The Interprofessional Healthcare course involves the Colleges of Dental Medicine, Health Sciences, Optometry, Osteopathic Medicine, Pharmacy and Veterinary Medicine. The course is designed to teach all clinically-based students about each other's clinical programs, how they might interact together as part of an interprofessional healthcare team, and the importance of an interprofessional approach to patient care. The class consists primarily of online presentations that are delivered by interprofessional team members from each of the clinical programs. Associated quizzes will also be completed online. Occasional lectures, panel presentations, or group assignments may also be incorporated.

Credits: Each course 0.5

This course covers the neurological and physiological bases of normal and disordered communication. Embryological development of the central nervous system, and neuroanatomy and neurophysiology of the motor and sensory systems, including vision and audition are covered. Brain dissection laboratory experiences enhance mastery of neurological concepts introduced in the course. The course integrates basic neuroanatomy with cognitive neuroscience through assigned readings, lectures, and laboratory experiences.

Credits: 3

This course introduces students to research methods, including basic research concepts, common research designs, and methods of data analysis commonly used in the field of speech-language pathology. Students will learn to critically read and evaluate research manuscripts.

Credits: 4

In this course, students will gain experience critiquing professional literature relevant to clinical and/or research practices. They will complete a literature review on a topic of interest and use it to inform evidence-based, clinical decisions.

Credits: 2

This course is required for any student not electing the thesis track. It includes independent study with the guidance of a mentor, and 2-4 lecture hours that will support cohort-level needs across Capstone Projects. Students will critically appraise evidence-based practices that are clinically relevant to the scope of practice in speech-language pathology, identify an area of need, and develop methods to address the need. By final, students will have developed a proposal that summarizes their critical appraisals, identifies a project aim, and details proposed methods for accomplishing this aim.

Prerequisites: SLPPG 502 Research Methods in Communication Sciences and Disorders; SLPPG 503 Evidence-Based Practice in Communication Sciences and Disorders

Credits: 2

Today's healthcare practitioners work together to evaluate and treat patients with complex disorders. This course will address the basics of interdisciplinary practice in educational and healthcare settings. Students will evaluate the efficacy of collaborative practice, and will explore the impact of interspecies research upon the treatment of people with communication and swallowing disorders.

Credits: 1

Cultural responsiveness, cultural competence, and cultural humility are all dynamic, complex, and lifelong processes. Regardless of clinical setting, speech-language pathologists will encounter clients and caregivers from various linguistic and cultural backgrounds. This course will increase students’ awareness of their own biases and culture and teach best practices in assessing and treating individuals from culturally and linguistically diverse backgrounds. The course will assist students in recognizing that the unique influence of an individual’s cultural and linguistic background may change over time and according to circumstance and that such changes may require adjustments in clinical approaches.

Credits: 1

This course is required by all students electing the thesis track. It involves independent study overseen by the Thesis Chair and approved by the student’s thesis committee. Students will work closely with their Thesis Chair to plan and develop a written Prospectus document including a literature review, research questions, and proposed methodology. The course will culminate in a Prospectus defense presented to the student’s Thesis Committee.

Prerequisites: SLPPG 502 Research Methods in Communication Sciences and Disorders

Credits: 2

This course is for all students on the thesis track. It involves two hours per week of independent study with the Thesis Chair. Students will submit a research proposal to the Internal Review Board at Midwestern University, begin data collection, set up a data management system, and report on their progress at the end of the quarter.

Prerequisites: SLPPG 511 Thesis I

Credits: 1

This course covers speech disorders of developmental or linguistic origin. Students will learn to assess and treat articulation and phonological impairment. Highlights include collecting and analyzing comprehensive speech samples, administering standardized tests, and planning therapeutic interventions specific to individual cases.

Credits: 3

This course provides speech-language pathology students with the knowledge and skills necessary to provide assessment and intervention services to children who are infants, toddlers, or preschoolers. The nature of child language disorders, assessment practice, and intervention approaches for children at developmental ages five and below are covered. Collaboration with families and other professionals will be emphasized.

