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Communication Sciences and Disorders

Department of Biobehavioral Sciences

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Program Description

The master's degree program in Communication Sciences and Disorders is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association.

The program in Communication Sciences and Disorders offers advanced education and training in the processes of individual human communication (speech, hearing, language disorders of human communication and swallowing). Coursework and clinical training of assessment and treatment for such disorders is a major component of the program.

Emphases and interests of the program are reflected in the work of the faculty. Dr. Cate Crowley's work concentrates on culturally and linguistically appropriate disability evaluations; cleft palate speech and feeding assessment and treatment; appropriate and effective international practice. Dr. Carol Scheffner Hammer's research focuses on investigating cultural and environmental influences on young children's development; developing assessment instruments that target dual language learners' language and literacy skills; and developing and evaluating home and classroom-based interventions. Dr. Erika Levy's research interests include treatment efficacy for intelligibility in children with dysarthria due to cerebral palsy and in adults with Parkinson's Disease. Dysarthria speech characteristics and treatment outcomes are examined in English, French, Spanish, and Mandarin. In addition, her lab examines cross-language speech perception. Dr. Michelle Troche's research is aimed at improving health outcomes and quality of life associated with disorders of airway protection (i.e., swallowing and coughing); better understanding of the mechanisms underlying airway protection and its disorders; development of novel and robust evaluation and treatment techniques for dystussia (deficits of cough function) and dysphagia (deficits of swallowing function). Dr. Gemma Moya-Gale’s research is aimed at: 1) improving voice, communication, and social connectedness in people with Parkinson’s disease within an inclusive framework, and 2) developing new technologies, through the use of automatic speech recognition, to foster independence in people with Parkinson’s disease. Dr. Victoria Tilton-Bolowsky’s research is aimed at (1) enhancing aphasia treatment outcomes and (2) eliminating bias in clinical and research practices.

Programs leading to the M.S. degree in Communications Sciences and Disorders prepare graduates for positions in a variety of professional settings: school systems, community speech and hearing centers, rehabilitation centers, hospital clinics, private practice, state departments of education, health departments, federal agencies, and colleges and universities.

Because of the program’s central concern with the processes of individual human communication, swallowing and their disorders and management, it has special interests in, and relations with, the fields of psychology, linguistics, bilingualism, anatomy and physiology, special education, and various health related professions including medicine, dentistry, physical therapy, occupational therapy, dental hygiene, nursing, and hospital administration.

Degrees

  • Master of Science

    • Points/Credits: 55

      Entry Terms: Fall

      Certification:

      • NY State Initial: Speech and Language Disabilities K-12

      Degree Requirements

      This degree program incorporates academic and clinical practicum requirements for the American Speech-Language-Hearing Association’s Certification of Clinical Competence (ASHA CCC-SLP) and the New York State Education Department (NYSED) requirements as well as departmental and college requirements. Students who complete the degree program are also eligible for New York State licensing in speech and language pathology. Students may also elect to apply for the NYSED Teacher of Students with Speech and Language Disabilities Certificate (TSSLD). New York State Education Department (NYSED) mandates teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.

      Students are admitted to the program with undergraduate degrees in speech and language pathology or with all required prerequisite courses completed.

      Completion of the program is typically accomplished within two calendar years (four semesters and one summer session) of full time study.

      Bilingual-Multicultural Program Focus

      The Bilingual-Bicultural Program Focus is for students who wish to develop expertise in working with culturally and linguistically diverse children and adolescents with communication disorders. Following the Bilingual-Multicultural Program Focus will satisfy the coursework and field placement requirements for the bilingual extension to the New York State TSSLD. Under New York State Education Department regulations, the bilingual extension certificate is required to provide speech and language intervention for bilingual children and adolescents ages 3 through 21. This includes working in a school system in New York State as well as providing bilingual therapy in a private practice where funding comes from the New York City Department of Education.

