300

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.