This is a 2-credit course that provides an introductory overview of the neuroanatomical and neurophysiological correlates of aspects of speech, language, and cognition, with an introduction to disorders of communication related to neurologic impairments due to various etiologies. Students will learn through assigned reading, lectures, discussion, class participation, guided self-study, review sessions, discussion and case study review, with a focus on neurological underpinnings of communication disorders.
Prerequisite: BBS 4032. This course introduces the student to principles and clinical practices of rehabilitation specialists within the medical setting. Students will be introduced to various types of healthcare settings and the healthcare professionals whom they will encounter within the medical practice. Medical terminology and documentation will be reviewed. Additionally, students will be exposed to basic clinical information on assessment and treatment of complex patients with communication and swallowing difficulties seen within medical environments. Success in this course requires a strong foundation in Neuroscience.
This course targets grant fundamentals from the beginning of the writing process through the review process. Focus is placed on funding mechanisms available through the National Institutes of Health, Institute of Education Sciences and National Science Foundation as well as private foundations. The course covers writing key areas of research proposals; developing biosketches, budgets and supplemental materials; and the review and resubmission process.
Pre-requisites: None. This course teaches fundamental features of American English grammar including those features several varieties of English.
Pre-requisites: No prerequisites, but knowledge of speech articulation and the International Phonetic Alphabet is helpful. This course examines the production, transmission, and perception of speech and discusses applications to communication disorders and to second-language speech communication.
This course teaches the basic structures and functions of the articulatory, vocal, respiratory, and nervous systems and applies this information to the field of speech-language pathology and audiology.
This course covers acoustics, anatomy, and physiology of the auditory system, pure tone and speech audiometry, types and communication effects of hearing loss, amplification, and immittance.
This introductory course will provide a comprehensive overview of Augmentative and Alternative Communication (AAC). A thorough examination of the assessment and therapeutic processes will be presented. Emphasis will be placed upon individuals exhibiting severe communication disorders secondary to congenital/acquired cognitive and motor impairments. Low- and high-tech AAC systems will be discussed and demonstrated.
Study of normal and abnormal development of sensory-motor speech processes and related oral motor behaviors; etiology, diagnosis, and management of pre-speech and eating pathologies in infants and severely handicapped individuals from an early intervention perspective.
The course prepares students who are studying to become speech-language pathologists to support the literacy abilities of children who are at risk for or have reading disorders. The course covers key areas in the development, assessment, and intervention of children’s reading abilities. Topics covered include emergent literacy, book reading, vocabulary, phonological sensitivity, reading comprehension, fluency, and decoding in monolingual and bilingual children.
This class provides a comprehensive overview of traumatic brain injury, right hemisphere disorders, and dementia. Theoretical, practical, and evidence-based approaches to assessment and intervention will be presented.
Analyzes the impact of federal and state laws on service delivery in school setting. Develops skills to meet the needs of students with communication-disorders with the full range of disabilities, including working with other professionals to assist children in accessing the general curriculum.
Prerequisites: A course in normal language development and a course in Language Disorders in Children. Examines how to provide evidence-based and culturally and linguistically appropriate disability evaluations with a focus on birth through 21 disability evaluations under the federal law. Students acquire knowledge and skills in standardized tests, alternative assessment approaches, and dynamic assessment, covering the full range of disabilities.
Prerequisite: Phonetics course. Study of phonological rule disorders and disorders associated with functional and various structural problems in children. Critical analysis of research in assessment and treatment.
Study of voice disorders associated with functional, structural, endocrinological, and neurological problems. Analysis of recent research and evidence-based approaches to voice therapy. Prerequisite: BBSQ 4031 or equivalent.
This course examines the nature of stuttering and other fluency disorders across the lifespan. Emphasis is placed on assessment, intervention, and prevention.
Prerequisite: A course in normal language development. Language disorders in children, including native English speakers and children from culturally and linguistically diverse homes, covering the full range of disabilities. Course covers birth through late adolescence and includes impact of language disorders on language acquisition, literacy development, and uses of technology.
