| |
Psychology |
| |
-
PSYC 7900 - Special Topics (3)
Special topics in psychology are offered on an alternating basis. Prerequisite(s): PSYC 7136 or permission of instructor.
|
| |
-
PSYC 7901 - Special Topics (3)
Special topics in psychology are offered on an alternating basis. Prerequisite(s): PSYC 7136 or permission of instructor.
|
| |
-
PSYC 7902 - Special Topics (3)
Special topics in psychology are offered on an alternating basis. Prerequisite(s): PSYC 7136 or permission of instructor.
|
| |
-
PSYC 7903 - Special Topics (3)
Special topics in psychology are offered on an alternating basis. Prerequisite(s): PSYC 7136 or permission of instructor.
|
| |
-
PSYC 7904 - Special Topics (3)
Special topics in psychology are offered on an alternating basis. Prerequisite(s): PSYC 7136 or permission of instructor.
|
| |
-
PSYC 7905 - Special Topics (3)
Special topics in psychology are offered on an alternating basis. Prerequisite(s): PSYC 7136 or permission of instructor.
|
| |
-
PSYC 7906 - Special Topics (3)
Special topics in psychology are offered on an alternating basis. Prerequisite(s): PSYC 7136 or permission of instructor.
|
| |
-
PSYC 7907 - Special Topics (3)
Special topics in psychology are offered on an alternating basis. Prerequisite(s): PSYC 7136 or permission of instructor.
|
| |
-
PSYC 7908 - Special Topics (3)
Special topics in psychology are offered on an alternating basis. Prerequisite(s): PSYC 7136 or permission of instructor.
|
| |
-
PSYC 8095 - Internship (Counseling Psychology) (3)
The internship for Counseling Psychology students is a one year, full-time assignment under supervision to an agency approved by the student’s program coordinator. It is the student’s responsibility to apply for an internship and to enter the national process to obtain such an internship. It is recommended that students consult with their major advisor and program coordinator early on in the doctoral program to gain information regarding the process. The dissertation proposal must be successfully proposed prior to the submission of the first application for internship. Prerequisite(s): Permission of Counseling Psychology program coordinator one academic year in advance, completion of all coursework and doctoral comprehensive examinations.
|
| |
-
PSYC 8096 - Internship (Counseling Psychology) (3)
The internship for Counseling Psychology students is a one year, full-time assignment under supervision to an agency approved by the student’s program coordinator. It is the student’s responsibility to apply for an internship and to enter the national process to obtain such an internship. It is recommended that students consult with their major advisor and program coordinator early on in the doctoral program to gain information regarding the process. The dissertation proposal must be successfully proposed prior to the submission of the first application for internship. Prerequisite(s): Permission of Counseling Psychology program coordinator one academic year in advance, completion of all coursework and doctoral comprehensive examinations.
|
| |
-
PSYC 8097 - Internship (Counseling Psychology) (3)
The internship for Counseling Psychology students is a one year, full-time assignment under supervision to an agency approved by the student’s program coordinator. It is the student’s responsibility to apply for an internship and to enter the national process to obtain such an internship. It is recommended that students consult with their major advisor and program coordinator early on in the doctoral program to gain information regarding the process. The dissertation proposal must be successfully proposed prior to the submission of the first application for internship. Prerequisite(s): Permission of Counseling Psychology program coordinator one academic year in advance, completion of all coursework and doctoral comprehensive examinations.
|
| |
-
PSYC 8105 - Internship. (School Psychology) (3)
The internship for School Psychology students is a one year, full-time assignment under supervision to an agency approved by the student’s program coordinator. It is the student’s responsibility to apply for an internship and to enter the national process to obtain such an internship. It is recommended that students consult with their major advisor and program coordinator early on in the doctoral program to gain information regarding the process. Prerequisite(s): Permission of appropriate program coordinator one academic year in advance, completion of all course work & doctoral comprehensive examinations.
|
| |
-
PSYC 8106 - Internship. (School Psychology) (3)
The internship for School Psychology students is a one year, full-time assignment under supervision to an agency approved by the student’s program coordinator. It is the student’s responsibility to apply for an internship and to enter the national process to obtain such an internship. It is recommended that students consult with their major advisor and program coordinator early on in the doctoral program to gain information regarding the process. Prerequisite(s): Permission of appropriate program coordinator one academic year in advance, completion of all course work & doctoral comprehensive examinations.
