Florida State University Graduate Bulletin 2007-2009
Department of Communication Disorders
College of Communication
Chair: Howard Goldstein; Professors: Apel, Bourgeois, Goldstein, La Pointe, Wetherby, Woods; Associate Professors: Lasker, Morris; Assistant Professors: Scott, Stierwalt, Thomas-Tate; Associates in Communication Disorders: Gessner, Hudson, McClung; Assistants in Communication Disorders: Justl, Kahn, Nimmons, Snowden; Professors Emeriti: Haas, Schendel
The Department of Communication Disorders offers programs leading to the master of arts (MA), master of science (MS), advanced master of science (AMS), and the doctor of philosophy (PhD) degrees. The graduate degree curricula provide advanced study in speech-language pathology for students preparing for professional careers in clinical, research, and teaching environments.
The Department of Communication Disorders operates the L. L. Schendel Speech and Hearing Clinic. The clinic has a dual mission: (a) to provide effective community service that improves the communication abilities of clients and (b) to provide a teaching and clinical research laboratory that seeks to develop exemplary assessment and treatment procedures for use by our students and professionals in speech-language pathology and audiology. Innovative and relevant theory development, research, and services are viewed as unitary—the academic effort, the research effort, and the clinical effort all strive for one goal: the enhancement of the communicative well being of the clients served.
The communication science laboratories provide facilities for the study of physical and psychological aspects of sound, speech, voice, and language. The Speech–Voice Science Laboratory has specialized equipment enabling the analysis of duration, intensity, spectral, and fundamental frequency aspects of speech. Instrumentation and procedures for the forensic study of speech enable the detection of signals in noise and speaker identification from recorded speech samples. Computer-interfaced instrumentation is available for measuring vocal intensity and pitch, aeromechanical aspects of voice and resonance, and physiological functioning of respiration and the vocal apparatus. The Emerging Language Laboratory includes equipment for recording, editing, and analyzing audio and video samples of speech and language discourse and social interactions. On-site recording facilities can accommodate small groups of children and children with their parents. Portable equipment is available for field recordings. Software programs for analyzing language samples and summarizing results are also available. The Adult Language Laboratory provides facilities for the study of social and communication problems associated with acquired brain injury and illness in adults. These facilities are equipped with evaluation instruments and materials, audio/video equipment, and computers to facilitate data analysis.
The Language and Literacy Lab provides tests and materials for assessing language and literacy development. Audio-video equipment, computers, and software are available for the development and evaluation of curriculum materials in the lab and in the field. Wireless headphone systems allow multiple instructional lessons to be delivered simultaneously in classrooms in investigations of vocabulary, phonological awareness, and phonics instruction.
The Augmentative and Alternative Communication Laboratory provides student clinicians with opportunities to learn about the evaluation and treatment of children and adults with severe communication disorders. The faculty includes dedicated electronic communication devices with voice input, switches, keyboards, software programs, and other computer-based systems. Computer laboratories available to students and faculty are equipped with a full array of software and peripherals necessary for word processing, spreadsheet applications, database management, statistical and graphic analysis, language sample analysis, instructional material development, desktop publishing, and nonlinear video editing.
Florida State University's Center for Autism and Related Disabilities was established in 1993 and is one of seven centers in the state. Over 1,200 individuals with autism or related disabilities have been identified in the 18 counties in the Florida panhandle served by the FSU center. The center provides services to eligible individuals for communication, social, and behavior problems, and provides information, consultation, and technical assistance to families and professionals. The center also trains professional and preprofessionals who serve, or are preparing to serve the client population.
The Neurolinguistic-Neurocognitive Research Center is an interdisciplinary laboratory located in the Rehabilitation Center of Tallahassee Memorial HealthCare. A wide array of equipment and software is available to measure cognition and language. A GaitRite system assesses 30 parameters of gait in studies of the effects of cognitive load on posture, gait, and balance. A Biopac system is available for the measurement of a variety of physiological parameters including EEG, EMG, EKG, respiratory, and cardiac function.
For further information about all graduate admission and degree requirements contact: Academic Program Assistant, Department of Communication Disorders, Florida State University, Tallahassee, FL 32306-1200 (850) 644-2253. E-mail: commdis.info@comm.fsu.edu and please include your mailing address.