    • Points/Credits: 55

      Entry Terms: N/A

      Certification:

      • NY State Professional: Speech and Language Disabilities K-12
      • NY State License: Speech Language Pathology, ASHA Certification: Speech Language Pathologist

      Degree Requirements

      This degree program incorporates academic and clinical practicum requirements for the American Speech-Language-Hearing Association’s Certification of Clinical Competence (ASHA CCC-SLP) and the New York State Education Department (NYSED) Professional Teacher Certification requirements as well as departmental and college requirements. Students who complete the degree program are also eligible for New York State licensing in speech and language pathology. Students may also elect to apply for the NYSED Teacher of Students with Speech and Language Disabilities Certificate (TSSLD). New York State Education Department (NYSED) mandates teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.

      Students are admitted to the program with undergraduate degrees in speech and language pathology or with all required prerequisite courses completed.

      Completion of the program is typically accomplished within two calendar years (four semesters and one summer session) of full time study.

    • Points/Credits: 58

      Entry Terms: Fall

      Certification:

      • NY State Initial: Speech and Language Disabilities K-12 with Bilingual Option

      Degree Requirements

      This degree program incorporates academic and clinical practicum requirements for the American Speech-Language-Hearing Association’s Certification of Clinical Competence (ASHA CCC-SLP) and the New York State Education Department (NYSED) requirements  as well as departmental and college requirements. Students who complete the degree program are also eligible for New York State licensing in speech and language pathology. Students may also elect to apply for the NYSED Teacher of Students with Speech and Language Disabilities Certificate (TSSLD) and the NYSED bilingual extension  to the TSSLD. New York State Education Department (NYSED) mandates teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.

      Students are admitted to the program with undergraduate majors in speech and language pathology or with all required prerequisite courses completed.

      Completion of the program is typically accomplished within two calendar years (four semesters and one summer session) of full time study.

      Bilingual-Multicultural Program Focus

      The Bilingual-Bicultural Program Focus is for students who wish to develop expertise in working with culturally and linguistically diverse children and adolescents with communication disorders. Following the Bilingual-Multicultural Program Focus will satisfy the coursework and field placement requirements for the bilingual extension to the New York State TSSLD. Under New York State Education Department regulations, the bilingual extension certificate is required to provide speech and language intervention for bilingual children and adolescents ages 3 through 21. This includes working in a school system in New York State as well as providing bilingual therapy in a private practice where funding comes from the New York City Department of Education.

  • Doctor of Philosophy

    • Points/Credits: 75

      Entry Terms: Fall

      Degree Requirements

      This program is designed for individuals primarily interested in research and teaching careers in speech and language pathology. A minimum of 75 points must be completed, though 30 points may potentially be transferred from a master's degree program. There is no foreign language requirement. All doctoral candidates must complete a dissertation. For general details concerning the doctoral programs, please consult the Office of Doctoral Studies website. For more information about our doctoral program, please go to our program website.

  • Advanced Certificate

    • Points/Credits: 6

      Entry Terms: Summer, Fall

      Certification:

      • Bilingual SLP Extension

      Degree Requirements

      On Campus Curriculum Outline

      Weekend Content

      ("Areas covered" sections correspond to NYSED requirements)

      Weekend I (May). Bilingual/Bicultural Language Development. Theories and Models of Bilingual Education. 

      Compare normal language development to bilingual/bidialectal language development. Identify normal processes of second language acquisition. Introduce theories and models of bilingual education. Introduce sociolinguistic parameters of topic, participant, setting, and function, and home/school gap. Discuss dialect and language stigmatization and code-switching.

      Areas covered. Sociolinguistics and psycholinguistics. Bilingualism. Theories of bilingual education and bilingualism. Impact of home/school mismatch in meeting the New York State Learning Standards. Multicultural perspectives in education. 

      Weekend II (June). Speech-language Assessment of Preschool Children. 

      Review current assessment materials and discuss how to use these materials effectively. Identify the "Critical Questions" for evaluations. Analyze the impact of home/school mismatch on the differential diagnosis of a language or speech disorder and a difference. Study the validity of current assessment materials and technology based upon current research, and technology. Analyze language differences and sociolinguistics on the assessment of culturally and linguistically diverse preschool children.