|
| |
-
PSYC 8107 - Internship. (School Psychology) (3)
The internship for School Psychology students is a one year, full-time assignment under supervision to an agency approved by the student’s program coordinator. It is the student’s responsibility to apply for an internship and to enter the national process to obtain such an internship. It is recommended that students consult with their major advisor and program coordinator early on in the doctoral program to gain information regarding the process. Prerequisite(s): Permission of appropriate program coordinator one academic year in advance, completion of all course work & doctoral comprehensive examinations.
|
| |
-
PSYC 8110 - Dissertation (3)
The design and implementation of an extensive and intensive study of psychological nature requiring the use of quantitative and/or qualitative competencies and skills under the direction of a committee and its chairperson. Students must enroll for a minimum of two semesters. Enrollment may not begin prior to the successful completion of comprehensive examinations and must be maintained each semester until the dissertation has been completed and successfully defended. The dissertation proposal must be successfully proposed prior to the submission of the first application for internship for Counseling Psychology Doctoral students.
|
Reading |
| |
-
EDLI 5310 - In-Service Education Workshops (1-3)
Workshops designed to address a variety of reading education topics.
|
| |
-
EDLI 5590 - Foundations of Teaching Reading (3)
Survey and analysis of theory, concepts, principles, processes, practices, and materials relevant to reading programs kindergarten through adult.
|
| |
-
EDLI 5610 - Methods For Literacy and Instruction (K-5) (3)
Reviews the entire elementary school reading program from the reading readiness stage through junior or high grades. Emphasis on methods and materials of teaching reading in kindergarten through grade eight, and the development of higher-level skills in reading as children mature.
|
| |
-
EDLI 5640 - Diagnosis and Treatment of Reading Disabilities (3)
Investigation of common causes of reading disabilities, diagnosis of such disabilities by individual and group procedures, and establishment of treatment programs.
|
| |
-
EDLI 5690 - Practicum in Reading Education (3)
A practical experience will be designed by the pupil and the instructor after an analysis of the pupil’s needs as his job tasks relate to reading. Different experiences (as examples) could emphasize classroom instruction, remedial-clinical instruction, screening pupils for special programs, supervising reading teachers, and designing or administering reading programs.
|
| |
-
EDLI 5800 - Linguistic Applications to Teaching Language Arts (3)
Designed to provide teachers with current theory concerning the cultural, linguistic, cognitive, and affective aspects of receptive and productive language. Theory is translated into classroom practice emphasizing the teaching of reading, writing, and spelling.
|
| |
-
EDLI 5870 - Interpreting Research Findings into Classroom Practice (3)
Advanced seminar for graduate students. This course emphasizes survey and review of current research in various phases of reading and their implications for instructional strategies. topics, instructional strategies, and classroom ideas for guiding learners’ literacy and development in their content classes. Prerequisite: Admission to Teacher Education or are a licensed teacher by the State of Tennessee or United States equivalency.
|
| |
-
EDLI 6030 - Reading and Writing Across the Curriculum (3)
Reading and writing abilities, and other elements surrounding literacy, are important issues facing middle and secondary teachers and schools. Challenges that face teachers with learners in their literacy needs and abilities are addressed. This course examines a number of topics, instructional strategies, and classroom ideas for guiding learners’ literacy and development in their content classes. Prerequisite(s): Admission to Teacher Education or are a licensed teacher by the State of Tennessee or United States equivalency.
|
| |
-
EDLI 6050 - Strategies for Developing Reading/Study Skills in Middle and Secondary Schools (3)
Course demonstrates teaching techniques that develop advanced reading/study strategies. Candidates learn how formal and informal diagnostic techniques can be developed and applied to their respective content areas to better meet student individual needs for learning and achievement. Instructional practices and strategies will be demonstrated, modeled, and candidates will develop these strategies for use within their content classes. Prerequisite(s): Admission to Teacher Education or are a licensed teacher by the State of Tennessee or United States equivalency.
|
| |
-
EDLI 6120 - Current Trends and Issues in Reading - Language Arts Education (3)
Course is designed to explore current trends and issues, including curricular structures and administrative and other school practices that affect the teaching of reading-language arts.
