CDS Comm Disorders Sciences

Freshman Seminar in Speech Pathology is a 1 credit course that is intended to help incoming Communication Disorders and Sciences freshmen succeed at SUNY Fredonia and become lifelong learners. The course introduces first year students to the academic and social aspects of college life, and is designed to empower students to become successful learners at the collegiate level. Freshman Seminar in Speech Pathology provides both an introduction to the nature of college education and a general orientation to the functions and resources of the college as a whole.

Introduces the student to three major areas of learning to use a signed language. First, deaf culture is explored. Second, manual communications as a language is surveyed. Third, the practical application of sign language as a method of communication is stressed and practiced. In class and out of class practice is emphasized.

Introduction to and overview of the field of communicative disorders (speech, language and hearing). Interactions with related disciplines in the humanities, and in the behavioral, biological and physical sciences, as well as study of the normal communication processes.

Survey of voice and speech production. Introduction to International Phonetic Alphabet. Techniques of analysis and improvement of simple deviancies of voice, articulation, and resonance. Vocal hygiene is stressed.

The course is designed to introduce Communication Disorders and Sciences students to the fundamental concepts of general acoustics. The nature of sound waves, simple harmonic motion, relative measure of power, complex waves, Fourier analysis, resonance and filtering distortion and sound transmission will be covered. Emphasis will be placed on the analysis and measurement of speech production and perception. High school physics and/or PHYS 120 is recommended.

Provides students in related programs with information about the communication problems and disorders associated with aging. Focuses on the normal communication process, speech, language and hearing disorders of the aged and the psychosocial consequences of disordered communication. Management approaches, services available and the evolving role of the health professional are discussed.

Prior completion of an introductory course in sign language required. Intermediate Sign Language extends the three major areas introduced in Introduction to Sign Language. First, deaf culture is analyzed by reviewing selected literary works. Second, manual communications as a language is critically analyzed. Third, the practical application of sign language as a method of communication is stressed and practiced. The course emphasizes a transition from signing English to American Sign Language.

Introduction to normal language and speech development in children. Provides theoretical and practical frame of reference for students entering child-centered professions. Foundations of language and speech acquisition, developmental processes requisite to normal speech and language, and means of facilitating normal communicative abilities.

Study of general articulatory phonetics, introduction to acoustic phonetics and phonology. Students transcribe English and non-English sounds following International Phonetic Alphabet (IPA).

An overview of the neural bases of speech/language and neurogenic communication disorders such as aphasia, right hemisphere syndrome, dementia, traumatic brain injury, dysarthria, and apraxia of speech (specific disorders covered may vary from semester to semester). Fluency disorders, both developmental and acquired, will also be included. Emphasis will be on etiology and characteristics of these disorders, and assessment and treatment applications.

Examines the anatomical and physiological characteristics of the speech and hearing mechanisms. Specific focus on the integration of the respiratory, phonatory, supraglottal and hearing systems as they relate to speech production and perception.

Study of the interrelationships between acoustic, physiological, and aerodynamic factors influencing voice and speech production, including study of processes of respiration, phonation, resonation, articulation, and their interrelationships.

Introduction to acoustics, anatomy, physiology and pathology of the auditory system. Study and performance of audiology as applied in clinical environments. Emphasis on theoretical and applied research to differentiate normal from abnormal audition.

Assessment and intervention principles and practices appropriate for working with articulation and language problems of children.

This course provides an overview of the field of literacy including literacy acquisition processes, theoretical approaches to the acquisition of literacy and the social implications of being literate. Students will be able to identify cultural, educational, and linguistic issues related to the acquisition of literacy.

Survey design and methodology will be presented via lectures, discussions, and in-class activities. Topics covered will include initiating a survey, planning the project, designing the sample, composing questions, creating item scales, building questionnaires, self administered surveys, collecting interview data, processing the data, and analyzing survey data. It is expected that students have had an introductory course in statistics, e.g., STAT 200 or STAT 250. Junior or senior standing or permission of the instructor.

An introduction to diagnostic methodologies for management of the communicatively impaired. Students will gain knowledge with a variety of published standardized tests with respect to the following areas: appropriate test selection, knowledge of test rationale/content, administration procedures and recording test responses, accurate scoring and interpretation, diagnosis, informal assessment, goal development and report writing. In addition, students will gain knowledge in the referral process and qualification criteria for services.

Students will gain knowledge with a variety of therapy models with respect to various disorder types, settings, and methodologies for management of the communicatively impaired. Course content will include therapy implementation, goal/objective selection, lesson plan writing, charting progress, progress report writing, Individual Education Plan (IEP) writing, behavior management, collaboration, team meetings, and criteria for dismissal.

