An introduction to the disorders of speech, language, hearing and feeding/swallowing. Overview of assessment and intervention of typical vs disordered development and how they contrast with multicultural differences. The anatomical and physiological basis for communication and feeding. Exploration of the consequences of a communicative/swallowing disorder including the roles of various professionals and family members. Exploration of career options and professional/ethical issues. Lab Fee.

Anatomy and physiology of the speech production mechanism, including bases for phonation, articulation, breathing, and neural control.

Introduction to the study of speech sound production including anatomical and physiological bases and typical development. Descriptive systems for characterizing the production of speech sounds and speech errors. Phonetic transcription of typical and disordered speech in addition to dialectal and multicultural variations. Understanding the difference between articulation and phonology. Phonological concepts, principals and development.

Overview of general linguistic concepts and their application to the acquisition of language by young children. Stages of language development from infancy through school age are discussed. How children grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional and physical areas. Issues pertinent to cultural and linguistic diversity are embedded in the course content.

Survey of the linguistic and developmental characteristics of children with special needs who have primary or secondary difficulties acquiring language. An overview of descriptive assessment of language profiles and language intervention issues is provided. Issues pertinent to cultural and linguistic diversity are embedded in the course content.

Differential diagnosis and treatment of children with speech sound disorders. Populations addressed include those with articulation disorder, phonological impairment, childhood apraxia of speech and dysarthria. Dialectal variation and bilingualism and their impact on clinical procedures are addressed. The functional and social-emotional implications of diagnosis are also discussed. A cura personalis approach and consideration of referrals to other allied health professionals is provided.

Study of the speech code. Linguistic, physiological, and acoustical components of the code are considered in relation to both speech production and recognition. Instrumentation useful in the clinical and laboratory analysis of speech is considered.

Principles and techniques of audiometric testing; study of basic acoustics and psychoacoustics; anatomy and physiology of the hearing mechanism; introduction to pathologic conditions of the hearing mechanism.

Introduction to clinical procedures and management techniques for serving clients with a variety of communication disorders. Topics include goal-writing, documentation, implementing evidence-based practice, managing attention and behavior, professional ethics, interprofessional practice, clinical settings and service delivery models, supervision, family-centered practice and counseling, working with diverse populations, and professional and legislative issues.; SPPA major, SPPA 2210 and SPPA 2220, which may be taken concurrently and SPPA 3964, which must be taken concurrently; or SPLA major and SPPA 6965, which must be taken concurrently.

Students learn about the history, core symptoms and culture of Autism Spectrum Disorder (ASD). Additionally, ASD etiology/risk factors, diagnostic assessment, evidence-based interventions and educational/vocational practices are studied for individuals with across the lifespan. Students are part of an inter-professional team in the classroom and at a community placement site.

Students serve as cooperating clinicians to assist primary student clinicians in provision of speech-language therapy services in campus clinic under the direct supervision of clinical faculty. Students earn guided observation hours and learn intervention procedures and methods. May be repeated with consent. S/U grade assessment.; SPPA 3710, which must be taken concurrently.

Study of the structural, functional and organizational frameworks of the central and peripheral nervous systems as they relate to human communication processes and related functions.

Introduction to the symptomatology, phenomenology, etiology, assessment and management of stuttering and other fluency disorders in children and adults.

Extensive study of hearing disorders and the psychological and social implications of hearing impairment. Habilitation/rehabilitation strategies are discussed.

An in-depth look at the process of aural rehabilitation across the lifespan and how amplification, assistive listening devices, sensory aids, visual communication training, auditory training and counseling contribute to that process.

Study of culture and communication in linguistically diverse populations [i.e., Non-Standard American English speakers, Native Americans, (with emphasis on Wisconsin Native tribes) Asians, and Latinos]. Includes L1 and L2 acquisition profiles and information pertaining to service delivery with non-native English speakers. The U.S. Latinx population is emphasized. Students' knowledge and understanding of racism are explored. Meets the multicultural requirements for the Wisconsin Department of Public Instruction licensing in speech-language pathology.

Provide students with an understanding of the components inherent in the diagnostic process. These include but are not limited to: a) an overview of diagnostic models, b) sources of delays and disorders, c) purposes of assessment, d) interviewing techniques, e) testing and measurement caveats, f) framework for analysis of the data, g) interpretation of results to families or referral sources, and h) report writing.

