Curriculum & Course Descriptions

Curriculum

 

Year  Semester  Course Credit Hours
1 Fall SLP*### Professional Issues: Ethical Considerations 1
    SLP*###  Clinical Rotation I 1
    SLP*### Clinical Rotation Didactic I 1
    SLP*###
Adult Swallowing 5
    SLP*### Neurogenic Language  4
    SLP*###  Evidence Based Practice 1
    SLP*###  Cog. Aspects of Communication  2 
      Total Semester Hours 15
         
1 Spring SLP*###  Practice Settings & Reimburse 1
    SLP*###  Clinical Rotation II 3
    SLP*###  Clinical Rotation Didactic II 1
    SLP*### 
Voice  5
    SLP*###  Motor Speech 2
    SLP*### Assessment 2
    SLP*###  Patient Care Mgmt 2
    IP-711 IP Foundations & Teamstepps 1
      Total Semester Hours 17
         
1 Summer SLP*###  Multicultural Communication 1
    SLP*### 
Clinical Rotation III 3
    SLP*###  Clinical Rotation Didactic III 1
    SLP*###  Articulation and Phonology 3
    SLP*###  Childhood Lang: Birth to 5 3
    SLP*###  Childhood Lang: School Age 3
    SLP*###  Social Aspects of Communication 1
      Total Semester Hours 15
         
2 Fall SLP*###  Professional Issues: Accreditation, Certification, Licensure, Specialty Recognition, and Advocacy 1
    SLP*###  Clinical Rotation IV 3
    SLP*###  Clinical Rotation Didactic IV 1
    SLP*###  Tracheostomy and Ventilator-Dependent Patient Care 1
    SLP*###  Head and Neck Cancer 2
    SLP*###  Cran. Anomalies & Genetic Synd 1
    SLP*###   Intro to Research SLP 2
    SLP*###  Pediatric Swallowing Disorders 2
    IP*###  IP Teamworks
    Total Semester Hours 14
       
2 Spring SLP*###  Comprehensive Exam 1
    SLP*###  Clinical Rotation V 3
    SLP*###  Clinical Rotation Didactic V 1
    SLP*###  Communication Modalities 1
    SLP*###  Hearing 3
    SLP*###  Fluency 2
      Total Semester Hours 11
         
2 Summer SLP*###  Clinical Externship 9
    SLP*###  Clinical Externship Didactic 1
      Total Semester Hours 10
       
    Total Credit Hours:    82
       

 

 

Course Descriptions

In SLP XXX: Professional Issues: Ethical Considerations, students will learn how professional and clinical ethics will influence their role as a Speech-Language Pathologist. This course will introduce students to issues pertinent to professional roles, credentialing, ethics, and legal considerations involved in the delivery of Speech-Language Pathology services. Review and discussion of the American Speech-Language-Hearing Association’s (ASHA) Scope of Practice, Code of Ethics, Preferred Practice Patterns, and credentialing guidelines will be a focus of the course. At the completion of this course, the student will have acquired basic knowledge in the professional requirements for entry-level clinical practicum and have a basic understanding of professional and ethics resources available to guide their clinical practice. 1 s.h.

In SLP XXX: Adult Swallowing, students will learn how to diagnose and treat swallowing disorders (dysphagia) in adults. This course will review the anatomy and physiology of swallowing and introduce the pathophysiology of swallowing impairment in adults. Emphasis will be placed on the fundamental skills required to complete and accurately document the following diagnostic procedures: swallow screening, clinical swallow evaluations, and instrumental swallowing evaluations. Students will learn fundamental principles of evidence-based and physiologically targeted swallow interventions. Critical evaluation of dysphagia research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting swallowing assessments and providing treatment interventions based on a patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 5 s.h.

In SLP XXX: Neurogenic Language, students will learn how to diagnose and treat language disorders resulting from neurological diseases or conditions in adult patients. This course will review the underlying anatomy and physiology of neurogenic language disorders and introduce the causes, symptoms, typical course, and expected outcome of neurogenic language disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate language assessments, including standardized and non-standardized language evaluations. Students will learn to apply evidence-based interventions to rehabilitate language and facilitate maximum communication skills. Critical evaluation of neurogenic communication disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting language assessments and providing treatment interventions based on a patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 4 s.h.

