MASTER OF ARTS IN EDUCATION
COMMUNICATION DISORDERS
16 KAR 2:010
Graduate Catalog: http://www.gradschool.eku.edu/gradcatalog/
September 2008, August 2010
EKU Graduate Program Review Documents: Communication Disorders
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TABLE OF CONTENTS
PROGRAM EXPERIENCES
A. Content Standards
B. KERA Initiatives
C. EPSB Themes
D. Program Faculty
E. Syllabi
F. Curriculum Contract/Guide sheet
EKU Graduate Program Review Documents: Communication Disorders
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PROGRAM EXPERIENCES
The Communication Disorders (CD) Program at Eastern Kentucky University offers a
bachelor’s degree, a master’s degree, and a Rank 1. The undergraduate degree prepares preprofessionals to apply to a master’s degree program in speech-language pathology or a doctoral
degree in audiology, but also provides the background necessary to obtain a position as a speechlanguage pathology assistant. The master’s degree is the minimal entry level for candidates in
the field of speech-language pathology.
The CD Program and the Speech-Language-Hearing (SLH) Clinic maintain the
philosophy that all persons regardless of age, ethnicity, religion, creed, gender, sexual
orientation, or disability have the right to communicate; that communication is basic to human
interaction and survival; and that communication is necessary in order for students to learn in the
classroom and for individuals to participate as members of society. The CD Program and SLH
Clinic define communication as the ability to express and/or receive information verbally,
aurally, motorically, visually, and/or technologically. When communication is impaired or is atrisk of being impaired, the CD Program and SLH Clinic believe that all persons have the right to
receive appropriate services for the prevention, identification, diagnosis, and/or treatment of
problems in the areas of articulation, language, fluency, voice, and/or hearing.
The Communication Disorders Program and the Speech-Language-Hearing Clinic
believe that, to ensure the efficacy of services to the public, these services should be delivered by
qualified candidates. The CD Program and SLH Clinic accept the responsibility to prepare
candidates to deliver these services in an effective and efficient manner in accordance with the
American Speech-Language-Hearing Association (ASHA) Code of Ethics. This responsibility
includes the instruction, supervision, and guidance of graduate and undergraduate candidates in
training to enter the field of Speech-Language Pathology in accordance with ASHA's Scope of
Practice. This responsibility further includes the equitable treatment of candidates at all levels of
preparation regardless of age, ethnicity, religion, creed, gender, sexual orientation, or disability.
The CD Program’s mission reflects the University position, which values commonalties
and diversities among individuals in their aspirations, abilities, behaviors and cultures. It also
supports the University’s commitment to provide all people with disabilities quality services by
providing competently prepared speech-language pathologists. It is the responsibility of the
faculty to ensure that candidates have up-to-date strategies and skills essential to serving people
of all ages with communication disorders and those lacking the communication foundation
necessary for successful academic and social learning experiences. It is also the responsibility of
the faculty to ensure that candidates are able to support learning for all students from diverse
populations, cultures, and environments regardless of race, gender, ethnicity, socio-economic
status, physical or learning disabilities, or national origin. As a graduate program, the focus is on
the development of professional spoken and written communication skills, critical thinking
skills, knowledge of professional literature and best practices, expertise in the application of best
practices, and experience in evaluation of services for students with special needs. This focus
mirrors the expectations for degree programs of the Office of Graduate Studies and Research at
EKU.
EKU Graduate Program Review Documents: Communication Disorders
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The mission of the CD Program is also compatible with the mission of the Unit and
aligned with the Department of Special Education Faculty and Staff Commitment that states
“Our primary commitment is to ensure provision of quality educational and related services to
individuals with disabilities. Therefore, we strive to prepare practitioners who are competent and
share this commitment.”
Relationship to the Conceptual Framework
The Communication Disorders program subscribes to the College of Education’s
Conceptual Framework. The model focuses on the integration of content knowledge, effective
pedagogical skills, dispositions, technology and diversity that foster continued professional and
personal development and learning. The foundation that enables a graduate of the CD Program
to work effectively in the field is based on the acquisition of “content knowledge” embedded in
the curriculum. The opportunities candidates have to participate in virtual, in-class, and field
experiences and to practice their “pedagogical skills” enhance this knowledge. Built into this
framework is the idea that effective speech-language pathologists maintain certain perceptions
about themselves, students, and their work environment. Candidates are encouraged throughout
the program to assess their “dispositions” related to special education and reflect on their
abilities, interests, and performance in the educational setting. Candidates are knowledgeable of
integrating “technology” into instruction to enhance teaching and learning and are able to
support learning for all students across an increasingly “diverse” student population. Graduates
of the program recognize the need to be life-long learners, understanding that to be effective
speech-language pathologists that their knowledge base must continue to be updated and their
skills refined. Relevant information concerning cultural diversity is integrated into all course
syllabi to assist candidates in their understanding and appreciation of the wide array of
differences between and among individuals in our society.
Relationship to Continuous Assessment
The Communication Disorders program utilizes all possible assessment / data collection
techniques available and instituted at the College and University levels through Banner, Degree
Audit, Task Stream and TracDat. The program houses assessment in Task Stream and regularly
updates, according to the continuous assessment schedule, tools, data and data analysis
information in TracDat.
Through the continuous assessment process, candidates are evaluated according to 6
Program Key Assessments (State Licensure Test, Content Assessments, Assessment of
Candidates Ability to Plan Instruction, Assessment of Clinical Practice, Candidate Impact on
Student Learning, and Candidate’s Ability to Self-Assess). These Program Key Assessments are
dispersed across the candidates’ course of study. Instituted transition points provide program
faculty with points at which a candidate’s assessment data are reviewed and it is then determined
if a candidate can progress into the next phase of their determined program. These transition
points, along with Program Key Assessments, occur as a candidate enters the undergraduate
program, begins undergraduate clinical practicum, is admitted to Professional Education,
completes the undergraduate program, is admitted to the graduate program, begins student
teaching, and then upon exiting the graduate program.