Introduction to typical feeding development and clinical procedures for diagnosis of pediatric feeding disorders. Overview of interdisciplinary expectations for general development, anatomy and physiology, nutrition, aerodigestive and neurologic systems from birth through early childhood.

Research experience in experimental design and analysis in a selected area of focus with faculty guidance and supervision. S/U grade assessment.

Project 1-3 sem. hrs.

Students serve as primary clinicians in the provision of speech-language therapy services in campus clinic under the direct supervision of clinical faculty. S/U grade assessment.

Supervised clinical experience in on campus audiology clinic performing pediatric and adult diagnostic assessments and aural rehabilitation.; or SPLA major and SPPA 3510 and cons. of instr.; or cons. of instr. and cons. of dept. ch.

Faculty-supervised, independent study/research of a specific area or topic in Speech-Language Pathology and Audiology.

The application of rigorous methodology in developing and writing a thesis under the direction of an adviser.

Study of the structural, functional and organizational frameworks of the central and peripheral nervous systems as they relate to human communication processes and related functions.

Introduction to the symptomatology, phenomenology, etiology, assessment and management of stuttering and other fluency disorders in children and adults.

Extensive study of hearing disorders and the psychological and social implications of hearing impairment. Discusses habilitation/rehabilitation strategies.

An in-depth look at the process of aural rehabilitation across the lifespan and how amplification, assistive listening devices, sensory aids, visual communication training, auditory training and counseling contribute to that process.

Study of culture and communication in linguistically diverse populations [i.e., Non-Standard American English speakers, Native Americans, (with emphasis on Wisconsin Native tribes) Asians, and Latinos]. Includes L1 and L2 acquisition profiles and information pertaining to service delivery with non-native English speakers. The U.S. Latinx population is emphasized. Students' knowledge and understanding of racism are explored. Meets the multicultural requirements for the Wisconsin Department of Public Instruction licensing in speech-language pathology.

Provide students with an understanding of the components inherent in the diagnostic process. These include but are not limited to: a) an overview of diagnostic models, b) sources of delays and disorders, c) purposes of assessment, d) interviewing techniques, e) testing and measurement caveats, f) framework for analysis of the data, g) interpretation of results to families or referral sources, and h) report writing.

Introduction to typical feeding development and clinical procedures for diagnosis of pediatric feeding disorders. Overview of interdisciplinary expectations for general development, anatomy and physiology, nutrition, aerodigestive and neurologic systems from birth through early childhood.

Includes basic information pertaining to current theories of language and literacy impairments in children. Provides an examination of the linguistic characteristics of children with primary and secondary language impairments. Includes information about both theoretical and applied aspects of language and literacy intervention from infancy through adolescence. Reading disabilities and instructional methods for reading and writing are discussed. Issues pertinent to cultural and linguistic diversity are embedded in the course content.

Advanced study of differential diagnosis and treatment of children with speech sound disorders. Populations addressed include those with articulation disorders, phonological impairment, childhood apraxia of speech and dysarthria, including those with co-occurring disorders. Addresses dialectal variation and bilingualism and their impact on clinical procedures. The functional and social-emotional implications of diagnosis are also discussed. Provides a cura personalis approach and consideration of referrals to other allied health professionals. Active participation and critical thinking are essential for success. Course materials are applied in the context of clinical case studies and presentations.; competency in phonetic transcription and a clear understanding of phonological patterns.

A comprehensive review of neurogenic disorders of adult language. Topics include: differential diagnosis of aphasia, linguistic analysis of different aphasic syndromes, clinical testing, and rehabilitation. Also discusses differential diagnosis of language disturbances associated with dementia and right/left hemispheric pathologies.

A survey of the etiology, symptomatology and clinical management of sensorimotor speech disorders associated with neuromuscular diseases and/or traumatic neuromuscular impairments. Topics discussed include dysarthria and apraxia.

Provides a theoretical and clinical framework for understanding the neuropsychological-cognitive-communicative and psychosocial issues associated with neurologic brain injuries and for providing treatment of impaired cognitive-communicative processes. Incorporates knowledge of cortical functions and human cognition for evaluating the communicative-cognitive disorders. Students learn about treatment implementation and communicative counseling by actively solving clinical problems.