Master's Degree Programs
Florida State University's speech-language pathology educational program is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association. The objective of the program is to educate speech-language pathologists so they function optimally in a variety of clinical and school settings and, if desired, to enable them to pursue the doctoral degree. Learning experiences involve an interaction of classroom instruction, research, and individualized clinical practicum under the close supervision of certified faculty and staff. Students are encouraged to collaborate with faculty on research and clinical program development.
The program offers courses of study leading to the master of science or master of arts degree (thesis or non-thesis options). Speech pathology or language pathology may be emphasized in the student's plan of study, which is designed to exceed the requirements of the American Speech-Language-Hearing Association's Certificate of Clinical Competence and The Florida Certificate of Registration. Florida State Board of Education requirements or The National Council on Accreditation for Teacher Education (NCATE) requirements for teaching certificates may be achieved by speech-language pathology majors.
A student's undergraduate background influences the time required to complete the graduate degree. Students obtaining master's degrees from Florida State University generally graduate from the program in six academic semesters, which includes a semester of off-campus internship.
Requirements
Students must submit an application to the University and supplemental application materials to the department. The Florida State University Department of Communication Disorders requires an individual applying for a master's degree to hold a bachelor's degree in communication disorders or its equivalent. Applicants for admission to the master's degree programs must meet the University's minimum standard of a 3.0 upper division GPA or a Graduate Record Examination (GRE) score of 1000 (verbal and math sections combined) before an application will be considered by the department. However, meeting this minimum does not assure acceptance for graduate study in the department as admission is competitive. Prospective students must apply to the university and pay the university application fee before their file will be reviewed at the department level. Applicants must submit 2 copies of official transcripts from all post-secondary schools attended and official GRE scores from the Educational Testing Service to the Office of Graduate Admissions. In addition to applying to the university and submitting the required official documents to Graduate Admissions, prospective students must submit the following items to the department for completed application: Two written letters of recommendation from undergraduate or graduate instructors and/or professionals in communication disorders or related areas, the Graduate Questionnaire and the Graduate Checklist. All documents can be found online at http://comm.fsu.edu. Normally admission is for the fall semester. Applications must be submitted by February 1st.
All graduate students are required to present a program of study acceptable to the major professor and supervisory committee. The program of study should be approved before the conclusion of the first semester of course work. A student in a master's degree program may choose to complete a thesis. In general, six (6) semesters is typically required for the completion of the master's degree. A clinical internship is required.
Advanced Master's Degree
A master's degree in speech-language pathology, communication disorders or the equivalent is required for admission to this program. A student preparing for the advanced master's degree is required to present a program of studies acceptable to the major professor and supervisory committee. A thesis-preparation curriculum is required, including a minimum of thirty (30) semester hours beyond the master's degree with three to six (3–6) semester hours for the thesis.
Doctoral Program
Admission to the doctoral program is contingent upon meeting the Florida State University policy on admission for the advanced degree. Academic standards, residence and transfer credits are in accordance with regulations of the University. Normally, admission is during the Fall semester. Application for the following academic year must be submitted by January 15th.
The student must hold a bachelor's degree for consideration of entry into the doctoral program. A minimum overall GPA of 3.0 (on a scale of A = 4.0) maintained in the student's junior and senior years of undergraduate education is required. A minimum of a 3.5 GPA in the student's major area of study in undergraduate and graduate education is required. An exception to the GPA requirement may be made by the Doctoral Admission Committee if strong evidence of academic potential is presented. This evidence must include minimum scores of 500 on the verbal and 500 on the quantitative sections of the GRE.
Upon acceptance into the doctoral program, the departmental chair will appoint the major professor. The appointment must be mutually agreeable to the student, major professor, and departmental chair. By the end of the first year of the program, the student should invite selected faculty to form a doctoral supervisory committee. The doctoral supervisory committee shall be composed of a minimum of four members, including the major professor, and will serve until the student is advanced to candidacy. Three members must hold doctoral directive status, and one member with this status must be selected from a different department (the Representative at large). Normally, this member represents the student's Collateral Area of Study. At least two members must be from within the Department of Communication Disorders. Students may choose to include up to two members from other departments in light of the interdisciplinary course work taken by students in the department.
