The Speech Language Pathology program prepares graduate students to make a difference in the world on a very personal level—they improve the lives of individuals - one person, one family - at a time. The program develops leadership in individuals, who are educated in the liberal arts, and who use their talents to help support individuals with communication or swallowing disorders. Our students realize their social responsibility first-hand by providing services to those in need. They think critically and creatively while responding with humanity. The Speech Language Pathology program fosters the development of lifelong learners who are adaptive and reflective clinicians, culturally sensitive, and empathetic to those in need.
The M.S. degree in speech language pathology is a full-time residential program. The program requires 6 semesters of full-time study to complete. All students must begin the program in a fall semester.
The Department of Speech Language Pathology believes in supporting students at all levels of entry into the profession. There are three pathways for entrance to the program.
The first pathway, the Standard Application Pathway, allows applicants to apply directly to the graduate program regardless of whether they have completed any prior coursework at Saint Mary’s College. This pathway is appropriate for applicants who have completed the prerequisite coursework either at Saint Mary’s College or another university and are not eligible for one of the other application pathways.
The 4+1 B.A. + M.S. Pathway is a combined five-year program during which students earn both the B.A. and M.S. degrees. This pathway is appropriate for students who have the time and dedication to pursue an accelerated program and know early on in their undergraduate program that they wish to become a speech-language pathologist. As described below, only Saint Mary's College undergraduate students are eligible for this pathway.
The Bridge to M.S. in Speech Language Pathology Pathway is appropriate for students who do not have an undergraduate background in speech-language pathology. Students interested in this pathway first enroll at Saint Mary’s in the undergraduate prerequisite coursework needed for future graduate study. Students who meet the eligibility guidelines during the Bridge Program can then continue their graduate education at Saint Mary’s College.
Any applicant can apply to the graduate program using the standard application process. All application materials and application fee must be submitted via CSDCAS no later than January 15 for admission to the following fall semester. The requirements to be considered for admission to the graduate program in speech language pathology for those students applying via the standard pathway are:
Applicants who attended foreign and French-Canadian schools must also follow the CSDCAS guidelines for submitting documentation for foreign transcript evaluation/s. Applicants who earned an undergraduate degree from a university where English was not the primary language of instruction must also follow CSDCAS guidelines for submitting official TOEFL or IELTS scores.
Current Saint Mary’s undergraduate students who have declared a major in the 4+1 combined B.A. and M.S. degree program in speech language pathology are eligible for automatic acceptance to the graduate program if they have met all of the following requirements:
Currently enrolled undergraduate students at Saint Mary’s College who choose this path for entrance to the M.S. in Speech Language Pathology program must declare their intent to begin the graduate program by completing the Intent to Enroll: 4+1 B.A. to M.S. in Speech Language Pathology form. This form must be submitted no later than January 15 during the second semester of the student’s junior year for admission for the upcoming fall semester. Students who have not yet met all of the admission requirements for the 4+1 B.A. to M.S. in Speech Language Pathology admissions path but who are on track to meet all requirements prior to the start of the graduate program are eligible to submit the Intent to Enroll form. If a student does not yet meet all requirements, admission to the program will be pending satisfactory completion of all remaining requirements.
Students who do not submit the Intent to Enroll: 4+1 B.A. to M.S. in Speech Language Pathology form by the January 15 deadline but who meet all other requirements may be considered for entrance to the graduate program on a space available basis only. Submission of the Intent to Enroll form is in lieu of the full application process; only currently enrolled undergraduate students whose declared major is the B.A. + M.S. 4+1 program at Saint Mary’s are eligible for this pathway.
Current Saint Mary’s students enrolled in the Speech Language Pathology Bridge program are eligible for automatic acceptance to the graduate program if they have met all of the following requirements:
Currently enrolled Bridge students at Saint Mary’s College who choose this path for entrance to the M.S. in Speech Language Pathology program declare their intent to enroll in the graduate program by completing the Intent to Enroll: Bridge Program to M.S. in Speech Language Pathology form. This form must be submitted after the student has completed at least one semester in the Bridge program but no later than January 15 for admission for the upcoming fall semester. Students who have not yet met all of the admission requirements for the Bridge Program to M.S. in Speech Language Pathology pathway but who are on track to meet all requirements prior to the start of the graduate program are eligible to submit the Intent to Enroll form. If a student does not yet meet all requirements, admission to the program will be pending satisfactory completion of all remaining requirements.
Submission of the Intent to Enroll form is in lieu of the full application process; only currently enrolled Bridge students at Saint Mary’s are eligible for this admissions pathway.
