Courses

This course covers research designs and methods within the context of published research in the field of communication sciences and disorders. Students will evaluate research studies in communication sciences and disorders and learn to apply results of research-based interventions to clinical practice. They will also demonstrate understanding of the clinician’s role as an evaluator and consumer of research, learn to critically read literature, apply findings and identify their own clinical/scholarly interests to advance both theory and practice in the communication sciences and disorders (3 Units)

The course provides detailed and in-depth study of normal development of articulation/phonology, the nature and causes of abnormal articulation/phonology, and the assessment and treatment of these processes. Students develop skills in the phonetic transcription of errors, administration and evaluation of articulation test results, and in planning of individualized treatment procedures. (3 Units)

The course guides students to develop an understanding of clinical process, clinical terminology and contemporary professional issues affecting practice across the lifespan. Students will become familiar with processes involved in reviewing files, reviewing general disorder areas, understanding communication abilities of clients, incorporation of person- and family-centered care, positive and negative clinical traits, writing behavioral objectives, teaching and treatment techniques, and data collection and analysis. Students will use this knowledge to prepare for their first clinical experience. (3 Units)

This course provides an overview of language impairments in children, emphasizing theoretical perspectives, etiologies, and evidence-based approaches related to prevention, assessment, and intervention. Students will examine the impact of pediatric language disorders on social, cognitive, and academic development, with attention to both high and low incidence populations. Instruction includes the principles and techniques of screening, identification, assessment, and treatment across the developmental stages of emergent language, language for learning, and advanced adolescent language. Ethical practice, multicultural competence, and integration of current research are emphasized throughout, with a focus on practical application to students’ clinical practicum experiences. (3 Units)

This course provides an in-depth study of diagnostic assessment methods for communication disorders across the lifespan. Students develop advanced competencies in test development, measurement of validity and reliability, standardized score interpretation, and ethical communication of assessment results to clients and families. The course incorporates hands-on laboratory experiences, interdisciplinary and collaborative learning opportunities, and grand rounds, enabling students to apply contemporary diagnostic methods in authentic clinical and educational settings. Course requirements include individual case studies, diagnostic demonstrations, and major clinical projects such as oral mechanism and pediatric feeding labs, comprehensive assessment presentations, and written clinical reports. Emphasis is placed on multicultural competence, interdisciplinary collaboration, and the integration of research and critical thinking to inform clinical decision-making. Through a combination of theoretical instruction and experiential learning, students are prepared to engage in responsible, skilled practice in speech-language pathology assessment and client care. Prerequisite: CSDS5100, CDS542 (3 Units)

This course provides a comprehensive exploration of Autism Spectrum Disorder, focusing on diagnostic criteria, etiologies, and clinical presentation across the lifespan. Students examine current, emerging, and traditional theoretical models and intervention frameworks, including biomedical treatments and sensory integration approaches, as well as best practices for assessment and care. The course integrates experiential learning through laboratory activities, interdisciplinary case studies, evidence-based practice projects, and reflective roundtable discussions. Students acquire basic proficiencies through certification modules in ASD clinical methods, assessment, functional behavior analysis, AAC implementation, and collaborative team-based strategies. Upon course completion, students possess foundational knowledge and basic application skills in evidence-based diagnostic and therapeutic practices, preparing them to effectively serve within diverse clinical, educational, and community environments (2 Units)

This course provides detailed information regarding the peripheral and central nervous systems as they relate to normal speech and voice production, language, cognition, and swallowing. Students will practice relating the site of lesion to corresponding disorders, and describe the neuropathologies that contribute to congenital and acquired neurogenic communication disorders and dysphagia. (3 Units)

The purpose of this course is to familiarize students with acquired neurogenic language disorders and the left hemisphere pathologies that cause them (stroke, brain injury). Students will describe and practice procedures for assessment, treatment and management of patients with all forms of aphasia in locations ranging from the intensive care unit and outpatient services to community based rehabilitation. Prerequisite: CSDS5300 (3 Units)