|
| |
-
EDLI 6200 - Directed Individual Study of Instructional Strategies in Reading (1-3)
Individual study is centered around reading instruction and/or programs; directed by advisor or other professors.
|
| |
-
EDLI 6210 - Directed Individual Study in Supervising Reading Instruction and/or Programs. (1-3)
Individual study centered around the supervision of reading instruction and/or programs; directed by adviser or other professors. (May be repeated).
|
| |
-
EDLI 6220 - Directed Individual Study of Individualized Clinical Procedures (1-3)
Individual study of individualized clinical procedure directed by adviser or other professors. (May be repeated).
|
| |
-
EDLI 6500 - Investigating Reading and Writing Process (3)
Candidates examine psychological processes that occur during reading, as well as reasoning strategies that are necessary for comprehending written messages. An emphasis will be on reasoning strategies necessary for a reader to: (a) be able to evaluate the degree of truth in ideas expressed in various written messages and (b) be able to use ideas gained from written messages to help him/her make better decisions in daily life.
|
| |
-
EDLI 7020 - Providing In-Service for Teachers of Reading and Other Language Arts (3)
Model programs for providing in-service in the improvement of reading-language arts instruction will be examined. Topics will include ways to make it easy for teachers to apply what they learn from in-service to classroom practice.
|
| |
-
EDLI 7100 - Internship in Supervision of Reading Instruction and/or Programs (1-3)
Explores and studies at an advanced level the structure and function of reading programs at local and state levels in relation to their functions to promote literacy and to alleviate reading disability; to be taken as requirement for those pursuing the area of Reading Supervision.
|
| |
-
EDLI 7200 - Internship in Reading Clinic (1-3)
An advanced course. Clinical placement in approved facilities in community reading clinics. Offers experience under direction of clinician and/or course instructor.
|
Social Work: Concentration Courses |
| |
-
SOWK 6200 - Advanced Practice with Individuals (3)
Advanced practice with individuals including client system assessment, intervention, and evaluation.
|
| |
-
SOWK 6210 - Advanced Practice with Families (3)
Advanced practice with families including client system assessment, intervention, and evaluation.
|
| |
-
SOWK 6220 - Advanced Group Practice (3)
Advanced practice with groups including client system assessment, intervention, and evaluation.
|
| |
-
SOWK 6230 - Advance Macro Practice (3)
Advanced practice with organizations and communities including system assessment, intervention, and evaluation.
|
| |
-
SOWK 6240 - Social Policy Analysis (3)
A study of the design, implementation, and analysis of social policies and their impact on social work practice. (online delivery)
|
| |
-
SOWK 6300 - Empirical Social Work Practice (4)
A seminar in the integration of theoretical perspectives and the application of research findings and empirical outcome evaluation techniques to advanced generalist social work practice . Prerequisite(s): Social Policy Analysis, Advanced Practice with Individuals, and Families or Groups
|
| |
-
SOWK 6310 - Practicum IIA (4)
A 250 hour field practicum experience. Prerequisite(s): Social Policy Analysis, Advanced Practice with Individuals, and Families or Groups May be taken concurrently with SW 6320 Practicum IIB.
|
| |
-
SOWK 6320 - Practicum IIB (4)
A 250 hour field practicum experience. Prerequisite(s): Social Policy Analysis, Advanced Practice with Individuals, and Families or Groups May be taken concurrently with SOWK 6310 - Practicum IIA (4) .
|
Social Work: Elective Courses |
| |
-
SOWK 5000 - Special Topics (3)
Special topics in a range of social work practice areas.
NOTE:
-
Students in the Advanced Standing Program are required to take six (6) hours with consultation from their advisor or program coordinator.
-
Students in the Foundation (Regular) Program are required to take nine (9) hours with consultation from their advisor or program coordinator.
