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This course is an introduction to speech science. It provides an overview of basic acoustics as well as the structure and function of speech systems. It provides preliminary coverage of theoretical research issues in speech physiology as well as basic topics in speech acoustics such as source-filter theory.

This course will help students acquire a basic understanding of the roles of speech-language pathologists (SLPs) and audiologists (AUDs) in working with clients with communication disorders. This course is meant to prepare students for further study in other specialized courses; thus, this course is designed to provide an introduction to issues that impact clinical practice in both disciplines/professions (e.g., socio-cultural issues, aging). This course will also discuss advocacy for persons with communication disorders across the lifespan.

This course acquaints students with current theories of language development, the course of language acquisition, and factors that impact language development. The domains of phonology, semantics, morphology, syntax, and pragmatics are addressed, from infancy through adolescence, in spoken and written modalities. Cultural and linguistic variation is discussed throughout.

The purpose of this course is to provide the student with a basic knowledge of the neurological foundations for human communication processes. This knowledge will serve as a basis for a variety of classes in the audiology and speech-language pathology curricula.

This course provides knowledge of hearing science at an introductory level. The core of this course is the anatomy and fundamental physiology of the auditory system, from external ear through middle ear, inner to central auditory pathway. It also provides basic knowledge and principles of psychoacoustics and psychological evaluation.

This class is intended to prepare students to work in collaborative and patient/ client/community/family-centered work environments. Students in entry-to-practice graduate programs are required to maintain registration in this class for the duration of their studies. The student will be required to have completed, by the end of their program of study, a total number of different meaningful and relevant interprofessional collaborative learning experiences (as determined and approved by the School/College) equal to two times the number of years or part years of study in the program. At least one of these experiences will be in a practice setting (in the event there are no students from other professions in any of the student's practice settings, credit may be granted for interactions with nonstudent professionals which follow an approved structured format). The experiences will include interactions with undergraduate and/or graduate students from a total of at least 4 different related professions with which there are natural affinities or linkages in the professional environment, some professions of which are outside the student's home School/College. In accordance with the guidelines/ requirements of the home School/College, students will prepare a portfolio (or comparable document/process) which maps their interprofessional collaborative learning experiences on to the specific requirements of the School/College. The portfolio will be graded by the School/College on a Pass/Fail basis. Successful completion of this class is a requirement for graduation in all programs, and will be recognized further with the awarding of a special Certificate in Interprofessional Collaboration to be presented by the Faculty of Health Professions.

This course considers the articulatory, linguistic, and acoustic aspects of phonetics. The application of phonetics to communication disorders, and training in broad and narrow phonetic transcription are included.

This course deals with an overview of the basic audiological test battery including pure tone air/bone conduction, speech audiometry, immittance measurements and electrophysiologic testing (i.e., otoacoustic emissions and auditory brainstem response [ABR]). Case studies are used to solidify knowledge into clinical practice. The principles and techniques for audiometric screening are presented.

This course considers diseases, disorders and dysfunction of the auditory system that may be encountered by speech-language pathologists and audiologists. Pathologies of the peripheral and central mechanisms are included.

The course will focus on language and cognitive disorders associated with aphasia, dementia, traumatic brain injury, and right hemisphere damage. The neurological foundations clinical symptomatology, and assessment of these conditions will be covered.

This course addresses both the evaluation and implementation of research methods in speech, language and hearing disorders. It focuses on the importance of research to the clinical setting and on the development of skills to evaluate the quality of research findings. It also aims to develop the skills to design and implement theoretical and applied research: searching the literature, focusing it upon a research problem, reflecting upon models or theories and applying hypotheses, constructing internally valid methodology, analyzing and interpreting results, and drawing accurate and useful conclusions.

This course will introduce students to the principles and procedures of speech-language pathology clinical practice to develop fundamental skills of clinical competence at an entry level. It will focus  on two topics: a) procedural skills and b) interviewing and counseling skills. Students will apply the skills developed in this course to concurrent clinical practicum experiences in speech-language pathology.

