Communicative Sciences & Disorders (CSCD-GE)

Students conduct research on normal and disordered voice production under the supervision of a faculty member, the biopsychosocial aspects of voice, transgender voice, effects of risk factors on voice, singing, and the impact of neurological disorders on voice. Activities may include a literature review, learning laboratory techniques, collecting data, coding data, analyzing data, and statistical analysis. At the end of the term, students complete a written report about a research project they worked on or give an oral presentation about the project at a lab meeting.

This required course serves as a forum to address academic and clinical requirements of the MS in CSD by providing students: 1) a thorough overview of university, departmental/program and national/state accreditation requirements, 2) advisement for academic/professional pursuits, 3) program/university resources, and 4) a map of the field placement life-cycle and supports to successfully navigate the process. This course promotes opportunities for student/faculty interactions to enhance interpersonal and professional skill development and improve student satisfaction.

This course is designed to help students develop a working knowledge of the structures (anatomy) and functions (physiology) of the speech and swallow mechanisms across the life span that disrupt communication and swallowing. Students examine and discuss the anatomy and physiology of the nervous system, subsystems for speech (respiration, phonation, articulation, resonance), and deglutition. A detailed study of typical structure and function is requisite for the identification of speech and swallowing disorders.

In this course students develop a working knowledge of brain and behavior relationships by studying the neurological bases of motor and sensory function, speech and language production, language comprehension, swallowing, and cognition. Students examine and discuss the development of the nervous system, the action potential, central and peripheral nervous system anatomy and physiology, and related pathological conditions.

This course is an introduction to the theories and procedures used to identify hearing loss and provide aural rehabilitation to children and adults with hearing loss. Students examine principles and techniques of pure tone and speech audiometry and interpretation of audiograms; review etiologies and considerations for all types and degrees of hearing loss; and explore principles of management of people with hearing loss across the lifespan as well as technological and aural rehabilitation methods available to individuals with hearing loss.

A study of the production, description, and classification of speech sounds; English sounds, stress, and intonation; phonemes and allophones, ear training, phonetic and phonemic transcription.

This course provides an overview of the scientific study of the human language faculty, focusing on the cognitive and neural processing mechanisms that underlie linguistic knowledge and use. We describe contemporary approaches to delineating levels of language instruction and review various scientific methodologies used to study language. Topics include language knowledge and use of well as language change and variation.

In this course, students explore the structure, meaning and function of language that is commonly exhibited in typical development and discuss how these domains may change during atypical development. Additionally, students learn the basic principles of assessment and intervention and the role of the speech language pathologist in supporting language development for individuals exhibiting typical and atypical development.

The objective of this course is to develop a broad understanding of the process by which typically developing children acquire speech skills. Theoretical aspects of speech development will be reviewed & the complexities of normal human communication will be focused upon. This content will lay the foundation for discussing etiologies & characteristics of speech sound disorders that arise across the lifespan. Basic principles of assessment & intervention & the role of the speech language pathologist will be covered.

This course provides a comprehensive overview of communicative approaches for individuals who are nonverbal or who have severe communications disorders. Special techniques and equipment are employed to allow these individuals to communicate effectively. A thorough examination of assessment and therapeutic process is presented, with emphasis on communication disorders secondary to congenital/acquired cognitive & motor impairments.

This course focuses on speech changes triggered by neurological disease or head trauma. Students learn to distinguish among various types of dysarthria and apraxia of speech through a hypothesis-driven approach and evidence-based framework. Students acquire skills for making diagnoses, constructing hierarchies, identifying potential treatments, and estimating prognosis. The course uses a patient-centered approach to explore the impact of multicultural and psychosocial factors on the adult patient's participation in rehabilitation.

This course focuses on developing clinical logic in voice habilitation and rehabilitation and creating a safe environment for change. Through role-play scenarios, students develop insight into therapeutic hypotheses, improve their clinical models, and refine discrimination of gentle phonation. Students practice setup procedures and provide specific feedback and counseling within a patient-centered care framework.

This course provides an overview of the theoretical bases of aphasia therapy. Students explore the practical application of those bases through analysis of specific therapies that address different patterns of aphasia. Students review and discuss Information about credentials, ethical practices, and culturally responsive practices.

This course is an introduction to the historical, linguistic, and psychological rationales for the evaluation and treatment of verbal impairment secondary to brain damage. Students gain knowledge of essential information concerning the understanding, assessment, and treatment of disorders of language and cognitive-linguistic function following left- and right-hemisphere injury, traumatic brain injury, and neurocognitive disorder. Students review and discuss clinical tests, contemporary research, and treatment methodology.