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Two tests in the PRAXIS II Series –one for Speech-Language Pathology and one for
Education of Exceptional Students: Core Content Knowledge--are completed as an exit
requirement for all candidates to demonstrate content knowledge and pedagogical knowledge for
acquiring state licensure and national certification. In addition, content and pedagogical
knowledge is also assessed by the candidate successfully completing a thesis or written and oral
comprehensive examinations. The Council on Academic Accreditation for the American
Speech-Language-Hearing Association also requires that candidates demonstrate acquisition and
competence in knowledge and skills of specific content. Evidence for these competencies are
identified and documented on the Knowledge and Skills Acquisition (KASA) form. Evidence of
candidate planning, implementing, and assessing student learning and progress includes therapy
plans and reports and items included in the Portfolio which are reviewed. Candidate’s selfassessment is completed at the end of each clinical experience and as an exit requirement in the
Exit Survey and later in the Alumni Survey.
Description of Courses and Experiences
Program Curriculum
The mission of the Communication Disorders program is to provide quality instruction
and practical experiences to pre-professional speech-language pathologists, influence speechlanguage pathologists to make a positive impact on the lives of children with disabilities and atrisk, increase the number of speech-language pathologists prepared to serve students with the
greatest needs, and prepare speech-language pathologists who provide leadership in problem
solving and program development in the schools, community, and professional organizations.
The CD program curriculum is designed to enhance candidate learning and the application of
learning in the field. Courses are delivered face-to-face and on the web. (This means that the
program is offered as an on-campus program, however, online technology is used within each
course with some being presented on-line or as “web-enhanced”.) The two classes offered online
are CDS 520/720 Augmentative and Alternative Communication Systems and CDS 870
Professional Issues in Communication Disorders. All courses have access to the online
instructional support system, Blackboard, to enhance delivery of course information (“webenhanced”). Pedagogical techniques used in the delivery of instruction are aimed at stimulating
the candidate’s interest and developing their overall knowledge of evidence-based strategies
shown to be effective with students with disabilities. In addition, curriculum planning is
designed to ensure that candidates are exposed to and begin to meet the Teacher Standards
designed by the Kentucky Education Professional Standards Board and the Standards for the
Certificate of Clinical Competence in Speech-Language Pathology developed by the American
Speech-Language-Hearing Association. The Council on Academic Accreditation in Audiology
and Speech-Language Pathology of ASHA national standards and ASHA’s Scope of Practice
and Preferred Practice Patterns are also utilized in curriculum planning.
Courses are carefully sequenced in the bachelor’s and master’s degree programs to ensure
that candidates are prepared for their clinical experiences. Admission to Professional Education
occurs at the undergraduate level and is required before registering for CDS 541/741 School
Services in Communication Disorders and before student teaching, which is offered at the
graduate level only.
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BSE in Communication Disorders
Curriculum requirements include the following: (1) Professional Core 7 hours; (2) Major 56
hours (CDS 250, 273, 275, 285, 360, 365, 372, 373, 374, 380, 464, 465, 474, 475, 485, 487, 488,
541, 571, and 572); (3) Supporting 34 hours; General Education 34 hours; University 1 hour;
Elective 1 hour; for a total of 128 hours.
MAED in Communication Disorders
Curriculum requirements include the following: (1) Professional Core 7 hours (usually
completed prior to starting the master’s degree program); (2) Major 54 hours (CDS 863, 867,
873, 874, 875, 876, 877, 878, 879, 880, 720, 898, 870, and SED 897); (3) Electives 9 hours; for a
total of 63 hours.
If a candidate admitted to the graduate program has not completed the Professional Core
courses at the undergraduate level, then s/he is advised to complete the 7 hours before beginning
the master’s program. Admission to Professional Education must occur before a student can
apply for student teaching. Candidates may choose as electives additional courses in CD or, with
approval from their advisor, courses within Special Education, throughout the Unit and/or the
University. Upon completion of the CD Graduate Program and passing two PRAXIS exams,
candidates are eligible to apply for Kentucky Teacher Certification in Speech-Language
Pathology, Rank 1 status in Kentucky, Kentucky License in Speech-Language Pathology, and
the Certificate of Clinical Competence in Speech-Language Pathology.
Practicing speech-language pathologists who hold a Rank II are eligible to apply for a
Rank I program in CD. Additional hours toward the Rank I are approved by the advisor so that
the total graduate hours from the master’s degree and the Rank I add up to at least 60 hours.
Rank I
Curriculum requirements include the following: (1) Communication Disorders Courses
Approved by Advisor 15 hours; (2) Professional Education 6 hours; (3) Planned Electives 9
hours; for a total of 30 hours.
Prior to enrolling in the next term’s courses, candidates must meet with their assigned
academic advisor to ensure course requirements are being met in an appropriate and efficient
manner. Course sequencing is recommended by the advisor and the program’s recommended
advising form. Additionally, as demonstrated through the Key Assessments and transition
points, there are gateways through which candidates must pass in order to complete program
requirements.
Field Experience Expectations
The EKU Speech-Language-Hearing Clinic and Model Laboratory School provide
clinical experiences for both our undergraduate and graduate candidates. These candidates are
supervised by certified full time and/or part-time faculty who hold either a master’s degree or
EKU Graduate Program Review Documents: Communication Disorders
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doctorate in the field of speech-language pathology and/or audiology. The undergraduate
candidates complete a semester of pre-practicum in which at least 25 hours of observation of
speech-language evaluations and intervention must be acquired. Once the observation hours are
completed, then two semesters of clinical practicum are completed in their senior year in which
they can accrue up to 50 clinical clock hours. The graduate candidates complete three semesters
of clinical practicum on and off campus, as well as a semester of student teaching and a semester
of externship in a medical facility. The graduates need to complete a total of 400 clinical clock
hours, which is required for the Certificate of Clinical Competence in Speech-Language
Pathology.
Code of Ethics
From the first education foundations course (EDF 103), candidates receive an in-depth
introduction to the Kentucky Education Professional Standards Board Code of Ethics. In
addition, this code of ethics is also discussed in CDS 541/741 School Services in
Communication Disorders and CDS 870 Professional Issues in Communication Disorders.