All students are required to report official Praxis scores to the College. Students should list Saint Mary’s College as both a report recipient and an attending institution using code 0970.
Graduate students earning a failing grade (below a B-) in a clinical application academic class (e.g., SLP 516 Motor Speech Disorders, SLP 524 Autism Spectrum Disorders, SLP 522 Dysphagia, etc.) will not be eligible for a clinical placement in the area until he/she satisfactorily completes that academic class. This may result in an extension of the program.
| Code | Title | Credits |
|---|---|---|
| SLP 502 | Assessment | 3 |
| SLP 503 | Speech Sound Disorders | 3 |
| SLP 505 | Early Childhood Language Disorders | 3 |
| SLP 506 | Later Childhood Language Disorders | 3 |
| SLP 508 | Adult Language Disorders I | 3 |
| SLP 509 | Adult Language Disorders II | 3 |
| SLP 510 | Research Methods in Speech-Language Pathology | 3 |
| SLP 512 | Neurology for Speech-Language Pathologists | 3 |
| SLP 516 | Motor Speech Disorders | 3 |
| SLP 517 | Fluency | 3 |
| SLP 518 | Voice | 3 |
| SLP 520 | Augmentative and Alternative Communication (AAC) | 3 |
| SLP 521 | Cleft Palate | 3 |
| SLP 522 | Dysphagia | 3 |
| SLP 523 | Multi-Cultural Populations: Communication Disorders Across Cultures | 3 |
| SLP 524 | Autism Spectrum Disorders | 3 |
| SLP 525 | Counseling | 3 |
| SLP 584 | Clinical Practicum: Proseminar | 1 |
| SLP 585 | Clinical Practicum (1 credit hour taken twice) | 2 |
| SLP 586 | Clinical Practicum (2 credit hours taken twice) | 4 |
| SLP 587 | Advanced Clinical Practicum | 5 |
| Select one of the following: | 0-3 | |
| Comprehensive Examination | ||
| Thesis (taken three times) | ||
| Total Credits | 63-66 | |
Some professions (e.g. nursing, teaching, social work, speech therapy, accounting, etc.) require specific requirements for licensure and/or hiring (e.g. acceptable criminal background check, sex offender check, drug and alcohol testing, citizenship or permanent resident status documentation, valid immigration status for non-US citizens, valid social security number, etc.). Such requirements may also apply to required clinical and fieldwork, or other out-of- class room experience necessary to complete degree requirements in the majors related to these professions. These requirements are determined by laws and regulations at both the state and federal levels and are subject to change. Saint Mary’s College strongly urges all admitted and current students to research and understand the appropriate requirements for their intended course of study and profession. Compliance with these requirements is the responsibility of the student and the graduate. You should become informed and continue to monitor such requirements as laws and other legal requirements are subject to change.
Stacy Betz
353 Spes Unica Hall
574-284-4028
S. Betz, E. Connelly, C. Corso, S. Latham, N. Tahmasebifard, K. Thomas, and J. Voor
Course content involves principles of measurement concepts and qualitative and quantitative assessment in speech-language pathology.
Focus is on assessment, interventions, and instructional strategies for speech sound disorders among children without known organic impairments.
Students examine the nature, assessment, and treatment of language disorders in infants, toddlers, and preschool children.
Students learn about diagnostic issues and treatment approaches for the school-aged population. Special attention is given to language and literacy interventions aimed at improving phonological processing and oral and written language comprehension and expression.
Information regarding assessment and treatment of persons with acquired aphasia and communication disorders associated with right hemisphere lesions will be explored from neurological, pathophysiological, theoretical, and clinical perspectives.
Information provided related to understanding, assessing and treating acquired adult communication disorders associated with traumatic brain injury and dementia. Disorders will be explored from neurological, pathophysiological, theoretical, and clinical perspectives.
Course content focuses on the speech-language pathologist’s role as clinical researcher and presents the need for science to inform clinical practice. Students read and critically analyze existing research within speech-language pathology and review common research designs and data analysis techniques. Students are required to design and complete a collaborative research project.
Course offering provides information related to basic structures and functions of the human neurological system with emphasis on human communication processes and related functions.
Information related to understanding, assessing and treating motor speech disorders (e.g., dysarthrias and apraxia of speech) in children and adults.
Study the behaviors, causative and maintenance factors, diagnosis, and treatment of fluency disorders.