This course provides an overview of craniofacial anomalies with an emphasis on cleft lip and palate and on the medical, dental, orthodontic, and surgical considerations for this population. This course also focuses on developing knowledge and clinical practice skills to provide adequate differential diagnosis assessments and design a therapeutic treatment plan with evidence-based rationales for patients with cleft lip, cleft palate, and/or craniofacial abnormalities.

This course focuses on the role of motor speech control during development with an emphasis on pediatric motor speech impairments. Topics include the differential diagnosis of children with speech sound disorders, including pediatric dysarthria and childhood apraxia of speech. The course also offers an overview of intervention approaches, including intervention planning and execution for different pediatric motor speech impairments.

The course situates SLP practice within its historical and ideological roots; analyzes the socio-political context underlying service delivery to minoritized children labeled as disabled in the US; interrogates how socially-constructed positionalities intersect within systems of oppression, and how this intersectionality affects instructional practices for all learners. Integrates culturally responsive, sustaining, and decolonial pedagogies into the repertoire of speech-language practices and develops new asset-focused and liberatory assessments and interventions.

This course explores the etiology, nature, progression, and intervention of developmental stuttering and other fluency disorders (i.e., neurogenic/psychogenic stuttering, cluttering). Students develop a foundation of knowledge for application in their clinical practice.

This course offers an overview of current knowledge of autism spectrum disorder (ASD) in the field of communication disorders and related areas. Students learn about current theories of underlying causal factors, as well as different educational approaches and settings. Special emphasis is placed on language and communication skills, focusing on assessment and intervention.

The course provides a comprehensive, interdisciplinary overview of the multifaceted role that vocal expression plays in everyday communication. Familiar voice recognition, perception of emotion, attitude & personality, & interactions between speech & voice perception are described from sociological, psychological, physiological, & neurological perspectives. Evolutionary biology, cultural differences, singing, & uses in media & courtroom are discussed. Clinical studies examine self-awareness of vocal expression & the influence of vocal quality on personal identity. Voice as communication vehicle for speaker & listener is fully explored.

This course focuses on the development of oral and written language, and the reciprocal relationship of oral and written language skills, different types of oral language and literacy disorders, and the role of the speech and language pathologist working with school-age children with varying language-learning disabilities. This course also fulfills specific requirements from the New York State Department of Education to attain a bilingual extension to the certificate of Teacher of Students with Speech and Language Disabilities.

This course focuses on the anatomic, physiologic, and perceptual aspects of voice production and the voice changes triggered by risk factors or changes to the larynx. Students refine their voice models, enhance discrimination of voice characteristics, and learn setup procedures to encourage easy phonation. They learn to use a hypothesis-driven context to link vocal characteristics to underlying physiology. Students identify risk factors and learn to promote efficient phonation within a multicultural context, including transgender voice production.

In this course students examine assessment and remediation of language disorders associated with various etiological factors and consider the relationship of language performance to psychosocial, sensorimotor, and cognitive behavioral systems. Special focus on the formulation of intervention goals and procedures for children from the prelinguistic stage through the preschool years.

An advanced treatment of the anatomy, physiology, and neurology of the articulatory, phonatory, respiratory, and auditory systems. Both peripheral and central connections are considered. Special emphasis is placed on the functional systems of the importance to the speech pathologist and audiologist.

This graduate seminar addresses human communication from an evolutionary, developmental and ethological perspective, asking what these approaches tell us about the nature of the capacity to associate with, inform and otherwise influence members of our species.

Description of swallowing disorders in adults and children associated with various structural, neurological, and behavioral disorders. Assessment and remediating approaches will be addressed.

Anatomy and physiology of swallowing in pediatric patients on a developmental continuum from infancy through the first 3 years of life. Swallowing abnormalities in this population resultant of anatomic/structural deficit, neurologic dysfunction and/or other pathophysiological factors. Focus on the selection of appropriate treatment strategies in accord with clinical findings. Problem-solving and decision-making involved in the management of dysphagia in the birth to three patient population.

This course provides a foundation in the specialized area of medical speech language pathology with focus on communication and swallowing management of infants and children. Infant feeding/swallowing, pediatric swallow studies, tracheostomy, and management of specialized populations will be highlighted. Students develop a fundamental knowledge of the pediatric oropharyngeal swallow mechanism, the aerodigestive tract, tracheostomy, speaking valves, mechanical ventilation, and the importance of team assessment and management.

This problem-based learning course introduces graduate students to instrumental tools used in the evaluation & treatment of swallowing disorders (other than gold-standard videofluoroscopic & endoscopic methods). Students will actively engage in problem-based learning in a group setting & present findings to their peers. This course exposes students to a variety of current instrumental tools for the assessment/treatment of swallowing disorders & promotes the development of life-long learning skills.

