Speech-Language Pathology

Upon completion of this course, the student will be able to:

• differentiate between articulation disorders and phonological disorders.
• identify anatomical structures and physiological functions related to normal speech production.
• transcribe Standard American English into the IPA and transcribe the IPA into Standard American English.
• collect a speech sample from a child and develop a phonetic inventory.
• accurately document performance of a sample client on an articulation screener.
• model therapeutic techniques for treating articulation and phonological disorders.
• label oral motor tools and describe how to use them effectively with clients.

Upon completion of this course, the student will be able to:

• demonstrate functional knowledge of professional responsibilities and ethical behavior appropriate for the Speech-Language Pathology Assistant (SLPA).
• describe the skills needed to assist in the management of speech-language pathology programs and services.
• evaluate the supervisory process, the clinical competencies expected, and the SLP/SLPA role in the process.
• describe a variety of recording and behavioral interpretation techniques for use in observation.
• identify the important skills in observation, including differentiating between fact, opinion, judgment, and speculation.
• list job professions that are considered mandated reporters and describe the process of reporting abuses (of the child or adult client).
• demonstrate functional knowledge of concepts and principles in the context of cultural and linguistic differences when serving the communicative needs of multilingual populations.
• analyze therapeutic processes and materials to address communication deficits from the review of live speech and language therapy sessions.

Upon completion of this course, the student will be able to:

• identify various forms of Augmentative and Alternative Communication (AAC).
• demonstrate high-tech, low-tech, and no-tech forms of AAC for use with children and/or adults.
• collect language samples in children and/or adults.
• transcribe language samples in children and/or adults.
• calculate and confirm Mean Length of Utterance (MLU).
• administer a speech and language screening and accurately document child/adult performance.
• administer a hearing screening and accurately document child/adult performance.

Upon completion of this course, the student will be able to:

• formulate information related to the etiologies, variations, and disorders of communication for the adult client.
• critique common treatment strategies used in remediation of communication and cognitive disorders of the adult.
• demonstrate functional knowledge of setting up a therapeutic space and managing materials for the adult client.
• observe and report clinical behavior in an objective manner.
• demonstrate data collection during simulated speech, language, and/or cognitive activities.
• compile a resource list including therapeutic materials and the communication goal areas they address for the adult client.

Upon completion of this course, the student will be able to:

• formulate information related to the etiologies, variations, and disorders of communication with people ages 3-20 years.
• critique common treatment strategies used in remediation of communication disorders with people ages 3-20 years.
• demonstrate functional knowledge of setting up a therapeutic space and managing materials with the school-aged population.
• demonstrate data collection during simulated speech and language activities.
• examine the component parts of the Individualized Education Plan (IEP) and the responsibilities of the SLPA.
• compile a resource list including therapeutic materials and the communication goal areas they address.

Upon completion of this course, the student will be able to:

• formulate information related to the etiologies, variations, and disorders of communication with children aged birth-3 years.
• critique common treatment strategies used in remediation of communication disorders with children aged birth-3 years.
• demonstrate functional knowledge of setting up a therapeutic space and managing materials with the Early Intervention (EI) population.
• demonstrate data collection during simulated speech and language activities.
• compare indoor/outdoor communication styles of children.
• compile a resource list including therapeutic materials and the communication goal areas they address.
• examine the Individual Family Service Plan (IFSP) and the role of the SLPA.

Upon completion of this course, the student will be able to:

• formulate information related to the etiologies, variations, and disorders of human communication.
• critique common treatment strategies used in remediation of communication disorders.
• investigate principles of evidence-based practice.
• demonstrate functional knowledge of the therapeutic process.
• observe and report clinical behavior in an objective manner, including techniques for accurate charting and graphing of client responses.
• implement a treatment protocol as prescribed by the supervising SLP.

Upon completion of this course, the student will be able to:

• manage speech and language screenings (without interpretation) following specified screening protocols developed by a supervising Speech-Language Pathologist (SLP).
• plan activities pertaining to documented treatment plans in order to provide services to clients/patients under the direction of a supervising SLP.
• manage intervention activities and assist in service delivery with clients identified by a supervising SLP.
• appraise client/patient progress toward meeting the established objectives as stated in the prescribed treatment plan and document changes made.
• detect and report client/patient progress and any other important information to the supervising SLP.
• create materials and assist with other clerical duties as directed by a supervising SLP.
• apply skills as necessary to assist the supervising SLP, such as scheduling and record keeping.
• explain Health Insurance Portability and Accountability Act (HIPAA) legislation and maintain the confidentiality of client information.
• perform all duties according to documented legal and ethical standards.
• complete the application process to become a registered speech-language pathology assistant.

Upon completion of this course, the student will be able to:

• label basic neuroanatomy structures and describe their function(s).
• formulate information related to etiologies, variations, and disorders of human communication as it relates to the adult client.
• critique common treatment strategies used in remediation of cognitive-communication disorders.
• investigate principles of evidence-based practice.
• demonstrate functional knowledge of the therapeutic processes addressing the adult with cognitive-communication disorders.

Upon completion of this course, the student will be able to:

• describe developmental patterns in early language learning which lay the foundation for the communicative process.
• identify the aspects of culture which impact the development of language.
• label anatomical structures involved in the hearing mechanism and speech mechanism.
• describe the differences between phonology, morphology, syntax and pragmatics.
• examine and describe prelinguistic communication behaviors.
• identify markers of a potential language impairment.
• compare a transcribed language sample with Brown's Stages of Morphological Development.
• correlate sound play and phonological development to expressive language.

Upon completion of this course, the student will be able to:

• differentiate between typical and atypical speech and language development.
• identify major categories of communication disorders and their possible etiological factors.
• label diagrams of anatomical structures necessary for the production of speech.
• identify communication disorders in individuals of various ages with consideration of cultural and linguistic differences.
• identify various options for employment within the field, as well as professional organizations which support the field.
• analyze therapeutic processes and materials to address communication deficits from the review of multimedia sources.