The first three to five semesters of enrollment in the program should be devoted to completion of the core requirements. By the end of the first year of the program, the student must present an approved plan of study to fulfill all requirements for the PhD. The plan of study should include all graduate-level courses previously completed. The program of study should include a narrative statement of the student's career goals, all graduate level courses previously completed, and all courses that the student is planning on taking to meet the core requirements and additional requirements, as delineated below, as well as a timeline for completion. The doctoral supervisory committee must approve the program of study in writing and may approve any course(s) already completed to apply toward meeting the core requirements. The student is encouraged to ask the major professor for samples of programs of study completed by former students.
Requirements
The doctoral program in Communication Disorders is individualized to meet the student's needs and interests based on his/her career goals. The student must demonstrate knowledge beyond the master's level in three areas:
- Research Methods (fifteen [15] semester hours)
- Communication Processes in Normal and/or Disordered Populations (nine [9] semester hours)
- A Related Specialization area (twelve [12] semester hours)
Students must also meet three additional requirements:
- The student must demonstrate teaching competencies by taking major responsibility for teaching at least one undergraduate lecture course. The student must enroll in three to five [3-5] semester hours of SPA 5940, Supervised Teaching
- The student must demonstrate research competencies by participating in different roles in ongoing research of the major professor or more advanced doctoral students and taking major responsibility for initiating a research project. The student must enroll in three to five [3-5] semester hours of SPA 5910, Supervised Research.
- The student must enroll in the departmental Doctoral Research Colloquium and Doctoral Seminar on Teaching and Supervision (SPA 6804; both are variable credit ranging from 0 to 3 semester hours, repeatable to 12 hours) for a minimum of 2 semester hours each during the Fall and Spring semesters totaling 4 semesters over the first 2 years in the program and before advancing to candidacy.
Candidacy for the Doctor of Philosophy Degree
Advancement to candidacy for the PhD degree is contingent upon the student successfully passing a preliminary examination. The preliminary exam may be completed in one of two forms. Each of these options includes an oral examination with a choice of the written form.
Option 1. The student must write extensively on topics selected by the committee. This examination usually consists of 20 to 25 hours of writing time and should be completed within five days.
Option 2. The student must produce two sets of written products: (1) two article critiques to evaluate knowledge of research methodology; and (2) a written creative product relevant to the student's major career objective, such as a grant proposal, a research report, or a course design and curriculum. Each written product is meant to assess the student's ability to perform tasks expected of individuals with doctoral degrees in a variety of job settings. The specific requirements must be approved by the committee before initiating the preliminary exam and are expected to be completed within one or two semesters.
Dissertation
Upon advancement to candidacy, the student should begin working on the dissertation. The dissertation is the final requirement for the doctoral degree. A student must be admitted to candidacy at least six months prior to the granting of the doctoral degree. All requirements for the doctoral degree, including filing an approved dissertation, must be completed within five (5) calendar years from the time the student is advanced for candidacy.
Definition of Prefix
SPA—Speech Pathology and Audiology
Graduate Courses
SPA 5055r. Professional Tools in Speech-Language Pathology (1–3). This course repeats with different topics covered each semester. Topics covered include clinical bases for planning and conduct of therapy, behavior management, counseling, ethics, certification and licensure, instrumentation, and clinical research methods.
SPA 5204. Phonological Disorders (3). Identifies and examines traditional and psycholinguistic theory and approaches to management of defective articulation. Provides the student with training in the treatment of defective articulation.
SPA 5211. Voice Disorders (3). An advanced course concerned with etiology, symptoms, and remediation of a variety of organic voice disorders.
SPA 5225. Fluency Disorders (3). Emphasis is on theories of treatment of stuttering disorders, various therapeutic approaches.
SPA 5230. Motor Speech Disorders (3). Diagnostic and therapeutic procedures employed in the management of speech and language problems of neurologically impaired persons.
SPA 5252. Speech Production and Swallowing Disorders (3). A foundation course to prepare SLP students to evaluate and manage communication disorders of voice, fluency, and articulation plus dysphasia and laryngectomy.
SPA 5254. Acquired Neurolinguistic and Cognitive Disorders (3). A foundation course to prepare SLP students to evaluate and manage neuromotor speech disorders, aphasia, traumatic brain injury, right hemisphere syndromes, dementia, and communication effects of progressive neurological diseases.
SPA 5256. Developmental Speech Disorders (3). This course is an overview of the developmental disorders that affect children's speech. Topics include cleft lip, palate and other craniofacial anomalies, developmental apraxia of speech and the dysarthrias.