      Areas covered: Methods of teaching Native Language Arts and English Language Arts to bilingual ELLs,including literacy and other content areas, for meeting the New York State Learning Standards. Sociolinguistics and Psycholinguistics. Bilingualism.

      Weekend III (September). Speech-Language Assessment of School-Age Students. 

      Identify factors to distinguish differences from a disorder. Use of published tests, technology, and alternative and curriculum-based strategies in assessment. Impact of bilingualism and sociolinguistics on the assessment of culturally and linguistically diverse children. Role of speech language clinician in "early intervening services" and Response to Intervention. Implications of Hehir report findings. Impact of IDEA on assessments.

      Areas Covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy and other content areas and of using the native language and English, for meeting the New York State Learning Standards. Sociolinguistics and Psycholinguistics. Bilingualism. 

      Weekend IV (October). Speech-Language Intervention for Preschool Children. 

      Delivery of appropriate assessment to ensure optimal pre-academic success for ELLS and non-native speakers of General American English.  Factors to consider when deciding the language of instruction, review of current research on impact of bilingualism on language development of children with language disorders. Effectiveness of education programs for ELLS including CALLA and ALERTA in the development of academic English.

      Areas covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy and other content areas, using the native language and English, for meeting the New York State Learning Standards. Multicultural perspectives in education. 

      Weekend V  (November). Speech-language intervention for School-age Students. 

      Review and analysis of research of most effective methods for developing social and academic language to meet the curriculum standards. Analysis of impact on language acquisition, literacy development, and development of other content areas when an ELL has a communication disorder. Focus on developing collaborative relationships with parents and teachers of ELLS.

      Areas covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy and other content areas, using the native language and English, for meeting the New York State Learning Standards. Multicultural Perspectives in Education. Sociolinguistics. 

      Weekend VI (December). Ethical Considerations, Bilingual Phonology, Neuroscience of Bilingualism. 

      Analyze development of phonological awareness and its relationship to development of literacy in ELLS. Identify ethical concerns in the assessment and treatment of bilingual/bicultural children. Review current practice in assessment from birth through 21 based upon federal law, current research, and preferred practice. Review of current research on neurolinguistics of bilingualism and its clinical impact.

      Areas covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy, using the native language and English, for meeting the New York State Learning Standards for students. Sociolinguistics and psycholinguistics.  Multicultural perspectives in education. 

      Institute Projects

      (May be done in groups)

      (1)  Contrastive linguistic analysis of English and the student’s non-English language

      (2) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a typically developing bilingual preschool child, between 2-4 years old. 

      (3) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a typically developing bilingual school-age child, preferably 9 yrs or older.

      (4)  Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a bilingual child who is suspected (or it is known) of having a language disorder.

      (5) College-supervised field experience/Collaborative journal. This journal maintains a record of the 50 hours of speech-language services for clients from 3 through 21 years including a description of the treatment plan and what was done in individual sessions.

      (6) Inservice: Give an inservice presentation to colleagues about what the student learned in the Institute. Students may work together on the inservice project in the same school district.

    • Points/Credits: 6

      Entry Terms: Summer

      Certification:

      • Bilingual SLP Extension

      Degree Requirements

      Online Curriculum Outline

      Weeks 1-12, 3-credit course. Foundations and Preschool assessment and treatment

      Unit 1 (weeks 1-4): Bilingual language development: Second language acquisition, social vs academic language, sociolinguistics (code-switching, dialect, etc.)