Credits: 4

This course provides students with a theoretical framework of school-aged child language learning disorders at the language for learning (L4L) stage. Students will apply this framework to understand and apply procedures of evidence-based child language assessment and intervention. Principles of interprofessional collaboration, and culturally and linguistically competent service delivery for school aged children with language learning disorders at the L4L stage are woven throughout the course.

Prerequisites: SLPPG 521 Child Language and Learning I

Credits: 4

This course reviews the anatomy and physiology of swallowing, and disorders that impact this vital function in children and adults. Etiologies of swallowing disorders, as well as their evaluation and management will be addressed. Students will appreciate the concomitant conditions that typically accompany dysphagia and learn to prioritize treatment objectives. Ethical considerations in swallowing intervention will also be incorporated.

Prerequisites: SLPPG 501 Neurological Bases of Communication Disorders

Credits: 4

This course examines communication disorders that result from acquired conditions, such as left hemisphere strokes or other acquired brain pathologies resulting in aphasia. Etiologies of these conditions, including neurological correlates for presenting symptoms, will be reviewed. Assessment and intervention models will be discussed, with attention to the cognitive, linguistic, and social aspects of resulting communication disorders.

Prerequisites: SLPPG 501 Neurological Bases of Communication Disorders

Credits: 4

The course examines theoretical aspects and clinical management of cognitive and communicative impairments with emphasis on right hemisphere disorder, traumatic brain injury, dementia, and other degenerative neurological conditions. Etiologies of these conditions, including neurological correlates for presenting symptoms, will be reviewed. Assessment and intervention models with be discussed, with attention to the cognitive aspects of resulting communication disorders.

Prerequisites: SLPPG 501 Neurological Bases of Communication Disorders; SLPPG 526 Aphasia

Credits: 4

This course teaches evaluative and therapeutic aspects of voice and resonance disorders. Students examine the anatomical and physiological correlates of phonation and oral/nasal resonance. Embryology of the vocal mechanism is reviewed, including nasal, oropharyngeal, laryngeal, and pulmonary regions. Assessment and intervention of a variety of common voice/resonance disorders will be covered, including cleft lip/palate, vocal fold hyperfunction, and therapies associated with a variety of neurogenic communication disorders.

Credits: 4

This course provides students with a theoretical framework of adolescent language learning disorders at the advanced language stage. Students will apply this framework to understand and apply advanced practices of evidence-based language assessment and intervention. Principles of interprofessional collaboration, and culturally and linguistically competent service delivery for adolescents with language learning disorders at the advanced language stage are woven throughout the course.

Prerequisites: SLPPG 521 Child Language and Learning I & SLPPG 522 Child Language and Learning II

Credits: 4

This course prepares the student clinician to conduct diagnostic evaluations of patients with communication disorders and plan their care. Principles of clinical interviewing, formal and informal test selection and administration, interpretation of psychometric data and behavioral observations, and adaptions for cultural and linguistic differences will be addressed. Students will learn the basics of clinical writing, including preparation of diagnostic reports, treatment plans, and progress reports. The use of electronic health records systems will be introduced.

Credits: 4

This is the first supervised speech-language pathology practicum experience in the Speech-Language Institute or other community-based site. Working with a clinical educator who is a licensed speech-language pathologist, student clinicians will plan and conduct assessment and intervention sessions for clients with communication disorders. First clinical experiences are targeted toward assessment and treatment of individuals with articulation, phonology, or language disorders. Students also attend clinical forums to address issues relative to management of clinical cases.

Credits: 3

This is the second supervised speech-language pathology practicum experience at the Speech-Language Institute or other community-based site. Working with a faculty member who is a licensed speech-language pathologist, student clinicians will plan and conduct assessment and intervention sessions for clients with communication and/or swallowing disorders. Clinical experiences may include assessment and treatment of disorders of articulation, language, fluency, voice, cognition, or dysphagia. Students also attend clinical forums to address issues relative to management of clinical cases.