This course engages decision-making involved in intervention planning across communication type and lifespan. Students explore the use of diagnostic data in formulating goals and procedures through a cultural and linguistically responsive lens. Sources of knowledge include the nature of communication of various speech and language differences and disorders, baseline data, factors maintaining communication, language learning theories, and evidence-based data.

Provide an overview of the basic interviewing and counseling skills to help communicative sciences and disorders (CSD) students achieve success when working with individuals and family members exhibiting communication disorders. To effectively deal with roadblocks to success in treatment, CSD students must develop a therapeutic relationship with clients both for obtaining relevant information about the disorder (interviewing) and for helping clients reduce barriers to their success in treatment (counseling).

This course integrates foundational information about bilingual/multilingual aspects of speech and language and provides an overview of assessment and interventions for multilingual learners with communication disabilities. Monolingual clinicians can use this course to learn about culturally and linguistically responsive assessment and intervention and how to access and use resources. Fulfills requirements from the NYS Department of Education to attain a bilingual extension to the certificate of Teacher of Students with Speech and Language Disabilities.

This course focuses on typical and atypical speech development in children, with an emphasis on the use of evidence-based practice for the assessment and treatment of children with various speech sound disorders.

The principles of evidence-based practice are essential for ethical and effective decision-making in the clinical setting. In this course, students build and grow their skills in obtaining and evaluating research by learning about different research designs, strategies, and related concepts including reliability and validity. Students ask and answer clinically relevant questions as informed, active consumers of the research literature and practice communicating their findings in a clinically accessible manner.

Study of diagnostic principles and procedures in speech pathology and audiology. First semester concentrates on standardized testing procedures, case histories, interview techniques, and report writing.

Technology-based methods for transcription and analysis of language samples in the assessment of communication disorders. How the analysis of language samples collected during spontaneous speech production plays an important part in the assessment of such disorders and provides a key feature of research involving this population. Students will video-record an interaction between two speakers, learn to use digitized image and sound for transcription of language samples, and use a computerized method (the SALT program) for analyzing language samples collected during spontaneous speech.

This clinical allows students to apply clinical knowledge and skills learned in the classroom to real-life situations in the NYU clinic. The lecture meets weekly and examines the concepts of assessment and intervention planning of communication disorders of varying types and severity across the lifespan. The lecture is paired with on-campus clinical assessment and intervention planning under the supervision of ASHA certified and New York State licensed speech-language pathologists and audiologists. In addition to direct clinical contact, individual supervisory conferences, and weekly lectures, students prepare professional reports. Students must register for one section of Clinic Speech-Language Pathology.

This clinical allows students to apply clinical knowledge and skills learned in the classroom to real-life situations in the NYU clinic. The lecture meets weekly and examines the concepts of the management of communication disorders. The lecture is paired with on-campus clinical assessment and intervention planning under the supervision of ASHA certified and New York State licensed speech-language pathologists and audiologists. In addition to direct clinical contact, individual supervisory conferences, and weekly lectures, students prepare professional reports. Students must register for one section of Clinic Audiology and Clinic Speech-Language Pathology.

This clinical seminar allows students to apply knowledge and skills learned in the classroom to real-life situations in a variety of pediatric settings including schools, therapeutic preschool programs and private practices. The lecture meets weekly and examines the culture, research and professional practices that guide decision making in a variety of pediatric settings. Topics include but are not limited to models of service delivery, individualized educational programming, language and curriculum development, professional writing, multicultural and bilingual considerations, family counseling and the team approach. The lecture is paired with off-campus clinical practica under the supervision of ASHA certified and New York State licensed speech-language pathologists in pediatric settings.

This clinical seminar allows students to apply knowledge and skills learned in the classroom to real-life situations in a variety of adult settings including hospitals, skilled nursing facilities, rehabilitation centers, and private practices. The lecture meets weekly and examines the culture, research and professional practices that guide decision making in a variety of adult settings. Topics include but are not limited to: interdisciplinary interaction, cultural and linguistic diversity, models of intervention and evidence-based practice, counseling; and the team approach. The lecture is paired with off-campus clinical practica under the supervision of ASHA certified & New York State licensed speech-language pathologists in adult settings.

Students are enrolled in this course to satisfy incomplete field placement requirements. This course includes synchronous meetings with interactive learning approaches and lectures to promote application of clinical competencies and a self-paced asynchronous component to encourage reflection. Students apply knowledge and skills to real-life situations in various medical/non-medical field placement settings, under the supervision of licensed and certified speech–language pathologists.

To make informed decisions about diagnosis and intervention, clinicians must start from a thorough understanding of all aspects of the speech chain: sound production, transmission, and perception by the listener. Students gain knowledge of physiological, aerodynamic, and acoustic properties of typical and clinical speech throughout the lifespan. This course prepares students to use instrumental techniques in the clinical setting to measure and/or treat aspects of articulation, resonance, phonation, and perception.

