<\/a><\/p>\nCourse Descriptions<\/h3>\n
<\/p>\n
LCD\u00a0700. Research Methodology in Communication Sciences and Disorders.\u00a0<\/em><\/strong>2 hr. plus conf; 3 cr.
<\/em>Methods of experimental and statistical control in the design of research for the speech, hearing and language sciences. Issues addressed include research concerning developmental processes; speech and language acquisition and disabilities; diagnostic and intervention strategies in clinical and school environments,\u00a0<\/em>instructional and assistive technology; validation of instructional strategies; and program evaluation.<\/p>\nLCD\u00a0717. The Acquisition of Language.\u00a0<\/em><\/strong>2 hr. plus conf; 3 cr.<\/em>
Development of language in the normal child; theoretical and empirical issues. The course involves the study of the processes and variations of speech, language, communication and pre-literacy skills in typically developing mono and bi-lingual children. Objectives include an exploration of the impact of cultural, ethnic, gender, socioeconomic and individual variation on the child’s acquisition of language; an understanding oft he processes involved in language learning, language use and the foundations of literacy from pre-linguistic stages to complex language development.<\/p>\nLCD\u00a0721. Language and Learning Disorders of\u00a0Children I\u00a0.\u00a0<\/em><\/strong>2 hr. plus conf; 3cr.
<\/em>Application of studies in normal language acquisition to the study of pre-school language and learning disorders; emphasis on the assessment of, and intervention with pre-school children with language and learning disorders. Units include interdisciplinary views of the child with speech, language, and communication challenges; issues in speech, language, communication, social-emotional and cognitive development related to specific language impairment, pervasive developmental delay, autism, mental retardation, and developmental apraxia; challenges in learning and in the classroom for children with developmental language disorders.<\/p>\nLCD\u00a0722. Speech Disorders:\u00a0 Stuttering\u00a0.\u00a0<\/em><\/strong>2 hr. plus conf; 3 cr.
<\/em>Theoretical and empirical approaches to the symptoms, etiology, and management of fluency disorders\u00a0<\/em>from childhood to adolescence to adulthood. Topics include working with children as members of families and school environments; special considerations for pre-school and school-aged children; and interactions with children, parents and teachers.<\/p>\nLCD\u00a0723. Alternative and Augmentative Communication Systems and Use for Persons with Severe Communication Impairments.\u00a0\u00a0<\/em><\/strong>2 hr. plus conf; 3 cr.
<\/em>Nature of alternative and\u00a0<\/em>augmentative communication (AAC) technologies, sign systems, and strategies used with children and adults across a range of impairments ; individualized assessment and assignment of assistive technologies; teaching language and communication skills to persons using AAC in home, school, and workplace settings; and the use of technology to communicate.<\/p>\nLCD\u00a0724. Neuromotor Communication Disorders\u00a0.\u00a0<\/em><\/strong>2 hr. plus conf; 3 cr.
<\/em>Emphasis on problems of children with various neuromuscular disorders. Topics include speech, oral motor, and respiratory\/phonatory issues in normal and abnormal neuromotor development from 1-12 months; development of feeding skills, oral motor assessment of infants and young children, multidisciplinary assessment and treatment.<\/p>\nLCD\u00a0725. Diagnostic Methods in Speech-language Pathology.\u00a0\u00a0<\/em><\/strong>2 hr. plus conf; 3cr.
<\/em>Theoretical principles underlying the assessment of communication disorders; includes procedures for formal\u00a0<\/em>test selection and use, interviewing, and report writing. Units include assessment of language interactions in a home, clinic and school settings<\/p>\nLCD\u00a0726. Language Disorders:\u00a0 Adults I\u00a0.\u00a0<\/em><\/strong>2 hr. plus conf; 3 cr.
<\/em>Symptoms, etiology, and management of adolescents and adults with language difficulties related to acquired aphasia<\/p>\nLCD\u00a0727. Speech Disorders:\u00a0 Voice.\u00a0<\/em><\/strong>2 hr. plus conf; 3 cr.<\/em>
Vocal pathologies in children and adults: etiology, symptoms, and treatment approaches. Topics include laryngeal histopathology, neurological vocal disorders; laryngectomy;\u00a0 and the impact and management of a variety of pediatric vocal disorders including working with children as members of family and school environments.<\/p>\nLCD\u00a0728. Speech-Language Pathology Services in the Schools.\u00a0\u00a0<\/em><\/strong>2 hr. plus conf; 3 cr.
<\/em>A study of the research findings and professional practices basic to decision making.\u00a0 Units include models of service delivery; individualized educational programming\u00a0instructional design and\u00a0 planning including case selection; collaborative assessment and teaching; computerized teaching programs, national and state legislation and regulations; multi-cultural differences and bi-lingual considerations.<\/p>\nLCD\u00a0729. Clinical and Classroom Practicum in speech-language Pathology.\u00a0\u00a0<\/strong>1, 2, or 3cr.
<\/em>The course requires 12-14 hours per week of supervised clinical and classroom practicum. It includes staffings; instructional planning; case conferences; analysis of clinical and classroom management and instruction; the critical appraisal\u00a0 of behavioral teaching objectives; outcomes assessment; and professional practice issues. The course is taken during each semester of matriculation. It is repeatable for one, two, or three credits. The course is graded on a Pass\/Fail basis only.<\/p>\nLCD\u00a0730. Speech Disorders:\u00a0 Articulation and Phonology.\u00a0\u00a0<\/em><\/strong>2 hr. plus conf; 3cr.
