2021-2022 Course List

This course is a continuation of Advanced knowledge in American Sign Language. Fluent, social and academic use and understanding of sign language will be explored as well as continued expansion of knowledge of Deaf Culture and Deaf Community.

Prerequisites:

CDIS 306, CDS 307

Students will learn the definition of central auditory processing disorders (CAPD), as well as the controversies surrounding the diagnosis of the disorder. The neuroanatomy and physiology related to auditory processing will also be covered in order to understand the diversity involved in the diagnostic and management methods of CAPD. Students will learn the appropriate test batteries, the diagnostic team involved, the inclusion of a multidisciplinary team approach and treatment/management options for CAPD. This course would be beneficial to education majors, CDIS majors, Educational Psychology.

This course is designed to provide students with knowledge and skills in the areas of literacy foundations, development, assessment, intervention and disorders. Students will engage in both clinical and academic writing in the context of literacy assessment and intervention.

An overview of neuroanatomy and neuroscience and relationships between neuroscience and speech, language, and hearing.

Description, etiology, assessment and management of voice and resonance disorders.

Audiometrics is a clinical experience (practicum) for undergraduate students interested in speech-language pathology and audiology. Advanced Auditometrics consists of administering hearing evaluations in the Center for Communication Sciences & Disorders, Hearing Clinic. Students will perform basic evaluation procedures such as tympanometry and/or otoscopy. Advance Audiometric students will also perform case history, pure tone threshold testing, Central Auditory Processing Disorder testing, and report writing. Students will engage in the clinical process from preparation for an evaluation through reporting out the results and making recommendations and serve as a clinical leader in diagnostic teams.

Habilitative audiology and the instruction of the hearing- impaired, including hearing aids, speech reading and auditory training.

Supervised observation of the diagnostic and remedial management of speech and language disorders. Pre-req: Concurrent enrollment in CDIS 434

Prerequisites:

Concurrent enrollment in CDIS 434 

Procedures and operation of the clinical program in communication disorders. Pre-req: Consent, concurrent enrollment in CDIS 431

Prerequisites:

Consent, concurrent enrollment in CDIS 431 

Description, etiology, assessment and management of speech sound problems.

Tests, measures, procedures and processes for the evaluation and diagnosis of speech and language.

Observation of clinical case studies.

Presentation of clinical case studies.

This course will explore transdisciplinary research design with emphasis related to the areas of allied health and nursing sciences and disciplines. Basic overview of research methodologies commonly utilized in health sciences and approaches to transdisciplinary research will be explored through review of original research. Students will be required to produce and revise scientific writing with specific focus on inter/transdisciplinary studies. Team-based problem centered research questions will be developed and investigated using transdisciplinary methodology with current health-related issues.

This course will explore interprofessional practices with emphasis related to the areas of allied health and nursing sciences and related disciplines. Students will learn how to interact with other disciplines. Students will be taught techniques to implement outcome-based interprofessional activities through project or community-based experiences.

Study of a specific disorder or aspects of communication disorders that are not provided in the current curriculum.

A practicum course designed to educate students clinical speech-language pathology services to persons with communication disorders. The student will begin to develop skills to conduct diagnostic sessions, design and implement intervention plans and write clinical reports. Pre-req: 3 of the following: 402, 416, 417, 438 (completion of or concurrent enrollment in 444). Overall GPA of 3.0 is highly recommended. Please contact your advisor if you are interested in taking the course without this prerequisite GPA.

Prerequisites:

3 of the following: 402, 417, 438. CDIS 416 is recommended.

Types and characteristics of language disorders in children. Prereq: admission to major or concurrent enrollment in CDIS 503, consent of instructor, special education majors.

Lab associated with CDIS 4/502. Practice in applying course content to the language of children. Prereq: admission to major or concurrent enrollment in CDIS 502, consent of instructor, special education majors.

This course is designed to provide students with knowledge and skills in the areas of literacy foundations, development, assessment, intervention and disorders for speech-language pathologists. Students will engage in both a service learning (tutoring component) as well as complete a mini research project on reading or writing.

Delivery of clinical services in schools, hospitals, rehabilitation centers, and other settings.

This course addresses overall equity, inclusion and diversity issues in education and healthcare systems both at the macro-level (system issues) as well as micro-level of service delivery of speech-language pathologists across race, ability, linguistic, and gender/sexuality diversity. Other issues of interprofessional practice, supervision, cultural competency will be addressed.

Explains and demonstrates the use of augmentative and alternative communication in the acquisition of knowledge about human communication disorders.

This course will explore interprofessional practices with emphasis related to the areas of allied health and nursing sciences and related disciplines. Students will learn how to interact with other disciplines. Students will be taught techniques to implement outcome-based interprofessional activities through project or community-based experiences.

Strategies for identifying, designing, and critiquing research and professional information from classic and evidence-based practice perspectives.