Two-Year Track

The purpose of this course is to provide focused 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 disorders on speech sound production will be addressed. The impact of cultural and linguistic differences on speech sound development and disorders will be highlighted. Lecture/discussion/problem-based learning format.

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.

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

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.

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.

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.

This course will introduce students to methods of screening and diagnostic practice in speech-language pathology. Students will develop case-based assessment plans, review a range a assessment measures, practice giving tests, record and analyze language samples, and prepare diagnostic reports. Students will participate in screening, assessment and diagnostic activities in the form of role playing, standardized patient, simulation, and supervised clinical experiences. Lecture, laboratory and clinical practicum formats wiLL be included.

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

A problem based learning format will be used to explore clinical cases. Students will collect, analyze, interpret and summarize findings with class members.
Prerequisite: Take SLP-530

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.

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

Prerequisite: Co-req SLP-550

This course is an in-depth explanation of the physiology and diagnosis of neurological disease.  Each disorder is explained as it relates back to neuroanatomy, diagnosis, symptoms, methods of assessment, and diagnosis.  A focus of the course is on treatment of cognitive linguistic disorders and theoretical frameworks of language as it relates to adults with communication breakdowns, specifically aphasia, apraxia, and dementias.   Lecture, seminar, case study, and problem-based learning format.

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 of cultural and linguistic differences as well as the effects of dysfluency upon human communication. Lecture/seminar/ problem-based learning format.

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.

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.

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 develop skills involved in clinical assessment and intervention with consideration for diversity, equity and inclusion in all aspects of client and stakeholder care, focusing on documentation and clinical data keeping. This seminar serves as a forum for refining knowledge and skills related to the corresponding clinical practicum, and to develop independence in planning and implementing clinical plans, documentation and data keeping for children and adults. This course accompanies SLP 506, an advanced fieldwork experience in the evaluation and treatment of speech, language, and/or swallowing disorders in children and adults.

This course will provide 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.
Prerequisite: Take SLP-540 SLP-550

This course accompanies SLP 508, an advanced fieldwork experience in the evaluation and treatment of speech, language, and/or swallowing disorders in children and adults. This seminar serves as a forum for refining knowledge and skills related to the corresponding clinical practicum, and to develop independence in planning and implementing clinical plans for children and adults in specialized treatment settings with consideration for diversity, equity and inclusion in all aspects of client and stakeholder care.

Students will 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.

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.

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 of assistive technologies including voice output communication aids and consumer electronic devices will be emphasized. The impact of cultural and linguistic diversity on these disorders will be highlighted. Relations to literacy will be emphasized. Lecture/discussion/problem-based learning format.

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. The primary focus of this course is on developing team-based practice patterns for school settings. This course accompanies SLP602, Student Teaching, and serves as a forum for refining knowledge and skills related to all aspects of the corresponding student teaching practicum. It also serves in developing independence in planning and implementing clinical plans for school-based practice with consideration for diversity, equity and inclusion in all aspects of client and stakeholder care.

The purpose of this course is to provide students with an SLP student clinical experience in a public school placement that qualifies them to earn endorsement as a school-based SLP in Connecticut. Students are expected to apply coursework to their clinical practice, 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.

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.

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.

This course serves as the capstone for the certificate of advanced study. Students will participate in a student-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.

Connections between language, culture, and social identity are strong. We will examine cross-cultural variations in phonology, morphology, syntax, and semantics using an applied linguistics framework.

This course will expose students to different cultural traditions to gain a deeper understanding of their interactions in clinical settings in an increasingly global world.

Thi course will examine communication/swallowing assessment and intervention in adults with medical considerations. This course provides more extensive instruction to students regarding the scope of speech-language pathology practice in medical settings. Students will acquire familiarity with equipment and terminology employed in medical settings, and with elements of pathophysiology and pharmacology associated with speech-language disorders in that settings. Specific content may include infection control practices; working with medically fragile individuals; common surgeries and procedures impacting domains of speech, language, swallowing and hearing; working with patients that are ventilator-dependent with/without speaking valves; brain and oropharyngeal/laryngeal cancer (including tracheo-esophageal punctures); neuromodulation; and patient and family counseling.

This course will give students theoretical and clinical information needed to provide speech-language/swallowing services to children with complex medical disorders and their families.

Adults with ASD require SLPs to implement evidenced-practices. This course will educate students on the etiology, assessment, diagnosis, and management of this population.

This course will introduce students to principles and practices in counseling clients with communication disorders and their famiies. The course will address behavioral, humanistic, and existential models of counseling; considerations when addressing spouces, parents, and other family members, issues related to cultural diversity and the role of counseling in the practice of Speech-Language Pathology.

This course will provide instruction in applying the evidence-based approaches for improving reading and writing for students with ASD. Issues regarding developing basic symbolic skills, developing alphabetic knowledge and decoding, enhancing reading comprehension, improving basic writing and composition will be addressed for this population.

This course builds upon foundational knowledge of ASD gained in individual professional degree programs, with an interprofessional learning experience focused on evidence-based practices to support learning in those with ASD. Appropriate task and environmental adaptations will be highlighted and data- based decision making will be introduced as a method to monitor progress and ensure treatment efficacy.