(Online delivery)
|
Social Work: Foundation Courses |
| |
-
SOWK 6000 - MSW Practice I (3)
A social work methods course designed to enable the student to understand and apply social work methods within the context of the generalist perspective with individuals and families.
|
| |
-
SOWK 6010 - Human Behavior and The Social Environment (3)
An introduction to the theories and knowledge of the human bio-psycho-social development including theories and knowledge about the range of social systems in which individuals live (families, groups, organizations, agencies, and communities). (online delivery)
|
| |
-
SOWK 6020 - Research I (3)
This is a basic research and statistical methods course, utilizing research in general inquiry and practice evaluation in social work with the generalist perspective.
|
| |
-
SOWK 6030 - Social Welfare Policy and Services (3)
The historical development, philosophical orientation, and analysis of U.S. social welfare policy and services, including the global context. (online delivery)
|
| |
-
SOWK 6100 - MSW Practice II (3)
A social work methods course designed to enable the student to understand and apply social work methods within the context of the generalist perspective with groups, agencies, and communities. Prerequisite(s): MSW Practice I
|
| |
-
SOWK 6110 - Social Justice & Equity for Multicultural Populations (3)
An overview of the professional commitment of social work to oppressed peoples. (online delivery)
|
| |
-
SOWK 6120 - Research II (3)
An advanced discussion of program evaluation strategies and single system design issues. The student will conduct a research project. Prerequisite(s): Research I
|
| |
-
SOWK 6130 - Practicum IA (3)
A 200 hour field practicum experience within the generalist perspective. Prerequisite(s): MSW Practice I, HBSE, Research I, & Policy May be taken concurrently with SOWK 6140 - Practicum IB (3) .
|
| |
-
SOWK 6140 - Practicum IB (3)
A 200 hour field practicum experience with the generalist perspective. Prerequisite(s): MSW Practice I, HBSE, Research I, & Policy May be taken concurrently with SOWK 6130 - Practicum IA (3) .
|
Special Education |
| |
-
EDSE 5100 - Multicultural/Bilingual Exceptional Student: An Introduction to the Field of Multicultural/Bilingual Special Education (3)
This course is designed to provide an introduction to the field of Multicultural/Bilingual Special Education, its characteristics, issues and the representation of this group in today’s classroom. Emphasis will be on several factors that affect the representation of this population in special education classrooms.
|
| |
-
EDSE 5370/6370 - Characteristics and Strategies for the Physically Challenged (3)
This course is an advanced study of the learning, behavioral, psychological, physical, medical, and social needs of the physically challenged. Strategies and educational accommodations and maintenance of the child in the least restrictive environment are integral.
|
| |
-
EDSE 5520/6520 - Organization and Administration of Programs and Services for the Disabled (3)
This course is designed for educators and other professional personnel with the responsibility for planning, developing, and administering programs for persons with disabilities. Legal, social, political, educational, community, parental, and funding issues are considered.
|
| |
-
EDSE 5530 - Education and Psychology of Exceptional Children (3)
A survey of issues dealing with psychology and education of exceptional children. Special attention is paid to the characteristics, etiologies, needs, and scope of each group. Observation and practical work with exceptional children is an integral part of the course.
|
| |
-
EDSE 5540/6540 - Theory and Procedures for Teaching the Exceptional Child (3)
This course extends knowledge of behavior modification, cognitive behavior modification, and eclectic approaches. Applications will be made of the following: diagnostic-prescriptive teaching, contracting, graphing, cooperative learning, peer tutoring, cognitive blending, role play, multicultural concepts, reinforcement and punishment techniques, research-validated strategies and more. Field experiences are required.
|
| |
-
EDSE 5550 - Characteristics of Young Exceptional Children (3)
This course addresses the characteristics and needs of children with disabilities, ages 0 - 8. Included topics are: psycho-social aspects, familial/multicultural, developmental, legal, and theoretical aspects. Research and field experiences are required.
|
| |
-
EDSE 5560 - Psycho-Educational Diagnosis of the Exceptional Child (3)
Administration and interpretation of various psychological and educational assessment instruments. Candidates will be involved in actual evaluation, administration, and interpretation of tests. Test results will be used to develop goals for the individualized educational program (IEP). Field experiences. Prerequisite(s): EDSE 5530 and EDSE 5580 or consent of instructor.
|
| |
-
EDSE 5570 - Consultation and Collaboration (3)
This course is an advanced course which will explore various consultative and collaborative models of teaching. Strategies that enhance the interactions between the regular education teacher, the special education consultant teacher, the resource teacher, community supports and services are the focus. Topics include communication skills team teaching, methods for inclusion/mainstreaming, parent education/home instruction programs, and research-validated approaches. Prerequisite(s): EDSE 5530 and EDSE 5540/6540 or consent of instructor. Field experiences are required.
