knowledge and skills related to clinical practice.  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 develop skills in clinical assessment and intervention with consideration for diversity, equity and inclusion in all aspects of client and stakeholder care; to acquire skills in areas including writing short and long-term objectives, planning for clinical sessions, utilizing evidenced-based practice and communicating with the interprofessional team and families.
Offered: Fall & Spring Semesters All Years

SLP 502 CLINICAL PRACTICUM I   4.0 Credit(s)
This course will provide supervised clinical experience in basic intervention procedures for children and/or adults. Discussion will focus on methods of addressing challenging behaviors, enhancing client motivation, and exploring the range of service delivery options for each clinical setting. Students will obtain approximately 40 clock hours of supervised clinical experience. Fieldwork format. Prerequisite: Take SLP-501
Offered: Fall Semester All Years

SLP 540 ADULT NEUROGENIC DISORDERS I   3.0 Credit(s)
This course focuses on the neuroanatomy that supports cognitive and neurological functioning for humans and how this processing is disrupted as the result of an acquired brain injury.  Theoretical issues, neurogenic bases, definitions, symptomatology, etiology, prognosis, recovery, and differential diagnosis with a focus on degenerative diseases of the motor system, TBI and CTE will be addressed.  Lecture/seminar/problem-based learning format.
Offered: Fall & Spring Semesters All Years

CH 534 NMR: ORGANIC STRUCTURE DET.   2.0 Credit(s)
This course focuses on identification and structure determination of organic molecules by modern spectroscopic techniques. Emphasis is on IR, NMR, CMR, and mass spectrometry. The course features hands-on work in NMR and FT-IR.
Offered: As Needed Contact Department

CH 534L NMR: ORG. STRUCT. DET. LAB   1.0 Credit(s)
This course focuses on identification and structure determination of organic molecules by modern spectroscopic techniques. Emphasis is on IR, NMR, CMR, and mass spectrometry. The course features hands-on work in NMR and FT-IR.
Offered: As Needed Contact Department

SLP 520 AURAL REHABILITATION   3.0 Credit(s)
The purpose of this course is to provide information regarding students who are deaf or hard of hearing and to discuss current methods used to identify and treat hearing loss in the pediatric population. Topics covered include the identification and diagnosis of childhood hearing loss, aural rehabilitation technologies and strategies, and the impact of cochlear implants on communication and learning. Lecture format.
Offered: Summer Semester All Years

SLP 530 SLP PRACTICE IN SCHOOLS   3.0 Credit(s)
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 Common Core State Standards) in SLP intervention. The roles of cultural, ethnic, gender, and linguistic differences will be highlighted. Lecture/discussion/problem-based learning format. Prerequisite: Take SLP-530T
Offered: Fall & Spring Semesters All Years

SLP 550 DYSPHAGIA   3.0 Credit(s)
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. Lecture/seminar/problem-based learning format. Prerequisite: Co-req SLP-550T
Offered: Fall & Spring Semesters All Years

SLP 503 PRACTICUM SEMINAR II   1.0 Credit(s)
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 develop skills involved in clinical assessment and intervention, and to explore evidence-based approaches to their clinical work with consideration for diversity, equity and inclusion in all aspects of client and stakeholder care. This course accompanies SLP 504 and serves as a forum for expanding knowledge and skills related to clinical practicum.
Offered: Fall & Spring Semesters All Years

SLP 504 CLINICAL PRACTICUM II   4.0 Credit(s)
This course will provide 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.
Offered: Spring Semester All Years

SLP 585 VOICE & VELOPHARYNGEAL DISORDERS   3.0 Credit(s)
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/problem-based learning format.
Offered: Fall & Spring Semesters All Years

CR 500 GRADUATE REGISTRATION   1.0-12.0 Credit(s)

Offered: As Needed Contact Department

EDS 581 SPECIAL EDUCATION SEMINAR I   1.5 Credit(s)
This seminar focuses on collaboration, co-taught classrooms, and other inclusive practices. The seminar explores characteristics of students with disabilities across IDEA classification areas. Seminar sessions help the candidate process, synthesize, and reflect on work in the classroom/school setting. Candidates share experiences and ask for critiques on work samples from peers and the professor. Guest speakers range from parents/parent advocates to administrators. Prerequisite: Take EDS-573 or EDS-403

EDS 582 SPECIAL EDUCATION PRACTICUM I   3.0 Credit(s)
This practicum placement focuses on serving students with high incidence disabilities while enabling the candidate to act as a collaborative co-teacher in a special education environment. Candidates participate fully in IEP development, monitoring, and planning, as well as attend IEP meetings. These experiences afford the opportunity to work with multidisciplinary team to meet the concerns and needs of children and youth with disabilities. Candidates also work on daily communication skills and collaborative techniques with families. Prerequisite: Take EDS-573 or EDS-403
Offered: Fall & Summer 1 All Years