The purpose of this course is to equip graduate students with foundational knowledge in current best practice in speech-language pathology for diagnosis and treatment of acquired neurogenic cognitive communication disorders. The course provides essential information concerning cognitive communication disorders resulting from traumatic brain injury, right hemisphere brain injury and progressive neurological disorders (dementia). Prerequisite: CSDS5300 (2 Units)

Students complete in depth study of augmentative and alternative communication (AAC), and related assistive technology used to aid individuals with complex communication needs (e.g., severe physical impairments, sensory impairments, severe communication disorders, etc). Students will gain experience in the selection and programming process, including practical skills for gaining funding for devices for clients in various settings. They will also analyze the impact of cognitive, educational, physical, psychosocial, and linguistic aspects of human behavior on AAC use, assessment, intervention, and research issues. (3 Units)

Students gain familiarity with detailed information about the nature of fluency disorders, as well as the assessment of and treatment of stuttering and fluency disorders for both pediatric and adult age groups. The course includes demonstrations of assessment and treatment of dysfluency and stuttering, as well as cluttering behaviors that interfere with ease of communication in home, school and community life. Prerequisite: CSDS5050 (3 Units)

This course reviews contemporary practice issues surrounding the educational system where many speech language pathologists work, including understanding/appreciation of varying processes/procedures, legislative foundations, the referral/assessment process, Student Study Team, IEP process, Response to Intervention (RTI) process, options for service delivery, collaboration, specific state curriculum standards, specialized services, and review of SLP role in public school. Prerequisite: CSDS5050, CDS520 (3 Units)

This course explores current theories and practical approaches to language acquisition and communication disabilities among culturally and linguistically diverse individuals. Emphasis is placed on developing cultural competence for assessment, intervention, and engagement with families and communities in educational and healthcare settings. Students examine historic and contemporary issues related to bias and disparities in education and health care, considering how social and economic factors influence access to clinical services. The course incorporates self-reflection and ethical practice while providing practical experience with non-biased assessment, distinguishing language difference from disorder, and appropriate use of interpreters. Students engage in analysis of case studies, identify community resources, and participate in collaborative group assignments, gaining skills to provide culturally responsive, evidence-based care for communication disorders across the lifespan. (3 Units)

The course provides in-depth-study of the etiologies, interdisciplinary assessments, and interventions targeting communication impairments for children and adults with craniofacial anomalies. Additionally, students will acquire detailed knowledge regarding etiological factors and methodology for prevention, diagnosis, and treatment functional and organic disorders of voice across the lifespan and in diverse populations. (3 Units)

The course provides detailed study of motor speech disorders in children/adults resulting from developmental, acquired, and progressive conditions caused by damage to the central or peripheral nervous system. Students will utilize knowledge of the neurological bases of speech production and neuroanatomy in gaining skills for differential diagnosis of motor speech disorders, and plan assessment and treatment for persons with apraxia of speech and/or the dysarthrias. Prerequisite: CSDS5300, CDS530 (3 Units)

Students complete in-depth study of the anatomy and physiology of the normal swallow in children and adults, neurological and oncologic disorders which affect the swallowing process, and evaluation of the patient with dysphagia for both clinical and instrumental analysis. This course will also provide a detailed analysis of evidence-based practice for dysphagia treatment for both adult and pediatric populations. Prerequisite: CSDS5300, CDS530 (3 Units)

This course will introduce students to the counseling skills needed by speech-language pathologists in their daily interactions with clients/patients and their families. A broad overview of counseling theories and techniques will be provided. Students will identify the emotional support needs of individuals with communication disorders and their families and how communication disorders affect the individual and family system. Counseling needs of individuals with specific disorders will be discussed, including those with speech sound disorders, language disorders, voice and resonance disorders, fluency disorders, autism spectrum disorders, hearing loss, acquired/adult language and cognitive disorders, and congenital disorders. (3 Units)

