Mission and Goals
The Program in Communication Disorders
Student Learning Outcomes
The overall mission of the Program in Communication Disorders (CDIS Program) is to prepare entry-level speech-language pathologists with the skills and knowledge necessary for practice and for lifelong learning. Within this mission, the Program’s goals include provision of the formative academic and clinical experiences necessary to:
- Promote development of a knowledge base consistent with the challenges of the American Speech-Language-Hearing Association's defined Scope of Practice of speech-language pathologists;
- Provide clinical opportunities consistent with the Scope of Practice and broad enough to address lifespan and multicultural challenges in practice;
- Prepare students for independent lifelong learning to ensure competency and the highest ethical standards in clinical practice; and
- Provide students with an understanding of the evolving scientific and research base of the profession (including knowledge of the tools necessary to engage in research practices).
These goals are accomplished more specifically through achievement of defined student learning outcomes that correspond closely with the defined knowledge and skills identified by the Clinical Certification Board as necessary for entry into clinical practice.Prior to graduation, the student will demonstrate:
- Knowledge of basic human communication processes, including:
- 1.1. biological
- 1.2. neurological
- 1.3. acoustic
- 1.4. psychological
- 1.5. developmental/lifespan
- 1.6. linguistic
- 1.7. cultural
- Knowledge of basic swallowing processes, including:
- 2.1. biological
- 2.2. neurological
- 2.3. acoustic
- 2.4. psychological
- 2.5. developmental/lifespan
- 2.6. linguistic
- 2.7. cultural
- Knowledge of the nature of specific disorders of communication (and related behaviors), including an understanding of their etiologies, characteristics, as well as any relevant psychological, developmental, and cultural correlates. Behaviors and associated disorders include:
- 3.1. articulation
- 3.2. fluency
- 3.3. voice and resonance
- 3.4. receptive and expressive language
- 3.5. hearing
- 3.6. swallowing
- 3.7. cognition
- 3.8. social aspects
- 3.9. communication modalities
- Knowledge of the principles and methods of prevention, assessment, and intervention for people with communication disorders, including:
- 4.1. articulation
- 4.2. fluency
- 4.3. voice and resonance
- 4.4. receptive and expressive language
- 4.5. hearing
- 4.6. swallowing
- 4.7. cognition
- 4.8. social aspects
- 4.9. communication modalities
- The ability to plan, implement and interpret outcomes of assessment for specific disorders or communication modalities, including:
- 5.1. articulation
- 5.2. fluency
- 5.3. voice and resonance
- 5.4. receptive and expressive language
- 5.5. hearing
- 5.6. swallowing
- 5.7. cognition
- 5.8. social aspects
- 5.9. communication modalities
NOTE: Assessment activities include all domains identified in the Knowledge and Skills Acquisition document.
- The ability to develop, implement, and measure treatment outcomes for specific disorders or communication modalities.
- 6.1. articulation
- 6.2. fluency
- 6.3. voice and resonance
- 6.4. receptive and expressive language
- 6.5. hearing
- 6.6. swallowing
- 6.7. cognition
- 6.8. social aspects
- 6.9. communication modalities
NOTE: Intervention activities include all domains identified in the Knowledge and Skills Acquisition document.
- The interpersonal and interactional skills needed to communicate effectively with clients and significant others from diverse backgrounds, collaborate with other professionals, and provide appropriate counseling.
- Clear understanding of the ASHA Code of Ethics and will display consistent adherence to the Code of Ethics.
- Knowledge of contemporary professional issues and the ability to find and evaluate information related to such issues.
- Knowledge of research practices, the ability to evaluate critically published research, and the use of research to support evidence-based clinical practice.
Page last updated: 9/19/2006 14:38