500
This course introduces the neuroanatomical and neurophysiological bases of attention, learning, memory, communication, and emotion. Beginning with an orientation to brain structures, students practice making clinical connections throughout the course. Students will learn to associate symptoms of neurological disease and injury with sites of lesion, and will be able to explain the neurological bases of communication and swallowing disorders. Human brain dissection labs are incorporated.
3
This course covers articulation and phonological disorders that impact speech production in children. Students learn how to assess and treat speech sound disorders. Featured learning activities include transcription and analysis of speech samples, standardized testing, and intervention planning specific to individual cases.
3
Students will learn methods for prevention, identification, assessment and intervention of language disorders in preschool children. Highlights include experiences with language sample analysis, standardized testing, and treatment planning.
3
Students will learn methods for prevention, identification, assessment and intervention of language disorders in school-age children and adolescents. Highlights include experiences with language sample analysis, other authentic classroom-based assessments, standardized testing, and treatment planning.
3
This course examines the communication disorders that result from stroke, also known as aphasia. Students will gain experience with informal and formal testing, and treatment planning relative to individual cases. Cognitive, linguistic and social aspects of aphasia will be considered.
3
In this course, students will explore communication disorders that result from traumatic brain injury or neurological diseases, such as Parkinson’s disease or multiple sclerosis. They will practice how to assess and treat the cognitive communication disorders that arise as these conditions progress.
3
This course reviews the anatomy and physiology of normal and disordered swallowing patterns of adult clients. Etiologies of swallowing disorders, their assessment and treatment, will be discussed specific to cases presented in class. Disorders that occur concomitant to dysphagia will be considered, as swallowing problems often occur as part of a complex medical condition. Ethical considerations relative to swallowing treatment will also be considered.
4
Autism is a common condition that makes effective communication and social behavior challenging for children and adults. People with autism vary widely in their social communication abilities, including verbal and nonverbal skills. This course will review the development of social communication competence, and how to assess and treat deficits that often occur in individuals with autism and other disorders.
3
This is the first of two workshop courses to guide students through review of important topics for the Praxis II Examination in Speech-Language Pathology. Passing this board examination is required for state licensure in SLP and ASHA certification in SLP.
0
This course covers foundational research concepts, single subject and group research design, and common methods of data analysis used in the field of speech-language pathology. Students learn to critically read and analyze research manuscripts. Students begin to apply knowledge of research methods by designing a research study similar to the one they will implement for their first capstone experience.
3
This course will review the ASHA Code of Ethics as it pertains to speech-language pathology practice. Current ethical issues confronting SLPs will be discussed in consideration of best practice recommendations.
1
This course will teach students how to screen for communication and hearing problems in children and adults, and how to plan diagnostic assessments for individuals with suspected communication disorders. Students will interact with a variety of evaluation tools used for evaluation of speech, language, social and cognitive abilities.
3
This course will provide students with experience in treatment planning for children and adults with identified communication disorders, including deficits in speech, language, social and cognitive skills. Students will learn to apply evidence-based methods for each client, considering available scientific support for methods chosen, family preferences for treatment methods, and their own clinical experiences when making treatment recommendations.
3
Students will complete at least 25 hours of observation of licensed, certified speech-language pathologists conducing assessment or treatment of clients with communication or swallowing disorders. They will discuss the methods used by the clinician, the outcomes of each session and the implications for further services with a clinical supervisor who specializes in clinical debriefs. This is a course for students who have not met ASHA’s requirement of 25 observation hours prior to clinical practicum.
1
Students will interact with a variety of clinical cases in a web-based interactive learning environment to gain basic clinical experiences with articulation, language, fluency and voice disorders in children and/or adults. Supervised by faculty who are licensed SLPs, students can gain up to 75 hours of supervised clinical practice in this course.
1
Students will gain clinical experience in one of a variety of settings. Students will be placed at a Lewis University Community SLP Clinic, and supervised by a Lewis SLP faculty member to address identified speech, language, social or cognitive challenges of children or adults. Students experience 50-75 hours of supervised clinical experience in this course. The expectation is that students will spend at least two days per week for eight weeks in his/her assigned clinical rotation.
2
Students will gain clinical experience in one of a variety of settings. Students will be placed at a Lewis University Community SLP Clinic, and supervised by a Lewis SLP faculty member to address identified speech, language, social or cognitive challenges of children or adults. Students experience 50-75 hours of supervised clinical experience in this course. The expectation is that students will spend at least two days per week for eight weeks in his/her assigned clinical rotation. Each rotation is different so that students obtain a wide variety of clinical experiences while in the SLP program.
2
Student enrolled in Clinical Practicum or Advanced Practicum may enroll in an additional clinical assignment via this course. These experiences often involve specialized clinical experiences delivered largely through telepractice. Requires placement by the SLP Program and concurrent enrollment in a required practicum course, as listed above.
0