In SLP XXX: Cognitive Aspects of Communication, students will learn how to diagnose and treat cognitive-communication disorders resulting from neurological diseases or conditions, as well as changes in cognition related to medical conditions in the adult population. Diseases and medical conditions that can result in changes in cognition, utilization of appropriate diagnostic tools, and provision of appropriate intervention will be emphasized. Critical evaluation of cognitive-communication disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting cognitive-communication assessments and providing treatment interventions based on a patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 2 s.h.

In SLP XXX: Evidence-Based Practice, students will learn how to search, select, critically review, and synthesize evidence from peer-reviewed literature for clinical application. Emphasis will be placed on how to critically evaluate research evidence to determine best practice and when and how to integrate evidence into clinical practices. The merits and limitations of translational research will be presented. At the completion of this course, students will demonstrate basic competency in conducting a critical review of research in various diagnostic categories, determining whether evidence should be incorporated into practice, and creating a plan to incorporate evidence into clinical practice. 1 s.h.

In SLP XXX: Professional Issues, Practice Settings and Reimbursement, students will learn about the roles, responsibilities, typical caseload, and reimbursement systems in various clinical settings in which Speech-Language Pathologists typically work. Emphasis will be placed on how patient/client caseloads, delivery of service, productivity, and reimbursement for services differ across environments. Reimbursement issues related to insurance, coding, billing, and payments will be presented. At the completion of this course, students will be able to discuss how these variables may change the Speech-Language Pathologist’s day-to-day working environment and the services provided to patients/clients in each setting. 1 s.h.

In SLP XXX: Voice, students will learn how to diagnose and treat voice disorders. This course will review the underlying anatomy and physiology of voice disorders and introduce the causes, symptoms, typical course, and outcomes expected for voice disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document the following diagnostic procedures: perceptual voice quality evaluation, acoustic analysis, and laryngeal endoscopy. Students will learn fundamental principles of evidence-based and physiologically targeted voice interventions. Critical evaluation of voice research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting voice assessments and providing treatment interventions based on a patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 5 s.h.

In SLP XXX: Motor Speech, students will learn how to diagnose and treat motor speech disorders. This course will review the underlying anatomy and physiology of motor speech disorders and introduce the causes, symptoms, typical course, and outcomes expected for motor speech disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate motor speech assessments including standardized and informal speech evaluations. Students will learn to apply evidence-based interventions to rehabilitate speech precision and intelligibility to facilitate communication. Critical evaluation of motor speech disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting motor speech assessments and providing treatment interventions based on the patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 2 s.h.

In SLP XXX: Assessment, students will learn strategies and skills to accurately and efficiently conduct patient/client assessments. This course will cover the fundamentals of the diagnostic process including establishing rapport, completing a relevant patient/client history (medical, social, and cultural), screening tasks, and evaluation tests and procedures. Emphasis will be placed on appropriately documenting all aspects of the evaluation, synthesizing the relevant information into a diagnosis supported by the evidence gathered, and developing an appropriate evidence-based treatment recommendation. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting an assessment for a patient/client with a suspected or known communication or swallowing diagnosis. 2 s.h.

In SLP XXX: Patient Care Management, students will learn strategies and skills to provide meaningful and efficient patient care management. This course will cover how to gather and use relevant information including co-morbidities, cultural and social background, social support, financial implications of care, and plan of care of other allied care specialties for optimal patient outcomes. Emphasis will be placed on using health behavior change theories to guide the identification of possible barriers to a patient’s/client’s improvement in planned interventions and to determine efficient strategies for intervention. At the completion of this course, students will be able to identify what variables are likely to affect patient care and what strategies may be useful to improve patient outcomes. 2 s.h.

This course provides the foundation for beginning health professions students to develop competency in interprofessional collaborative practice. The goal of the course is to help prepare future health professionals for enhanced team-based care of patients and improved patient and population health outcomes through evidence-based team strategies and understanding of professional roles and responsibilities. At the completion of this course, students will be able to identify roles and responsibilities of a variety of allied health professionals and identify strategies to establish and maintain team-based patient care in clinical settings. 1 s.h.

