Master Speech-Lang Pathology (MSLP)

Persons interested in pursuing a graduate degree in speech-language pathology will obtain fundamental knowledge and skills related to use of the International Phonetic Alphabet (IPA). The IPA is utilized by speech-language pathologists to transcribe speech samples of persons with normal speech, persons with delayed or disordered speech, and persons with accents and dialects. Students will also learn the acoustical, anatomical, and physiological characteristics of speech sounds, with focus on the speech sounds of American English. Permission of MSLP Program Director is required.

Persons interested in pursuing a graduate degree in speech-language pathology will obtain fundamental knowledge and skills related to the structure and function of the speech production and perception mechanisms. This fundamental knowledge will allow students to have a basis for comparison of normal speakers to individuals with structurally based communicative disorders. Furthermore, information provided in this course will facilitate the students' comprehension of terms and concepts that will be presented in more detail in graduate speech-language pathology coursework. Permission of MSLP Program Director is required.

Persons interested in pursuing a graduate degree in speech-language pathology will learn specific information relating to the theories and principles of the prevention, diagnosis, and treatment of speech production disorders. Special emphasis will be placed on developing clinical skills in formal assessment, report writing, interpretation of test results, planning and implementing treatment, as well as critically reviewing literature related to differential diagnosis and treatment efficacy in speech production disorders. Permission of MSLP Program Director is required.

Persons interested in pursuing a graduate degree in speech-language pathology will explore the foundation of the profession. Speech and hearing sciences explores how humans produce and perceive speech. The study of speech and hearing encompasses an array of interrelated scientific disciplines, including mathematics, physics, psychology, biology that study normal hearing, speech, and language development, speech acoustics, speech physiology and perception, the nature of language, and cultural aspects of human communication. This information will allow students to establish a strong base of knowledge pertaining to normal speech and hearing processes so they can make appropriate comparisons when diagnosing and treating persons with communication disorders. Permission of MSLP Program Director is required.

Persons interested in pursuing a graduate degree in speech-language pathology will develop an appreciation of the role audiology plays in improving the quality of life for persons across the lifespan; an understanding of the anatomy and physiology of the hearing mechanism, a familiarity with tests used to determine the extent and/or etiology of hearing loss, as well as specific information relating to screening of hearing, types of hearing loss and the rehabilitation and habilitation of persons with hearing loss. Permission of MSLP Program Director is required.

Persons interested in pursuing a graduate degree in speech-language pathology will receive an introduction to the normal acquisition of language, including the components of language, the physical, social, and cognitive bases for language, theories of language development, how language evolves from infancy through adulthood, as well as cultural influences on language development. In addition, students will receive an overview of the assessment and treatment of child language disorders. Special emphasis will be placed on developing clinical skills in formal assessment, report writing, interpretation of test results, planning and implementing treatment, as well as critically reviewing literature related to treatment efficacy. Permission of MSLP Program Director is required.

Persons interested in pursuing a graduate degree in speech-language pathology will obtain fundamental knowledge and skills related to use of the International Phonetic Alphabet (IPA). The IPA is utilized by speech-language pathologists to transcribe speech samples of persons with normal speech, persons with delayed or disordered speech, and persons with accents and dialects. Students will also learn the acoustical, anatomical, and physiological characteristics of speech sounds, with focus on the speech sounds of American English.

Persons interested in pursuing a graduate degree in speech-language pathology will obtain fundamental knowledge and skills related to the structure and function of the speech production and perception mechanisms. This fundamental knowledge will allow students to have a basis for comparison of normal speakers to individuals with structurally based communicative disorders. Furthermore, information provided in this course will facilitate the students' comprehension of terms and concepts that will be presented in more detail in graduate speech-language pathology coursework.

Persons interested in pursuing a graduate degree in speech-language pathology will learn specific information relating to the theories and principles of the prevention, diagnosis, and treatment of speech production disorders. Special emphasis will be placed on developing clinical skills in formal assessment, report writing, interpretation of test results, planning and implementing treatment, as well as critically reviewing literature related to differential diagnosis and treatment efficacy in speech production disorders.

Speech and hearing sciences explore how humans produce and perceive speech. An array of interrelated scientific disciplines, such as mathematics, physics, anatomy, physiology, and acoustics, contribute to our knowledge in this area. You will be asked to read, research, and discuss topics related to the discovery of this chain of events known as the process of creating verbal communication. Laboratory experiences have been designed to allow a student to establish a base of information concerning the normal communication process. This is needed to form a standard on which to base judgments of communication disorders.

