Master of Science in Speech-Language Pathology

The course will provide procedures and techniques to assess speech and language status. The overall aim of the course is to build on the student?s understanding of the assessment process in communication disorders. Students are to develop the ability to interpret assessment information and to formulate an appropriate diagnosis of the patients/clients we serve. A noncredit lab is included.

This course addresses the etiology, diagnosis, and treatment of language learning delay/disorders (including developmental and acquired disorders), affecting school-age children through adolescence. Emphasis will be placed on a communication process model of evaluation and intervention with the implications of this integrated approach to facilitate reading, writing, speaking, listening, and thinking. The importance of the functional interrelationships among linguistic, cognitive, and affective functions and the social contexts within which they occur will be stressed. A variety of assessment and treatment procedures for use with this diverse clinical population will be discussed. Presentation of the paradigm shift from a traditional deficit model to an emergent literacy model with collaborative strategies to design and conduct curriculum-based assessment and interventions will be covered.

This course covers identification, assessment, and intervention principles and procedures for young children who display or are at-risk for socio-communicative linguistic deficits. Emphasis is placed on family-centered, early intervention, service delivery and the integrated intervention model for facilitation of communication and language skills. Discussion will include collaborative strategies and disciplinary teaming models for facilitating effective parent-professional partnerships.

This course will provide a base of knowledge and fundamental skills needed for beginning supervised clinical practice. It will review the basic aspects of the delivery of treatment services for communication and swallowing/feeding disorders, including communication skills, interpersonal skills, behavioral management skills, intervention strategies and processes, data management, and clinical writing skills. Emphasis will be placed on basic clinical intervention processes common to a variety of disorder areas.

This course provides a knowledge base for evaluation and treatment of disorders of language in adults including aphasia, closed-head injury, and dementia.

This course will review the basic aspects of the field of augmentative communication, including aided and unaided symbols, strategies, and techniques. An overview of augmentative communication assessment and intervention principles and procedures will be presented. This course will address the needs of individuals with little or no functional speech across the lifespan, including etiologies such as severe aphasia, autism, cerebral palsy, dual sensory impairment, intellectual disability, progressive neurological diseases, and traumatic brain injury.

This course reviews etiology and pathophysiology, case history, perceptual, acoustic, endoscopic, and aerodynamic diagnostic procedures, intervention approaches, and therapy techniques for individuals with functional, neurogenic, psychogenic, and organic voice disorders and resonance disorders.

Tnhis course covers the etiology, diagnosis, and management of children and adults with disorders of fluency.  Developmental stuttering, neurologically-based stuttering, cluttering, and other non-fluent speech conditions will be studied.

Motor Speech Disorders in Adults (2 credits)

This course provides and training in the assessment and management of motor speech disorders in adults.  It includes discussion of the nature, etiology, diagnosis, and management of motor speech disorders with emphasis on differential diagnosis and treatment.

Pediatric Feeding and Motor Speech Disorders (2 credits)

This course provides education and training in the assessment and management of feeding and motor speech disorders from infancy to adolescence.  This course includes discussion of the nature, etiology, differential diagnosis, and management using evidence-based practices of feeding and motor speech disorders in a variety of clinical environments.

Prerequisite/s: SLP 6060 and SLP 6070.

This course provides information about normal anatomy and physiology of the swallow. Using an evidence-based model, information about the evaluation and treatment of swallowing disorders is provided. Common etiologies for dysphagia (e.g. neurogenic, and head and neck cancer) are addressed for the adult population. An overview of pediatric dysphagia is provided. Current issues and controversial topics are discussed in a framework of questions students should consider. Examples of ethical questions in the management of dysphagia are presented. Students are afforded the opportunity to view fiberoptic endoscopic evaluation of swallowing (FEES). Video views of normal and abnormal swallows through videofluoroscopic evaluation are provided through a noncredit required lab.

This course provides a knowledge base for normal and disordered speech sound development. Theories of assessment and intervention are discussed, and application, analysis, and comparison is stressed for all theories and approaches presented. A variety of procedures for identification and remediation of articulatory and phonologic disorders are presented. Traditional therapeutic techniques and current diagnostic and intervention strategies are highlighted.