Students complete a Capstone project to demonstrate competency in the areas of defining a speech-language therapy goal, selecting and implementing an evidence-based intervention, collecting treatment data, and evaluating the effects of the intervention. Students will provide an evaluation of intervention implementation strengths, barriers, and future recommendations based on their experience and data. All projects must provide a comprehensive analysis of evidence-based best practice as it relates to the project. Both an oral presentation and paper/poster are required. Prerequisite: CSDS5720 (2 Units)

This course provides a comprehensive review of communication disorders, assessment, and treatment to prepare students for the Praxis examination in speech-language pathology. The course emphasizes mastery of exam content, test structure, and evidence-based test-taking strategies. Students complete multiple full-length, computer-based Praxis practice exams mirroring the national exam and are expected to achieve passing performance on at least one exam. Weekly assignments require students to review assigned chapters, develop sample questions, and participate in peer-based question and content analysis to reinforce critical concepts. Additional topics include credentialing pathways, the Clinical Fellowship Year, and state licensure requirements. The course fosters readiness for professional certification and entry-level clinical practice. (1 Units)

Students will acquire 45 hours of clinical experience in the following areas: 1) administration of hearing screenings for children and adults and supervised clinical experience in provision of aural habilitation and rehabilitation services, and, 2) assessment and intervention in the areas of phonology, language disorders of children, fluency, and autism spectrum disorders. Clinical contact will include linguistically and culturally diverse populations across the life-span in a variety of settings. (3 Units)

Students will acquire 45 to 60 hours of clinical experience in both assessment and intervention in the areas of articulation and phonology, language disorders of children, fluency, autism spectrum disorders and acquired neurogenic communication disorders. Clinical contact will include linguistically and culturally diverse populations across the life-span in a variety of settings. Prerequisite: CSDS5100 (3 Units)

Students will acquire 45 to 60 hours of clinical experience in both assessment and intervention in the areas of acquired neurogenic communication disorders as well as in phonology, language disorders of children, fluency, autism spectrum disorders, and acquired neurogenic communication disorders. Clinical contact will include linguistically and culturally diverse populations across the life-span in a variety of settings. Prerequisite: CSDS5100 (3 Units)

This advanced practicum provides supervised clinical experience in assessment and intervention for speech-language communication disorders, including but not limited to acquired neurogenic communication disorders, phonological and language disorders, fluency, and autism spectrum disorders. Students support linguistically and culturally diverse clients across the lifespan in varied clinical settings. Prerequisite: CSDS5100, CDS540 (3 Units)

This advanced practicum provides supervised clinical experience in assessment and intervention for speech-language communication disorders, including but not limited to phonological and language disorders of children, fluency, and autism spectrum disorders. The practicum emphasizes the accrual of school-based clock hours and the development of clinical competencies required for credentialing through the California Commission on Teacher Credentialing (CTC). All students are expected to fully engage with their practicum site and aim to complete 105 hours of direct clinical experience for the practicum, regardless of prior fulfillment or proximity to required school-based hours. To be eligible for the CTC preliminary credential, students must complete a minimum of 100 supervised hours across graduate school-based practicum settings under qualified supervision. Students support linguistically and culturally diverse clients across the lifespan in varied clinical settings Prerequisite: CSDS5620 (3 Units)

Students will acquire 105 hours of clinical experience in community, health-care and/or medical settings. Clinical contact will include specialty areas of acquired neurogenic communication disorders, voice and resonance disorders, and dysphagia with linguistically and culturally diverse populations. Prerequisite: CSDS5100 (3 Units)

The comprehensive examination is a cumulative, summative assessment that measures students’ ability to integrate information from across the MS SLP curriculum and demonstrate competent clinical decision making. Exam questions are case-based and are evaluated by faculty who will provide feedback and implement intervention plans in the case students do not demonstrate sufficient competency on the knowledge or skills assessed on the exam. Prerequisite: CSDS5550 (1 Units)