Speech-Language Pathology, M.S.

Learning Outcomes

• The program graduate will demonstrate evidence of the following competencies:
  • Knowledge of statistics as well as the biological, physical, and social/behavioral sciences.
  • Knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The program graduate must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span.
  • Knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:
    • Speech sound production, to encompass articulation, motor planning and execution, phonology, and accent modification
    • Fluency and fluency disorders
    • Voice and resonance, including respiration and phonation
    • Receptive and expressive language, including phonology, morphology, syntax, semantics, pragmatics (language use and social aspects of communication), prelinguistic communication, paralinguistic communication (e.g., gestures, signs, body language), and literacy in speaking, listening, reading, and writing
    • Hearing, including the impact on speech and language
    • Swallowing/feeding, including (a) structure and function of orofacial myology and (b) oral, pharyngeal, laryngeal, pulmonary, esophageal, gastrointestinal, and related functions across the life span
    • Cognitive aspects of communication, including attention, memory, sequencing, problem solving, and executive functioning
    • Social aspects of communication, including challenging behavior, ineffective social skills, and lack of communication opportunities
    • Augmentative and alternative communication modalities
  • Current knowledge of the principles and methods of prevention, assessment, and intervention for persons with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.
  • Knowledge of standards of ethical conduct.
  • Knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice.
  • Knowledge of contemporary professional issues.
  • Knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice.
  • Skills in oral and written or other forms of communication sufficient for entry into professional practice.
• Demonstrate skills in the following outcomes across the nine aforementioned areas 
  • Evaluation 
    • Conduct screening and prevention procedures, including prevention activities.
    • Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and relevant others, including other professionals. 
    • Select and administer appropriate evaluation procedures, such as behavioral observations, non-standardized and standardized tests, and instrumental procedures. 
    • Adapt evaluation procedures to meet the needs of individuals receiving services. 
    • Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention. 
    • Complete administrative and reporting functions necessary to support evaluation. 
    • Refer clients/patients for appropriate services.
  • Intervention 
    • Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients’/patients’ needs. Collaborate with clients/patients and relevant others in the planning process. 
    • Implement intervention plans that involve clients/patients and relevant others in the intervention process. 
    • Select or develop and use appropriate materials and instrumentation for prevention and intervention.
    • Measure and evaluate clients’/patients’ performance and progress. 
    • Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients. 
    • Complete administrative and reporting functions necessary to support intervention. 
    • Identify and refer clients/patients for services, as appropriate.
  • Interaction and Personal Qualities 
    • Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the individual(s) receiving services, family, caregivers, and relevant others. 
    • Manage the care of individuals receiving services to ensure an interprofessional, team-based collaborative practice. 
    • Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others. 
    • Adhere to the ASHA Code of Ethics and behave professionally.
• The applicant must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology. Twenty-five hours must be spent in guided clinical observation, and 375 hours must be spent in direct client/patient contact.  At least 325 of the 400 clock hours of supervised clinical experience must be completed while the applicant is enrolled in graduate study in a program accredited in speech-language pathology by the CAA.

Course Prerequisites for Program

Students who do not have an undergraduate degree in SLP or who have not completed the undergraduate prerequisite courses listed below may be considered for conditional admission with a 7-8 semester graduate program. Leveling courses are available to complete prerequisite requirements if your undergraduate degree is in another field of study.  Students conditionally admitted into the MS SLP program pending completion of these undergrad prereqs, may be eligible for financial aid and/or VA benefits. Students should contact Financial Services to verify. Students must have these courses or their equivalent to be considered for full admission into the graduate program.

• CDS 101 - Survey of Communication Disorders Credit(s): 3
• CDS 105 - Speech and Language Development of the Normal and Exceptional Child Credit(s): 3
• CDS 201 - Anatomy and Physiology of the Speech and Hearing Mechanism Credit(s): 3
• CDS 211 - The Nature of Language Credit(s): 3 (or other basic linguistic course)
• CDS 220 - Phonetics Credit(s): 3
• CDS 231 - Speech Science Credit(s): 3
• CDS 410 - Audiology Credit(s): 3
• CDS 425 - Introduction to Neurogenic Communication Disorders Credit(s): 3
• CDS 302 - Phonological and Articulation Disorders Credit(s): 3
• CDS 311 - Introduction to Language Disorders Credit(s): 3

Graduate Curriculum

Portfolio or Thesis

All students will compile a professional portfolio during the final two semesters of their graduate program. The content of the portfolio will include:

1. Knowledge and skill artifacts selected by the student
2. A copy of the students’ professional resume
3. Verification of registration for or completion of the PRAXIS exam
4. Verification of completion of clinical hours and competencies
5. Verification of having submitted a proposal for a poster or technical session a professional conference or a poster session to the Fontbonne University Scholarship Event.

A graduate student in Speech-Language Pathology may request permission to write a master’s thesis in lieu of compiling a portfolio to be completed during their second year in the program. A student who elects to write a thesis must take the following steps:

• Write a letter or email to the Director of Graduate Studies indicating interest in writing a master’s thesis no later than October 31 of the first Fall semester of enrollment in the program. The faculty will consider all requests at the next departmental meeting. A committee of three faculty members will be selected.
• If the student is approved to write a thesis, the student then determines the topic of the thesis in consultation with the faculty research advisor who has agreed to supervise the thesis. The faculty research advisor will work with the student to secure IRB approval for the collection of data.
• The student will enroll in CDS 560 - Clinical Research in Communication Disorders  for 1 credit hour for each of the next three semesters (Spring, Fall, and Spring). The student will generally conduct the literature review and submit the IRB proposal in the Spring, data collection in the Fall, and analysis and final writing in the Spring.
• The thesis must be submitted electronically to the three members of the thesis committee no later than April 1 of the Spring semester in which the degree is to be awarded.
• The student will meet with the thesis committee for an oral defense at a time to be determined.
• The student will submit the final revised thesis no later than two days before the graduation date. The final thesis should be submitted electronically to the Director of the Graduate Program.
• Note: A graduate student approved to write a master’s thesis in lieu of compiling a portfolio will still be required to complete a professional resume, provide verification of registration for or completion of the PRAXIS exam, provide verification of completion of clinical hours and competencies, and submit a proposal for a poster presentation or technical session.