Orientation for the M.S. Comprehensive Examination
Speech-Language Pathology
When should the Exam be taken?
The comprehensive examination [CDS 697] is part of the required culminating
experience for all Master’s degree candidates at the University. It is taken in the last Fall
or Spring semester during which the student is enrolled in classes. The examination is
not given in the Summer semester. For our department, this means that a student may be
enrolled in student teaching or an externship during the semester when the examination is
taken. Students should have completed one off-campus practicum and be at least half
way through the second off-campus practicum to be eligible to take the examination, as
knowledge and experience gained from the externship is a valuable asset to performance
on the examination. Your assigned academic advisor will guide and advise you with
respect to your schedule, in this regard.
How do I prepare for the exam? – Preparation of Study Notebooks
Students should be prepared to answer questions across the following areas of study.
Questions may ask you to do any of the following: Contrast and compare, describe,
define, and to do this in written narrative format, chart format, bulleted list, etc.
You will have access to the Blackboard comps website. All information relating to the
Comprehensive Exam will be posted on this website including study tips, exam
information, etc. There will be a discussion board as well. It is highly recommended that
you post case studies and other questions for group discussion.
Study notebooks can be organized be organized according to these content areas. Do not
neglect careful study of content from undergraduate and CDS prerequisite courses.
1.
Basic Sciences – this area includes:
 speech head and neck anatomy and physiology
 neuroanatomy and neurophysiology of speech, language, cognition, hearing
 hearing anatomy
 hearing science
 speech science/speech acoustics
2.
Normal Processes – this area includes:
 hearing
 general developmental milestones
 communication changes throughout the lifespan
 language theory and language acquisition
 speech sound acquisition
 components of, and acquisition of, written language skills
 communication changes throughout the lifespan

3.
4.
components of cognition (including orientation and attention, executive
function, memory, etc.)
 speech sound acquisition
 voice production
 phonetics, clinical and acoustic
 swallowing
Disorders Areas – this area includes:
 aphasias [acquired]
o types of aphasias and their distinguishing characteristcs; i.e.,
associated speech, language, cognitive and motor impairment
o differential diagnosis of types and of aphasia compared to dementia,
right brain lesions; i.e., key distinguishing characteristics
 cognitive communicative disorders associated with right brain impairment and
dementias
 motor speech disorders
o apraxias [acquired and “developmental” (CAS)]
o dysarthrias [acquired and congenital]
o differential diagnosis of dysarthrias versus apraxias (in terms of
neurological underpinnings, behavioral/speech production
characteristics
 dysphagias (make sure you say and spell this correctly!!)
 articulation and phonological disorders
o organic/physically based disorders
o developmental/functional disorders
o phonetic transcription including narrow transcription
 developmental language disorders
 fluency disorders
 resonance disorders
 social communication disorders, including social communication disorders
 voice disorders
o functional disorders (hyperfunction, psychogenic)
o organic disorders (structural, including laryngectomy; neurogenic)
 auditory habilitation
o speech characteristics for the Deaf/HH
o how do Deaf/HH children develop speech and language?
o what elements are invloved in a hearing screening program?
o what typical tests are used for the hearing impaired population?
o know basic audiology/aural rehabilitation terminology
 counseling
Assessment Procedures and Approaches for the disorders areas – consider:
 pediatric and/or developmental communication disorders
 adult and/or acquired communication and swallowing disorders
 published protocols for assessment
o be able to properly reference the tests [title, date, author]
o include full protocols as well as screening assessments
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informal assessments/observational data
o for pediatric populations
o for adult populations
o for disorder-specific areas
orofacial exam [oral motor, oral sensory, oral structures]
o be able to relate findings to behavioral/speech production
characteristics
o be able to relate findings to cranial nerve (LMN) and/or UMN
involvement, and to subcortical lesions (cerebellar, basal ganglia, etc.)
how assessment is used for differential diagnosis of the disorders
assessment considerations in multicultural populations
5.
Treatment Approaches for all of the disorders areas – for each disorder area,
consider:
 disorder-specific methods and techniques learned in course work, gained from
supervised practicum experience, professional conferences/workshops, etc.
o be able to give rationales for what you present
 “packaged approaches”, e.g.,
o Melodic Intonation Therapy
o Lee Silverman Voice Program
o Fast Forward
 augmentative communication
 treatment methods/approaches supported by evidence based practice [EBP]
6.
Research Methods
 use current textbook for CD 502 as a general reference
 be able to distinguish features of single subject and group research designs
 review criteria for reliability, validity and generality of research findings
 properly recognize source materials as primary and secondary
 review applications in small sample (n <40) studies when using t-tests,
ANOVA, Chi-Square, Spearman, Pearson statistics
7.
Ethics and Professional Issues
 one good source for this information is the ASHA Leader – review the last 3
or more years
 another is the ASHA website at www.asha.org
 review ASHA Code of Ethics
 review scope of practice statement from ASHA and from the California
Speech-Language Pathology Practice Act (see license board website)
 review 2005 ASHA standards, including KASA
 use the current professional issues textbook for CD 501 to review the
development of ethical standards and current issues in delivery of services in
school, medical center. private practice and rehabilitative center settings.
o review literature on Universal Precautions
o review literature on patient confidentiality, including federal
requirements under HIPPA
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o review definitions of appropriate services under Medicare legislation
 review current laws regarding SLP services in the schools (IDEA and NCLB)
 review literature on training, supervision and scope of practice of speechlanguage pathology assistants, aides, and the use of interpreters
 review literature on meaning of “evidence-based” and “patient-centered” care
NOTE: Be able to cite references for your information (by author, year, content/main
point or findings). Distinguish primary ( Jones, 2006) and secondary (Jones, in Smith, et.
al., 2006) source materials [text books, lecture notes, workshops, current articles (last 5
years) and “classic” literature]. Web sites do not constitute acceptable reference sources.
What is the Format of the Examination?
This is a sit-down, timed power test. Content is comprehensive over the field of
speech-language pathology and basic audiology information concerning assessment and
management of hearing impaired populations. There are two parts to the examination:
1) objective questions in varied format (a minimum of 129) – you will have 3
hours to complete this; it is closed book but you will be allowed to bring in one
5x8 inch index card as a memory aid for any specific information.
2) Three essays questions - one each on ethics, counseling, and multicultural
issues– you will have three hours to complete the essay portion of the exam. You
may bring your study notebook for reference for completing these questions.
What constitutes a successful performance on the examination?
You must pass both parts of the examination in order to earn a pass on the exam. An
exceptionally good performance on the essay answer will earn a Pass with Honors. A
passable answer (generally correct, not exceptional) will earn a Pass. A poor answer
(superficial, incomplete due to time or other factors, or incorrect in content) will earn a
No Pass. There will be no opportunity to do any repair work on either part of this
examination. In the event of a No Pass on either part of the exam, a student will be
required to re-take the portion of the examination he/she failed in the following Fall or
Spring semester. So start your preparation ASAP!
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