|
| |
-
EDSE 5580 - Learning and Behavior Disabilities (3)
Topics for this course include typical and atypical characteristics and patterns of development in physical (including reflexes), psychomotor, cognitive, social-emotional (including self-esteem), character and morality, and language areas, along with etiologies and theoretical perspectives relating to normal children and those with learning and behavior problems. The importance of early learning as a factor in variable growth and learning is stressed. Field experiences are required.
|
| |
-
EDSE 5590/6590 - Characteristics and Needs of the Gifted (3)
The course addresses the characteristics and needs of gifted learners, including special needs of minority gifted learners. Cognitive, affective, and psychosocial domains will be covered, as well as an array of alternatives for the provision of special education services. Research and field-based experiences are required.
|
| |
-
EDSE 5600/6600 - Teaching the Gifted (3)
The course covers predominant theoretical approaches, teaching procedures, and education of gifted learners; methods and materials for special and regular classrooms and alternative administrative arrangements; research and demonstration; and field experiences.
|
| |
-
EDSE 5630/6630 - Teaching Early Childhood Special Education (3)
Using the diagnostic-prescriptive approach to teaching, various methods and materials will be covered with applications to young children and their families in areas of language, cognitive, self-help, motor, social including self-esteem and character building. Individual family service plans and on-going procedures for documenting child’s progress, home-instruction program, and articulations with community agencies and other personnel involved in services to the young child. Various theories, team approaches (i.e. interdisciplinary and transdisciplinary), and treatment models will be introduced. Prerequisite(s): EDSE 5530 , EDSE 5580 , EDSE 5540/6540 , and EDSE 5550 or consent of instructor. Field experiences are required.
|
| |
-
EDSE 5640 - Managing Inappropriate Classroom Behavior (3)
Theories, goals and intervention strategies for serving exceptional learners with mild to severe behavior disorders. Prerequisite(s): EDSE 5530 , EDSE 5580 , and EDSE 5540/6540 or consent of instructor. Field experiences are required.
|
| |
-
EDSE 5680 - Instructional Intervention for Students with Mild Disablities (3)
This course focuses on the study of best practices in instructional intervention for social and behavior skills, number and print literacy, as well as transition planning. Prerequisite(s): EDSE 5530 , EDSE 5580 , and EDSE 5540/6540 or consent of instructor. Field experience in special education classrooms is required.
|
| |
-
EDSE 5690 - Managing Transitions for Exceptional Persons (3)
With a brief review of the history and organization of the special education service system and with concepts of normalization, the least restrictive environment, and community involvement foremost in mind, this course focuses on models and skills necessary to successfully manage the transition of exceptional persons from one service setting to another. Transitions from preschool to elementary and from school to work settings are emphasized. Prerequisite(s): EDSE 5530 and EDSE 5540/6540 or consent of instructor. Field experiences are required.
|
| |
-
EDSE 5700 - Curriculum, Methods and Materials for Multicultual/Bilingual Special Education (3)
This course is designed to provide different curriculum, strategies, techniques and methods to provide the individual special needs of the children from diverse cultural/linguistic and ethnic backgrounds in the classroom. Appropriate curriculum needs and material development will also be addressed.
|
| |
-
EDSE 5710 - Teaching Individuals with Severe Disabilities (3)
This course addresses the teaching of functional and daily living skills for the profoundly to moderately disabled; the stimulation, development, and integration of sensory-motor, perceptual, and communicative skills, and self-help abilities. Home instruction, family support, and school and community articulations are covered. Field-based experiences are required. EDSE 5530 EDSE 5540/6540 EDSE 5370/6370 or EDSE 5580 or consent of instructor.
|
| |
-
EDSE 5720 - Medical Aspects of Exceptionality (3)
This course surveys frequently occurring medical problems that impact upon the educational programs of children with disabilities. Seizure management, preventing the spread of communicable diseases, procedures for changing ostomy bags, CPR, Heimlich, suctioning, and tube feeding are among the topics covered. Frequent prescriptions from physical and occupational therapists along with the accompanying equipment are also reviewed, and medical dilemmas and ethics presented. Prerequisite(s): EDSE 5530 , EDSE 5550 , and EDSE 5580 or consent of instructor. Research and field-based experiences are required.