Throughout all of their observations from EDF 103 through their student teaching experiences,
candidates are expected to demonstrate professionalism by upholding the Code of Ethics. This is
assessed by course instructors and field experience supervisors and/or mentors at key transition
points throughout the program.
The Code of Ethics for the American Speech-Language-Hearing Association is
integrated, shared, and discussed with candidates throughout their program. Specifically, the
Code of Ethics is reviewed in the major area classes of CDS 541/741 and 870. Candidates study
the Code of Ethics and how it applies for students, parents, and to the education profession
throughout their programs.
Relationship to the Conceptual Framework
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
COURSES
CF1
CF2
CF3
CF4
CF5
CDS 250
K
CDS 273
K
CDS 275
K, KA1
K
K
CDS 285
K, KA1
K
CDS 360
K, KA1
K
K
CDS 365
K, KA1
K
K
CDS 372
K, KA1
K
K
CDS 373
K, KA1
K
K
K,A,PA
CDS 374
K, KA1
K
CDS 380
K, KA1
K
K
CDS 464
K, KA1
K
K
CDS 465
K, KA1
K
K
K
CDS 474
K, KA1
CDS 475
K, KA1
K
K
EKU Graduate Program Review Documents: Communication Disorders
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CDS 485
CDS 487
CDS 488
CDS 541
CDS 571
CDS 572
CDS 863
CDS 867
CDS 873
CDS 874
CDS 875
CDS 876
CDS 877
CDS 878
CDS 879
CDS 880
CDS 899
CDS 720
CDS 898
CDS 870
SED 897
CDS 520
CDS 741
CDS 771
CDS 772
CDS 861
CDS 885
K, KA1
K, KA1
K, KA1
K,A,PA,
KA1
K,A,PA,
KA1
K, KA1
K, KA1
K, KA1
K, KA1
K, KA1
K, KA1
K, KA1
K, KA1
K, KA1
K, KA1
-
K
-
-
K
K
-
K
K
K
-
-
K
-
-
K
K
K,A,PA
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K,A,PA
Undergraduate and Graduate Electives
K, KA1
PA,A,K
K, A, PA,
K
K
K
KA1
K, A, PA,
K
KA1
K, KA1
K
K
K, KA1
-
K,A,PA
K
-
Relationship to Kentucky Teacher Standards – Advanced
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
COURSES
TS1
TS2
TS3
TS4
TS5
TS6
TS7
TS8 TS9
CDS 250
K, KA1
CDS 273
CDS 275
K, KA1
CDS 285
K, KA1
CDS 360
K, KA1
K
K
K
CDS 365
K, KA1
K
K
CDS 372
K, KA1
K
EKU Graduate Program Review Documents: Communication Disorders
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TS10
-
CDS 373
CDS 374
CDS 380
CDS 464
CDS 465
CDS 474
CDS 475
CDS 485
CDS 487
CDS 488
CDS 541
CDS 571
CDS 572
CDS 863
CDS 867
CDS 873
CDS 874
CDS 875
CDS 876
CDS 877
CDS 878
CDS 879
CDS 880
CDS 899
CDS 720
CDS 898
CDS 870
SED 897
CDS 520
CDS 741
CDS 771
CDS 772
CDS 861
CDS 885
K, KA1
K
K
K
K
K,A,PA,
K,A,PA K,A,PA
K,A,PA
KA1
K, KA1
K
K
K, KA1
K
K
K
K, KA1
K,A,PA,
K,A,PA K,A,PA
K,A,PA
KA1
K, KA1
K
K
K, KA1
K
K, KA1
K
K
K
K
K
K,A,PA
K
K, KA1
K
K, KA1
K
K
K
K, KA1
K
K
K
K
K
K
K, KA1
K
K
K
K,A,PA,
K,A,PA K,A,PA
K,A,PA K,A,PA
KA1
K, KA1
K
K
K
K
K, KA1
K
K
K
K
K, KA1
K
K
K
K
K
K, KA1
K
K
K
K
K, KA1
A,PA,K
K
A,PA A,PA
Undergraduate and Graduate Electives
K, KA1
K
K
K
K
K, A,
K, KA1
K
K
K
K
K
K
PA
K, KA1
K
K, KA1
K
K
K
K
-
Relationship to EKU Goals
COURSES
CDS 250
CDS 273
EKU-G1
-
EKU–G2
-
EKU Graduate Program Review Documents: Communication Disorders
EKU-G3
-
EKU-G4
-
EKU-G5
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-
CDS 275
CDS 285
CDS 360
CDS 365
CDS 372
CDS 373
CDS 374
CDS 380
CDS 464
CDS 465
CDS 474
CDS 475
CDS 485
CDS 487
CDS 488
CDS 541
CDS 571
CDS 572
CDS 863
CDS 867
CDS 873
CDS 874
CDS 875
CDS 876
CDS 877
CDS 878
CDS 879
CDS 880
CDS 899
CDS 720
CDS 898
CDS 870
SED 897
-
CDS 520
CDS 741
CDS 771
CDS 772
CDS 861
CDS 885
X
-
-
-
-
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Undergraduate and Graduate Electives
X
X
EKU Graduate Program Review Documents: Communication Disorders
X
X
X
X
X
X
-
X
X
X
X
X
X
X
X
X
X
-
X
-
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A. Content/SPA Standards
Student learning outcomes outlined in the syllabi of the following classes align to these
designated SPA standards.
American SpeechLanguage-Hearing
Association
Standards 3, 4
CDS 250
Standards 3,4
CDS 273
Standards 3,4
CDS 275
Standards 3,4
CDS 285
Standards 3,4
CDS 360
Standards 3,4
CDS 365
Standards 3,4
CDS 372
Course
P/N
Description
Phonetics. (3) I. Prerequisite: admission to CDS program.
Study of the articulatory postures and movements used to
produce standard English and defective sounds.
Introduction of the International Phonetic Alphabet and
practice in using it to transcribe both normal and defective
speech.
Observation in communication Disorders. (1) II.
Prerequisite: admission to CDS program. Supervised
clinical observation of therapy and/or diagnostic services
for individuals with communication disorders. Instruction in
report writing and observing in various settings. Students
must complete 25 clock hours of observation by the end of
this semester.