      Unit 2 (weeks 5-9): Preschool bilingual speech-language assessment

      Unit 3 (weeks 10-12): Preschool bilingual intervention

      Weeks 13-24, 3-credit course. Bilingual motor speech disorders, cognitive disorders including TBI, school age assessment, school age intervention

      Unit 1 (weeks 13-14): Bilingual motor speech disorders assessment and treatment (weeks 15-16) Bilingual cognitive disorders and TBI

      Unit 2 (weeks 17-20): School-age bilingual speech-language assessment (disorder vs difference, typical vs disordered language)

      Unit 3 (weeks 21-24): School-age bilingual speech-language intervention (early bilingual literacy development, intervention for low incidence populations, functional IEP goals)

Faculty

  • Faculty

    • Catherine J Crowley Professor of Practice of Communication Sciences and Disorders
    • Carol J Hammer Professor of Communication Sciences and Disorders
    • Erika Shield Levy Professor of Communication Sciences and Disorders
    • Gemma Moya-Gale Assistant Professor of Communication Sciences and Disorders
    • Michelle Shevon Troche Professor of Speech and Language Pathology

  • Lecturers

    • Panagiota Demetra Tampakis Lecturer of Communication Sciences and Disorders

  • Adjunct Faculty

    • Lisa Anna Marie Edmonds Adjunct Professor

  • Instructors

    • Bernadine Rae Gagnon Director of the Edward D. Mysak Clinic for Communication Disorders
    • Elizabeth Anne Rosenzweig