In SLP XXX: Professional Issues: Multicultural Communication, students will study the various forms of multicultural communication and resources available to provide the best patient/client care. Students will learn how to appropriately serve a multicultural population by exploring differences in communication, social role, linguistic, and cultural backgrounds. Emphasis will be placed on resources to heighten students’ knowledge of different cultures and sensitivity to how differences should be accounted for to optimize evaluation and treatment. At the completion of this course, students will be able to identify how to incorporate awareness of multi-cultural differences in their clinical practice. 1 s.h.

In SLP XXX: Articulation and Phonology, students will learn how to diagnose and treat articulation and phonological disorders. This course will review the underlying anatomy and physiology of articulation disorders and introduce the different characteristics of speech disorders, potential causes, and the role of dialect in the diagnosis and treatment of articulation and phonology disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate articulation and phonology assessments including standardized and informal speech evaluations. Students will learn to apply evidence-based interventions to improve speech precision and intelligibility to facilitate communication. Critical evaluation of articulation and phonology disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting articulation and phonology assessments and providing treatment interventions based on a child’s chronological or corrected age, history, and presenting symptoms. 3 s.h.

In SLP XXX: Childhood Language: Birth to 5, students will learn how to diagnose and treat language disorders in young children. This course will review typical language development and introduce the different characteristics, potential causes, and the role of social determinants of health in the diagnosis and treatment of language disorders. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate language assessments including standardized and informal evaluations. Students will learn how to structure evidence-based interventions targeting the prevention and remediation of language disorders within the child’s environment and with an interdisciplinary team approach. Critical evaluation of language disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting language assessments and providing treatment interventions based on the child’s chronological or corrected age, history, and presenting symptoms. 3 s.h.

In SLP XXX: Childhood Language: School-Age, students will learn how to diagnose and treat language disorders in school-age children. This course will review typical language development and introduce the different characteristics of language disorders, potential causes, and the role of social determinants of health in the diagnosis and treatment of language disorders in school-age children. Emphasis will be placed on the fundamental skills required to complete and accurately document appropriate language assessments including standardized and informal evaluations. Students will learn how to structure evidence-based interventions targeting the prevention and remediation of language disorders within the child’s environment and with an interdisciplinary team approach. Critical evaluation of language disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting language assessments and providing treatment interventions based on the child’s chronological or corrected age, history, and presenting symptoms. 3 s.h.

In SLP XXX: Social Aspects of Communication, students will learn how to identify and provide intervention for social-communication disorders. Diseases and conditions that can result in changes in social-commuication, utilization of appropriate diagnostic tools, and provision of appropriate intervention will be emphasized. Students will learn how social interaction (including cultural and linguistic background), behavior, and pragmatics should be considered when completing assessments and treatments across the life span. Critical evaluation of social-communication disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting social-communication assessments and providing treatment interventions based on a patient’s/client’s history, presenting diagnosis, symptoms, and patient’s goals of treatment. 1 s.h.

This course provides interprofessional (IP) learners the opportunity to apply knowledge of TeamSTEPPS® core principles through 5 or 6-hour observations of a clinical unit. Students will demonstrate reliable observation skills to recognize effective team dynamics in the practice setting and to suggest strategies to overcome barriers. Through an interprofessional context, students also will explore issues related to the health care system, cultural humility, and the Just Culture model. 1 s.h.

In SLP XXX: Professional Issues: Accreditation, Certification, Licensure, Specialty Recognition, and Advocacy, students will study the regulations related to professional credentials and methods for professional advocacy. This course will introduce students to the professional practices of accreditation, certification, licensure, and specialty recognition. Students will learn the steps required for ASHA certification, state licensure, and specialty recognition. Students will learn about national, state, and local methods of advocacy as well as the importance of advocacy efforts. At the completion of the course, students will be able to state the steps and guidelines for certification, state licensure, specialty recognition, and articulate methods for advocacy. 1 s.h.