Introduction to Communication Disorders. (3) I.
Introduction to the nature and causes of speech, language,
and hearing disorders. An overview of the field of
communication disorders and sciences.
Anatomy and Physiology of Speech and Hearing
Mechanism. (3) I. Prerequisite: admission to CDS program.
Introduction to the anatomical and physiological bases of
hearing,
Normal Speech and Language Development. (3) II.
Normal speech and language acquisition from birth through
the developmental years; basic linguistic concepts and
theories; language differences.
Language Disorders: Assessment. (3) I. Prerequisite:
admission to the CDS program. Prerequisite/Corequisite:
CDS 360. Methods of assessing language content/form/ use.
Assessment techniques will include standardized tests,
language sampling and analysis, and observational
techniques and scales.
Methods and Materials in Communication Disorders.
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Standards 3,4
CDS 373
Standard 4
CDS 374
Standards 3,4
CDS 380
Standards 3,4
CDS 464
Standards 3,4
CDS 465
Standard 4
CDS 474
Standards 3,4
CDS 475
Standards 3,4
CDS 485
Standards 3,4
CDS 487
(3) II. Prerequisite: admission to the CDS program.
Overview of scope of practice and credentials for service
delivery; management of therapy sessions; clinical policies
and procedures; Code of Ethics precautions for infectious
disease control; development of therapy materials and oral
mechanism examination kit.
Articulation and Phonology Disorders. (3) II.
Prerequisite: admission to the CDS program. Characteristics
of articulation and phonological problems. Principles of
identification and treatment.
Practicum in Speech Pathology. (3) I. Prerequisites: 25
hours of observation in communication disorders and
sciences, CDS 372 and 373, and overall 2.8 GPA, or Clinic
Director approval. Supervised clinical practicum in
communication disorders services. May be retaken to a
maximum of six credit hours.
Introduction to Clinical Audiology. (3) I, II. Prerequisite:
admission to CDS program for CDS students; CDS
admission policy does not apply to DSS students. Physics of
sound, anatomy & physiology of hearing, auditory
pathologies, introduction of basic audiological assessment.
Language Disorders: Intervention. (3) II. Prerequisites:
CDS 360 and 365. Study of language impairment in
children and principles for remediation.
Disorders of Fluency. (3) I. Prerequisite: admission to the
CDS program. Lectures and selected readings in the
theoretical, etiological, and developmental views of
assessment and management of stuttering problems in
children.
Advanced Practicum in Speech Pathology. (3) II.
Prerequisites: Overall 2.8 GPA and CDS 374, or Clinic
Director approval. Advanced supervised clinical practice in
communication disorders services. May be retaken to a
maximum of six credit hours.
Voice Disorders. (3) I. Prerequisite: admission to the CDS
program. Lectures and selected readings in etiological
perspectives of functional and organic voices disorders;
assessment, classification, and treatment designs for vocal
pathologies in children.
Audiologic Evaluation. (3) II. Prerequisite: CDS 380.
Fundamentals of audiometric assessment, immitance
measurement, and electrophysiology via lecture and
integrated lab simulations. Techniques for audiometric data
collection, interpretation, and reporting. Lec/Lab.
Aural Rehabilitation. (3) I. Prerequisite: CDS 485.
Fundamentals of aural habilitation/rehabilitation in the form
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Standards 3,4
CDS 488
Standards 3,4
CDS 541
Standards 3,4
CDS 571
Standards 3,4
CDS 572
Standards 3,4
CDS 863
Standards 3,4
CDS 867
Standards 3,4
CDS 873
Standard 4
CDS 874
of amplification (hearing aids, cochlear implants, assistive
listening devices), speech reading, auditory-visualkinesthetic perception, pediatric rehab techniques,
educational management, counseling.
Practicum in Audiology. (1) I, II. Prerequisites: Overall
2.8 GPA or Clinic Director approval. Supervised clinical
practice in audiology. May be retaken to a maximum of two
credit hours.
School Services in Communication Disorders. (3) II.
Prerequisites: admission to professional education, overall
2.8 GPA, and admission to CDS program; or instructor
approval. Organization and management of speechlanguage therapy services in the schools. Lec/Lab.
Neural Bases of Communication. (3) I. Prerequisites:
admission to the CDS program or instructor approval. A
study of neuroanatomic and neurophysiologic bases of
communication including developmental issues and
neurologic deficits resulting in communication disorders.
Speech & Hearing Science. (3) II. Study of the physics of
sound, acoustic characteristics and processes, perceptual
correlates, production of speech, and psychophysical
processes of communication.
Motor Speech Disorders. (3)II. Prerequisites: admission to
communication disorders and sciences program or by
departmental permission. Study of the neurophysiology,
assessment, and treatment of various motor speech
disorders, including dysarthria and apraxia.
Advanced Language Disorders. (3) A. Prerequisites:
admission to communication disorders and sciences
program or by departmental permission. Advanced study of
formal and informal assessment and treatment approaches
in child language without consideration of etiology.
Emphasis on collaboration within the classroom, language
and narrative sampling analysis techniques and use of
language within the natural context.
Advanced Articulation and Phonology Disorders. (3) I.
Prerequisites: admission to communication disorders and
sciences program or by departmental permission. Study of
the research and principles associated with
symptomatology, etiology, diagnosis, and treatment of
articulation and phonological disorders. Issues related to
accent enhancement and modification, including assessment
and intervention are explored.
Graduate Practicum: Speech- Language Pathology. (3)
A. Prerequisite: admission to communication disorders and
sciences program or by departmental permission.
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Standards 3,4
CDS 875
Standards 3,4
CDS 876
Standards 3,4,5
CDS 877
Standards 3,4
CDS 878
Standards 3,4
CDS 879
Standards 3,4
CDS 880
Standard 3
CDS 899
Supervised clinical practice in speech-language pathology.
Must be retaken for a total of nine hours for the MA degree.
Adult Neurogenic Language Disorders. (3) II.
Prerequisites: admission to the communication disorders
and sciences program or by departmental permission. The
study of the neurophysiological bases of aphasia
classification systems, evaluation procedures, and treatment
strategies.