In-depth study of voice disorders including those with neurological, organic, psychological and/or functional causes. Advanced training on voice assessment is provided using various behavioral, acoustic and instrumental measures. Treatment approaches include a breadth of behavioral, pharmacological and medical/surgical interventions. Provides training in how to perceive and rate different types of vocal qualities. Examines clinical case studies.

Anatomy and physiology of the normal swallow in adults; anatomic and physiologic disorders affecting the process of swallowing (deglutition) with emphasis on radiographic and bedside diagnostic and treatment procedures. Includes a lab experience and analysis of videofluoroscopic studies of the swallowing process.

Intended to provide a background in craniofacial speech disorders. Begins with a review of embryological development of the head/face, craniofacial syndromes and their etiologies, and the anatomy and physiology of the velopharyngeal mechanism. Discusses the importance of "team care" and the role of the various disciplines on the craniofacial team. Presents both instrumental and non-instrumental assessment techniques. Intervention focuses primarily on adapting traditional and phonological approaches to the treatment of craniofacial speech disorders.

Study of the principles and techniques of assessing bilingual populations with an emphasis on the Spanish-English bilingual speaker. Instruction in formal and informal methods and strategies for assessing speech and language skills in children and adults.

Study of intervention approaches and techniques in the remediation of communication disorders in bilingual populations, with an emphasis on the Spanish-English bilingual speaker. Includes speech and language intervention techniques which focus on facilitating language for learning, language for communication, and the remediation of speech and language impairments in adults and children.

Deals with certain problems met when attempting to habilitate or rehabilitate children and adults who have essentially normal hearing, for whom speech is unlikely to be adequate for at least some communicative purposes (either temporarily or permanently). Gestural and instrumental augmentative communication strategies. Provides necessary information to both select the most advantageous strategy for clients and teach them how to use it.

Learn developmental screening, assessment and family-based intervention specific to communicative speech and feeding aspects of the birth-to-three child. Gain knowledge of prevention, assessment and intervention of swallowing and receptive and expressive language development including prelinguistics. Emphasizes identification and treatment issues specific to multicultural considerations, case management, and interdisciplinary/transdisciplinary assessment and intervention.

Introduces terminology, laws and procedural requirements for speech-language pathology programs in both school and medical settings. Presents documentation and professional interactions in a variety of work settings. Combination of lecture and simulated activities to prepare students for functioning in off-campus medical and school placements. Addresses Wisconsin school and medical speech-language pathology licensing and national certification requirements. Complete intermediate review of the State of Wisconsin, Department of Public Instruction portfolio.

Overview of research design and its application to the field of speech-language pathology. Factors affecting validity of research. Different types of experimental and quasi-experimental designs. Analysis and presentation of research data. Ethical, financial, and practical factors that affect the conduct of research.

Administrative organization, problems and practices in various settings in which speech and hearing clinicians function: school systems, community clinics, hospitals, universities, training centers, and in private practice.

Completion of advanced case studies in communication/swallowing disorders. Discussion of professional issues, including requirements and application process for licenses and certification, preparation for interview and job search, and professional ethics.

Topics of current interest to speech-language pathology. Grade basis is variable as needed.

Supervised direct clinical experience in the campus clinic, with a primary focus on provision of speech-language therapy and potential opportunities for assessment. S/U grade assessment.

Supervised direct clinical experience in the campus clinic, including comprehensive speech-language evaluations and provision of speech-language therapy. S/U grade assessment.

Speech pathology practicum in a school setting. Student is responsible for transportation costs. S/U grade assessment.

Supervised off-campus practicum in a medical setting, providing evaluation and intervention experiences. Student is responsible for transportation costs. S/U grade assessment.

Faculty-supervised, independent study/research of a specific area or topic in Speech Pathology and Audiology.

S/U grade assessment., cons. of SPPA M.S. dir., approved thesis outline and establishment of a thesis committee.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week at their field placement.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week at their field placement.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week toward their master's comprehensive exam.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week toward their master's comprehensive exam. May be taken in conjunction with credit-bearing or other non-credit courses to result in the status indicated, as deemed appropriate by the department.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week toward their master's comprehensive exam. May be taken in conjunction with credit-bearing or other non-credit courses to result in the status indicated, as deemed appropriate by the department.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week on their master's thesis. All six thesis credits required for the degree should be completed before registering for non-credit Master's Thesis Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week on their master's thesis. All six thesis credits required for the degree should be completed before registering for non-credit Master's Thesis Continuation.