Certificate in Advanced School-Based Speech-Language Pathology

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Online Post-Master’s Certificate

Speech-language pathologists in K-12 schools can advance their careers and update skills by enrolling in the nation’s first post-master’s certificate program designed specifically for school-based speech-language pathologists. You will gain graduate-level coursework hours that some school districts recognize when awarding pay increases beyond merit or experience.

By enhancing your skills, you will improve the quality of speech therapy services you can provide to your students. Coursework can also be counted toward professional development hours.

The university's Online Programs website has further details on the program. The program starts in the fall of each year and the deadline to apply is August 1st. 

There is availability to take individual courses for professional development without committing to the full certificate as well.

Course Information

Fall 2020 — CDIS 6103: Literacy for Learning in Educational Settings

Course Instructor: Dr. Lisa Bowers

Learner Outcomes: See Course CompetenciesRegistration: Participants must register for the certificate through the Graduate School. Participants must complete the course to earn a grade from the instructor. An attendance record is maintained through completion of course assignments.

CEUs/Hours Offered: ASHA/2.7 Advanced, Professional; ADE/10 hours. Professional development hours are accrued from September 7th – October 13th.

Presenter Disclosure:

  1. Financial: Dr. Bowers receives a salary as an associate professor at the University of Arkansas.
  2. Non-financial: None to report.
  3. Content disclosure: This learning event does not focus exclusively on any specific product or service.

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This course is offered for 2.7 ASHA CEUs (Advanced Level, Professional Area)
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This course if offered for 10 ADE professional development hours.

An examination of language-based literacy skills, including consideration of development, disorders, assessment and intervention

Professionals who have successfully completed this course will demonstrate competencies in the following areas:

  • Demonstrate knowledge of the roles and responsibilities of a speech-language pathologist in assessment, intervention and prevention of reading and writing disorders
  • Define terminology related to literacy, including: phonological awareness, phonology, morphology, syntax, semantics and pragmatics, and understand their interconnections to written language
  • Determine the appropriateness of literacy assessment tools, standardized and non-standardized, for different age groups
  • Distinguish between different types of written language disorders including dyslexia
  • Discuss the SLP's role in Response to Intervention (RtI)
  • Describe the implications of state law and rights of individuals with disabilities
  • Describe multicultural considerations in assessing written language disorders
  • Write session plans and demonstrate evidence-based intervention techniques (including development of materials) for a variety of intervention targets including phonemic awareness, sound-symbol correspondence, phonological awareness, decoding, encoding and composition

 

Fall 2020 — CDIS 6203: Advanced Assessment & Intervention for Fluency Disorders

  1. Course Instructor: Dr. Andy Bowers
  2. Learner Outcomes: See Course Competencies
  • Registration: Participants must register for the certificate through the Graduate School. Participants must complete the course to earn a grade from the instructor. An attendance record is maintained through completion of course assignments.
  1. CEUs/Hours Offered: ASHA/1.0 Advanced, Professional; ADE/10 hours. Professional development hours are accrued from October 14th – December 10th
  2. Presenter Disclosure:
    1. Financial: Dr. Bowers receives a salary as an associate professor at the University of Arkansas.
    2. Nondisclosure: None to report.
    3. Content disclosure: This learning event does not focus exclusively on any specific product or service

asha logo

This course is offered for 1.0 ASHA CEUs (Advanced, Professional Area)
ade logo
This course if offered for 10 ADE professional development hours.
Study of the etiology, assessment and remediation of feeding and swallowing disorders in children.

By the end of the semester, the student will be able to:

  • Define stuttering, cluttering, disfluency/dysfluency
  • Describe the characteristics of each stage in the progression of stuttering
  • Describe development of normal fluency and frequency of disfluency for all age groups
  • Evaluate available tests and methods for assessing fluency in children and adults
  • Design appropriate intervention strategies for dysfluent children, adolescents and adults
  • Compare and contrast assessment and intervention factors inherent in different clinical settings
  • Describe elements important to conducting an effective home program and including significant others
  • Critique theories of etiology of stuttering, providing research evidence that supports or contradicts each
  • Describe the etiology and characteristics of cluttering
  • Describe current diagnostic & treatment options for cluttering

 

Spring 2021 — CDIS 6303: Effective Augmentative and Alternative Communication Services in Schools

This course will support current speech-language pathologists in becoming more effective speech-language pathologists as it relates to the provision of augmentative and alternative services in schools. Throughout this course, students will (a) identify a barrier they wish to address relevant to their current service provision or their current caseload, (b) discover strategies for addressing that barrier and (c) develop a plan for improving their augmentative and alternative service provision through the implementation of those strategies in their own professional work.

Throughout this course, students will gain the knowledge and skills to:

  • Describe frameworks evaluating the quality of evidence
  • Discriminate between evidence quality levels
  • Apply techniques for evaluating evidence quality to information related to augmentative and alternative communication (AAC)
  • Locate and identify evidence of varying levels of quality, determine evidence useful in informing clinicians and/or other stakeholders, distill the overall message from evidence and share the message through written and oral means
  • Describe the characteristics and etiologies of individuals who may benefit from AAC
  • Apply the current state of the science in AAC to writing and orally presenting an AAC assessment plan
  • Apply the current state of the science in AAC to writing and orally presenting an AAC intervention plan

 

Spring 2021 — CDIS 6403: Advanced Pediatric Feeding and Swallowing Assessment & Intervention

Study of the etiology, assessment and remediation of feeding and swallowing disorders in children

By the end of the semester, the student will be able to:

  • Describe the characteristics of normal feeding and swallowing for children
  • Describe the etiologies of feeding and swallowing disorders common to children in educational settings and potential effects on each stage of swallowing
  • Identify the symptoms associated with feeding and swallowing disorders
  • Describe the methodology, advantages and disadvantages of dysphagia evaluation strategies, including bedside screening, clinical examination, FEES and MBS in children
  • Determine appropriate intervention strategies for various disorders of each stage of swallowing
  • Compare and contrast the types of available feeding tubes, including indications and contraindications for their use

 

Summer 2021 — CDIS 6503: Behavior Management in Educational Settings

The course provides an introduction to behavioral management across a variety of settings highlighting best practices from organizing time, materials and room space. Strategies for managing individual and large group student behaviors, transitions and other arrangements will be presented in addition to basic federal and state laws as they pertain to the legal procedures for all professionals, including educators of students with disabilities and students who use English as a Second Language (ESL).

This course is designed to provide an understanding of current and historical views on behavioral management and increase students’ basic research, writing and critical thinking skills. Upon completion of the course the student should gain an understanding of research methods used to investigate behavioral management strategies and learn to critically analyze theories, research results and treatments used in behavioral management programs.