In SLP XXX: Tracheostomy and Ventilator-Dependent Patient Care, students will learn how to manage patients with tracheostomy tubes and on mechanical ventilation. The course will cover basic anatomy and physiology of tracheostomy and mechanical ventilation as well as the underlying medical indication for the use of these interventions in patient care. Emphasis will be placed on evidence-based methods for the evaluation and treatment of communication and swallowing with patients requiring tracheostomies, oxygen therapies, and mechanical ventilation. Students will acquire fundamental skills required to determine how and when to evaluate patients for speaking valves and the patient’s candidacy for communication and swallow intervention based on the patient’s oxygen therapy needs. At the completion of this course, students will be able to identify the anatomy and physiology of tracheostomies, demonstrate fundamental skills in determining a patient’s candidacy for communication and swallow assessment based on oxygen therapy needs, and describe typical use of speaking valves for speech and swallowing treatment intervention. 1 s.h.

In SLP XXX: Head and Neck Cancer, students will learn how to evaluate and treat patients with head and neck cancer. The course will cover basic anatomy and physiology of head and neck cancer, cancer treatment for head and neck lesions (surgical, radiation, and chemotherapy), and their effect on communication and swallowing function. Students will acquire fundamental skills to complete evidence-based assessments and interventions for communication and swallowing to optimize functional outcomes and quality of life. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum in the selection of communication and swallowing assessments and treatment interventions for patients with head and neck cancer based on the patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 2 s.h.

In SLP XXX: Craniofacial Anomalies and Genetic Syndromes, students will learn how to evaluate and treat patients with craniofacial anomalies and genetic syndromes. The course will cover development of normal and abnormal anatomy of craniofacial structures and genetic syndromes that can result in communication and swallowing disorders in infants and children. Emphasis will be placed on cleft lip and palate, and velopharyngeal insufficiency-related feeding and resonance disorders. Students will acquire fundamental skills to complete evaluations and interventions for patients with cleft lip/palate and velopharyngeal insufficiency. Current research on the timeline for medical/surgical intervention and how these variables influence the timeline for diagnostic and treatment interventions for feeding, swallowing, articulation, resonance, and voice will be reviewed. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting assessments and providing treatment interventions based on a patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 1 s.h.

In SLP XXX: Pediatric Swallowing, students will learn to diagnose and treat patients with pediatric swallowing disorders. The course will review the anatomy and physiology of swallowing and introduce the pathophysiology of swallowing impairment in infants and children. Emphasis will be placed on the fundamental skills required to complete and accurately document the following diagnostic procedures: swallow screening, clinical swallow evaluations, and instrumental swallowing evaluations. Students will learn fundamental principles of evidence-based and physiologically targeted swallow interventions. Critical evaluation of dysphagia research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting swallowing assessments and providing treatment interventions based on a patient’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 2 s.h.

In SLP XXX: Introduction to Research Methods in Speech-Language Pathology, students will learn and apply research methodology. The course will cover the scientific method, research ethics, research designs, statistical analysis, and result dissemination. Students will learn the fundamentals of justifying a research proposal, developing research questions and hypotheses, designing a study, seeking IRB approval, collecting and managing data, analyzing data, and interpreting and disseminating results. At the completion of this course, the students will be able to demonstrate basic competency in designing and implementing a research study to answer a clinically-relevant question. 2 s.h.

In SLP XXX: Professional Issues: Comprehensive Exam, students will prepare to take the comprehensive exam. The students will be guided through a comprehensive review of fundamental concepts of speech-language pathology including articulation, receptive and expressive language, cognitive communication, social aspects of communication, voice, resonance, swallowing, fluency, communication modalities, and hearing across the life span in preparation for a career in providing assessment and therapeutic intervention for a wide variety of patient populations and disorders. At the completion of the course, students will demonstrate mastery of basic knowledge of anatomy, physiology, and pathophysiology of speech, language, communication, voice, and swallowing disorders across the life span. Students will also demonstrate mastery of basic skills in the assessment and treatment of these disorders. 1 s.h.

In SLP XXX: Communication Modalities, students will learn to evaluate and treat patients who may benefit from alternative communication modalities. The course will cover basic concepts and terminology of augmentative and alternative communication. Emphasis will be placed on fundamental approaches to facilitating communication with high- and low-tech augmentative and alternative communication methods and devices in a variety of settings. Students will acquire fundamental skills to complete evaluations and interventions for alternative communication modalities. At the completion of this course, students will be able to identify, describe, and implement the basic principles of augmentative and alternative communication to maximize communication. 1 s.h.