Advanced Voice Disorders. (3) I. Prerequisites: admission
to communication disorders and sciences program or by
departmental permission. Study of the research and bases of
laryngeal phonation deviation, including etiology,
diagnosis, and treatment of functional and organic voice
disorders; assessment and use of clinical techniques with a
variety of voice disorders.
Advanced Fluency Disorders. (3) II. Prerequisites:
admission to communication disorders and sciences
program or by departmental permission. Critical study of
research literature on etiology, theory, assessment and
intervention strategies for preschool, school age, and adult
fluency disorders.
Diagnosis of Communication Disorders. (3) I.
Prerequisite: admission to communication disorders and
sciences program or by departmental permission. Diagnosis
of language and speech disorders with emphasis on the use
of dynamic assessment and comprehensive test batteries to
describe the communication skills of children and adults.
Profile analysis will be utilized to determine relative
strength and weakness.
Dysphagia. (3) II. Prerequisite: admission to
communication disorders and sciences program or by
departmental permission. An introduction to dysphagia,
including the anatomy, physiology, and development of
normal swallowing, and evaluation, etiologies, and
treatment of dysphagia.
Research Methodology in Communication Disorders. (3)
I. Prerequisites: admission to communication disorders and
sciences program; SED 341 or 590, CDS 365 and 373; or by
departmental permission. Corequisite: CDS 878. Critical
examination of research methodology in communication
disorders and sciences. Students acquire the fundamental
motivation, knowledge, and skills for conducting clinical
and basic science research and for reading and critically
evaluating research literature.
Research Project/Thesis Option. (3) II. Prerequisite: CDS
880 or instructor approval. Completion of a research project
EKU Graduate Program Review Documents: Communication Disorders
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Standards 3,4
CDS 720
Standards 3,4
CDS 870
Standard 4
SED 897
Standard 4
CDS 898
Standard 3
CDS 520
Standard 3,4
CDS 741
Standards 3,4
CDS 771
Standard 3,4
CDS 772
Standards 3,4
CDS 861
related to a special population that may lead to a thesis and
/or to a professional presentation and publishable paper.
May be retaken to a maximum of 9 credit hours. Credit not
awarded for both SED 899 and CDS 899.
Augmentative and Alternative Communication Systems.
(3) I. An overview of various approaches to aided non-oral
systems of communication. Various devices and symbol
systems will be discussed.
Professional Issues in Communication Disorders. (3) A.
Prerequisite: admission to communication disorders and
sciences program or by departmental permission. Scope of
practice, professional Code of Ethics, trends in service
delivery, pertinent legislation, legal concerns, and other
issues which impact the field of communication disorders
will be examined.
Practicum in Special Education. (3-6) A. Practicum for
graduate students who seek certification in an area in
special education.
Externship in Communication Disorders. (6) I.
Prerequisites: CDS 874 (nine credit hours) and completion
of graduate core course work in communication disorders
and sciences. Supervised 12- week, full- time clinical
practice with a variety of communication disorders in
selected externship sites.
Augmentative and Alternative Communication Systems.
(3) A. An overview of various approaches to aided non-oral
systems of communication. Various devices and symbol
systems will be discussed.
School Services in Communication Disorders. (3) II.
Prerequisites: admission to professional education, overall
2.8 GPA, and admission to the CDS program. Organization
and management of speech- language therapy services in
the schools. Lec/Lab
Neural Bases of Communication. (3) I. Prerequisite:
admission to the CDS program or instructor approval. A
study of neuroanatomic and neurophysiologic bases of
communication including developmental issues and
neurologic deficits resulting in communication disorders.
Speech and Hearing Science. (3) II. Prerequisite:
admission to the CDS program or instructor approval. Study
of the physics of sound, acoustic characteristics and
processes, perceptual correlates, production of speech, and
psychophysical processes of communication. Software
applications and instrumentation are also covered.
Communication Disorders in Atypical Populations. (3)
A. Prerequisite: admission to communication disorders and
EKU Graduate Program Review Documents: Communication Disorders
Page 15
Standards 3,4
CDS 885
sciences program or by departmental permission. An
overview of associated speech, language, or hearing
problems commonly identified in atypical or special
populations that may be encountered by the speechlanguage pathologist.
Cognitive Rehabilitation. (3) A. Prerequisites: admission
to communication disorders and sciences program and CDS
571 or 771 or by departmental permission. Corequisite:
CDS 878. Critical examination of research methodology in
communication disorders and sciences. Students acquire the
fundamental motivation, knowledge, and skills for
conducting clinical and basic science research and for
reading and critically evaluating research literature.
American Speech-Language-Hearing Association Standards
STANDARD I: Degree – must have a master’s or doctoral or other recognized postbaccalaureate degree
STANDARD II: Institution of Higher Learning – graduate degree must be granted by a
regionally accredited institution of higher education
STANDARD III: Program of Study – Knowledge Outcomes – must complete a program of
study (a minimum of 75 semester credit hours overall, including at least 36 at the graduate
level) that includes academic course work sufficient in depth and breadth to achieve the
specified knowledge outcomes.
III-A: knowledge of the principles of biological sciences, physical sciences, mathematics,
and the social/behavioral sciences.
III-B: knowledge of basic human communication and swallowing processes, including
their biological, neurological, acoustic, psychological, developmental, and linguistic and
cultural bases.
III-C: knowledge of the nature of speech, language, hearing, and communication disorders
and differences and swallowing disorders, including the etiologies, characteristics,
anatomical/physiological, acoustic, psychological, developmental, and linguistic and
cultural correlates. Specific knowledge must be demonstrated in the following areas:
articulation; fluency; voice and resonance, including respiration and phonation; receptive
and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in
speaking, listening, reading, writing, and manual modalities; hearing, including the impact
on speech and language; swallowing (oral, pharyngeal, esophageal, and related functions,
including oral function for feeding, orofacial myofunction);
III-D: knowledge of the principles and methods of prevention, assessment, and intervention
for people with communication and swallowing disorders, including consideration of
anatomical/physiological, psychological, developmental, and linguistic and cultural
correlates of the disorders.
III-E: knowledge of standards of ethical conduct.