Persons interested in pursuing a graduate degree in speech-language pathology will develop an appreciation of the role audiology plays in improving the quality of life for persons across the lifespan; an understanding of the anatomy and physiology of the hearing mechanism, a familiarity with tests used to determine the extent and/or etiology of hearing loss, as well as specific information relating to screening of hearing, types of hearing loss and the rehabilitation and habilitation of persons with hearing loss.

Persons interested in pursuing a graduate degree in speech-language pathology will receive an introduction to the normal acquisition of language, including the components of language, the physical, social, and cognitive bases for language, theories of language development, how language evolves from infancy through adulthood, as well as cultural influences on language development. In addition, students will receive an overview of the assessment and treatment of child language disorders. Special emphasis will be placed on developing clinical skills in formal assessment, report writing, interpretation of test results, planning and implementing treatment, as well as critically reviewing literature related to treatment efficacy.

This course covers topics relevant to critical thinking and its role in the scientific understanding of communication and its disorders. Topics include strategies for critical thinking, how human thinking can go awry and lead to erroneous beliefs, how personal attitudes play a role in the application of critical thinking, the connection between research and critical thinking, and how critical thinking influences and informs evidence-based practice.

This course covers topics relevant to research in the field of speech-language pathology. Topics include the scientic method, research question development, research design, measurement principles, and basic descriptive statistics. This course provides the foundation for Research Methods Part 2 and the capstone research project.

This course covers topics relevant to research in the field of speech-language pathology. Topics include ethical conduct in research, single-subject research design, how to write a literature review, dissemination of results, and how to incorporate research methods into personal practice. This course provides additional instruction critical for success in the graduate research capstone project.

This course covers topics relevant to the principles and methods of diagnosis and assessment of speech and language across the lifespan and across settings. Topics include basic knowledge and skills in the administration and interpretation of informal and formal assessments for the purpose of diagnosis, planning intervention, and reporting assessment results to clients, family, peers, and other professionals working in educational and health-related fields; being a critical consumer of assessment materials; best-known strategies in conducting fair speech and language assessments of individuals from diverse linguistic and cultural backgrounds; client advocacy; and ethics. Students participate in a number of real and hypothetical assessment and screening experiences, as well as professional writing experiences across settings. The course culminates in an in-class professional critical review of an assessment tool of the student's choosing.

This course covers topics relevant to the etiology, prevention, assessment, and treatment of speech disorders secondary to developmental and acquired central and/or peripheral damage to the nervous system in children and adults. Topics include identification of motor speech disorders which result from neurologic disease or injury and differentiation of these disorders from other related disorders. Students participate in real and/or hypothetical assessment and intervention experiences related to motor speech disorders. In addition, evidence-based practice, multicultural issues and client advocacy are addressed.

Students will integrate information learned in previous and current courses related to speech-language pathology through real life clinical experiences. Students will receive a clinical assignment during the first week of the semester. Students are placed in the on-campus speech and language clinic (The SAU Rite Care Clinic) and/or in off campus settings that provide speech-language and hearing services. Students who have been assigned a patient/client and have not had the specific coursework will participate in readings and additional supervisor meetings. Students are closely supervised as they provide prevention, assessment, and treatment services. Students are generally expected to have direct contact with clients 4-6 hours per week. In addition, students are expected to demonstrate professionalism in all areas of their graduate work. Professionalism includes, but is not limited to: collaborating with others, including faculty; problem-solving and conflict resolution; adherence to policies of the department and university; punctuality and honesty; and time management.

This course covers current issues and procedures related to the clinical practice of speech-language pathology. Topics include knowledge and skills related to professional ethics and issues (with specific reference to the ASHA Code of Ethics), clinical writing, confidentiality, mandatory reporting of abuse, and information about ASHA and its role in the profession.

This course covers current issues and procedures related to the clinical practice of speech-language pathology. Topics include knowledge and skills related to working as an SLP in medical settings, working as an SLP in school settings, working with related disciplines, advocacy, counseling, job seeking and documentation issues related to various work settings.

This course covers current issues and procedures related to the clinical practice of speech-language pathology. Topics include knowledge and skills related to intervention for communication and swallowing differences with individuals across the lifespan, hearing, mental health, internship orientation, and the clinical fellowship year experience.

This course includes information on issues in early intervention. Topics include: attachment, medical issues, counseling of families, developmental milestones, clinical practice in the early intervention setting, parent training, and emergent literacy. In addition, communication interaction strategies and communication facilitation strategies will be discussed. These strategies will inform not only personal clinical practice, but caregiver training as well.

