Communication Sciences and Disorders
Program Description
The master's degree program in Communication Sciences and Disorders is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association.
The program in Communication Sciences and Disorders offers advanced education and training in the processes of individual human communication (speech, hearing, language, and literacy), disorders of human communication, and swallowing and assessment and intervention for such disorders.Coursework and clinical training of assessment and treatment for such disorders is a major component of the program.
Emphases and interests of the program are reflected in the work of the faculty. Dr. Cate Crowley's work concentrates on culturally and linguistically appropriate disability evaluations; cleft palate speech and feeding assessment and treatment; appropriate and effective international practice. Dr. Erika Levy's research interests include treatment efficacy for intelligibility in children with dysarthria due to cerebral palsy and in adults with Parkinson's Disease. Dysarthria speech characteristics and treatment outcomes are examined in English, French, Spanish, and Mandarin. In addition, her lab examines cross-language speech perception. Dr. Michelle Troche's research is aimed at improving health outcomes and quality of life associated with disorders of airway protection (i.e., swallowing and coughing); better understanding of the mechanisms underlying airway protection and its disorders; development of novel and robust evaluation and treatment techniques for dystussia (deficits of cough function) and dysphagia (deficits of swallowing function). Dr. Gemma Moya-Gale’s research is aimed at: 1) improving voice, communication, and social connectedness in people with Parkinson’s disease within an inclusive framework, and 2) developing new technologies, through the use of automatic speech recognition, to foster independence in people with Parkinson’s disease. Dr. Victoria Tilton-Bolowsky’s research is aimed at (1) enhancing aphasia treatment outcomes and (2) eliminating bias in clinical and research practices. Dr. Juliana Ronderos’ research studies how children learn language and develop literacy skills, with a special focus on multilingual learners. Dr. Ronderos’ research combines research in speech-language development and brain science to better understand how language is processed in the brain and why some children have difficulties with language and reading.
Programs leading to the M.S. degree in Communications Sciences and Disorders prepare graduates for positions in a variety of professional settings: educational settings, community speech and language centers, rehabilitation centers, hospital clinics, private practice, state departments of education, health departments, federal agencies, and colleges and universities.
Because of the program’s central concern with the processes of individual human communication, swallowing and their disorders and management, it has special interests in, and relations with, the fields of psychology, linguistics, bilingualism, anatomy and physiology, special education, and various health related professions including medicine, dentistry, physical therapy, occupational therapy, dental hygiene, nursing, and hospital administration.
Program Degrees
Expand the accordion(s) to view the degree requirements:
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Program is not accepting applications for the 2027 year.
On Campus Curriculum Outline
Weekend Content
("Areas covered" sections correspond to NYSED requirements)
Weekend I (May). Bilingual/Bicultural Language Development. Theories and Models of Bilingual Education.
Compare normal language development to bilingual/bidialectal language development. Identify normal processes of second language acquisition. Introduce theories and models of bilingual education. Introduce sociolinguistic parameters of topic, participant, setting, and function, and home/school gap. Discuss dialect and language stigmatization and code-switching.
Areas covered. Sociolinguistics and psycholinguistics. Bilingualism. Theories of bilingual education and bilingualism. Impact of home/school mismatch in meeting the New York State Learning Standards. Multicultural perspectives in education.
Weekend II (June). Speech-language Assessment of Preschool Children.
Review current assessment materials and discuss how to use these materials effectively. Identify the "Critical Questions" for evaluations. Analyze the impact of home/school mismatch on the differential diagnosis of a language or speech disorder and a difference. Study the validity of current assessment materials and technology based upon current research, and technology. Analyze language differences and sociolinguistics on the assessment of culturally and linguistically diverse preschool children.
Areas covered: Methods of teaching Native Language Arts and English Language Arts to bilingual ELLs,including literacy and other content areas, for meeting the New York State Learning Standards. Sociolinguistics and Psycholinguistics. Bilingualism.
Weekend III (September). Speech-Language Assessment of School-Age Students.
Identify factors to distinguish differences from a disorder. Use of published tests, technology, and alternative and curriculum-based strategies in assessment. Impact of bilingualism and sociolinguistics on the assessment of culturally and linguistically diverse children. Role of speech language clinician in "early intervening services" and Response to Intervention. Implications of Hehir report findings. Impact of IDEA on assessments.
Areas Covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy and other content areas and of using the native language and English, for meeting the New York State Learning Standards. Sociolinguistics and Psycholinguistics. Bilingualism.
Weekend IV (October). Speech-Language Intervention for Preschool Children.
Delivery of appropriate assessment to ensure optimal pre-academic success for ELLS and non-native speakers of General American English. Factors to consider when deciding the language of instruction, review of current research on impact of bilingualism on language development of children with language disorders. Effectiveness of education programs for ELLS including CALLA and ALERTA in the development of academic English.
Areas covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy and other content areas, using the native language and English, for meeting the New York State Learning Standards. Multicultural perspectives in education.
Weekend V (November). Speech-language intervention for School-age Students.