Prerequisites: SLPPG 550 Clinical Practicum I

Credits: 3

This course provides a working knowledge of human anatomy and physiology as it relates to the processes of speech and hearing. The structure and function of the following systems will be covered: respiratory, phonatory, articulatory, and auditory. Areas of study will include musculoskeletal and basic neurological structures involved in speech and hearing.

Credits: 3

This course introduces students to the study of the sound system of speech including terminology related to the study of phonetics. An applied component enables students to learn the International Phonetic Alphabet and to develop broad transcription skills at the sound, word, and sentence level. Dialectical variations of Standard American English will be discussed and students will learn about transcription of articulation and phonological disorders.

Credits: 3

This course educates students on speech and language acquisition and development for children from birth to school-age. Theories of language acquisition, speech and language developmental milestones, as well as traditional grammar models will be discussed.

Prerequisites: SLPPG 575 Anatomy and Physiology of Communication Mechanisms; SLPPG 580 Phonetics

Credits: 3

This course addresses the fundamentals of the sciences pertaining to articulation and voicing. Students will explore acoustics, respiratory science, voice production, acoustic phonetics, and sound spectrography. Fundamentals of speech perception and instrumentation will also be explored.

Prerequisites: SLPPG 575 Anatomy and Physiology of Communication Mechanisms; SLPPG 580 Phonetics

Credits: 3

This course focuses on the scope of practice for the speech-language pathology profession. Students will explore expectations for professional behavior based upon standards of practice and the ASHA Code of Ethics. Ethical dilemmas will be debated in preparation for a variety of clinical experiences. Procedures for obtaining the ASHA Certificate of Clinical Competence, state licensure, and school certification will be reviewed.

Credits: 2

This course is required for all capstone-track students. Course credit hours are primarily comprised of independent study work, completed with the guidance of a capstone mentor, and 1-2 lecture hours that emphasize support/troubleshooting for project execution. By the end of the term students will have completed the proposed project methods and presented these to an audience of their peers.

Prerequisites: SLPPG 505 Capstone I OR Thesis I

Credits: 1

This course is required for all capstone students. Coursework is primarily comprised of independent study and supplemented by 1-2 lecture hours during which students work collaboratively to develop and write their final manuscripts and plan dissemination of project outcomes. By the end of the term students will submit a final manuscript and disseminate project findings to a relevant audience.

Prerequisites: SLPPG 505 Capstone I; SLPPG 606 Capstone II OR Thesis II

Credits: 1

This course will review issues relative to school-based service delivery, including special education law, disability designations, and how students are referred for speech-language services. Development of individualized educational plans (IEPs) and treatment planning for children and adolescents with communication issues will be addressed as well as issues such as caseload size, scheduling, effective therapy models for the school setting, collaborative practice, counseling, and Medicaid billing.

Credits: 1

This course will review issues relative to healthcare service delivery in various healthcare settings. It will include the basics of healthcare law, and healthcare delivery for patients with communication and swallowing impairment in settings such as hospitals, skilled nursing facilities, and private clinics. Students will learn about common instrumentation, medical terminology, coding, billing and reimbursement for services by Medicare and other third party payer sources. Students will also learn about counseling and interprofessional practice in healthcare.

Credits: 1

This course is required by all students electing the thesis track. It involves independent study overseen by the Thesis Chair and approved by the student’s thesis committee. Data collection is expected this term. Additionally, students will write a draft of the third chapter of the manuscript.

Prerequisites: SLPPG 512 Thesis II

Credits: 1

This course is required of all students completing a master’s thesis. It involves one hour per week of independent study with the Thesis Chair. Completion of data analysis and a draft of the final two chapters of a five chapter manuscript is expected.

Prerequisites: SLPPG 613 Thesis III

Credits: 1

This course provides insight into the world of autism, including description of the various autism spectrum disorders and examination of etiological theories and controversies. Procedures used for differential diagnosis of autism spectrum disorders are covered, and a variety of intervention models will be discussed. The role of the SLP in working with educators and families will be addressed. Students will design comprehensive assessment and intervention plans for persons of all ages with autism.