This course includes information on the five components of language and how those components intersect in higher level skills such as conversation, reading, and writing. Evaluation techniques such as narrative analysis and standardized assessment will be utilized in class. Practice issues such as: writing goals and planning therapy in light of the CCSS, intensifying instruction, and workload scheduling will be included.

This course reviews the recommended assessment and intervention practices with individuals who are second language learners and members of culturally diverse populations. This will include reviewing typical protocols in speech and language evaluation and therapy and determining the cultural appropriateness of these practices to specific populations. Topics include cultural sensitivity, speech/language disorders in multicultural populations, bilingualism, second language acquisition, screening, assessment instruments, interpreters, questionnaires, and culturally sensitive interviews.

This course provides a thorough understanding of basic physical, physiological, pedagogical principles in understanding professional and nonprofessional impaired voice production; vocal anatomy, voice classification; control of loudness, pitch, register, quality; efficient and inefficient use of voice; and instrumentation for voice analysis. This course is also designed to provide students with a practical foundation in the area of craniofacial anomalies, specifically, etiologies, embryology, genetics, impact of anomalies on speech, assessment procedures, and intervention techniques. In addition, best practice in assessment and treatment with emphasis on evidence-based practice will be discussed along with client advocacy. Students integrate and refine skills in prevention, evaluation, assessment, and intervention for these disorders through real life experiences, as well as hypothetical case studies and role playing experiences.

This course includes information on specific conditions and diagnoses that result in unique developmental language disorders, including but not limited to autism spectrum disorders, adolescent language disorders, communication impairments related to literacy disorders, and communication impairments related to hearing loss. In addition, best practice in assessment and treatment with emphasis on evidence-based practice is included as well as multicultural issues in service delivery. The course also includes materials and experiences (real life and hypothetical) related to the critical role of families in the treatment of children with language disorders and client advocacy. The course will culminate in an in-class presentation related to a service learning activity the student was involved in during the semester. Pre-requisites are courses in language development, language disorders, and audiology.

This course includes information related to etiology, prevention, assessment, and intervention of language and cognitive disorders secondary to acquired brain damage across the lifespan. Topics include: anatomy, neuropathology, and cognitive and communication characteristics associated with aphasia, right hemisphere disorders, acquired brain injury and dementia. Students will differentiate these disorders on the basis of site of neurologic damage and cognitive-communicative characteristics. Students will integrate information and refine skills in prevention, assessment and intervention of persons through real life and hypothetical experiences, such as role-playing activities and lab assignments. Evidence-based practice in assessment and treatment will be a key focus, as well as multicultural issues in service delivery and client advocacy.

This course examines the design, selection, and use of augmentative and alternative methods of communication, populations for which they are appropriate, and issues related to the use of augmentative and alternative methods and devices, and service delivery models, as well as client advocacy. Students will integrate and refine skills in the assessment and intervention of persons with acquired and developmental disorders of speech, language and cognition through hypothetical experiences, as well as role playing experiences. In addition, best practice in assessment and treatment with emphasis on evidence-based practice is included as well as multicultural issues in service delivery.

Complete in-depth readings and study of areas of specific interest in a more individualized setting than the classroom. Improve knowledge and skills that the student and program faculty have identified as in need of remediation.

Students will integrate information learned in previous and current courses related to speech-language pathology through real life clinical experiences. Students will receive a clinical assignment during the first week of the semester. Students are placed in the on-campus speech and language clinic (The SAU Rite Care Clinic) and/or in off campus settings that provide speech-language and hearing services. Students who have been assigned a patient/client and have not had the specific coursework will participate in readings and additional supervisor meetings. Students are closely supervised as they provide prevention, assessment, and treatment services. Students are generally expected to have direct contact with clients 4-6 hours per week. In addition, students are expected to demonstrate professionalism in all areas of their graduate work. Professionalism includes, but is not limited to: collaborating with others, including faculty; problem-solving and conflict resolution; adherence to policies of the department and university; punctuality and honesty; and time management.

Students experience the Ecuadorian culture through interaction with the general public and host families. Professional interactions include observing SLPs, other health professionals and educators. Guided collaboration with Ecuadorian SLPs and educators enriches SAU students' understanding and sensitivity of appropriate cultural interactions. Day trips and weekend excursions take faculty and students to cities and towns in the Andes to view and experience the geography, artisanship and cultural treasures of Ecuador. Students study and implement best practices for AAC with a variety of children and young adults who have significant communication disorders. Clinic hours may be accumulated via collaboration with Ecuadorian SLPs and SAU clinical supervisors. For graduate students who do not speak Spanish, familiarity in working with an interpreter will be developed, in addition to participating in Spanish lessons.