Review and analysis of research of most effective methods for developing social and academic language to meet the curriculum standards. Analysis of impact on language acquisition, literacy development, and development of other content areas when an ELL has a communication disorder. Focus on developing collaborative relationships with parents and teachers of ELLS.
Areas covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy and other content areas, using the native language and English, for meeting the New York State Learning Standards. Multicultural Perspectives in Education. Sociolinguistics.
Weekend VI (December). Ethical Considerations, Bilingual Phonology, Neuroscience of Bilingualism.
Analyze development of phonological awareness and its relationship to development of literacy in ELLS. Identify ethical concerns in the assessment and treatment of bilingual/bicultural children. Review current practice in assessment from birth through 21 based upon federal law, current research, and preferred practice. Review of current research on neurolinguistics of bilingualism and its clinical impact.
Areas covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy, using the native language and English, for meeting the New York State Learning Standards for students. Sociolinguistics and psycholinguistics. Multicultural perspectives in education.
Institute Projects
(May be done in groups)
(1) Contrastive linguistic analysis of English and the student’s non-English language
(2) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a typically developing bilingual preschool child, between 2-4 years old.
(3) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a typically developing bilingual school-age child, preferably 9 yrs or older.
(4) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a bilingual child who is suspected (or it is known) of having a language disorder.
(5) College-supervised field experience/Collaborative journal. This journal maintains a record of the 50 hours of speech-language services for clients from 3 through 21 years including a description of the treatment plan and what was done in individual sessions.
(6) Inservice: Give an inservice presentation to colleagues about what the student learned in the Institute. Students may work together on the inservice project in the same school district.
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Online Curriculum Outline
Weeks 1-12, 3-credit course. Foundations and Preschool assessment and treatment
Unit 1 (weeks 1-4): Bilingual language development: Second language acquisition, social vs academic language, sociolinguistics (code-switching, dialect, etc.)
Unit 2 (weeks 5-9): Preschool bilingual speech-language assessment
Unit 3 (weeks 10-12): Preschool bilingual intervention
Weeks 13-24, 3-credit course. Bilingual motor speech disorders, cognitive disorders including TBI, school age assessment, school age intervention
Unit 1 (weeks 13-14): Bilingual motor speech disorders assessment and treatment (weeks 15-16) Bilingual cognitive disorders and TBI
Unit 2 (weeks 17-20): School-age bilingual speech-language assessment (disorder vs difference, typical vs disordered language)
Unit 3 (weeks 21-24): School-age bilingual speech-language intervention (early bilingual literacy development, intervention for low incidence populations, functional IEP goals)
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This degree program incorporates academic and clinical practicum requirements for the American Speech-Language-Hearing Association’s Certification of Clinical Competence (ASHA CCC-SLP) and the New York State Education Department (NYSED) requirements as well as departmental and college requirements. Students who complete the degree program are also eligible for New York State licensing in speech and language pathology. Students may also elect to apply for the NYSED Teacher of Students with Speech and Language Disabilities Certificate (TSSLD) and the NYSED bilingual extension to the TSSLD. New York State Education Department (NYSED) mandates teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
Students are admitted to the program with undergraduate majors in speech and language pathology or with all required prerequisite courses completed.
Completion of the program is typically accomplished within two calendar years (four semesters and one summer session) of full time study.
Bilingual-Multicultural Program Focus
The Bilingual-Bicultural Program Focus is for students who wish to develop expertise in working with culturally and linguistically diverse children and adolescents with communication disorders. Following the Bilingual-Multicultural Program Focus will satisfy the coursework and field placement requirements for the bilingual extension to the New York State TSSLD. Under New York State Education Department regulations, the bilingual extension certificate is required to provide speech and language intervention for bilingual children and adolescents ages 3 through 21. This includes working in a school system in New York State as well as providing bilingual therapy in a private practice where funding comes from the New York City Department of Education.
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This degree program incorporates academic and clinical practicum requirements for the American Speech-Language-Hearing Association’s Certification of Clinical Competence (ASHA CCC-SLP) and the New York State Education Department (NYSED) requirements as well as departmental and college requirements. Students who complete the degree program are also eligible for New York State licensing in speech and language pathology. Students may also elect to apply for the NYSED Teacher of Students with Speech and Language Disabilities Certificate (TSSLD). New York State Education Department (NYSED) mandates teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
Students are admitted to the program with undergraduate degrees in speech and language pathology or with all required prerequisite courses completed.
Completion of the program is typically accomplished within two calendar years (four semesters and one summer session) of full time study.
Bilingual-Multicultural Program Focus
The Bilingual-Bicultural Program Focus is for students who wish to develop expertise in working with culturally and linguistically diverse children and adolescents with communication disorders. Following the Bilingual-Multicultural Program Focus will satisfy the coursework and field placement requirements for the bilingual extension to the New York State TSSLD. Under New York State Education Department regulations, the bilingual extension certificate is required to provide speech and language intervention for bilingual children and adolescents ages 3 through 21. This includes working in a school system in New York State as well as providing bilingual therapy in a private practice where funding comes from the New York City Department of Education.
