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 course will service as a forum to further meet the academic, professional and personal needs of the Master of Science students by providing the following: (1) a thorough overview of university, departmental, program and national/state accreditation requirements, (2) advisement related to academic/professional pursuits and (3) resources related to the community in which they live and serve. As a result, this course will promote opportunities for student/student and student/faculty interactions to further enhance interpersonal and professional skills development and improve student satisfaction.

A comprehensive study of the anatomical, physiological, bases of speech production, and perception. The structures and mechanics of respiration, fountain, resonation, articulation, and speech perception are studied.

A comprehensive study of the neurological bases of speech and language production, speech and language perception, and swallowing. The neurological basis of language, respiration, phonation, resonation, articulation, speech perception, and swallowing are studied.

Study of the anatomical and physiological bases and mechanics of speech perception. Principles and techniques of pure tone and speech audiometer and interpretation of ideograms. Consideration of etiologies and auditory characteristics of major types of hearing impairment and principles and management of hearing impaired across the lifespan.

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.

Focuses on typical development of language in children and associated conditions, such as hearing impairment, intellectual handicaps and autism. Typical and atypical language development will be discussed with special reference to the various communication components: form (structure); content (semantics); use (pragmatics). Implications for the facilitation of language acquisition in children exhibiting delays or disorders of language development will be reviewed. Basic principles of assessment and intervention and the role of the speech language pathologist will be covered. Prerequisites: CSCD-GE 2003 Neurological Bases of Cognition, Behavior and Communication; CSCD-GE 2007 Science of Language

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 the etiology, neuroanatomy, and symptoms of common neurological disorders and their associated motor speech problems. Types of dysarthria and apraxia of speech are compared to establish a foundation for differential diagnosis. A hypotheses-based context for assessment & treatment is used to form hierarchies and estimate prognosis. We will use a patient-centered and evidence-based practice framework to discuss the impact of multicultural and psychosocial factors on the patient’s participation in rehabilitation.

This course helps students develop hypothesis about the causes & rehabilitation of voice disorders. The course helps students learn to test those hypotheses with patients who have complex dysphonia or aphonia including the aphonia secondary to laryngectomy. This course is for advanced master’s & doctoral students & for professionals in the field who work with patients who have voice disorders.

Emphasis on the theoretical basis of therapy with the adult aphasic & on practical application of those bases through the development of specific therapies for specific problems of aphasia. Information about credentials, ethical practices, & multicultural issues are addressed.

Introduction to the historical, linguistic, and psychological rationales for the evaluation and treatment of verbal impairment secondary to brain damage. Clinical tests, contemporary research, and treatment methodology.

Analysis of etiological conceptions of cleft palate and orofacial anomalies related to articulatory and phonatory disorders. Clinical tests and procedures for general and specific therapy.

Analysis of etiological conceptions of cerebral palsy and related linguistics, articulatory, and phonatory disorders. Clinical tests and procedures for general and specific therapy.

Students co-create frameworks that center equity and justice in SLP in schools. Situates SLP practice within historical and ideological roots; analyzes the socio-political context underlying service delivery to minoritized children labeled as disabled; interrogates how socially constructed positionalities intersect within systems of oppression, and how this affects instructional practices for all; integrates culturally responsive, sustaining, and decolonial pedagogies into speech-language practices; and develops new 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 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 as well as Speech Language Pathology assessment and intervention. As part of the course requirements, students conduct individual case studies throughout the course.

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 considers the anatomic, physiologic, acoustic, and perceptual aspects of normal voice and selected voice problems across the lifespan. A hypothesis-driven context and patient-centered framework is used to develop protocols for prevention of voice problems, identification of risk factors, and promotion of efficient phonation. We will discuss the impact of multicultural and psychosocial factors on voice. Participation in labs links motor learning theory to manner of phonation and facilitates development of goals and identification of appropriate procedures.

Examination of assessment and remediating of language disorders associated with varied etiological factors. Considers cognitive and pragmatic aspects of language. Focuses on the determination of goals and intervention procedures for children from the paralinguistic stage through the school 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.

Principles of problem solving and decision making involved in intervention planning across communication-disorder types. Use of diagnostic data in formulating goals and procedures of treatment. Sources of knowledge underlying goal and procedure development, including (1) the nature of language, (2) baseline data, (3) factors maintaining communication disorders, and (4) language learning theories, are addressed.

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).

Integrates foundational information pertaining to bilingual/multilingual aspects of speech and language. Overview of assessment of and evidence-based interventions for multilingual and dual language learners suspected of having oral and written speech/language disabilities. Introduces clinicians to culturally and linguistically responsive assessment/intervention principles and how to access and use resources when working with culturally and linguistically diverse children and adolescents. Fulfills NYS requirements for the Bilingual Extension to TSSLD certificate.

Emphasis on research in phonological development and the application of theories of development to assessment and intervention procedures with the phonologically impaired. Phonological disorders are analyzed within the framework of a linguistic system, with reference to distinctive features, phonological rules, and simplification processes.

Consideration of the formulation and design of research problems; collection, processing, and interpretation of data. Evaluation of research in speech and speech pathology and audiology.

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.

This clinical lecture allows students to apply knowledge and skills learned in the classroom to real-life adult and/or pediatric situations. 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 and adult settings.

An advanced and detailed study of the current instrumentation used to evaluate the acoustic, aerodynamic and physiological aspects of speech production in clinical settings and in speech research. Students will gain expertise in the instrumental evaluation of normal subjects.

Special problems of management of patients who are deaf & hard-of-hearing with special attention to the cochlear implant population. The principles of auditory development & implications for aural rehabilitation. Challenges faced when selecting appropriate evaluation & therapy strategies for individuals with various forms of hearing loss & communication strategies.

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.

Overview of the regulations & requirements for professional practice in the field of communicative sciences & disorders. Topics include the major contemporary issues related to employment as a clinician in various settings, including professional competencies, ethical issues, conflict resolution, decision-making & interdisciplinary collaboration.

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.