Students will integrate information learned in previous and current courses related to speech-language pathology through real life clinical experiences. Student will receive a clinical assignment during the first week of the semester. Students are placed in the on-campus speech and language clinic (The SAU Rite Care Clinic) and/or in off campus settings that provide speech-language and hearing services. Students who have been assigned a patient/client and have not had the specific coursework will participate in readings and additional supervisor meetings. Students are closely supervised as they provide prevention, assessment, and treatment services. Students are generally expected to have direct contact with clients 2-4 hours per week. In addition, students are expected to demonstrate professionalism in all areas of their graduate work. Professionalism includes, but is not limited to: collaborating with others, including faculty; problem-solving and conflict resolution; adherence to policies of the department and university; punctuality and honesty; and time management.

This course covers theoretical perspectives on the nature of stuttering, including onset and development; prevention, assessment, and treatment of children and adults. Practical activities focus on assessment procedures, clinical interviewing, and specific treatment methods for working with families and friends, as well as the person with a fluency disorder. In addition, best practice in assessment and treatment with emphasis on evidence-based practice will be discussed along with client advocacy. Students complete a written evaluation, a treatment plan and a session plan.

This course provides a thorough understanding of normal and abnormal swallowing anatomy and physiology across the lifespan. Topics include the prevention, assessment, and treatment of swallowing disorders; etiologies of abnormal swallowing; multicultural issues; ethical dilemmas; special populations, such as tracheotomy/ventilator dependent populations or head and neck cancer patients; diagnostics (instrumental and non-instrumental), assessment, and intervention; and inter-professional approaches to the assessment and treatment of swallowing disorders. An emphasis on evidence-based practice is discussed along with client advocacy. Students integrate and refine skills through lab assignments, role-playing, simulations, real life experiences, and hypothetical case studies.

Information presented in MSLP-711 and MSLP-712 will be implemented and ethical data procedures for research will be completed and students will complete an initial draft of their research paper with guidance of a faculty research collaborator.

Information presented in MSLP-711 and MSLP-712 will be implemented and research writing will be completed with guidance of a faculty research collaborator. The course culminates in a research paper and development of a poster for dissemination of the research.

Clinic experience is an integral component in the student's professional education for speech-language pathology. During the child internship students apply what they learn in academic and clinic courses in a community agency setting that provides speech, language, and hearing services to children. The internship is generally 40 hours per week and lasts from 9-12 weeks. The length of the internship is based on the preference of each site and the needs of the student. The prerequisite is successful completion of the academic and clinic experience requirements of the graduate speech-language pathology program, the approval of the advisor, the Program Director, and the Clinic Coordinator. Students are placed in internship sites by the Clinic Coordinator. Policies and procedures for internships are provided in the Internship Handbook which is given to students prior to their internship. It may be necessary for a security background check to be conducted for some internship sites. In addition, some internship sites might require CPR certification, health insurance verification, a completed Hepatitis B immunization series, proof of immunization or documented immunity to rubella (measles), rubella (German measles), and varicella (chickenpox), and/or annual TB testing.

This course is designed to prepare students for the national exam. The course covers key content from students' undergraduate and graduate experiences and provides students with experience answering multiple choice questions under time limits. Prerequisite is completion of all other academic coursework in the SAU MSLP program, as well as Clinical Experience I, II and III. This course is presented online.

This course is designed to identify the critical issues in the delivery of best professional practice in the ever-changing market. Clinical reasoning and ethical decision-making as it applies to the promotion of communication skills and opportunities and quality of life of persons with communication and swallowing disorders, as well as their family and friends, is explored through case studies. The course serves as a formative assessment of each student's knowledge and skills. Prerequisite is completion of all other academic coursework in the graduate SLP program, as well as Clinical Experience I, II, and III. This course is presented online.

Clinic experience is an integral component in the student's professional education for speech-language pathology. During the adult internship students apply what they learn in academic and clinic courses in a community agency setting that provides speech, language, and hearing services to adults. The internship is generally 40 hours per week and lasts from 9-12 weeks. The length of the internship is based on the preference of each site and the needs of the student. The prerequisite is successful completion of the academic and clinic experience requirement of the graduate speech-language pathology program, the approval of the advisor, the Program Director, and the Clinic Coordinator. Students are placed in internship sites by the Clinic Coordinator. Policies and procedures for internships are provided in the Internship Handbook which is given to students prior to their internship. It may be necessary for a security background check to be conducted for some internship sites. In addition, some internship sites might require CPR certification, health insurance verification, a completed Hepatitis B immunization series, proof of immunization or documented immunity to rubeola (measles), rubella (German measles), and varicella (chickenpox), and/or annual TB testing.