Skip to contentSkip to navigation

STANDARD 1: Program Design, Rationale, and Coordination

Each program of professional preparation is coordinated effectively in accordance with a cohesive design and sound evidence-based practices relevant to the contemporary conditions of schools. The design must reflect the full range of service delivery options, including general education, and the knowledge and skills to meet the needs of students in the specific areas authorized by the credential. The program has an organizational structure that forms a logical sequence between the instructional components and field work, and that provides for coordination of the components of the program. The program describes a plan that allows for multiple points of entry.

Evidence-based practices relevant to the contemporary conditions of schools (See course syllabus for CDDS 257, 215, 218).

Full range of service delivery options including general education (see course syllabus for CDDS 209, 257).

In CDDS 218, Seminar in Autism and Alternative and Augmentative Communication, (Exhibit 1), students learn about various models of instruction for children with autism commonly implemented in the public schools (e.g., TEACCH, special day classrooms, mainstreamed general education classrooms, center-based settings, etc).

The knowledge and skills to meet the needs of students (see course syllabus for CDDS 257, 215, 218, 214, 209, 292).

In CDDS 214, Seminar in Language Disorders and Children, (Exhibit 1), students gain advanced knowledge and skills necessary to meet the needs of students diagnosed with expressive and receptive language disorders. Through hands-on experiential study, through classroom discussion, and through written essay exams, students are required to demonstrate understanding of professional issues and current trends in the diagnosis and treatment of childhood language disorders.

In CDDS 218, Seminar in Autism and Alternative and Augmentative Communication, (Exhibit 1), various intervention strategies for children with autism are discussed (e.g., discrete trial training, applied behavior analysis, milieu teaching, the use of visual schedules, etc.).

In addition, CDDS 292, Seminar in Advanced Clinical Methods in Communicative Disorders (Exhibit 1), is a course students who do not choose to do a thesis take in the later semesters of their graduate study. The course offers an advanced review of the diagnosis and treatment of language disorders in older children and adolescents, as well as an opportunity to perform language sample analyses and receive feedback on that analysis. In addition, students are required to perform a self-critique of their clinical skills by videotaping themselves working with children or adults and presenting the videotape to the class.

The program of study is organized in such a way that courses and clinical practicum taken early in the program are expanded upon and supplemented in courses and practicum taken later in the program.

CDDS 110/107 (Diagnostic Procedures and Observations in Speech-Language Pathology) is a class combination that includes a lecture and a lab. This class is a senior-only class with a number of prerequisites, taken at the end of their undergraduate experience. The final for this class is meant to be a culminating experience in which the students are required to integrate and apply knowledge gained from previous courses and required observations in order to plan, implement, and write up a speech and language evaluation of an actual assigned client from our clinic. This is also considered a transition course in that it may be the first time most students have direct client contact, and it introduces them to the diagnostic procedures and writing skills that they will need to utilize in graduate school.

See course syllabus for CDDS 107/110, 230, 257, 267, 128/131 and CDDS 250.


Speech, Language, Hearing, and Swallowing Mechanisms

Each candidate demonstrates understanding of the anatomy, physiology, and neurology of the speech, language, hearing, and swallowing mechanisms. In addition, candidates exhibit knowledge of the physical bases and processes involved in the production and perception of speech, language, and hearing, and the production of swallowing. Finally, each candidate demonstrates comprehension of the acoustics or physics of sound, physiological and acoustic phonetics, perceptual processes, and psychoacoustics involved in speech and hearing.

Fully Addressed by the ASHA Standards. No additional information needs to be submitted.