SPA 5305Lr. Measurement and Management of Impaired Hearing (1–3). Interviewing, audiologic screening, audiometric evaluation, data interpretation, hearing aids and cochlear implants, assistive listening devices, aural rehabilitation assessment and therapy, and hearing conservation.
SPA 5322. Advanced Aural (Re)habilitation (3). Amplification devices, assessment of hearing impairment; perception of speech, receptive communication strategies.
SPA 5401. Communication Intervention: Infants and Preschoolers (3). Prerequisites: LIN 3710 and SPA 4400; or consent of instructor. Strategies for the assessment and intervention of communication and symbolic abilities of infants (0–2) and children (3–5) with atypical communication development. Emphasis is on using a family focused approach in home based and center based programs.
SPA 5403. Language-Learning Disabilities in School-Age Children (3). Prerequisites: LIN 3710, SPA 4400. Strategies for assessment and intervention of conversational, narrative, and meta-linguistic abilities of school-age children and adolescents with language-learning disabilities.
SPA 5432. Autism and Severe Communicative Disabilities (3). Strategies for language and communication assessment and intervention of children, adolescents, and adults with autism and other severe communicative disabilities. Includes functional analysis of challenging behaviors and decision making for the selection of augmentative communication systems.
SPA 5436. Nature of Autism (3). This course provides an overview of the characteristics and etiology of autism spectrum disorders and the basic knowledge needed to develop effective instructional plans and to enhance reading, communication, and social interactions at home, at school, and in the community.
SPA 5460. Foundations of Developmental Communication Disorders (3). Provides an overview of language and phonological impairments. Prepares students to facilitate development in children's language learning systems while taking into account the contextually-based needs of children with developmental communicative disorders.
SPA 5462. Current Issues in Developmental Communication Disorders (3). Prepares speech-language pathologists to evaluate and manage developmental communication disorders, with families, educators, and other service providers. This overview will focus on applications to the selection of functional treatment goals and the development of effective treatment programs.
SPA 5500. Clinical Practicum in the Schools (3). Prerequisite: SPA 4503. Supervised therapy practice in therapy procedures with school-aged persons presenting various communication problems. Seminar covers educational and therapy topics relative to public professional activities.
SPA 5505r. Advanced Speech-Language Pathology Practicum (1–3). Advanced supervised practice in diagnostic and therapeutic procedures with various language and speech problems. May be repeated to a maximum of eight (8) semester hours. Students may enroll in more than one section during the same semester.
SPA 5522. Medical Speech Pathology (3). This course exposes students to the concepts, policies and procedures encountered in medical settings. The primary goal is to make students more comfortable upon entering the medical setting in offsite practicums.
SPA 5526Lr. Laboratory in Child Speech/Language Pathology Diagnostics (1–3). Completion of formal and informal evaluation procedures with children who have speech and/or language disorders. May be repeated to a maximum of twelve (12) semester hours.
SPA 5528Lr. Laboratory in Adult Speech/Language Pathology Diagnostics (1–3). Completion of formal and informal evaluation procedures with adults who have speech and/or language disorders. May be repeated to a maximum of twelve (12) semester hours.
SPA 5553 Seminar in Clinical Differential Diagnostics (1). Corequisite: SPA 5553L. Discussion of formal and informal assessment of a variety of speech and language disorders. Content discussed will relate to people to be evaluated during accompanying laboratory.
SPA 5554. Counseling in Speech-Language Pathology (3). Supervision, counseling, and interviewing in the area of communication disorders.
SPA 5554Lr. Supervision and Counseling in Communication Disorders (1). Laboratory to practice strategies and skills in clinical supervision and counseling. The dyads of clinician-patient, clinician-significant other, and the triad of supervisor, supervisee, and patient are emphasized. May be repeated to a maximum of three (3) semester hours.
SPA 5559. Augmentative Communication Systems (3). This course provides an overview of augmentative and alternative communication systems (AAC) and the process for selecting and implementing these systems. Application of AAC systems for nonspeaking individuals with developmental and acquired disorders is covered.
SPA 5562. Advanced Seminar in Augmentative and Alternative Communication (1-3). This course focuses on a variety of topics related to AAC assessment, intervention, and clinical research for people with severe communication disorders. Students are encouraged to participate in related research activities in various phases of ongoing projects.