Prerequisite: BBS 4032 Neuroscience or equivalent. Theoretical and practical approaches to understanding the etiology, assessment, classification, and treatment of aphasia and other communication disorders in adulthood.
Explores the role of the speech-language pathologist on the cleft palate team and in international practice. Develops knowledge and skills needed by the SLP to address communication and feeding issues associated with cleft palate and other craniofacial disorders.
This course is designed to present specialized knowledge relevant to the understanding of speech communication. Through text, lecture, and a variety of multi-media sources, students will be introduced to the theoretic basis of how speech sounds are produced and perceived in human languages. In addition, this course will assist students in developing the clinical ability to discriminate the sounds used in standard American English and how these sounds are represented symbolically according to the International Phonetic Alphabet (IPA). This course will also present information to assist students in discriminating and transcribing speech relevant to communication disorders. The course will also discuss cross linguistic considerations of phonetics including dialectal differences.
Studies effect of bilingualism, bilingual education, sociolinguistics, psycholinguistics and multicultural perspectives in education on children and adolescents. Considers appropriate assessment and treatment to ensure optimal academic success for dual language learners and multidialectal students by providing culturally and linguistically appropriate services, covering the full range of disabilities.
Prerequisite: BBSQ 4042 Audiology or equivalent. This class examines clinical procedures available to audiologists, speech pathologists, and deaf educators for implementing speech-reading, auditory training, and speech-language therapy for the hard-of-hearing child. Use of amplification and counseling approaches.
Prerequisite: BBSQ 4031 or equivalent, previous course addressing neurological bases of communication/upper airway dysfunction. This class examines clinical practice in swallowing and feeding disorders in children and adults. Normal and abnormal development and mature function assessment and treatment.
Assessment and Intervention planning and implementation for school age clients across the full range of disabilities. Practice in speech and language pathology at related field facilities. Majors enroll until practicum requirements for the M.S. degree are completed.
Participation and student teaching in a school remedial speech and hearing program: survey, organization, remedial procedures. Special fee: $150.
Assessment and evaluation. Assessment planning and implementation for clients across the full range of disabilities and across the lifespan.
Assessment and intervention planning and implementation for clients across the full range of disabilities and across the lifespan. Observation and practice in speech and language pathology at the Edward D. Mysak Clinic for Communication Disorders and at related field facilities. Majors enroll until practicum requirements for the M.S. degree are completed.
Summer B: Assessment and intervention planning and implementation for clients across the full range of disabilities and across the lifespan. Observation and practice in speech and language pathology at the Edward D. Mysak Clinic for Communication Disorders and at related field facilities. Majors enroll until practicum requirements for the M.S. degree are completed.
Assessment and intervention planning and implementation for clients across the full range of disabilities and across the lifespan. Practice in speech and language pathology at the Edward D. Mysak Clinic for Communication Disorders and/or related field facilities. Majors enroll until practicum requirements for the M.S. degree are completed.
Assessment and intervention planning and implementation for clients across the full range of disabilities and across the lifespan. Observation and practice in speech and language pathology at the Edward D. Mysak Clinic for Communication Disorders and at related field facilities. Majors enroll until practicum requirements for the M.S. degree are completed. This course requires 27 out of classroom hours per week.
Observation and participation in the evaluation of pre-speech and feeding behaviors in at-risk infants and in the development of individualized management programs.
Practice in hearing screening, audiological evaluation, and aural rehabilitation issues across the lifespan.
This course is required for students who go on the international trip to Latin America. It covers cultural, linguistic, and socioeconomic issues and how those relate to the provision of speech-language pathology services in the country and region.
This seminar is required for all students who travel for the International Practicum in Speech-Language Pathology.