Prerequisites: SLPPG 521 Child Language and Learning I; SLPPG 522 Child Language and Learning II

Credits: 3

This course will teach basic methods for addressing the communication needs of individuals with hearing impairment and/or central auditory processing disorders. Students will learn how to read and interpret basic audiometric test results in order to recommend appropriate communication therapy. Communication modalities for individuals with hearing loss, and a variety of therapy methods to enhance language comprehension and production will be covered. Maintenance of amplification devices, collaboration with families and educators, and counseling for individuals with hearing loss will also be included.

Credits: 3

This course covers assessment and treatment of neurogenic speech disorders, including the various types of dysarthria and apraxia. The complex process of differential diagnosis of these conditions will be addressed, along with numerous treatment approaches designed to target respiration, phonation, articulation, resonance and prosodic components of motor speech disorders.

Prerequisites: SLPPG 501 Neurological Bases of Communication Disorders; SLPPG 520 Disorders of Articulation and Phonology; SLPPG 529 Voice and Resonance Disorders

Credits: 3

This course describes the nature and proposed etiologies of stuttering and associated disorders. Assessment and treatment of children and adults with fluency disorders will be addressed, including the need for counseling and ongoing management across the lifespan.

Credits: 3

This course will address the complex communication needs of individuals with severe communication, sensory and/or physical impairments which may necessitate the use of augmentative and alternative communication systems (AAC). Students will become familiar with various types of assistive technologies used for AAC. The course will cover cognitive, educational, physical, psychosocial, and linguistic aspects of human behavior that impact AAC selection and implementation. AAC assessment and intervention strategies will be addressed, including interdisciplinary contributions from physical and occupational therapists.

Credits: 3

This course will require students to apply knowledge to clinical cases. Students will be expected to generate diagnostic reports and treatment plans targeting pediatric and adult dysphagia. Interpretation of videoflouroscopic and endoscopic swallowing assessments will assist students in profiling phase-specific sensory and motor swallowing abnormalities. Complex cases will be addressed, including both neurogenic and mechanical disorders of dysphagia (e.g., stroke, laryngectomy, tracheostomy and ventilator dependency).

Prerequisites: SLPPG 525 Dysphagia

Credits: 4

This is the third supervised speech-language pathology practicum experience at the Speech-Language Institute or other community-based site. Working with a faculty member who is a licensed speech-language pathologist, student clinicians will plan and conduct assessment and intervention sessions for clients with communication and/or swallowing disorders. Clinical experiences may include assessment and treatment of disorders of articulation, language, fluency, voice, cognition, dysphagia, or complex disorders. Students also attend clinical forums to address issues relative to management of clinical cases.

Prerequisites: SLPPG 550 Clinical Practicum I; SLPPG 552 Clinical Practicum II

Credits: 3

This is the fourth supervised speech-language pathology practicum experience at the Speech-Language Institute or other community-based site. Working with a faculty member who is a licensed speech-language pathologist, student clinicians will plan and conduct assessment and intervention sessions for clients with communication and/or swallowing disorders. Clinical experiences may include assessment and treatment of disorders of articulation, language, fluency, voice, cognition, dysphagia, or complex disorders. Students also attend clinical forums to address issues relative to management of clinical cases.

Prerequisites: SLPPG 550 Clinical Practicum I; SLPPG 552 Clinical Practicum II; SLPPG 654 Clinical Practicum III

Credits: 3

This is a supervised clinical experience in speech-language pathology in an educational setting. Students will acquire experience in individual and group therapy, assessment, and consultation. This course consists of a 12 week, full-time school site placement. May be taken before or after SLPPG 662 Advanced Practicum in Speech-Language Pathology: Medical/Healthcare Facility.

Credits: 12

This is a supervised clinical experience in speech-language pathology in a healthcare setting. Students will acquire experience in individual and group therapy, assessment, consultation, and interdisciplinary staffing. It consists of a 12 week, full-time clinical site placement. Note: May be taken before or after SLPPG 660 Advanced Practicum in Speech-Language Pathology: Education Setting.

Credits: 12

This course reviews topics that will be covered on the Praxis Examination in Speech-Language Pathology. Students will complete practice quizzes and take a full-length practice exam.

Credits: 1