SPA 5564. Communication and Aging (3). The anatomic, physiologic, and acoustic changes in the hearing and speech mechanism with aging. The effect of those changes on hearing and speech. The communication disorders found among older people.
SPA 5565. Seminar in Dysphagia (3). A review of the anatomy, neurology, and function of the normal swallow. Etiologies and types of dysphagia in children and adults. Evaluation and management of swallowing disorders. Prior anatomy and neurology courses are recommended.
SPA 5646. Communication for Persons Deaf and Hard of Hearing (3). Assessment and education procedures for developing communication skills of preschool and school-age hearing impaired students.
SPA 5906r. Directed Individual Study (1–3). (S/U grade only.) May be repeated to a maximum of eight (8) semester hours. Students may enroll in more than one section during the same semester.
SPA 5910r. Supervised Research (1–5). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) semester hours may apply to the master's degree. Students may enroll in more than one section during the same semester.
SPA 5940r. Supervised Teaching (1–5). (S/U grade only.) Advanced graduate students will have the opportunity to organize and teach basic courses in audiology and speech-language pathology under the direct supervision of faculty. May be repeated to a maximum of five (5) semester hours. A maximum of three (3) semester hours may apply to the master's degree.
SPA 5944. Speech-Language Pathology Internship (1–12). (S/U grade only.) Intensive practical experience in the diagnosis and/or treatment of persons with speech-language and hearing disorders in service oriented professional settings under the close supervision of persons who have clinical certification from the American Speech-Language-Hearing Association. To be completed in the final semester of the master's program. May be repeated to a maximum of twelve (12) semester hours.
SPA 5971r. Thesis (1–6). (S/U grade only.) A minimum of six (6) semester hours must be earned.
SPA 5972r. Advanced Master's Thesis (1–6). (S/U grade only.) A minimum of six (6) semester hours is required.
SPA 6140r. Seminar in Experimental Phonetics (1–3). This course examines phonetics experimentation through review of relevant journal articles and participation in speech recording, measurements, and analysis. The focus is on one of the three phonetic areas: physiologic, acoustic or perceptual. May be repeated to a maximum of nine (9) semester hours.
SPA 6231r. Seminar in Neuropathologies (1–3). May be repeated from term to term, up to a maximum of nine (9) semester hours.
SPA 6434r. Seminar on Developmental Disabilities (1–3). Course provides advanced graduate students with an opportunity to study and analyze current issues affecting children with developmental disabilities, including the families of these children and their communities. Students will examine cross-disciplinary contributions to developmental disabilities research, service, and policies. May be repeated to a maximum of nine (9) semester hours.
SPA 6804. University Academic and Clinical Teaching Colloquium (0-2). (S/U grade only.) This course is designed to provide doctoral students with information and essential skills for teaching in the university environment.
SPA 6805r. Seminar in Clinical Research Methods (3). Course will advance students' knowledge of research methods used to study clinical problems and to evaluate intervention techniques used in speech-language pathology and other educational endeavors. Current research literature will be examined to critique the research methods used to address specific issues selected by students. May be repeated to a maximum of nine (9) semester hours.
SPA 6825r. Seminar in Speech Pathology (1–3). Advanced study of communication disorders; review of literature and critique of research methodology. May be repeated from term to term, to a maximum of nine (9) semester hours.
SPA 6841r. Seminar in Language (1–3). May be repeated from term to term, to a maximum of nine (9) semester hours.
SPA 6900r. Readings for the Preliminary Examination (1–6). (S/U grade only.) Prerequisites: Doctoral standing, department approval. To be taken prior to or during the semester the student registers for the preliminary examination. May be repeated to a maximum of six (6) semester hours.
SPA 6930r. Seminar in Special Topics (1–3). Content will vary as faculty offers different issues and special topics concerning the discipline. May be repeated from term to term, up to a maximum of nine (9) semester hours. Students may enroll in more than one section during the same semester.
SPA 6980r. Dissertation (1–12). (S/U grade only.)
SPA 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)
SPA 8966. Master's Comprehensive Examination (0). (P/F grade only.)
SPA 8967r. Advanced Master's Comprehensive Examination (0). (P/F grade only.)
SPA 8976. Master's Thesis Defense (0). (P/F grade only.)
SPA 8977r. Advanced Master's Thesis Defense (0). (P/F grade only.)
SPA 8985. Dissertation Defense (0). (P/F grade only.)