Study of the legal bases, common practices, principles, and issues related to the effective delivery of speech and language services in educational settings.

Guided observation and study of assessment and intervention procedures for children and adults with a variety of communication disorders. Videotaped and real/time sessions will be utilized for demonstration and analysis. Written projects will prepare the student to analyze methodologies and develop therapeutic goals, objectives, procedures and materials. The course will fulfill the American Speech Language-Hearing Association (ASHA) requirement for a minimum of 25 observation hours.

The study and application of assessment procedures and intervention strategies of speech and swallowing communication disorders including cleft lip and palate, voice and dysphagia. Case study discussions and collaborative learning will be emphasized.

Application of therapeutic measures and strategies to optimize the communication ability of the hearing impaired. Emphasis is on fetal development, genetics, psychosocial and counseling issues, amplification, visual and auditory training and third part reimbursement.

Seminar devoted to assigned readings and to approved individual research. Strengthens student knowledge in specific areas in preparation for more advanced studies.

Study of a particular problem in speech pathology and audiology. Periodic meetings with instructor; writing a substantial paper.

Detailed study of selected topics in speech pathology or audiology. Content will change from semester to semester but will focus on a relatively narrow topic or issue of current interest.

This course examines the development, and assessment of language in infants, toddlers, preschoolers, and school age children; including an introduction in language intervention.

The student will gain knowledge of and experience with current clinical approaches, strategies, new regulations and writing skills. Each fall semester the course will address content identified from assessment data collected from students and supervisors in the spring and summer semesters.

An application of the student?ÇÖs knowledge from the classroom to a clinical situation. Students are assigned to speech-language assessment and therapy sessions on a rotation basis at the university clinic and local off campus clinics, under the supervision of an ASHA certified speech-language pathologist. Attendance at periodic staff meetings required. Completion of minimal three sections of CDS 502 are required.

An introduction to pediatric parameters as they relate to clinical audiology. Study and performance of audiology as applied in pediatric, clinical environments. Emphasis of theoretical and applied research to differentiate normal from abnormal pediatric audition.

Attempts to prepare the speech/language pathologist to fairly and effectively understand cultural constraints involved in communication disorders, to learn culturally sensitive diagnostic procedures and to determine therapeutic techniques that are consistent with minority populations and their beliefs and values about communication.

Methods to assist classroom teacher to improve speech habits and correct minor defects. Recognition of speech defects, cooperation with speech pathologist, medical personnel, and family. Demonstration and lectures of classroom management of speech and hearing problems. Not open to majors in Speech-Language Pathology.

Assessment and therapy techniques for augmentative/alternative communication (AAC). Overview of diagnoses that often require AAC. Assessment and therapy considerations for motoric, linguistic, cognitive and sensory skills and for communicative, language and literacy needs in context. Specific high and low tech systems will be explored.

A study of assessment models, strategies, and rationales employed in speech-language pathology and audiology. An application of student's knowledge base to the assessment process.

An introduction to neuroanatomy, neurophysiology and neuropathology of speech, language, swallowing, and hearing will be presented via lectures, discussions, videos, and CD-ROMs. The course will provide students with a solid foundation for further course work, as well as for clinical practice with neurologically-impaired populations.

The roles, responsibilities, and essential skills of speech-language pathologists employed in medical settings will be presented via lectures, discussions, videos, CD-ROMs, and in-class activities. Topics covered will include medical settings and personnel, medical examination, neurological assessment, imaging studies, speech-language assessment, tracheotomy and ventilator-dependent patients, and head/neck cancer.

An in-depth review of recommended practices in assessment and treatment for the birth to 3 year-old population and the role of the speech-language pathologist as a team member. The student will gain experience with approaches and strategies to be utilized in the neonatal unit, the home and other natural environments.

This course will cover the assessment, treatment, and prevention strategies for swallowing disorders (dysphagia) in the pediatric and adult populations.

Roles, responsibilities, and essential skills of corporate speech-language pathologists will be presented via lectures, discussions, demonstrations, videos, CD-ROMs, in-class activities. Topics covered will include starting a practice, essential business vocabulary, traditional speech-language pathology in corporate settings, marketing plans, billing and paperwork, essential equipment, cross-cultural communication, diagnostics in corporate settings, corporate speech training, pronunciation training, and accent reduction.

Examines principles and theories of counseling for working with persons with communication disorders and their families throughout the lifespan and from varied cultural backgrounds. Students will learn how to structure and conduct interviewing and counseling, as practiced by speech language pathologists. Emphasis is placed on helping students to gain comfort and skill in coping with their clients' emotions and giving clients constructive feedback. Students demonstrate their understanding of the counseling process through case study presentations.