Courses

  • BBS 4032 - Neuroscience of Speech and Language
    This is a 2-credit course that provides an introductory overview of the neuroanatomical and neurophysiological correlates of aspects of speech, language, and cognition, with an introduction to disorders of communication related to neurologic impairments due to various etiologies. Students will learn through assigned reading, lectures, discussion, class participation, guided self-study, review sessions, discussion and case study review, with a focus on neurological underpinnings of communication disorders.
  • BBS 4035 - Clinical Practice in the Medical Setting
    Prerequisite: BBS 4032. This course introduces the student to principles and clinical practices of rehabilitation specialists within the medical setting. Students will be introduced to various types of healthcare settings and the healthcare professionals whom they will encounter within the medical practice. Medical terminology and documentation will be reviewed. Additionally, students will be exposed to basic clinical information on assessment and treatment of complex patients with communication and swallowing difficulties seen within medical environments. Success in this course requires a strong foundation in Neuroscience.
  • BBS 6042 - Grant Writing: From a Fundable Idea Through Review
    This course targets grant fundamentals from the beginning of the writing process through the review process. Focus is placed on funding mechanisms available through the National Institutes of Health, Institute of Education Sciences and National Science Foundation as well as private foundations. The course covers writing key areas of research proposals; developing biosketches, budgets and supplemental materials; and the review and resubmission process.
  • BBSQ 4010 - Grammar Fundamentals for a Pluralistic Society
    Pre-requisites: None. This course teaches fundamental features of American English grammar including those features several varieties of English.
  • BBSQ 4030 - Speech Science
    Pre-requisites: No prerequisites, but knowledge of speech articulation and the International Phonetic Alphabet is helpful. This course examines the production, transmission, and perception of speech and discusses applications to communication disorders and to second-language speech communication.
  • BBSQ 4031 - Anatomy and Physiology for Speech, Language, and Hearing
    This course teaches the basic structures and functions of the articulatory, vocal, respiratory, and nervous systems and applies this information to the field of speech-language pathology and audiology.
  • BBSQ 4042 - Audiology
    This course covers acoustics, anatomy, and physiology of the auditory system, pure tone and speech audiometry, types and communication effects of hearing loss, amplification, and immittance.
  • BBSQ 4046 - Introduction to Augmentative and Alternative Communication
    This introductory course will provide a comprehensive overview of Augmentative and Alternative Communication (AAC). A thorough examination of the assessment and therapeutic processes will be presented. Emphasis will be placed upon individuals exhibiting severe communication disorders secondary to congenital/acquired cognitive and motor impairments. Low- and high-tech AAC systems will be discussed and demonstrated.
  • BBSQ 4047 - Early Motor Behaviors in Children: Normal and Abnormal
    Study of normal and abnormal development of sensory-motor speech processes and related oral motor behaviors; etiology, diagnosis, and management of pre-speech and eating pathologies in infants and severely handicapped individuals from an early intervention perspective.
  • BBSQ 5003 - Literacy Development and Disorders: Assessment and Intervention
    The course prepares students who are studying to become speech-language pathologists to support the literacy abilities of children who are at risk for or have reading disorders. The course covers key areas in the development, assessment, and intervention of children’s reading abilities. Topics covered include emergent literacy, book reading, vocabulary, phonological sensitivity, reading comprehension, fluency, and decoding in monolingual and bilingual children.
  • BBSQ 5009 - Cognitive Disorders
    This class provides a comprehensive overview of traumatic brain injury, right hemisphere disorders, and dementia. Theoretical, practical, and evidence-based approaches to assessment and intervention will be presented.
  • BBSQ 5041 - School Speech-Language-Hearing Programs
    Analyzes the impact of federal and state laws on service delivery in school setting. Develops skills to meet the needs of students with communication-disorders with the full range of disabilities, including working with other professionals to assist children in accessing the general curriculum.
  • BBSQ 5111 - Assessment and Evaluation
    Prerequisites: A course in normal language development and a course in Language Disorders in Children. Examines how to provide evidence-based and culturally and linguistically appropriate disability evaluations with a focus on birth through 21 disability evaluations under the federal law. Students acquire knowledge and skills in standardized tests, alternative assessment approaches, and dynamic assessment, covering the full range of disabilities.
  • BBSQ 5112 - Articulation and Phonological Disorders
    Prerequisite: Phonetics course. Study of phonological rule disorders and disorders associated with functional and various structural problems in children. Critical analysis of research in assessment and treatment.
  • BBSQ 5113 - Voice Disorders
    Study of voice disorders associated with functional, structural, endocrinological, and neurological problems. Analysis of recent research and evidence-based approaches to voice therapy. Prerequisite: BBSQ 4031 or equivalent.
  • BBSQ 5114 - Stuttering and Other Fluency Disorders
    This course examines the nature of stuttering and other fluency disorders across the lifespan. Emphasis is placed on assessment, intervention, and prevention.
  • BBSQ 5115 - Language Disorders in Children
