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Communication Disorders Theses and Dissertations

Theses/dissertations from 2023 2023.

Interference Between Speaking and Computer Tasks in Younger and Older Adults , Paige Elise Asay

The Reversibility of Effects of Combination Inhaled Corticosteroids on Sustained Phonation Pressure and Flow in Ex Vivo Rabbit Larynges , Elisabeth Barlow

Microaggressions That Students From Underrepresented Groups Experience in Communication Sciences and Disorders , Samantha Berryhill

The Effects and Reversibility of Combination Inhaled Corticosteroids on Phonation Threshold Pressure (PTP) and Phonation Threshold Flow (PTF) in Ex Vivo Rabbit Larynges , Melanie Elizabeth Blauer

Validating a Predictive Early Kindergarten Dynamic Assessment of Word Level Reading and Language , Taylor Jordan Cena

The Effect of Speaking Context on Articulatory Kinematics in Habitual and Clear Speech , Lauren Elizabeth Clarke

Survey of Reading Habits and Dialogic Book Reading Practices in Parents of Preschool-Aged Children , Kimberly Cronin

Prosodic Pitch and Intensity in Autistic Individuals , Cassidy Gooch

Emotion, Sensory Processing, and Prosody in Neurotypical and Autistic Young Adults , Annika Henderson

Quantifying Speech Pause Durations in Typical English Speakers , John Hoffer

The Effects of an Oral Narrative and Expository School-Age Language Intervention: A Low-Dosage Study , Giana H. Hunsaker

Behavioral and Physiologic Relationships Between Sensory Processing, Attention, and Prediction in Autistic Children: An Eye Tracking Study , Courtney Hunter

The Impact of Speech Pause on the Perceived Effectiveness and Likability of a Speaker's Communication , Rebecca Lyman

Accounting for Oral Language Skills in Children With Dyslexia: A Systematic Review of the Literature , Natalie Kay Olsen Miller

The Acceptability of Relationship-Centered Communication Partner Training for Couples Impacted by Aphasia: A Mixed Methods Pilot Study , Kathryn-Anne Pertab

Examining the Validity of the CUBED Narrative Language Measures Listening and Reading Subtests , Trevor David Read

The Effects of Time Pressure on Speech Fluency in Aging Adults: Comparisons With Divided Attention , Caleb Henderson Sanford

Investigating Speech Perception in Children With Speech Delay, Dyslexia, and Speech Delay and Dyslexia , Lauren Marie Spencer

Bidirectional Interference Between Speech and Mathematical, Language, or Visuospatial Tasks in Younger and Older Adults , Chanelle Thomas

Exploring Posttraumatic Growth in Aphasia: A Qualitative Investigation , Camille Williams

Theses/Dissertations from 2022 2022

A Comparative Study on the Expository Writing Abilities of Kindergarten Students With and Without Developmental Language Disorder , Kristine Michelle Dayley Andrus

Interference Between Speaking and Computer Tasks and Their Effects on Physiologic Arousal , Tiana Walker Bateman

Intolerance of Uncertainty, Sensory Processing, and Related Correlates in Autistic Children During the COVID-19 Pandemic , Mollie Bradley

The Behavioral and Neurophysiologic Relationships Between Sensory Processing and Autistic Traits in Emerging Adults , Savanah Calton

Auditory Brainstem Response in Autistic Children: Potential Implications for Sensory Processing , Madelyn Cate

Examining the Preliminary Validity of a Dynamic Assessment of Narrative Language in Mandarin Chinese , Lok Yee Sarah Cheung

External Laryngeal Oscillation and Aerodynamic Measures of Voice Onset: A Translational Study , Erik McLeod Christensen

Diagnostic Accuracy of Nonword Repetition Tasks for the Clinical Assessment of Spanish-English Dual Language Learners: A Preliminary Investigation , Audrey Czirr

The Effects of Dialogic Reading on the Oral Language of Diverse Kindergarten Students , Abigail Figgins

The Impact of Background Noise on the Communicative Experience of People With Mild to Moderate Aphasia: A Qualitative Study , Riley Robertson Hegewald

Comparing Relative and Absolute Reliability of Short Versus Long Narrative Retells , Jenna Hollis

The Effects of Stimulus Type on Interpersonal and Intrapersonal Speech Perception in Typical Adults , Melannee Wursten Ipsen

Effects of an External Oscillation Device on Phonation Threshold Pressure (PTP) , Brittany Tiffany Jones