To become a critical consumer of current literature, students will be exposed to analysis of the field’s literature with respect to research design, evidence-based practice, and statistical application.  Research ethics, to include informed consent and vulnerable populations, will be discussed.  Analysis of the scholarly literature will culminate in a graduate-level paper.

The purpose of this course is to increase students' awareness and understanding of current professional issues pertaining to such matters as standards of ethics, scope of practice, legislative mandates affecting the professions, professional service delivery systems, healthcare reimbursement issues, state licensure, national certification, state teacher certification requirements, State Accomplished Practices for Educators, state education standards, job opportunities and interview strategies, participation in professional organizations, professional advocacy, and HIV/AIDS awareness.

This course will provide a forum for discussion regarding issues in the provision of services to multicultural populations. Counseling approaches for use with clients and/or families with communication problems through effective interpretation, information dissemination, and discussion will be explored.

Capstone is an online course designed to assist students in reviewing major content areas in the field of speech-language pathology in preparation for the Praxis national examination. It addresses approximately 18 major topic areas covering normal and disordered processes, professional issues, research methodologies, and other content important to the profession. Students progress through the course at their own pace, reviewing online course materials, participating in discussion boards, and contributing to synchronous chats.

Autism Spectrum Disorders for Speech-Language Pathologists (3 credits)

This course will prepare students to serve neurodivergent individuals by fostering an understanding of the nature and characteristics of autism spectrum disorder (ASD), focusing specifically on communication, language, behavior, and social cognition. It addresses critical issues in the assessment and intervention of individuals with ASD across the lifespan and range of ability levels. Research-based strategies for supporting language development will be covered, including direct and indirect services in educational, home, and community settings. Effective strategies for collaborating with families and other services providers will also be addressed.

This course provides a knowledge base for adult and pediatric acquired and developmental cognitive-communication disorders. Topics include attention, memory, reasoning/problem solving, executive function, learning, processing, and language. The diagnosis and treatment of these deficits in patients at many levels of recovery will be discussed.

This course provides a study of etiology, assessment, and remediation of communicative impairments in children and adults with craniofacial anomalies. Specific emphasis is placed on articulatory and resonance disorders resulting from cleft lip and palate, and velopharyngeal insufficiency and incompetence.

This course focuses on the implementation of augmentative and alternative communication (AAC) in educational settings. Learners will gain an understanding of the legal foundations of providing AAC devices and services in school settings. The course addresses strategies for AAC services that can be used to provide access to the general education curriculum for students with significant communication challenges. Language assessment and intervention strategies for AAC communicators are discussed. Issues and strategies to teach reading and writing skills are presented along with strategies for facilitating the development of social skills and friendships.

The emphasis of this course will be to enhance the student?s understanding of the relationships between speech-language pathologists, medical disciplines and allied health disciplines. Understanding medical terminology, governing bodies of healthcare organizations, medical ethical dilemmas and report writing for the medical model of treatment will be a significant focus of the course.

This course provides students with an opportunity to develop clinically relevant research skills and gain hands-on experiences with research practices. Students work collaboratively with selected faculty members to plan and conduct research projects. The scope and depth of the project varies according to the number of credits for which the course is taken. Students must secure faculty permission in advance of registering for this course.

OFFERED ON A SCHEDULED BASIS

Special Topics: Advanced Topics in Language and Literacy (3 credits)

Advanced topics in language and literacy will focus on reading and writing skills from preschool through adolescence. Assessment and intervention strategies for deficits in reading and writing will be emphasized. Graduate students planning on working in schools will develop communication goals relevant to the school curriculum.

Prerequisites: SLP 6011, SLP 6012, and SLP 6060.

This course will address the challenges facing school-based speech-language pathologists. Topics will include: legislative mandates; current issues in education and the impact of these issues on the traditional roles of school-based speech-language pathologists; organization and management of school speech-language programs; active participation on the educational team; service delivery models for diverse populations; use of technology in schools; treatment outcomes and accountability measures; marketing services in the schools and the community; creative program ideas.