III-F: knowledge of processes used in research and the integration of research principles
into evidence-based clinical practice.
EKU Graduate Program Review Documents: Communication Disorders
Page 16
III-G: knowledge of contemporary professional issues.
III-H: knowledge about certification, specialty recognition, licensure, and other relevant
professional credentials.
STANDARD IV: Program of Study – Skills Outcomes
IV-A: complete a curriculum of academic and clinical education that follows an
appropriate sequence of learning sufficient to achieve the skills outcomes in Standard IVG.
IV-B: possess skill in oral and written or other forms of communication sufficient for entry
into professional practice.
IV-C: complete a minimum of 400 clock hours of supervised clinical experience in the
practice of speech-language pathology (25 hrs. clinical observation, 375 hrs. direct
client/patient contact).
IV-D: > 325 of the 400 clock hrs. must be completed while completing graduate study in a
program accredited in speech-language pathology by CAA in Audiology & SpeechLanguage Pathology.
IV-E: supervision must be provided by individuals who hold CCC in the appropriate area
of practice. The amount of supervision must be appropriate to the student’s level of
knowledge, experience, and competence. Supervision must be sufficient to ensure the
welfare of the client/patient.
IV-F: supervised practicum must include experience with client/patient populations across
the life span and from culturally/linguistically diverse backgrounds. Practicum must
include experience with client/patient populations with various types and severities of
communication and/or related disorders, differences, and disabilities.
IV-G: complete a program of studey that includes supervised clinical experiences sufficient
in breadth and depth to achieve the following skills outcomes: Evaluation (a.-g.),
Intervention (a.-g.), and Interaction and Personal Qualities (a.-d.).
STANDARD V: Assessment
V-A: Formative assessment of knowledge and skills.
V-B: Summative assessment involves passing the national examination for certification in
speech-language pathology (PRAXIS 330).
STANDARD VI: Speech-Language Pathology Clinical Fellowship
VI-A: mentoring SLP and SLP Clinical Fellow establish outcomes and performance levels
to be achieved during SLPCF, based on Clinical Fellow’s academic experiences, settingspecific requirements, and professional interests/goals.
VI-B: Clinical Fellow and mentoring SLP must engage in periodic assessment of Clinical
Fellow’s performance, evaluating the Clinical Fellow’s progress toward meeting the
established goals and achievement of the clinical skills necessary for independent practice.
VI-C: SLPCF will consist of the equivalent of 36 weeks of full-time clinical practice.
VI-D: Clinical Fellow must submit evidence of successful completion of the SLPCF to
Council for Clinical Certification.
STANDARD VII: Maintenance of Certification
B. KERA Initiatives
COURSES
Learner
Program of
EKU Graduate Program Review Documents: Communication Disorders
Program of
Core Content
Page 17
CDS 250
CDS 273
CDS 275
CDS 285
CDS 360
Goals/Academic
Expectations
1.4, 1.12
CDS 365
CDS 372
CDS 373
-
Studies:
Understandings
EL-P-SLO-U-1
EL-P-SLO-U-2
EL-P-SLO-U-3
EL-4,5-SLO-U-1
EL-4,5-SLO-U-2
EL-4,5-SLO-U-3
EL-6,7,8-SLO-U1
EL-6,7,8-SLO-U2
EL-6,7,8-SLO-U3 EL-9-SLO-U-1
EL-9-SLO-U-2
EL-9-SL0-U-3
EL-11-SLO-U-1
EL-11-SLO-U-2
EL-11-SLO-U-3
Studies: Skills &
Concepts
EL-P-SLO-S-1
EL-P-SLO-S-2
EL-P-SLO-S-6
EL-P-SLO-S-9
EL-P-SLO-S-10
EL-4,5-SLO-U-1
EL-4,5-SLO-S-2
EL-4,5-SLO-S-6
EL-4,5-SLO-S-9
EL-4,5-SLO-S-10
EL-4,5-SLO-S-11
EL-6-SLO-S-1
EL-6-SLO-S-2
EL-6-SLO-S-6
EL-6-SLO-S-9
EL-7-SLO-S-1
EL-7-SLO-S-2
EL-7-SLO-S-6
EL-7-SLO-S-9
EL-8-SLO-S-1
EL-8-SLO-S-2
EL-8-SLO-S-8
EL-9-SLO-S-1
EL-9-SLO-S-2
EL-9-SLO-S-8
EL-11-SLO-S-1
EL-11-SLO-S-2
EL-11-SLO-S-8
EL-P-SLO-U-2
EL-4-SLO-U-2
EL-5-SLO-U-2
EL-6,7,8-SLO-U2 EL-9-SLO-
EL-P-SLO-S-2
EL-P-SLO-S-8
EL-4-SLO-S-2
EL-4-SLO-S-8
EKU Graduate Program Review Documents: Communication Disorders
-
Skills used for
speaking and
listening are not
tested at the state
level but are
included in the
Program of
Studies.
Skills used for
speaking are not
tested at the state
level but are
included in the
Page 18
CDS 374
CDS 380
1.12
U-2
EL11-SLO-U-2
EL-5-SLO-S-2
EL-5-SLO-S-8
EL-6,7,8-SLO-S2 EL-9-SLO-S-2
EL-11-SLO-S-2
1.4, 1.12
EL-P-SLO-U-1
EL-P-SLO-U-2
EL-P-SLO-U-3
EL-4,5-SLO-U-1
EL-4,5-SLO-U-2
EL-4,5-SLO-U-3
EL-6,7,8-SLO-U1
EL-6,7,8-SLO-U2
EL-6,7,8-SLO-U3 EL-9-SLO-U-1
EL-9-SLO-U-2
EL-9-SL0-U-3
EL-11-SLO-U-1
EL-11-SLO-U-2
EL-11-SLO-U-3
EL-P-SLO-S-1
EL-P-SLO-S-2
EL-P-SLO-S-6
EL-P-SLO-S-9
EL-P-SLO-S-10
EL-4,5-SLO-U-1
EL-4,5-SLO-S-2
EL-4,5-SLO-S-6
EL-4,5-SLO-S-9
EL-4,5-SLO-S-10
EL-4,5-SLO-S-11
EL-6-SLO-S-1
EL-6-SLO-S-2
EL-6-SLO-S-6
EL-6-SLO-S-9
EL-7-SLO-S-1
EL-7-SLO-S-2
EL-7-SLO-S-6
EL-7-SLO-S-9
EL-8-SLO-S-1
EL-8-SLO-S-2
EL-8-SLO-S-8
EL-9-SLO-S-1
EL-9-SLO-S-2
EL-9-SLO-S-8
EL-11-SLO-S-1
EL-11-SLO-S-2
EL-11-SLO-S-8
EL-P-SLO-U-2
EL-4-SLO-U-2
EL-5-SLO-U-2
EL-P-SLO-S-2
EL-P-SLO-S-8
EL-4-SLO-S-2
CDS 464
CDS 465
1.12
EKU Graduate Program Review Documents: Communication Disorders
Program of
Studies.