The study of Traumatic Brain Injury (TBI) is an important area of focus with significant differences to other neurological communication disorders. It is a seminar course with focus on assessment and remediation of language and cognitive problems for children and adults with TBI.

Advanced study of acoustics, anatomy and physiology, and pathology of auditory system. Study of classic, historical, and contemporary theoretical and applied research germane to the basis and development of audiology. Emphasis of reported research to differentiate normal from abnormal audition.

The course will focus on the application of instrumentation in the assessment and treatment of various communicative disorders. Appropriate measurement technique and interpretation of results will be covered. Focus on "hands-on" experience with current instrumentation and software will be emphasized.

The course will assess contemporary issues related to testing, evaluating and resolving educational and social issues with hearing-impaired children and adults. Field experiences, guest speakers, selected video tapes and other varied course strategies will, where appropriate, be used in the course.

Etiology, symptomatology and management of communication disorders related to cleft lip, cleft palate and associated disorders. Focus on interdisciplinary management.

Indentifying aspects of fluent speech, normally nonfluent speech and disfluent speech. Discussion and application of parameters addressing the nature, characteristics, prevention, etiology, treatment, and contributing factors of stuttering. Addresses both the physiological and psychological aspects of stuttering.

This course is a continuation of CDS 500 Child Language Disorders. The course is divided into two modules: Speech Sound Disorders and Language Intervention. The Speech Sound Disorders module covers assessment and intervention of phonological and articulation disorders. The language intervention module will explore the various approaches to language intervention and evidence base practice.

The course is divided in two modules: Speech Sound Disorders and Language Intervention. The Speech Sound Disorders module includes the assessment and intervention of phonological and articulation disorders. The language intervention module includes various approaches to language intervention and evidence base practice.

Auditory Processing Disorders (APD) is a specialty area that remains novel to most professionals and students in speech pathology and audiology. The course will illustrate how APDs impact the accurate perception of auditory information, and reading/language skills. Course materials include the neurology of central auditory nervous system, definitions/etiologies of APD, evaluation and remediation strategies, and how coexisting disorders such as Attention, Learning and Language Disorders may influence an individual's auditory processing abilities.

The course is aimed at preparing graduate students to understand factors that influence professional practice, including government and economic, professional delivery, setting-specific, and quality service. Standards of ethical conduct, certification, specialty recognition, licensure, and other relevant professional credentials are covered.

Detailed study of selected graduate topics in speech pathology and audiology. Content will change from semester to semester but will focus on a relatively narrow topic or issue of current interest.

Course will cover assessment and treatment strategies for benign, malignant and neurogenic vocal pathologies. Case study format will be emphasized.

Measurement, description, and analysis of speech, its production and perception. Students become familiar with sound spectrograph as well as other research instrumentation typically employed in research. Designed for students in speech pathology and audiology, and linguistics.

Detailed study of selected topics in speech pathology or audiology. Content will change from semester to semester but will focus on a relatively narrow topic or issue of current interest. May be repeated for credit.

A speech-language pathology externship in which graduate students are assigned to a health care facility, rehabilitation center, speech and hearing clinic or an educational setting. Students perform diagnostics and therapy with patients at the facility under the supervision of a licensed and ASHA certified staff speech language pathologist. Students enrolled in CDS 605 must have completed all CDS 502 clinical courses.

An introduction to research design and statistical methods necessary to critically read and evaluate research. Study of scientific principles, methods and controls used in research, and design and evaluation of group and single-subject studies. Emphasis will be placed on the application of evidence-based practice in clinical settings.

The etiology, characteristics, assessment, prevention, and treatment of neurogenic language and cognitive-communication disorders (e.g., aphasia, right hemisphere syndrome, traumatic brain injury, dementia) will be presented via lectures/discussions, case analysis, demonstrations and in-class activities. Emphasis will be placed on differential diagnosis and treatment planning.

Provides advanced graduate students the opportunity to work individually on problems of special concern not available through other course offerings under direction of qualified department member.

The etiology, characteristics, assessment, and treatment of the dysarthrias and apraxia of speech will be presented during lectures/discussions, videos, CD-ROMs, demonstrations, and in-class activities. The course will provide Speech-Language Pathology students with a solid foundation in normal motor speech processes, which will serve as a basis for the assessment and treatment of disordered speech production.

A written comprehensive exam evaluating knowledge base in assessment, intervention, etiologies, prevention and characteristics of ASHA standard courses.

A minimum acceptable for the degree is 3 credit hours

Field based clinical practicum in a public school, rehabilitation center, Board of Cooperative Educational Services (BOCES) or other appropriate educational setting. Cooperating speech-language pathologists supervise students in providing assessment and treatment services to clients with communication disorders.