In SLP XXX: Hearing, students will learn to evaluate and treat patients with hearing disorders. The course will cover the fundamental principles of hearing disorders including basic knowledge of audiograms, types and degree of hearing loss, tympanometry, auditory processing, and aural rehabilitation across the life span. Emphasis will be placed on the fundamental skills required to complete and accurately document hearing and hearing-related communication assessments, including standardized and non-standardized evaluations. Students will learn to apply evidence-based interventions to optimize communication in patients/clients with hearing impairments. Critical evaluation of hearing disorder research will be incorporated to encourage diagnostic assessments and treatment interventions based on peer-reviewed literature. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting hearing-related communication assessments and providing treatment interventions based on a patient’s/client’s medical history, presenting diagnosis, clinical symptoms, and patient’s goals of treatment. 3 s.h.

In SLP XXX: Fluency, students will learn to diagnose and treat patients with fluency disorders. This course will cover the typical onset and development of stuttering and the theories that form the foundation of stuttering assessment and management across the life span. Students will acquire fundamental skills to complete evidence-based assessments and interventions for fluency disorders to optimize functional outcomes, and quality of life. At the completion of this course, students will demonstrate basic competency for entry-level clinical practicum related to conducting fluency assessments and providing treatment interventions for patients/clients with fluency disorders. 2 s.h.

In SLP XXX: Clinical Rotation 1, the students will learn the roles and responsibilities of the Speech-Language Pathologist in a medical setting with adult patients. The acquisition of basic knowledge of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPPA regulations, infectious disease control), and documentation standards will be a focus of this first clinical rotation. Under the supervision of their clinical educator, students will learn basic skills of therapist-patient interaction, assessment and intervention, session planning, and long-term and short-term patient-centered goal setting for patients with adult language, adult swallowing, and cognitive-communication disorders. In this course, students will also begin to hone their professional practice competencies. At the completion of this course, all students will demonstrate the following skills with clinical educator guidance: appropriate professional interaction with patient, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient’s/client’s history, diagnosis, and treatment progress. 1 s.h.

In SLP XXX: Clinical Rotation 2, the students will enhance their knowledge and skills as Speech-Language Pathologists in a medical/clinical setting with adult patients. Students will continue to hone their knowledge of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPPA regulations, infectious disease control), and documentation standards. Under the supervision of their clinical educator, students will improve their skills related to therapist-patient interaction, assessments and interventions, session planning, and long-term and short-term patient-centered goal setting for patients with adult language, adult swallowing, motor speech, voice, and cognitive-communication disorders. At the completion of this course, all students will demonstrate growth in the following skills: appropriate professional interaction with patient, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient’s/client’s history, diagnosis, and treatment progress. 3 s.h.

In SLP XXX: Clinical Rotation 3, students will learn the roles and responsibilities of Speech-Language Pathologists in a medical/clinical setting with pediatric patients. All students will acquire basic knowledge of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPPA regulations, infectious disease control), and documentation standards. Under the supervision of their clinical educator, students will learn basic skills of therapist-patient interaction, therapist-caregiver interaction, assessment and intervention, therapy session planning, and long-term and short-term patient-centered goal setting focused on patients/clients with disorders related to pediatric language, pediatric speech, and social aspects of communication. At the completion of this course, all students will demonstrate the following skills: appropriate professional interaction with patient/client and caregiver, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient’s/client’s history, diagnosis, and treatment progress. 3 s.h.

In SLP XXX: Clinical Rotation 4, students will learn the roles and responsibilities of Speech-Language Pathologists in an educational setting. All students will acquire basic knowledge of professional roles in an educational setting, rules and regulations required for student/client safety (including HIPPA regulations, infectious disease control), and documentation standards. Under the supervision of their clinical educator, students will learn basic skills of therapist-student interaction, therapist-caregiver and educator interaction, assessment and intervention, therapy session planning, and long-term and short-term student-centered goal setting for students/clients with disorders related to pediatric language, pediatric speech, and social aspects of communication. At the completion of this course, all students will demonstrate the following skills: appropriate professional interaction with student, caregiver and educator, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document student’s history, diagnosis, and treatment progress. 3 s.h.