    Prerequisite: A course in normal language development. Language disorders in children, including native English speakers and children from culturally and linguistically diverse homes, covering the full range of disabilities. Course covers birth through late adolescence and includes impact of language disorders on language acquisition, literacy development, and uses of technology.
  • BBSQ 5116 - Language Disorders in Adults
    Prerequisite: BBS 4032 Neuroscience or equivalent. Theoretical and practical approaches to understanding the etiology, assessment, classification, and treatment of aphasia and other communication disorders in adulthood.
  • BBSQ 5118 - Cleft Palate and Speech Habilitation
    Explores the role of the speech-language pathologist on the cleft palate team and in international practice. Develops knowledge and skills needed by the SLP to address communication and feeding issues associated with cleft palate and other craniofacial disorders.
  • BBSQ 5119 - Issues: Phonetics
    This course is designed to present specialized knowledge relevant to the understanding of speech communication. Through text, lecture, and a variety of multi-media sources, students will be introduced to the theoretic basis of how speech sounds are produced and perceived in human languages. In addition, this course will assist students in developing the clinical ability to discriminate the sounds used in standard American English and how these sounds are represented symbolically according to the International Phonetic Alphabet (IPA). This course will also present information to assist students in discriminating and transcribing speech relevant to communication disorders. The course will also discuss cross linguistic considerations of phonetics including dialectal differences.
  • BBSQ 5120 - Communication Disorders in Bilingual/Bicultural Children
    Studies effect of bilingualism, bilingual education, sociolinguistics, psycholinguistics and multicultural perspectives in education on children and adolescents. Considers appropriate assessment and treatment to ensure optimal academic success for dual language learners and multidialectal students by providing culturally and linguistically appropriate services, covering the full range of disabilities.
  • BBSQ 5125 - Aural Habilitation
    Prerequisite: BBSQ 4042 Audiology or equivalent. This class examines clinical procedures available to audiologists, speech pathologists, and deaf educators for implementing speech-reading, auditory training, and speech-language therapy for the hard-of-hearing child. Use of amplification and counseling approaches.
  • BBSQ 5130 - Assessment and Intervention in Dysphagia
    Prerequisite: BBSQ 4031 or equivalent, previous course addressing neurological bases of communication/upper airway dysfunction. This class examines clinical practice in swallowing and feeding disorders in children and adults. Normal and abnormal development and mature function assessment and treatment.
  • BBSQ 5210 - Practicum in School Speech-Language Pathology
    Assessment and Intervention planning and implementation for school age clients across the full range of disabilities. Practice in speech and language pathology at related field facilities. Majors enroll until practicum requirements for the M.S. degree are completed. This course requires a minimum of 27 hours per week of out-of-classroom work.
  • BBSQ 5212 - Practicum in School Speech-Language Pathology (Summer)
    Participation and student teaching in a school remedial speech and hearing program: survey, organization, remedial procedures.
  • BBSQ 5312 - Applied Clinical Course in Speech-Language Pathology
    Assessment and evaluation. Assessment planning and implementation for clients across the full range of disabilities and across the lifespan.
  • BBSQ 5315 - Therapy Practicum
    Assessment and intervention planning and implementation for clients across the full range of disabilities and across the lifespan. Observation and practice in speech and language pathology at the Edward D. Mysak Clinic for Communication Disorders and at related field facilities. Majors enroll until practicum requirements for the M.S. degree are completed.
  • BBSQ 5316 - Therapy Practicum
    Summer B: Assessment and intervention planning and implementation for clients across the full range of disabilities and across the lifespan. Observation and practice in speech and language pathology at the Edward D. Mysak Clinic for Communication Disorders and at related field facilities. Majors enroll until practicum requirements for the M.S. degree are completed.
  • BBSQ 5331 - Introduction to Clinic Methods
    Assessment and intervention planning and implementation for clients across the full range of disabilities and across the lifespan. Practice in speech and language pathology at the Edward D. Mysak Clinic for Communication Disorders and/or related field facilities. Majors enroll until practicum requirements for the M.S. degree are completed.
  • BBSQ 5332 - Therapy Practicum: Regular Clinic
    Assessment and intervention planning and implementation for clients across the full range of disabilities and across the lifespan. Observation and practice in speech and language pathology at the Edward D. Mysak Clinic for Communication Disorders and at related field facilities. Majors enroll until practicum requirements for the M.S. degree are completed. This course requires 27 out of classroom hours per week.
  • BBSQ 5335 - Therapy Practicum: Infant Evaluation Clinic
    Observation and participation in the evaluation of pre-speech and feeding behaviors in at-risk infants and in the development of individualized management programs.
  • BBSQ 5343 - Hearing Measurement
    Practice in hearing screening, audiological evaluation, and aural rehabilitation issues across the lifespan.
  • BBSQ 5501 - Seminar in Transcultural SLP (Latin America)
    This course is required for students who go on the international trip to Latin America. It covers cultural, linguistic, and socioeconomic issues and how those relate to the provision of speech-language pathology services in the country and region.