-
Skills used for
speaking and
listening are not
tested at the state
level but are
included in the
Program of
Studies.
Skills used for
speaking are not
tested at the state
Page 19
EL-6,7,8-SLO-U- EL-4-SLO-S-8
2 EL-9-SLOEL-5-SLO-S-2
U-2
ELEL-5-SLO-S-8
11-SLO-U-2
EL-6,7,8-SLO-S2 EL-9-SLO-S-2
EL-11-SLO-S-2
CDS 474
CDS 475
CDS 485
CDS 487
CDS 488
CDS 541
-
1.12
-
1.4, 1.12
EL-P-SLO-S-2
EL-P-SLO-S-8
EL-P-SLO-U-2
EL-4-SLO-S-2
EL-4-SLO-U-2
EL-4-SLO-S-8
EL-5-SLO-U-2
EL-6,7,8-SLO-U- EL-5-SLO-S-2
2 EL-9-SLOEL-5-SLO-S-8
U-2
ELEL-6,7,8-SLO-S11-SLO-U-2
2 EL-9-SLO-S-2
EL-11-SLO-S-2
-
-
EL-P-SLO-S-1
EL-P-SLO-S-2
EL-P-SLO-S-6
EL-P-SLO-S-9
EL-P-SLO-S-10
EL-4,5-SLO-U-1
EL-4,5-SLO-S-2
EL-4,5-SLO-S-6
EL-4,5-SLO-S-9
EL-4,5-SLO-S-10
EL-4,5-SLO-S-11
EL-6-SLO-S-1
EL-6-SLO-S-2
EL-6,7,8-SLO-UEL-6-SLO-S-6
3 EL-9-SLO-U-1
EL-6-SLO-S-9
EL-9-SLO-U-2
EL-7-SLO-S-1
EL-9-SL0-U-3
EL-7-SLO-S-2
EL-11-SLO-U-1
EL-7-SLO-S-6
EL-11-SLO-U-2
EL-7-SLO-S-9
EL-11-SLO-U-3
EL-8-SLO-S-1
EL-8-SLO-S-2
EL-8-SLO-S-8
EL-P-SLO-U-1
EL-P-SLO-U-2
EL-P-SLO-U-3
EL-4,5-SLO-U-1
EL-4,5-SLO-U-2
EL-4,5-SLO-U-3
EL-6,7,8-SLO-U1
EL-6,7,8-SLO-U2
EKU Graduate Program Review Documents: Communication Disorders
level but are
included in the
Program of
Studies.
Skills used for
speaking are not
tested at the state
level but are
included in the
Program of
Studies.
-
Skills used for
speaking and
listening are not
tested at the state
level but are
included in the
Program of
Studies.
Page 20
CDS 571
CDS 572
CDS 863
1.4, 1.12
CDS 867
CDS 873
1.12
EL-P-SLO-U-1
EL-P-SLO-U-2
EL-P-SLO-U-3
EL-4,5-SLO-U-1
EL-4,5-SLO-U-2
EL-4,5-SLO-U-3
EL-6,7,8-SLO-U1
EL-6,7,8-SLO-U2
EL-6,7,8-SLO-U3 EL-9-SLO-U-1
EL-9-SLO-U-2
EL-9-SL0-U-3
EL-11-SLO-U-1
EL-11-SLO-U-2
EL-11-SLO-U-3
EL-P-SLO-U-2
EL-4-SLO-U-2
EL-5-SLO-U-2
EL-6,7,8-SLO-U-
EKU Graduate Program Review Documents: Communication Disorders
EL-9-SLO-S-1
EL-9-SLO-S-2
EL-9-SLO-S-8
EL-11-SLO-S-1
EL-11-SLO-S-2
EL-11-SLO-S-8
EL-P-SLO-S-1
EL-P-SLO-S-2
EL-P-SLO-S-6
EL-P-SLO-S-9
EL-P-SLO-S-10
EL-4,5-SLO-U-1
EL-4,5-SLO-S-2
EL-4,5-SLO-S-6
EL-4,5-SLO-S-9
EL-4,5-SLO-S-10
EL-4,5-SLO-S-11
EL-6-SLO-S-1
EL-6-SLO-S-2
EL-6-SLO-S-6
EL-6-SLO-S-9
EL-7-SLO-S-1
EL-7-SLO-S-2
EL-7-SLO-S-6
EL-7-SLO-S-9
EL-8-SLO-S-1
EL-8-SLO-S-2
EL-8-SLO-S-8
EL-9-SLO-S-1
EL-9-SLO-S-2
EL-9-SLO-S-8
EL-11-SLO-S-1
EL-11-SLO-S-2
EL-11-SLO-S-8
EL-P-SLO-S-2
EL-P-SLO-S-8
EL-4-SLO-S-2
EL-4-SLO-S-8
-
Skills used for
speaking and
listening are not
tested at the state
level but are
included in the
Program of
Studies.
