Speech-Language Pathology

The purpose of this course is to provide students with basic information concerning the physics of sound and the scientific bases of human communication. Emphasis in the course will be placed on: a) the acoustic characteristics of sound; b) the relationship of these characteristics to speech and hearing (focus will be on the acoustic, psychological and linguistic bases of communication); and c) models of speech production and speech perception. As part of the course, students will be introduced to instrumentation that has been used to study sound and learn how to interpret displays of speech generated from these instruments.

This course introduces students to the nature and types of speech, language, and hearing problems in children and adults through the use of lectures, videos, mini assignments and open book quizzes. The wide-range of collaborative relationships that exist among professionals who assist individuals with special needs is also explored.

Serving and shaping your world as a future professional starts with this course which requires SLP students to engage in at least 8 hours of community involvement. Students will describe the experience or experiences and how this service has impacted them. Students will explore what they learned about themselves, what they learned about their community and how this pre-clinical experience will support their preparation for clinical work.

Students will be introduced to a foundational understanding of the normal anatomy and physiology of speech, language, and swallowing. Focusing on the function(s) of anatomical structures and the systems that they make up (e.g., respiration, phonation, articulation), students will gain an understanding of anatomy /physiology as a lens through which communication disorders can be understood.

This primarily diagnostic course covers the psycho-physics of hearing and techniques of hearing testing. Emphasis is on audiogram interpretation, case findings, and connections to speech and language. The implications of hearing impairment on language acquisition, academics and quality of life are explored. Practice with equipment is included.

This course provides a study of typical language development in all language modalities: speaking, listening, reading, and writing. The role of language development and its implications for literacy are explored. In addition, individual differences are explored. Also covered is language sample analysis which addresses aspects of morphological, syntactic, semantic, and pragmatic development.

Students will explore the scientific basis of human speech production and perception, with some attention to the physics of sound and acoustic characteristics of sound. Students will engage in phonemic and phonetic transcription practice of typical, dialectal, developmental, and disordered speech, with implications for assessment and intervention for English speakers and English language learners. 

This course provides a study of the nature and description of speech production, typical speech sound development, and speech sound disorders. It includes theories of phonological development, assessment procedures, and evidence-based intervention practices and techniques. Special considerations in multicultural aspects of speech sound production are integrated throughout the course content.

This course explores the nature and etiology of language disorders and literacy in children ages 0 to 18, with attention to assessment and intervention. Language acquisition implications, neurological and interactional causality, and the importance of interaction in the home are also explored, with emphasis on current issues and literature.

This course covers the application of basic audiological principles to the areas of habilitation and rehabilitation with hearing impaired children and adults. Topics include impact and interventions involving speech/language, educational issues, use of technology and psychosocial effects.

The purpose of this course is to provide upper-level undergraduate students with a broad overview of the neuroanatomy and neurophysiology of human communication. This overview will lead to an introduction of communication disorders resulting from nervous system impairment. The course will serve as a valuable introduction to neurogenic communication and swallowing disorders that will be described in greater detail during graduate study.

Students will understand the continuum of speech and language services in public schools in New York State, as well as the categories of disabilities, the variation between and across disability classifications, and the impact of the disability on classroom performance. Students will understand the process of pre-referral and referral to the Committee on Special Education, and the development and implementation of Individual Education Plans to frame individualized instruction. Students will understand service delivery options, grouping of students in special education, and clinical decision-making based on evidence-based practice and strong ethical values.

This required field work experience offers opportunities for exposure to the clinical process with individuals having communication disorders by working directly with clients under the supervision of an SLP. Students are required to participate for 9 to 10 hours per week. The seminar component of this course provides students with a forum to discuss clinical issues related to their supervised clinical practicum experience. It provides opportunities for students to exchange ideas, problem solve clinical issues, and discuss clinical topics that support their clinical practicum experience.

In this culminating experience, students integrate learning from the foundation courses in the Speech-language Pathology major to demonstrate competence for future academic preparation in the field of speech-language pathology. Students focus on language sampling, speech disorder analysis, professional writing, and professional ethics and are required to connect these topics with their undergraduate practicum.