|
| |
-
EDSE 5730/6730 - Assessment of Exceptional Multicultural/Bilingual Populations (3)
This course is designed to address the formal and informal methods of assessment of Multicultural/Bilingual populations. The issues of second language acquisition, language development and language loss will also be emphasized, in order to develop and in-depth understanding of the nature of the assessment.
|
| |
-
EDSE 5800 - Technology in Special Education and Rehabilitation (3)
This course has several components: study of the various technologies utilized in Special Education and Rehabilitation; utilization of the computer for instruction, electronic communication, and instructional management; evaluation of appropriate computers and software; and utilization of theoretical perspective, goals, and intervention strategies (instructional and therapeutic) for developing and implementing computer based educational environments and aids for the individuals with disabilities and the gifted.
|
| |
-
EDSE 5810/6810 - Cultural Pluralism & Language Disorders (3)
This course will provide an overview of pluralistic philosophy, developing sensitivity to diversity in communication and learning cross-disciplinary application concepts.
|
| |
-
EDSE 5820/6820 - Cultural Diversity & Behavior Disorders (3)
This course will address the socio-cultural perspective of diverse nature of behavior problems of children from diverse cultural/linguistic backgrounds who are identified with behavior disorders (BD). Course participants will investigate a variety of strategies and procedures that have been effective in working with learners from minority backgrounds who exhibit difficult to manage behaviors in the classroom. Participants will also research over-representation of minority learners in BD programs.
|
| |
-
EDSE 5900/6900 - Practicum in Special Education (3-12)
The purpose of this course is to give candidates the opportunity to work under supervision with exceptional learners in a classroom or community situation. It should not be used to meet the student teaching experience for the special education teaching license. Prerequisite(s): Completion of course work or consent of instructor.
|
| |
-
EDSE 5910, 5920, 5930 - Problems and Projects in Special Education (3)
Individualized projects in special education under the direction of an appropriate member of the Special Education program. May not be taken to replace methods courses. Required: Consent of instructor.
|
| |
-
EDSE 5950 - Student Teaching of Exceptional Children (6-12)
Observation and supervised practicum with children and youth with mild disabilities. Prerequisite(s): Admission to Teacher Education, and passing scores on the Praxis II examinations.
|
| |
-
EDSE 5960 - Internship in Special Education (6-12)
Supervised teaching experience for those currently employed as a special education teacher. Internship may only be used to substitute for student teaching. Completion of all course work and Admission to Teacher Education, and passing scores on the Praxis II examinations.
|
| |
-
EDSE 6910, 6920, 6930 - Problems and Projects in Special Education (3)
Individualized projects in special education under the direction of an appropriate member of the Special Education program. May not be taken to replace methods courses. Required: Consent of instructor.
|
| |
-
EDSE 7910 - Seminar in Special Education (3)
This advanced course is intended for doctoral students and includes a review of current issues, trends, theories, practice, research and the application of each to practice.
|
Speech Pathology |
| |
-
SPTH 5110 - Methods of Research (2)
Course which provides an overview of the nature of research designs. The course introduces students to the classification of research. It helps students design and conduct an original piece of research, introducing acceptable writing styles and statistical data.
|
| |
-
SPTH 5120 - Thesis Writing (4)
A course designed to provide the student with an opportunity to germinate, develop, and study a special area of interest. The student is guided by the principles of the scientific method, and collects and interprets data in accordance with these principles.
|
| |
-
SPTH 5250 - Methods of Speech and Hearing Services in the School Setting (3)
Prepares the student for effective performance in the school setting in providing treatment programs for the various communication disorders within the pre-K-12 grades. This course addresses the logistics and specifics of providing speech, hearing, and language services within the educational team’s multidisciplinary format.
|
| |
-
SPTH 5500 - Regional Dialects and Urban Language Studies (3)
Study of American-English speech sounds and language usage in the context of the historical development of the English language. Major consideration is given to dialectal variations with emphasis on differences versus disorders. Multicultural education and intercultural-communication studies are featured throughout the course. Linguistics and sociolinguistics are included.