This course explores the nature and etiology of both articulatory and phonological disorders in children. It strives to provide a broad introduction to theoretical knowledge regarding assessment, differential diagnosis and treatment of these disorders, with application of this knowledge to clinical populations.

This course deals with general principles of assessment and management of language disorders in preschool children across the clinical etiologies. Theories of language and contemporary treatment approaches are presented. A critical review of the evidence base for practice is included.

This course will focus on treatment planning using various aphasia/cognitivelinguistic rehabilitation models and treatment procedures for adults who have acquired aphasia and cognitive-linguistic disorders. Students will achieve the skills and knowledge necessary to develop individualized intervention plans for adults with these disorders.

This course provides an overview of normal and disordered swallowing, the elements of clinical examination and instrumental assessments, and the fundamental principles of swallowing rehabilitation. It covers both pediatric and adult populations.This course will be offered in the 2nd year starting Fall 2015.

This course will introduce students to the principles and procedures of speech-language pathology clinical practice to develop fundamental skills of clinical competence at an entry level. It will focus  on two topics: a) procedural skills and b) interviewing and counseling skills. Students will apply the skills developed in this course to concurrent clinical practicum experiences in speech-language pathology.

Please note that the course is a continuation of HUCD 5070X.

This course is designed to provide the student with an overview of the etiology,assessment, differential diagnosis and treatment of voice and resonance disorders in children and adults.

Perceptual and instrumental assessment of the laryngeal and velopharyngeal mechanisms are addressed with respect to various disorders.

This course considers speech disorders of neurologic origin in the adult population. The neurophysiologic basis of these disorders, their effect on the motor control of speech, and their clinical diagnosis and management are addressed.

This course considers the nature of language impairments in school age children across clinical etiologies. The impact of language impairments on literacy and academic performance are discussed. Contemporary assessment and treatment approaches are presented. The evidence base for various treatment approaches is examined.

The student is expected to choose an area of interest to engage in a research project or activity under the direction of a faculty member. Research projects and activities will be assigned to students by a School committee, matching student interest with faculty offerings. A focus of the research experience will be development of critical thinking and writing skills. Products may include a research proposal, research paper, series of critiques of journal articles, as well as other options.

Students are assigned supervised practicum placements on a full time basis for a 12-week period. Placements are in facilities throughout the Atlantic Provinces.

This course is designed to familiarize students with the general principles and features of communication management programs for preschool and school-age children with hearing loss. Emphasis is placed on the role and appropriate use of audition in the habilitative process.

This course deals primarily with the nature and treatment of developmental stuttering. Topics include facts about its features and patterns of occurrence, theoretical perspectives concerning its nature and etiology, and treatment approaches for children and adults. The course also includes a brief overview of cluttering, psychogenic stuttering, and stuttering associated with acquired neurogenic disorders.

This seminar-style course explores issues of linguistic and cultural diversity and how they impact the development, assessment and treatment of speech and language disorders. As well, various language disorders such as intellectual disabilities, autism, and specific language impairment are examined in detail.

*Students are required to take either CMSD 6490 or CMSD 6550 for credit

This course will focus on contemporary topics in adult speech-language pathology and will vary from year to year. Student-led seminars may cover the relevant research literature, professional issues, and clinical cases.

*Students are required to take either CMSD 6490 or CMSD 6550 for credit

This course provides introduction to augmentative and alternative communication (AAC) issues. Active participation will help students discover the knowledge necessary to collaborate in AAC assessment and intervention. Examination of recent research will prepare students to choose an appropriate assessment and treatment approach for a variety of clients.

FORMAT: Lecture and lab

The student is expected to choose an area of interest to engage in a research project or activity under the direction of a faculty member. Research projects and activities will be assigned to students by a School committee, matching student interest with faculty offerings. A focus of the research experience will be development of critical thinking and writing skills. Products may include a research proposal, research paper, series of critiques of journal articles, as well as other options.

Students are assigned supervised practicum placements on a full time basis for a 12-week period. Placements can occur in sites across Canada. Placements outside Canada will be considered if appropriate supervision is available.