Effects of Background Noise on the Spoken Language of Young and Older Adults During Narrative Discourse , Erin LeCheminant

The Effect of Two Rate Change Approaches on Speech Movement Patterns , Noelle Marie Lewis

Interprofessional Education for School-Based Settings , Brittney M. Mack

Speech Pause in People With Aphasia Across Word Length, Frequency, and Syntactic Category , Lana Mitchell

Defining Dyslexia Within and Across Disciplines: A Systematic Review of the Literature , Ann Marie Trumbo

An Exploratory Study of Behavioral Engagement in People With and Without Aphasia: Comparisons and Relationships , Vivian Elisabeth Ward

The Analysis of Omission and Substitution Errors in Various Language Tasks in Bilingual Children , Macy Whiting

A Randomized Control Trial Examining the Effects of a Multi-Tiered Oral Narrative Language Intervention on Kindergarten Expository Writing , Shaylee Rae Woods

Theses/Dissertations from 2021 2021

Variability of the Aerodynamic Measures of Leporine Larynges Exposed to Inhaled Corticosteroids , Miriam Angela Cannon Bake

Autistic Traits, Sensory Processing, and Intolerance of Uncertainty: Neurobiological and Behavioral Correlates , Maggie Buckhannon

Atypical Sensory Processing and Semantic Language in Autistic Children , Charlene L. Cooper

Dynamic Assessment of Narrative Language for Diverse School-Age Children With and Without Language Disorder: A Large-Scale Psychometric Study , Anahi Kamila DeRobles

Effects of Background Noise on the Speech Acoustics of People With Aphasia , Kirsten Dixon

Norming a Dynamic Assessment of Narrative Language for Diverse School-Age Children With and Without Language Disorder: A Preliminary Psychometric Study , Ashley Elizabeth Frahm

Measuring Speech Perception in Children With Speech Sound Disorders Using the Wide Range Acoustic Accuracy Scale , Briel Francis Garner

The Effect of Rate Control Cueing Modality on Articulatory Patterns , Amelia Caroline Jackson

Spatial Resolution of Quantitative Electroencephalography and Functional Magnetic Resonance Imaging During Phoneme Discrimination Tasks: An Abbreviated Meta-Analysis , Emily Jean Jacobs

Physiological Arousal, Emotion, and Word Retrieval in Aphasia: Effects and Relationships , Angela Lynne Johnson

The Use of Nonword Repetition Tasks in the Assessment of Developmental Language Disorder in Bilingual Children , Kirsten Kelly

Improving the Oral Narrative and Expository Language of Kindergarten Students and Reducing the Matthew Effect , Taylor Camille Magleby

Correlations Between Cognitive Pause Patterns and Listener Perceptions of Communicative Effectiveness and Likeability for People With Aphasia , Heidi Raylene McConaghie

Effects of Inhaled Combination Corticosteroid Drugs on Aerodynamic Measures of Phonation and Visual-Perceptual Measures of Vocal Fold and Arytenoid Tissue in Excised Rabbit Larynges , Christina Lynn Pang

The Perceived Effect of Pause Length and Location on Speaker Likability and Communicative Effectiveness , Julia M. Price

Phonation Threshold Pressure and Phonation Threshold Flow in Rabbits Treated With Inhaled Corticosteroids Versus Controls , Heidi Joan Robison

The Impact of Background Noise on the Spoken Language of People With Mild to Moderate Aphasia: A Preliminary Investigation , Brenna DeLyn Scadden

How Word Characteristics Affect Language-Mediated Eye Movements in Preschoolers With Varying Language Ability , Shelby Nicole Slocum

Quantifying Speech Pause Durations in Speakers With Nonfluent and Fluent Aphasia , Brooke K. Thomas

Behavioral and Neural Correlates of Sensory Processing and Anxiety in Autistic Children , Kelsey Lee Ustach Tindall

The Influence of Pause on Listeners' Perceptions in Speech of People With Aphasia , Emily Wright

Theses/Dissertations from 2020 2020

Kinematic and Acoustic Adaptation to a Bite Block During Syllable Production , Allison Marie Barney

Kinematic and Acoustic Adaptation in Response to Electromagnetic Articulography Sensor Perturbation , Emily Adelaide Bartholomew

The Effects of Distracting Background Audio on Speech Production , Camille Margaret Cowley

The Development and Preliminary Evidence of Validity and Reliability of a Spanish Static and Dynamic Assessment of Decoding , Kayla Brooke Ditty