|
| |
-
SPTH 5510 - Advanced Clinical Practicum: Speech-Language (1-6)
Clinical opportunities in the diagnosis evaluation, remediation, management, and counseling of persons with speech-language impairments. All clinical practica are under the supervision of ASHA certified personnel. A required course offered each semester or summer session in residence and that is repeatable (a thru f) up to 6 semester hours.
|
| |
-
SPTH 5520 - Studies in Articulation (3)
Current research studies in articulatory acquisition and behavior. A review of research related to the diagnosis, nature, etiology, and treatment of articulatory disorders is also included.
|
| |
-
SPTH 5530 - Neuroanatomy and Neurophysiology of Speech and Hearing (3)
Structure, function and vascular supply of the central nervous system. Signs, symptoms, and treatment and prognosis of disorders resulting from damage to specific areas of the central nervous system with emphasis on speech, language, and auditory function.
|
| |
-
SPTH 5560 - Experimental Phonetics (3)
Overview of the physiological and acoustical analyses in speech perception. Integration of these areas are included with emphasis on the development of the theories associated with speech production and perception.
|
| |
-
SPTH 5570 - Anatomy and Physiology of Speech (3)
Detailed study of the anatomical and physiological structures as well as functions of the speech mechanism and its processes.
|
| |
-
SPTH 5580 - Voice Disorders (3)
An interdisciplinary approach to the detection, diagnosis, and therapy in the management of structural, functional and psychogenic voice disorders, and laryngectomy.
|
| |
-
SPTH 5600-5605-5606-5607 - Independent Study (3-9)
Independent research or literature survey of an area appropriate to communication disorders. consent of the instructor and the major advisor are required.
|
| |
-
SPTH 5630 - Adult Aphasia (3)
Study of the characteristic nature (etiology and symptomatology) of aphasic disturbances, including principles of evaluation, treatment and management.
|
| |
-
SPTH 5670 - Introduction to Human Communication and Its Disorders (3)
A course designed to acquaint teachers, special educators and graduate students with the nature and types of speech, hearing, and language disorders. Rehabilitation and management techniques are explained.
|
| |
-
SPTH 5710 - Advanced Clinical Practicum: Audiology (1-6)
Practical experience in the management of the hearing impaired population.Includes case history, report writing, diagnostic procedures, aural rehabilitation and counseling.
|
| |
-
SPTH 5740 - Advanced Audiology (3)
The theory and practices of advanced techniques for the assessment of the audiological function; emphasis upon the use of tests in differential diagnosis of auditory lesions and functional hearing losses.
|
| |
-
SPTH 5750 - Seminar in Aural Rehabilitation (3)
Principles, methods and electroacoustical instrumentation involved in the aural habilitation/rehabilitation of hearing impaired persons. Includes oral and manual communication.
|
| |
-
SPTH 5800 - Speech Science & Instrumentation (3)
A study of the properties of sound, mechanisms of speech production and perception, and relevant speech science instrumentation. Two lecture periods and one laboratory (1 hour) per week.
|
| |
-
SPTH 6400 - Neurogenic (Motor) Speech Disorders (3)
A study of conditions that affect individuals affected by motor disturbances. Differential assessment of dysarthria and apraxia will be taught. Therapeutic programs will include the mechanisms of Phonation, Articulation, Resonation, and Respiration. Neuropathologies of motor speech disorders including etiologies and treatment strategies will be addressed.
|
| |
-
SPTH 6420 - Multicultural Literacy and Cultural Diversity (3)
This course will examine: cross-cultural attitudes toward speech disorders; fluency disorders in multicultural populations; hearing disorders in multicultural populations; different learning styles in multicultural populations; and sociolinguistic tools and techniques.
|
| |
-
SPTH 6430 - Clinical Practicum with Minority Children (3)
This course involves completing a practicum working with minoritychildren. The clinical field experience will focus on assessment andremediation with minority children. Prerequisite(s): SPTH 6420 .
|
| |
-
SPTH 6530 - Seminar in Stuttering (3)
Studies of traditional theories, and learning theory and conditioning (instrumental and respondent) in stuttering therapy. Examples of behavior modification in the treatment of stuttering will be analyzed and evaluated. Illustrations of operant conditioning therapy and two-factor (operant and classical) theory and therapy will be discussed.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
|