<\/em>Review of current literature on phonological disorders with a view toward assessment and management in the clinic and the classroom. Topics include theories of phonological development; various forms of phonological and articulatory assessment; development of phonological awareness and impact on speech, spelling and reading; impact of culture and heritage on phonological patterns; and remedial\u00a0 techniques.<\/p>\nLCD\u00a0731. Language Disorders:\u00a0 Adults II..\u00a0<\/em><\/strong>2 hr. plus conf; 3 cr.<\/em>
This course examines<\/em>\u00a0the language of dementia, traumatic brain injury,<\/em> and right hemisphere brain damage, along with acquired\u00a0<\/em>motor speech disorders<\/em>.\u00a0 Each disorder, especially as it relates to the adult and adolescent\u00a0<\/em>population, is discussed according to its symptoms, etiology, diagnosis, and treatment.<\/p>\nLCD\u00a0732. Language and Learning Disorders of Children II.\u00a0\u00a0<\/em><\/strong>2 hr. plus conf; 3cr.
<\/em>Application of research in normal oral and written language acquisition to the study of language and learning disorders in school-age children and adolescents; emphasis on the assessment of, and intervention with school-age children with language and learning disorders in the clinic and the classroom. Units include perceptual disorders, linguistic diversity; narrative and discourse development; reading acquisition; medication, drug abuse,\u00a0 and\u00a0 language issues related to dyslexia, attention deficit disorder, oppositional behavior and central auditory processing disorder<\/p>\nLCD\u00a0733. Dysphagia.\u00a0<\/em><\/strong>2 hr. plus conf; 3 cr.
<\/em>The anatomy and physiology of normal and disordered glutition. Emphasis is on medical issues related to the etiology, symptomatology, diagnosis and treatment of swallowing disorders. Topics include various technological methods of assessment including modified barium swallow and fiber optic endoscopic evaluation of swallowing; interdisciplinary concerns; and impact of ethical and cognitive issues.<\/p>\nLCD\u00a0734. Communication and Auditory Impairment.<\/em><\/strong>2 hr. plus conf; 3 cr.
<\/em>Communication problems of the hearing impaired; clinical strategies for intervention; production and comprehension of speech and language as well as psychological considerations. Topics include language, cognitive, educational, and psychosocial issues; hearing aids; classroom acoustics and group amplification systems; assistive technology; cochlear implants and tactile aids.<\/p>\nLCD\u00a0759. Studies in Communication Disorders.\u00a0<\/em><\/strong>3<\/em>\u00a0hr.; 3 cr.
<\/em>May be repeated for credit if topic changes.<\/p>\nLCD 797. Special Problems.\u00a0<\/em><\/strong>Prereq.: Approval of Program Director and Department Chair. It may be taken for one, two or three credits: 797.1- 1 hr.; 1 cr.<\/em>,\u00a0797.2- 2 hr.; 2 cr.<\/em>,\u00a0797.3- 3 hr.; 3 cr.<\/em><\/p>\nIn order to qualify for certification as teachers of children with speech and language disabilities in New York State, students also complete the following course (or its equivalent) given by the Division of Education:<\/p>\n
SEYS 536. Educational Foundations.\u00a0<\/strong>3 cr.
<\/em>Overview of theory and research on key sociological, philosophical, historical, and political foundations of education.\u00a0 Consideration will be given to how these foundational issues are evident in classroom situations and practice.\u00a0 Attention will also be given to multilingual, multicultural and biliteracy issues in education.<\/p>\n<\/a><\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"
Graduate Program in Speech-Language Pathology Course Descriptions LCD\u00a0700. Research Methodology in Communication Sciences and Disorders.\u00a02 hr. plus conf; 3 cr.Methods of experimental and statistical control in the design of research for the speech, hearing and language sciences. Issues addressed include research concerning developmental processes; speech and language acquisition and disabilities; diagnostic and intervention strategies […]<\/p>\n","protected":false},"author":124,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","inline_featured_image":false,"footnotes":""},"page_category":[],"wf_page_folders":[],"class_list":["post-9822","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.qc.cuny.edu\/academics\/lcd\/wp-json\/wp\/v2\/pages\/9822","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.qc.cuny.edu\/academics\/lcd\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.qc.cuny.edu\/academics\/lcd\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/academics\/lcd\/wp-json\/wp\/v2\/users\/124"}],"replies":[{"embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/academics\/lcd\/wp-json\/wp\/v2\/comments?post=9822"}],"version-history":[{"count":0,"href":"https:\/\/www.qc.cuny.edu\/academics\/lcd\/wp-json\/wp\/v2\/pages\/9822\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.qc.cuny.edu\/academics\/lcd\/wp-json\/wp\/v2\/media?parent=9822"}],"wp:term":[{"taxonomy":"page_category","embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/academics\/lcd\/wp-json\/wp\/v2\/page_category?post=9822"},{"taxonomy":"wf_page_folders","embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/academics\/lcd\/wp-json\/wp\/v2\/wf_page_folders?post=9822"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}