The Classification Accuracy of a Dynamic Assessment of Language in Culturally and Linguistically Diverse Children When Using Response to Intervention as a Measure of Language Ability , Yuberkys Fryer

A Longitudinal Investigation of the Effects of a Kindergarten Multi-Tiered Oral Narrative Language Intervention on Later Literacy Outcomes , Tristin Carolyn Hampshire

Aerodynamic Measurement Stability During Rabbit Versus Pig Benchtop Phonation , Megan Caroline Hoggan

Effects of a Large Group Combined Narrative and Expository Language Intervention on Oral Language in Third Graders , Kylie Lynn Lee

Effects of Positive and Negative Emotional Valence on Response TimeDuring a Confrontational Naming Task: Findings from People with Aphasia and Young Adults , Corinne Jones Loveridge

Speech Perception of Global Acoustic Structure in Children with Speech Delay, with and Without Dyslexia , Mikayla Nicole Madsen

Speech Perception of Global Acoustic Structure in Children With Speech Delay, With and Without Dyslexia , Mikayla Nicole Madsen

The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for School-Age Children With and Without Language Disorder , Britney Ann Newey

Language-Mediated Eye Behaviors During Storybook Reading as aFunction of Preschool Language Ability , Emily Joy Nicholls

Effect of Positive and Negative Emotion on Naming Accuracy in Adults with Aphasia , Courtney Paige Nielsen

The Effect of Laryngeal Activity on the Articulatory Kinematics of /i/ and /u/ , Mendocino Nicole Peacock

The Efficacy of EPG Assisted L2 Pronunciation Instruction: An Audio-Perceptual Analysis of the Speech of Native Japanese Learners of English , Emily Louise Peterson

A Comparison of Phonation Threshold Pressure and Phonation Threshold Flow Between Pig and Rabbit Benchtop-Mounted Larynges , Amber Christeen Prigmore

Using Parallel Narrative-Based Measures to Examine the Relationship Between Listening and Reading Comprehension , Collette Leifson Warr

Theses/Dissertations from 2019 2019

A Social Communication Intervention to Facilitate Emotion Word Learning in School-Age Children with Developmental Language Disorders , Sara Elise Avila

A Large-Scale Clustered Randomized Control Trial Examining the Effects of a Multi-Tiered Oral Narrative Language Intervention on Kindergarten Oral and Written Narratives and Oral Expository Language , Mollie Paige Brough

The Effects of Distracting Background Audio on Spontaneous Speech , Kacy Nicole Chapman

The Distinction Between Lingua-Palatal Contact Patterns of English Light and Dark [ɫ]: A Precursor to Using Electropalatography in Second Language Instruction , Kallie Lynne Chaves

The Cross-Validation of the Classification Accuracy of a Dynamic Assessment of Narrative Language for School-Age Children with and Without Language Disorder , Kallie Dawn Clark

Developmental Language Disorders and Reticence in Childhood , Aimee Diehl

Improving Narrative and Expository Language: A Comparison of Narrative Intervention to Shared Storybook Reading , Karee Douglas

The Ability of Children with Developmental Language Disorder (DLD) to Infer Emotions from Pictures: Where's the Breakdown? , Mary Rebekah Forbes

Agreement Between Parent and Teacher Ratings of Social Communication Abilitieson the Children's Communication Checklist-Second Edition , Courtney Lynn Hammond

A Discourse Analysis of Clinician-Child Interactions Within a Meaning-Based Phonological Intervention , Brittany Appleby Long

Kinematic and Acoustic Vowel Changes in Adult Bite Block Speech , Tanner Keith Low

The Impact of Electropalatography in Teaching the /r/-/l/ Sound Contrast for Native Japanese Language Learners of English: Evidence from Lingua-Palatal Contact , Nicole Rose McDougal

Sociability in Children with Developmental Language Disorder , Miranda Elizabeth Miller

Modeling Subglottic Stenosis Effects on Phonation Threshold Pressure in the Porcine Larynx , Jessica Maryn Murphey

Mismatch Negativity Event Related Potential Elicited by Speech Stimuli in Geriatric Patients , Dana Lynn Pierce

A Preliminary Study Using Electropalatography in Second Language Instruction: An Examination of Formant Frequencies , Summer Ann Price

Articulatory Kinematic Compensation for a Bite Block During Diphthong Production , Michelle Olson Richins

The Accuracy of a Spanish Dynamic Assessment of Narrative Language in Identifying Language Disorder: A Cross Validation Study , Mariah Forbush Romero

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Digital Commons @ USF > College of Behavioral and Community Sciences > Communication Sciences and Disorders > Theses and Dissertations

Communication Sciences and Disorders Theses and Dissertations

Theses/dissertations from 2022 2022.