The course will cover dysphagia across pediatric ages, birth to 21, and as it is evaluated and treated in four pediatric settings--the neonatal intensive care unit, early intervention, pre-schools, and schools. This course cannot be used as a replacement for the program requirement, BBSQ 5130, Dysphagia Assessment and Management. It is a good elective for students interested in pediatrics, those who will be working in school settings, and those interested particularly in dysphagia.
The Bilingual SLP Extension Institute is for non-matriculated students who are speech-language-pathologists or holders of the NYSED Teachers of Speech and Language Disabilities (TSSLD) or the Teachers of Speech and Hearing Handicapped (TSHH). It is comprised of two 3-credit courses that meet the academic and clinical requirements of the NYSED bilingual extension certificate. All students receive an "Advanced Certificate in Bilingual Speech-Language Pathology." Students acquire the knowledge and skills to provide culturally and linguistically appropriate services for all students with a focus on dual language learners. The institute is available both online and in-person.
Evaluation of research methods and the interpretation of research leading to evidence-based practice approaches.
Doctoral students are required to register in four sections during their period of candidacy. Observation of faculty during therapy, diagnosis, supervisory, teaching, or research activities and participation in such activities.
Doctoral students are required to register in four sections during their period of candidacy. Observation of faculty during therapy, diagnosis, supervisory, teaching, or research activities and participation in such activities.
This course covers the teaching requirement for doctoral students. For this requirement, doctoral students take full or partial responsibility for teaching a course at Teachers College or elsewhere. They design or redesign the class syllabus and assignments and develop and teach at least half of the class sessions under the guidance of a faculty member.
Doctoral students are required to register in four sections during their period of candidacy. Observation of faculty during therapy, diagnosis, supervisory, teaching, or research activities and participation in such activities.
Doctoral students are required to register in four sections during their period of candidacy. Observation of faculty during therapy, diagnosis, supervisory, teaching, or research activities and participation in such activities.
For doctoral candidates and advanced master's degree students in speech-language pathology. Doctoral candidates are required to enroll in at least three sections of seminars in the BBSQ 6513-6517 series. Seminars involve intensive study and analysis of current research and issues in the particular topics.
For doctoral candidates and advanced master's degree students in speech-language pathology. Doctoral candidates are required to enroll in at least three sections of seminars in the BBSQ 6513-6517 series. Seminars involve intensive study and analysis of current research and issues in the particular topics.
The purpose of this course is to provide a strong foundation in assessment and management of motor speech disorders in children and adults. We will explore acquired and progressive disorders of the motor speech system from neurological, theoretical, and clinical perspectives. Clinical research in the field will be reviewed and best assessment and management/treatment practices will be discussed. For doctoral students, the course will also address the development of their dissertation study (literature review, research questions, design). Doctoral students must ask the instructor for permission to be in the course. Success in this course requires a strong foundation in speech science (or equivalent, e.g., an acoustic phonetics class) and knowledge of neurological bases of speech production –Prerequisites: BBSQ 4030 or equivalent, and previous course on neurological bases of speech.
Prerequisite: BBSQ 5941 Research methods. Doctoral candidates are required to enroll in their advisor's section for both semesters. Opportunity to design and conduct pilot studies and projects. This course requires a minimum of 27 hours per week of out of classroom work.
Prerequisite: BBSQ 5941 Research methods. Doctoral candidates are required to enroll in their advisor's section for both semesters. Opportunity to design and conduct pilot studies and projects. This course requires a minimum of 27 hours per week of out of classroom work.
Prerequisite BBSQ 6941 Supervised research. Development of doctoral dissertations and projects and presentation of plans for approval. Doctoral candidates are required to enroll for one year and must begin the sequence in the fall term immediately following completion of BBSQ 6941.
Prerequisite: BBSQ 7500 Dissertation seminar. Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
Program Director: Professor Michelle Troche
Box: 5
Teachers College, Columbia University
528 West 121st St., Room 1161
New York, New York 10027-6696
Contact Person: Corey Allen, Department Secretary
Email: csd@tc.columbia.edu