A theoretical and applied study of human voice anatomy and physiology and diagnosis and treatment of vocal disorders. This course covers the anatomy and physiology underlying normal voice production, the functional and organic disorders of voice, diagnostic procedures including clinical evaluation and standardized assessments, psychological interviewing principles and counseling of clients with voice disorders and the principles and techniques of voice therapy for children and adults.
The primary purpose of this course is to teach students why, when, and how augmentative and alternative communication and related assistive technology can be used to aid individuals with complex communication needs (e.g., individuals with severe physical impairments, sensory impairments, severe communication disorders, etc.)The impact of cognitive, educational, physical, psychosocial, and linguistic aspects of human behavior on AAC use, characteristics of AAC, AAC assessment and intervention, and AAC research issues and needs will be addressed. The course will enable students to more effectively meet the needs of persons with severe communication disorders.
A study of the effects of craniofacial anomalies on speech development with particular attention to the effects of clefts of the lip and/or palate. Focus is on assessment and treatment of speech, resonance and velopharyngeal dysfunction. Management of associated feeding problems in this population is also discussed.
Designed to provide information related to understanding and assessing normal swallowing and understanding the etiology, assessment, and treatment of individuals with feeding/swallowing disorders.
This course examines how diversity offers major challenges and opportunities in the workplace and in the larger society. We will focus on competencies in the form of awareness, understanding and skills that maximize resources and empower individuals and groups with a wide variety of interests, talents, and cultural backgrounds. In today’s global environment, college graduates and employees are expected to collaborate with others as members of socially diverse teams, groups, organizations, and communities. The SLP is one of these professions who need to be actively engaged in the assessment and intervention of speech and language development in the culturally and linguistically diverse (CLD) individuals. This course will dispel the myths about dual language development and the students will obtain the information that is required to properly support young bilingual children and their families as future professionals. The topics will include the need for CLD children continuous, consistent, rich exposure to both languages, typical stages of second-language acquisition, the ways to identify language delay that is the result of an actual disorder, code mixing, the assessment strategies of CLD students, and the intervention plans. This course will also expose students to the background, values/beliefs, and language issues of CLD populations.
Students are provided an introduction to characteristics and communication of individuals with Autism Spectrum Disorder (ASD), including recommended practices/framework for assessment and facilitation of communication for individuals with ASD.
Examines the role of speech-language pathologists in the provision of various forms of counseling to individuals with communication disorders and their families.
The emphasis of this class is to prepare the student for clinical practicum, laying the foundation for both onsite and offsite placements. Documentation, ethics, intervention, and evaluation techniques are all taught with the assistance of second-year mentors and the clinical supervisor. Class time is used to teach fundamentals and expose students to a variety of professionals working in the field that will describe various placement sites.
The student is assigned on campus with 2-3 clients, increasing throughout the course of the semester as need arises or the student is off campus 3 days per week. The increase in credit hours reflects the increased clinical load that the student can expect to take on. On average the student will spend 10-20 hours per week in clinical practicum. This course is repeatable twice.
Students in the class will all be assigned to an off campus placement. Some students will remain on campus for the first 3-4 weeks and will serve as mentors to 1st years. The mentors are assigned up to 4 clients and 4 first-year students. They will participate in co-evaluation and treatment of the clients and provide support to the student in the clinic. After their students have taken over the care of the client, the 586 student will proceed to his/her fieldwork site. Students will be off campus 3 days per week for 20 or more hours per week. The seat time component will be divided between in class participation and online instruction, since students can be placed up to an hour away and are not always able to come back to campus after a day in the field.
Student will be off campus 30 or more hours per week involved in direct client care for a minimum of 14 weeks. Depending on the preferences of the student, the clinical need, and the site placements, students will be placed either in one site for the full semester or two sites for 8-10 weeks each (typically school and medical). Students are aware that participation in two site placements may result in them having to continue at their site placement for a few weeks after graduation, but will not impact their ability to finish the program on time. All requirements for grading and clinical clock hours are anticipated to be met prior to graduation.
Second year students are required to complete comprehensive examinations in order to qualify for graduation. These are waived if the student successfully completes a thesis. The purpose of these examinations is to evaluate each student’s knowledge of concepts, content, procedures and terminology from their graduate studies as well as their ability to apply this knowledge. These examinations are designed to be summative in nature and to address the nine knowledge/skill areas identified by the Council on Academic Accreditation in Audiology and Speech-Language Pathology.
A thesis is intended to acquaint the student with research methodology. It is expected that original research or replication of a research project will be undertaken. Students who select the thesis option must identify an advisor that they believe will provide the best guidance in the pursuit of their objectives.
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