Skills used for
speaking are not
tested at the state
level but are
Page 21
2 EL-9-SLOU-2
EL11-SLO-U-2
CDS 874
CDS 875
CDS 876
CDS 877
CDS 878
CDS 879
CDS 880
CDS 899
CDS 720
CDS 898
CDS 870
SED 897
CDS 520
CDS 741
--
1.12
EL-5-SLO-S-2
EL-5-SLO-S-8
EL-6,7,8-SLO-S2 EL-9-SLO-S-2
EL-11-SLO-S-2
-
EL-P-SLO-S-2
EL-P-SLO-U-2
EL-P-SLO-S-8
EL-4-SLO-U-2
EL-4-SLO-S-2
EL-5-SLO-U-2
EL-4-SLO-S-8
EL-6,7,8-SLO-UEL-5-SLO-S-2
2 EL-9-SLOEL-5-SLO-S-8
U-2
ELEL-6,7,8-SLO-S11-SLO-U-2
2 EL-9-SLO-S-2
EL-11-SLO-S-2
EL-P-SLO-S-2
EL-P-SLO-U-2
EL-P-SLO-S-8
EL-4-SLO-U-2
EL-4-SLO-S-2
EL-5-SLO-U-2
EL-4-SLO-S-8
EL-6,7,8-SLO-UEL-5-SLO-S-2
2 EL-9-SLOEL-5-SLO-S-8
U-2
ELEL-6,7,8-SLO-S11-SLO-U-2
2 EL-9-SLO-S-2
EL-11-SLO-S-2
1.12
Undergraduate and Graduate Electives
EL-P-SLO-U-1
EL-P-SLO-S-1
1.4, 1.12
EL-P-SLO-U-2
EL-P-SLO-U-3
EL-P-SLO-S-2
EL-4,5-SLO-U-1
EL-P-SLO-S-6
EL-4,5-SLO-U-2
EL-P-SLO-S-9
-
EKU Graduate Program Review Documents: Communication Disorders
included in the
Program of
Studies.
Skills used for
speaking are not
tested at the state
level but are
included in the
Program of
Studies.
Skills used for
speaking are not
tested at the state
level but are
included in the
Program of
Studies.
Skills used for
speaking and
listening are not
tested at the state
level but are
Page 22
EL-4,5-SLO-U-3
EL-6,7,8-SLO-U1
EL-6,7,8-SLO-U2
CDS 771
CDS 772
CDS 861
CDS 885
EL-P-SLO-S-10 included in the
EL-4,5-SLO-U-1 Program of
EL-4,5-SLO-S-2 Studies.
EL-4,5-SLO-S-6
EL-4,5-SLO-S-9
EL-4,5-SLO-S-10
EL-6,7,8-SLO-U- EL-4,5-SLO-S-11
EL-6-SLO-S-1
3 EL-9-SLO-U-1
EL-6-SLO-S-2
EL-9-SLO-U-2
EL-6-SLO-S-6
EL-9-SL0-U-3
EL-6-SLO-S-9
EL-11-SLO-U-1
EL-7-SLO-S-1
EL-11-SLO-U-2
EL-7-SLO-S-2
EL-11-SLO-U-3
EL-7-SLO-S-6
EL-7-SLO-S-9
EL-8-SLO-S-1
EL-8-SLO-S-2
EL-8-SLO-S-8
EL-9-SLO-S-1
EL-9-SLO-S-2
EL-9-SLO-S-8
EL-11-SLO-S-1
EL-11-SLO-S-2
EL-11-SLO-S-8
-
-
C. EPSB Themes:
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6Key Assessments
Leadership
Code of
COURSES
Diversity
Technology
Literacy
Ethics
CDS 250
CDS 273
CDS 275
CDS 285
CDS 360
CDS 365
CDS 372
CDS 373
K
K
K
K
K
K
K
K
-
K
K
K,A,PA
EKU Graduate Program Review Documents: Communication Disorders
K
K
-
-
School
Safety
Education
Page 23
CDS 374
CDS 380
CDS 464
CDS 465
CDS 474
CDS 475
CDS 485
CDS 487
CDS 488
CDS 541
CDS 571
CDS 572
CDS 863
CDS 867
CDS 873
CDS 874
CDS 875
CDS 876
CDS 877
CDS 878
CDS 879
CDS 880
CDS 899
CDS 720
CDS 898
CDS 870
SED 897
CDS 520
CDS 741
CDS 771
CDS 772
CDS 861
CDS 885
K
K
K
K
K
K
K
K
K
K
K
K
K,A,PA
K
K
K,A,PA
K
K
K
K
K
K
K
K
K
K
K
K
K,A,PA
Undergraduate and Graduate Electives
K,A,PA
K
K
K, A, PA
K
K
K
-
EKU Graduate Program Review Documents: Communication Disorders
K
K
K
-
K
-
K
-
Page 24
D. Program Faculty information may be accessed at:
http://coeaccreditation.eku.edu/data-dashboard/index/table-11-index
E. Syllabi may be accessed at:
http://coeaccreditation.eku.edu/data-dashboard/index/Syllabi-index
F. Curriculum Contract/Guidesheet:
DegreeWorks matches candidates’ academic and course history against the degree requirements as
defined in the Undergraduate or Graduate Catalog. It is a Web-based tool for students to monitor their
academic progress toward degree completion. DegreeWorks also allows candidates and their advisors to
plan future academic coursework. A DegreeWorks audit is a review of past, current and "planned"
coursework that provides information on completed and outstanding requirements necessary to
complete a degree/major/minor/concentration. The information in DegreeWorks is refreshed each
night. Admission and Exit criteria are maintained in University Catalogs. Portfolio requirements are
distributed during initial education classes and are reinforced throughout the program.
The sample at this link is a snap-shot of the DegreeWorks electronic web-based tool provided for reaccreditation purposes only. The University does not endorse or maintain a hard copy degree planned
program.
http://coeaccreditation.eku.edu/data-dashboard/index/Planned-Programs-index
ADDITIONAL REFERENCES
Admission to Teacher Education
Professional Education Continuous
Assessment Plan
Conceptual Framework
Key Assessments
http://www.education.eku.edu/TeachersAdmissionCert/admiss
ions.php
http://coeaccreditation.eku.edu/ncate/standard2/exhibits
See PECAP under Assessment System
http://coeaccreditation.eku.edu/ncate/conceptual-framework
http://coeaccreditation.eku.edu/data-dashboard/index/KeyAssessments-Index
EKU Graduate Program Review Documents: Communication Disorders
Page 25