This course introduces students to the theories and procedures used to provide aural rehabilitation to children and adults who have hearing loss.

This course addresses prominent theories and fundamental issues in the fields of speech perception, spoken word recognition, and speech production. The primary focus will be on accounts of unimpaired cognitive processing involved in the production and perception of single words and phrases, and we will consider a range of interdisciplinary perspectives.

Students reflect and form their initial frameworks about speech and language practices with culturally and linguistically diverse populations in health settings and global contexts. Students prepare to develop a global consciousness, and provide effective services in a globalized world through understanding how communication processes fit into historical, economic, political and sociocultural contexts and the implications of these broader contexts for collaborative and family-centered assessment and intervention services.

This course provides an overview of the regulations and requirements for professional practice in the field of communicative sciences and disorders. Students explore major contemporary issues related to employment as a clinician in various settings, including payment systems, billing, documentation, professional competencies, ethical issues, conflict resolution, decision-making, and interdisciplinary collaboration.

Through the use of case studies, student-led discussions and learning exercises, students work as a team to review and critique assessment and management practices for individuals with swallowing impairments and compromised nutrition and hydration. Students examine discipline-specific and person-centered standards of care, problem-solving approaches to ethical decision-making and case management, and skill sets central to competent health care. Students also participate in an interactive testing and cooking lab as a culminating experience.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student’s department should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student’s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

Provides hand-on research experience of method and procedure in analyzing naturalistic speech and language materials. Normal and disordered (e.g., aphasia, autism, schizophrenia, and dementia) speech derived from archival material and media are utilized to explore topics about linguistic structure, intonation, grammar, and usage. Methods include coding, categorization and tabulation of linguistic elements, acoustic analyses, and listening and rating studies. Students learn to pose research questions, perform quantitative analysis, and to interpret results in a scholarly context, leading to conference submissions, honors proposals, or published papers.

This course provides a forum for the presentation of research by eminent researchers in the field of communication sciences and disorders and related disciplines. Students and professional participants are invited to comment, ask questions, and engage in an array of topics in basic science as well as clinical areas. Research papers will be read in advance to prepare for upcoming colloquia. Students in the course will develop their writing skills and learn to formally and concisely write papers about research in CSD.

This is a semester-long seminar for students in the Honors Program in the Department of Communicative Sciences and Disorders. The seminar has three main objectives: (a) provide a forum where students engage in a serious intellectual discussion about the process of conducting independent research, (b) provide guidance and structure to students in the process of conducting their independent research projects, and (c) prepare students for presentation of their honors thesis in a professional forum. All honors students must have a research mentor and This is a semester-long seminar for students in the Honors Program in the Department of Communicative Sciences and Disorders. The seminar has three main objectives: (a) provide a forum where students engage in a serious intellectual discussion about the process of conducting independent research, (b) provide guidance and structure to students in the process of conducting their independent research projects, and (c) prepare students for presentation of their honors thesis in a professional forum. All honors students must have a research mentor and approved research project prior to registering for the course.

This year-long course sequence will foster the career development of graduate students who have an aptitude for research and will provide a framework for faculty-mentored student research. Admission to the course is restricted to students who are selected based on competitive applications. Students will develop and implement a research study, analyze the data, and culminate the project with a written paper and oral presentation.

This doctoral level seminar will introduce students to some of the important seminal writings in communicative sciences and disorders. The articles chosen for study will provide historical perspectives and exposure to current ongoing debates in the literature. Each week students will be responsible for reading the assigned articles and attending class prepared for discussion. In addition to providing students with the opportunity to develop skills as critical consumers and disseminators of research, this course provides a review of material that is relevant for providing breadth of knowledge to individuals seeking a doctoral degree in communicative sciences & disorders.

A doctoral level course with discussion covering topics within the areas of communicative sciences and disorders. Topics vary by semester and instructor.

This course targets fundamentals of grant writing for doctoral students planning academic research careers. The course covers the entirety of the process, from identifying a grant mechanism through grant review and resubmission. Students will draft part or all of a grant proposal on their proposed dissertation research, present their drafts in class, and receive feedback from peers. The focus is on funding mechanisms for advanced doctoral students through the National Institutes of Health, although other agencies and mechanisms will be discussed as well.

Students explore ideas through discussion, library research, and other means for the purpose of selecting topics for their projects or proposals. Individual presentations are scheduled and students obtain feedback from the instructor and the other students. Topics involving research, such as human subjects protection requirements, appropriate statistical procedures, instrumentation, proper writing style and scholarly referencing, or database search techniques and library usage are covered as needed. After completion of the 3 required credits students are expected to attend weekly meetings until the completion of the proposal.