  • BBSQ 5502 - International Transcultural Seminar
    This seminar is required for all students who travel for the International Practicum in Speech-Language Pathology.
  • BBSQ 5815 - Pediatric Dysphagia, Birth to 21
    The course will cover dysphagia across pediatric ages, birth to 21, and as it is evaluated and treated in four pediatric settings--the neonatal intensive care unit, early intervention, pre-schools, and schools. This course cannot be used as a replacement for the program requirement, BBSQ 5130, Dysphagia Assessment and Management. It is a good elective for students interested in pediatrics, those who will be working in school settings, and those interested particularly in dysphagia.
  • BBSQ 5820 - Bilingual SLP Extension Institute
    The Bilingual SLP Extension Institute is for non-matriculated students who are speech-language-pathologists or holders of the NYSED Teachers of Speech and Language Disabilities (TSSLD) or the Teachers of Speech and Hearing Handicapped (TSHH). It is comprised of two 3-credit courses that meet the academic and clinical requirements of the NYSED bilingual extension certificate. All students receive an "Advanced Certificate in Bilingual Speech-Language Pathology." Students acquire the knowledge and skills to provide culturally and linguistically appropriate services for all students with a focus on dual language learners. The institute is available both online and in-person.
  • BBSQ 5940 - Evaluating Research in Speech-Language Pathology
    Evaluation of research methods and the interpretation of research leading to evidence-based practice approaches.
  • BBSQ 6351 - Advanced Practice: Clinical
    Doctoral students are required to register in four sections during their period of candidacy. Observation of faculty during therapy, diagnosis, supervisory, teaching, or research activities and participation in such activities.
  • BBSQ 6352 - Advanced Practice: Supervision
    Doctoral students are required to register in four sections during their period of candidacy. Observation of faculty during therapy, diagnosis, supervisory, teaching, or research activities and participation in such activities.
  • BBSQ 6353 - Advanced Practice: Teaching
    This course covers the teaching requirement for doctoral students. For this requirement, doctoral students take full or partial responsibility for teaching a course at Teachers College or elsewhere. They design or redesign the class syllabus and assignments and develop and teach at least half of the class sessions under the guidance of a faculty member.
  • BBSQ 6354 - Advanced Practice: Laboratory
    Doctoral students are required to register in four sections during their period of candidacy. Observation of faculty during therapy, diagnosis, supervisory, teaching, or research activities and participation in such activities.
  • BBSQ 6355 - Advanced Practice: Administration
    Doctoral students are required to register in four sections during their period of candidacy. Observation of faculty during therapy, diagnosis, supervisory, teaching, or research activities and participation in such activities.
  • BBSQ 6514 - Language: Brain, Biology and Language Acquisition
    For doctoral candidates and advanced master's degree students in speech-language pathology. Doctoral candidates are required to enroll in at least three sections of seminars in the BBSQ 6513-6517 series. Seminars involve intensive study and analysis of current research and issues in the particular topics.
  • BBSQ 6516 - Seminar on Fluency and its Disorders
    For doctoral candidates and advanced master's degree students in speech-language pathology. Doctoral candidates are required to enroll in at least three sections of seminars in the BBSQ 6513-6517 series. Seminars involve intensive study and analysis of current research and issues in the particular topics.
  • BBSQ 6517 - Neuropathology of Speech
    The purpose of this course is to provide a strong foundation in assessment and management of motor speech disorders in children and adults. We will explore acquired and progressive disorders of the motor speech system from neurological, theoretical, and clinical perspectives. Clinical research in the field will be reviewed and best assessment and management/treatment practices will be discussed. For doctoral students, the course will also address the development of their dissertation study (literature review, research questions, design). Doctoral students must ask the instructor for permission to be in the course. Success in this course requires a strong foundation in speech science (or equivalent, e.g., an acoustic phonetics class) and knowledge of neurological bases of speech production –Prerequisites: BBSQ 4030 or equivalent, and previous course on neurological bases of speech.
  • BBSQ 6940 - Supervised Research in Speech-Language Pathology and Audiology
    Prerequisite: BBSQ 5941 Research methods. Doctoral candidates are required to enroll in their advisor's section for both semesters. Opportunity to design and conduct pilot studies and projects. This course requires a minimum of 27 hours per week of out of classroom work.
  • BBSQ 6941 - Supervised Research in Speech-Language Pathology and Audiology
    Prerequisite: BBSQ 5941 Research methods. Doctoral candidates are required to enroll in their advisor's section for both semesters. Opportunity to design and conduct pilot studies and projects. This course requires a minimum of 27 hours per week of out of classroom work.
  • BBSQ 7500 - Dissertation Seminar in Speech-Language Pathology and Audiology
    Prerequisite BBSQ 6941 Supervised research. Development of doctoral dissertations and projects and presentation of plans for approval. Doctoral candidates are required to enroll for one year and must begin the sequence in the fall term immediately following completion of BBSQ 6941.
  • BBSQ 8900 - Dissertation Advisement in Speech-Language Pathology and Audiology
    Prerequisite: BBSQ 7500 Dissertation seminar. Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
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