Prerequisite/s: SLP 6000, SLP 6011, and SLP 6060.

Emphasis on analysis and interpretation of data and the impact on differential diagnosis. Lab class meetings are required.

This course has dual components; students will provide treatment to assigned patients as well as attend weekly class meetings. Participation in a direct patient contact supervised clinical practicum will occur with supervised clinical practice performed in the treatment of speech, language, and hearing disorders. Development and application of appropriate treatment plans, collaborative supervisory meetings, self-analysis skills, research, and completion of written documentation are expected. Discussions on professional topics such as prevention, portfolio development, child/elder abuse neglect, and case studies will be covered.

In this practicum experience, students will move along the supervisory continuum working toward increased independence. Self-analysis of clinical skills and enhancement of acquired skills will be emphasized. Lab class meetings are required.

The adult externship requires a full-time placement (based on a minimum of 32 hours/week for a 14 week semester) in an adult facility. The candidate will participate in all activities associated with an SLP position including assessment and treatment of adults. Candidates will be supervised by an SLP who is ASHA certified and state licensed.

The school externship requires a full-time placement (based on a minimum of 32 hours/week for an entire semester) in a school setting. Candidates will participate in all activities associated with a school-based SLP position including assessment and treatment of students in a PK-12 school setting. Candidates will be supervised by an ASHA certified, state licensed school-based SLP.

The pediatric externship requires a full-time placement (based on a minimum of 32 hours/week for a 14 week semester) in a pediatric facility. The candidate will participate in all activities associated with an SLP position including assessment and treatment of children. Candidates will be supervised by an SLP who is ASHA certified and state licensed.

Residential Program

Online Distance Education

All Modalities

Number Completed within Expected Time Frame

Percentage Completed within Expected Time Frame

Number Completed within Expected Time Frame

Percentage Completed within Expected Time Frame

2019-2020

128

96.86%

78

87.18%

2018-2019

71

97.26%

148

89.69%

2017-2018

86

97.72%

127

89.44%

3-Yr Avg

97.27%

92.62%

94.69%

Residential Program

Online Distance Education

All Modalities

Number of Graduates

Percentage of Graduates Employed

Number of Graduates

Percentage of Graduates Employed

2019-2020

77

98.70%

126

99.20%

2018-2019

72

100.00%

147

94.87%

2017-2018

117

97.35%

111

94.87%

3-Yr Avg

97.79%

97.66%

97.72%

Residential Program

Online Distance Education

All Modalities

Number who took Exam

Number Passed the Exam

Percentage Passed Exam

Number who took Exam

Number Passed the Exam

Percentage Passed Exam

2019-2020

81

75

92.59%

120

102

85.00%

2018-2019

73

66

90.41%

151

134

88.74%

2017-2018

75

67

89.33%

115

92

80.00%

3-Yr Avg

90.83%

84.97%

87.15%

Professional Licensure Disclosure Statement:  Nova Southeastern University, Dr. Pallavi Patel College of Health Care Sciences, Master of Science in Speech-Language Pathology (MS-SLP) program is a Council on Academic Accreditation (CAA) in Audiology and Speech-Language Pathology accredited program of study. Graduation from a CAA accredited program is required to apply for national certification and state licensure.  At this time, we have determined the MS-SLP program of the Dr. Pallavi Patel College of Health Care Sciences meets the educational degree completion requirements for licensure in all 50 states, the District of Columbia and the US protectorates, as defined in 34 CFR §600.2.   

It is nonetheless strongly encouraged that students determine any additional requirements for licensure in the state in which they seek to be licensed. Students should refer to their state licensing bodies, as well as, the ASHA State by State website at https://www.asha.org/advocacy/state/, for requirements for licensure. For licensing board contact information and approval status, the student should see the state licensure requirements for the state where the student plans to be employed.

If you need assistance or have any questions, please contact Mrs. Elaine Bloom, at 954-262-7712 or at bloome@nova.edu.