This online hybrid course introduces students to the nature and types of speech, language, and hearing problems in children and adults through the use of recorded power point lectures, videos, mini assignments and open book quizzes. The wide-range of collaborative relationships among professionals who assist individuals with special needs is also explored. Fall, Spring.
ONLINE ASYNCHRONOUS.
Undergraduate Courses
Course Delivery DEFINITIONS:
- Online Courses: In online teaching, 100% of instruction takes place online via Canvas and with supplemental platforms like Zoom. There are two types of online courses: asynchronous and synchronous.
- Asynchronous online: Course is fully online, with lessons, assignments, and activities posted in Canvas with due dates. Students complete coursework, engage in discussions, etc., based upon their own schedules, but are required to meet posted deadlines.
- Synchronous online: Online course that includes real-time class meetings using technology (e.g. Zoom). The number of required meetings varies based upon the particular class, but meetings take place during the scheduled class times. Faculty will inform students of the schedule for real-time meetings in their courses.
- Hybrid Courses: Hybrid courses combine both in-person, on-campus meetings with online instruction. All face-to-face activities take place during the regularly-scheduled meeting times in the rooms assigned on the course listing. The number of in-person meetings varies by course. Faculty will notify students of the exact meeting schedule for their courses.
If your class is not listed as online or hybrid, it will meet fully face-to-face following the noted class schedule.
This 1-credit course requires CSD students to engage in at least 8 hours of community involvement that can be obtained through one experience or by combining several experiences. These hours must include at least 4 hours of direct service to people in need; hours can also include indirect service, such as organizing an event, or working in a food pantry; advocacy work, such as letter-writing or working for a change in some policy. At the completion of the hours, students will create a written document that describes the experience or experiences and how this service has impacted them. Students will specifically be asked what they learned about themselves, what they learned about their community and how this preclinical experience will support their preparation for clinical work. Students will be required to make reference to at least two outside sources that address service to others (e.g., an article from the Journal of Community Involvement and Scholarship). Opportunities to serve: The department has a file of local service opportunities that would be accessible to students. In addition, students will be made aware of the many service opportunities that exist within the department and the School of Education. Fall.
HYBRID. Three semester meetings on 9/8, 10/20, 12/1. Offered only in the Fall.
This course provides a study of the scientific basis of human speech production and perception, the physics of sound, and acoustic characteristics of sound. The course includes phonemic and phonetic transcription practice of typical, dialectal, developmental, and disordered speech, with implications for assessment and intervention for English speakers and multilingual speakers. Fall.
HYBRID. 1 credit ONLINE work.
This course will address the continuum of typical and atypical language and literacy development of children birth to age five. Appropriate expectations for speech and language development, which include phonological, semantic, syntactic, morphemic, and pragmatic knowledge will be addressed. Developmental disorders that impact language and literacy will be presented. Augmentative and alternative communications (AAC) systems will be discussed. Stages of foundational literacy skills for young children including print concepts, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing will be discussed. Language and literacy development will be examined for monolingual and multilingual learners. Emphasis will focus on how early childhood and childhood professionals can create learning environments that foster language and literacy learning in accordance with state and national guidelines and standards. Required for SED, IEC and ECE majors. Prerequisites: EPY 245 or EPY 244 and SED 146 or IEC 146. Fall, Spring. (1 spring section identified for IEC majors).
Required for SED, IEC majors. Prerequisites: EPY 245 or EPY 244 and SED 146 or IEC 146. Fall, Spring. IEC, & SEED Majors.
This course provides a study of typical language development in all language modalities; namely, speaking, listening, reading, and writing. The role of language development and its implications for literacy are explored. In addition, individual differences and the relationship between language development and cultural diversity are explored. Also covered is language sample analysis which addresses aspects of morphological, syntactic, semantic, and pragmatic development. Fall.
This course offers students an integrated theoretical and clinical framework for serving individuals with complex disabilities in which cognitive, communication, and behavioral dimensions overlap and interact. A behavioral orientation to intervention is emphasized. This includes a context-sensitive approach to assessment and intervention for individuals with cognitive-communicative challenges. Prerequisite: CSD 345. Fall.
This course covers the theoretical bases for treatment of individuals with communication disorders and procedures for implementing change within a therapy session. Ethical behavior, professional responsibility, and knowledge of evidence-based practice are examined in relation to the practice of speech-language pathology. Principles and techniques are taught for writing treatment plans, Individual Education Plans, behavioral objectives, lesson plans, reports and collecting data. Course content includes such topics as curriculum-based treatment, consultation and collaboration, family intervention, group treatment and issues related to diverse populations. The development of writing skills is emphasized over the course of the semester. Undergraduate students register for this 3 credit course and the 1 credit lab. Prerequisites: CSD 219, CSD 345. Fall.
This course will provide students with 25 supervised observation hours of diagnostic and therapy sessions with clients who have speech, language and/or hearing disorders. Undergraduate students register for this 1 credit lab, plus the 3 credit CSD 360 course. Graduate students completing pre-requisite observation hours register for this 1 credit lab only. Fall, Summer.
All CSD 360 students must sign up for 360L.
Open to all students:grad, undergrad and non matric.
For grad students and non Saint Rose undergrads: online asynchronous; for
Saint Rose undergrads:hybrid
This required field work experience offers opportunities for exposure to the clinical process with individuals having communication disorders through a) shadowing a speech-language pathologist and/or b) working directly with clients under the supervision of an SLP. Students are required to participate 9 to 10 hours per week. Application for placement is obtained at the Winkler Center the previous semester according to specified deadlines. Failure to accept or fulfill an obligation to an assigned clinic may be cause for dismissal from the program. Co-requisite: CSD 371. Prerequisite: CSD 360. Fall and Spring.
Insurance Fee: $15. Co-req. w/ CSD 371.
This course (seminar) provides students with a forum to discuss clinical issues related to their clinical practicum experience. It provides opportunities for students to exchange ideas, problem solve clinical issues, and discuss clinical topics that support their clinical practicum experience. This is a weekly seminar. Co-requisite: CSD 370. Prerequisite: CSD 360. Fall and Spring.
Course Fee: $45. Co-Req w/CSD 370.
This 2-credit undergraduate course is designed so students in communication sciences and disorders can learn about voice and resonance disorders in children and adults. The course includes information about the anatomic, physiologic, acoustic, perceptual, and developmental characteristics of normal and abnormal voice production. Attention will also be given to the assessment and treatment of voice disorders. CSD majors only. Prerequisite: CSD 204. Fall.
The purpose of this course is to have students integrate learning from the foundation courses in the Communication Sciences and Disorders major to demonstrate competence for future academic preparation in the field of speech-language pathology. The course content focuses on formal and dynamic assessment, analyzing language sample results, professional writing, and professional ethics and requires that students connect these topics with their undergraduate practicum. To be taken in final semester. Prerequisite: CSD 360. Fall, Spring.
Provides students with opportunities to engage in directed research with a member of the department (either clinical or academic) in directed research on a topic of interest. Requires instructor approval and typically provides elective credits. Spring, Summer, Fall.
Permission required.
This course option is reserved for advanced study. Independent study is not provided to substitute for or repeat a course offered by the department. Requires instructor approval.
Independent Study form required. Arranged with permission of instructor.