In SLP XXX: Clinical Rotation 5, students will continue their supervised clinical training to further refine their knowledge and skills as Speech-Language Pathologists in medical, clinical, or educational settings. During this clinical rotation, students will have input into the population or setting in which they would like to continue to gain mastery of clinical skills. All students will continue to acquire mastery of professional roles in a clinical setting, rules and regulations required for patient/client safety (including HIPPA regulations, infectious disease control), and documentation standards. Under the supervision of their clinical educator, students will continue to learn skills required for effective therapist-patient interaction, assessment and intervention, therapy session planning, and long-term and short-term patient/client-centered goal setting. At the completion of this course, all students will demonstrate the following skills: appropriate professional interaction with patient/client, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient’s/client’s history, diagnosis and treatment progress. 3 s.h.

In SLP XXX: Clinical Externship, students will demonstrate and refine their knowledge and skills during a full-time supervised clinical training experience. The Clinical Externship provides the speech-language pathology masters student with the opportunity to evaluate and treat patients/clients within a variety of settings presenting and with a variety of speech, language, cognitive, voice, and swallowing disorders related to the student’s career goals and their educational progress in demonstrating knowledge and skills across the scope of practice. At the completion of this course, all students will demonstrate competency in the following skills: appropriate professional interaction with patient/client, the ability to complete diagnostic assessment tasks, the ability to complete therapeutic intervention tasks, and the ability to document patient’s/client’s history, diagnosis and treatment progress. 9 s.h.

In SLP XXX: Clinical Rotation Didactic 1, students will be guided to reflect on specific experiences during their supervised clinical training with adult patients (Clinical Rotation 1). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient communication, student’s ability to clearly communicate plan of care, student’s ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student’s ability to plan for the next session, and student’s written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate emerging knowledge and skills in the areas of adult language, adult swallowing, cognitive communication, and professional practice competencies gained from their clinical experiences. 1 s.h.

In SLP XXX: Clinical Rotation Didactic 2, students will be guided to reflect on specific experiences during their supervised clinical training with adult patients (Clinical Rotation 2). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient communication, student’s ability to clearly communicate plan of care, student’s ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student’s ability to plan for the next session, and student’s written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate growth in knowledge and skills in the areas of adult language, adult swallowing, cognitive communication, professional practice competencies, and emerging knowledge and skills in motor speech and voice gained from their clinical experiences. 1 s.h.

In SLP XXX: Clinical Rotation Didactic 3, students will be guided to reflect on specific experiences during their supervised clinical training with pediatric patients/clients (Clinical Rotation 3). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient/client communication, student’s ability to clearly communicate plan of care, student’s ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student’s ability to plan for the next session, and student’s written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate emerging knowledge and skills in the areas of pediatric language, pediatric speech, social aspects of communication, and professional practice competencies gained from their clinical experiences. 1 s.h.

In SLP XXX: Clinical Rotation Didactic 4, students will be guided to reflect on specific experiences during their supervised clinical training in the school system (Clinical Rotation 4). Self-evaluation will be a focus of this course, including evaluation of student therapist-student/client communication, student’s ability to clearly communicate plan of care, student’s ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student’s ability to plan for the next session, and student’s written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate growth in knowledge and skills in the areas of pediatric language, pediatric speech, social aspects of communication, and professional practice competencies gained from their clinical experiences. 1 s.h.

In Clinical Rotation Didactic 5, students will be guided to reflect on specific experiences during their supervised clinical training (Clinical Rotation 5). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient/client communication, student’s ability to clearly communicate plan of care, student’s ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student’s ability to plan for the next session, and student’s written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate growth in knowledge and skills in the areas related to their clinical placements, as well as professional practice competencies gained from their clinical experiences. 1 s.h.

In SLP XXX: Clinical Externship Didactic, students will be guided to reflect on specific experiences during their supervised clinical training (Clinical Externship). Self-evaluation will be a focus of this course, including evaluation of student therapist-patient/client communication, student’s ability to clearly communicate plan of care, student’s ability to efficiently and effectively complete diagnostic assessment and therapeutic intervention tasks, student’s ability to plan for the next session, and student’s written documentation. Students will identify strengths and areas to improve each week based on their knowledge and skills goals for the semester. At the completion of this course, students will demonstrate competency in knowledge and skills in the areas related to their clinical placements, as well as professional practice competencies gained from their clinical experiences. 1 s.h.