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 children, families, the elderly and disabled, and others in need. 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.
Applications for the fall term open in early August. Saint Mary’s College uses the Communication Sciences and Disorders Centralized Application Service (CSDCAS) application system. You must complete the application form, submit the application fee for CSDCAS (no additional fee is collected by Saint Mary’s), and provide all supporting documents through the CSDCAS application system. The application deadline is February 1.
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.
Adhering to the guidelines of the KASA standards of the ASHA CAA, any graduate student 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.
The Master of Autism Studies and Master of Science in Speech Language Pathology dual degree program provides students with an opportunity to gain expertise in autism and become licensed and certified speech language pathologists while enjoying a savings of cost and time in comparison with what would be required if they pursued these degrees separately. Because this dual degree program combines the Master of Autism Studies and the MS in Speech Language Pathology, there are additional application requirements. For more information, see the Dual Degree in Autism Studies and Speech Language Pathology section of the bulletin.
|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 520||Augmentative and Alternative Communication (AAC)||3|
|SLP 521||Cleft Palate||1|
|SLP 524||Autism Spectrum Disorders||3|
|SLP 584||Clinical Practicum: Proseminar||1|
|SLP 585||Clinical Practicum (taken twice)||6|
|SLP 586||Clinical Practicum||3|
|SLP 587||Advanced Clinical Practicum||6|
|Select one of the following:||0-3|
|Thesis (taken three times)|
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.
320 Spes Unica Hall
K. Boynton, P. Cooke, T. Fink-VanOoteghern, C. Graham, P. Geels, K. Greene, L. Kim, A. Kummer, S. Latham, J. Lovett, H. Seung, K. Thomas, J. Voor, C. Youngdahl
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, and rich exposure to both languages, the typical stages of second-language acquisition, the ways to identify language delay that is the result of an actual disorder, the 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.
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.
Thesis for Speech Language Pathology.