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This program is designed for individuals primarily interested in research and teaching careers in speech and language pathology. A minimum of 75 points must be completed, though 30 points may potentially be transferred from a master's degree program. There is no foreign language requirement. All doctoral candidates must complete a dissertation. For general details concerning the doctoral programs, please consult the Office of Doctoral Studies website. For more information about our doctoral program, please go to our program website.
Program Faculty
Faculty
- Catherine J Crowley
Professor of Practice of Communication Sciences and Disorders - Erika Shield Levy
Professor of Communication Sciences and Disorders - Gemma Moya-Gale
Assistant Professor of Communication Sciences and Disorders - Juliana Ronderos
Assistant Professor of Communication Sciences and Disorders - Victoria Tilton-Bolowsky
Assistant Professor Communication Sciences and Disorders - Michelle Shevon Troche
Professor of Communication Sciences and Disorders
Professors of Teaching
- Avery Dakin
Assistant Professor of Teaching - Panagiota Demetra Tampakis
Assistant Professor of Teaching
Instructors
- Bernadine Rae Gagnon
Director of the Edward D. Mysak Clinic for Communication Disorders
Program Courses
BBS4032 Neuroscience of Speech and Language
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.
BBS4035 Clinical Practice in the Medical Setting
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.
BBSQ4010 Grammar Fundamentals for a Pluralistic Society
Pre-requisites: None. This course teaches fundamental features of American English grammar including those features several varieties of English.
BBSQ4030 Speech Science
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.
BBSQ4031 Anatomy and Physiology for Speech, Language, and Hearing
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.
BBSQ4032 Phonetics
This asynchronous course provides specialized knowledge essential to understanding speech communication. Through readings, recorded lectures, and a variety of multimedia resources, students are introduced to the theoretical foundations of how speech sounds are produced and perceived across human languages. The course supports the development of clinical listening skills by training students to identify and discriminate the sounds of Standard American English and to represent these sounds using the International Phonetic Alphabet (IPA). Students will also develop foundational skills in phonetic transcription and analysis relevant to communication disorders. In addition, the course explores cross-linguistic phonetic variation, including dialectal differences and their implications for clinical practice. By successfully completing the formative and summative assessments in this course, students will make progress toward meeting the standards established by the American Speech-Language-Hearing Association (ASHA) for the Certificate of Clinical Competence in Speech-Language Pathology. These standards are closely aligned with the Department of Communication’s learning outcomes (LOs) and the specific course learning outcomes listed below.
BBSQ4042 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.
BBSQ4900 Research Independent Study
Instructor's Approval Required.
BBSQ5009 Cognitive Disorders
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.
BBSQ5041 School Speech-Language-Hearing Programs
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.
BBSQ5111 Assessment and Evaluation
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.
BBSQ5112 Articulation and Phonological Disorders
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.
BBSQ5113 Voice Disorders
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.
BBSQ5114 Stuttering and Other Fluency Disorders
This course examines the nature of stuttering and other fluency disorders across the lifespan. Emphasis is placed on assessment, intervention, and prevention.
BBSQ5115 Language Disorders in Children
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.
BBSQ5116 Language Disorders in Adults
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.
BBSQ5118
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.
BBSQ5120 Communication Disorders in Bilingual/Bicultural Children
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.
BBSQ5130 Assessment and Intervention in Dysphagia
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.
BBSQ5210 Practicum in School Speech-Language Pathology
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. This course requires a minimum of 27 hours per week of out-of-classroom work.
BBSQ5312 Applied Medical SLP
Assessment and evaluation. Assessment planning and implementation for clients across the full range of disabilities and across the lifespan.
BBSQ5313 Applied Clinical Course in Autism
Assessment planning and social skills intervention implementation for children and young adults who identify as being Neurodivergent.
BBSQ5314 Applied Clinical Course in Lit
BBSQ5315 Therapy Practicum
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.
BBSQ5331 Introduction to Clinic Methods
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.
BBSQ5332 Therapy Practicum: Regular Clinic
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.
BBSQ5339 Therapy Practicum: Regular Clinic
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.
BBSQ5502 International Transcultural Seminar (Summer)
This seminar is required for all students who travel for the International Practicum in Speech-Language Pathology.
BBSQ5503 International Transcultural Seminar (Fall)
BBSQ5504 International Transcultural Seminar (Spring)
BBSQ5820 Bilingual SLP Extension Institute
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.
BBSQ5940 Evaluating Research in Speech-Language Pathology
Evaluation of research methods and the interpretation of research leading to evidence-based practice approaches.
BBSQ5941 Research Needs & Methods for Doctoral Students
Rotation in lab conducting complementary research, to result in a product (manuscript, measure, presentation). Taught by core doctoral faculty.
BBSQ6517 Neuropathology of Speech
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.
BBSQ6900 Rsch Indp Stdy-Lng-Sp Path-Aud
Rsch Indp Stdy-Lng-Sp Path-Aud
BBSQ6940 Supervised Research in Speech-Language Pathology and Audiology
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.
BBSQ6941 Supervised Research in Speech-Language Pathology and Audiology
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.
BBSQ7500 Dissertation Seminar in Speech-Language Pathology and Audiology
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.
BBSQ8900 Dissertation Advisement in Speech-Language Pathology and Audiology
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.