Towards Precision Audiology: Perceptual Profiles & Their Relation to Ecologically Valid Communication Assessments , Dana Cherri

Transitioning from Face-to-Face to Telehealth Speech and Language Services Due to the COVID-19 Pandemic: Perceptions of Persons with Aphasia and their eHelpers , Emma Logan

The Effect of AAC-Modeling Intervention (AAC-MOD) Within Dialogic Reading on Vocabulary Learning in Children with Down Syndrome , Emily A. Mchugh

Impact of Language Sampling Context on Language Productivity and Complexity , Trina J. Tolentino

Theses/Dissertations from 2021 2021

A New Age of Telehealth: Pediatric Speech-Language Pathology Services during the COVID-19 Pandemic and Beyond , Deborah R. Campbell

Directing Attention in Second Language Phonological Contrast Learning , Laura Conover

The Perceptions of Speech-Language Pathologists Toward Augmentative and Alternative Communication in Thailand , Wansiya Kamonsitichai

Successful Aging in Adults Who Stutter: Exploring Predictors of Physical and Mental Health-Related Quality of Life , Amanda Kelly

Theses/Dissertations from 2020 2020

Balance Function: A Potential Early Indicator of Mild Cognitive Impairment , Karen L. Bell

Aligning Voice and Communication with Identity – A Survey on Transgender and Gender Diverse Populations , Rachel T. Chalom

Hearing Aid Acclimatization in the Context of Central Gain Mechanisms , Peter J. Hutchison

Auditory Perception and Neural Encoding of Spectral Modulation , Sittiprapa Isarangura

Indicators of Mild Cognitive Impairment Associated with Language Processing and Production , Diana Julbe-Delgado

Enhancing Intergenerational Conversation Using Visual Cues: Effects of a Historical Timeline , Allyson Lindsay

Potential Roles of Speech-Language Pathologists in Advancing Early Intervention and Prevention within a Multi-Tiered System of Supports (MTSS) Framework , Meaghan A. McKenna

Theses/Dissertations from 2019 2019

Supporting Persons with Dementia in Communicating their Care Preferences , Vanessa L. Burshnic

Effects of External Memory Aid Assessment and Treatment on Everyday Task Performance of Individuals with Mild Neurocognitive Disorder , Alyssa M. Lanzi

Neuro-correlates of Word Processing among Four-and-Five-Year-Old Children from Homes Varying in Socio-Economic Status , Wendy Olsen

Optimizing Early Intervention for Preschoolers' Vocabulary Development , Lindsey A. Peters-Sanders

Script Training for Adults who Stutter , Courtney M. Rankin

The Effect of Narrative Language Intervention on the Language Skills of Children with Hearing Loss , Stephanie M. Raymond

Book-Sharing as a Context for Fathers and Mothers to Enhance Language Development of their Preschool Children , Yagmur Seven

Lexical Influence in Phoneme Perception with Non-degraded and Spectrally-degraded Speech , Jane Bradley Smart

Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills , Xigrid T. Soto

Theses/Dissertations from 2018 2018

Relationship Between Vocal Fatigue and Physical/Psychological Factors in Prospective Vocal Professionals , Camille C. Gray

Articulatory Patterns in Children who use Cochlear Implants: An Ultrasound Measure of Velar Stop Production in Bilingual Speakers , Katherine Javier

Relationship Between Intelligibility and Response Accuracy of the Amazon Echo in Individuals with Amyotrophic Lateral Sclerosis Exhibiting Mild-Moderate Dysarthria , Caroline A. Layden

The Impact of Vocabulary Knowledge on Nonword Judgments in Spanish-English Bilinguals , Marisa E. Leyden

Cue Competition During Phonotactic Processing in Bilingual Adults as Measured by Eye-Tracking , Katherine Manrique

Early Literacy Abilities in Spanish-English Emergent Bilingual Children from Varied Dialectal Backgrounds , Antonietta Mastrota

Validity of a Dynamic Spanish Assessment of Phonological Awareness in Emergent Bilingual Children , Kelsey R. Wyman Chin

Theses/Dissertations from 2017 2017

Selection of memory book content: Agreement in content as a function of informant relationship to memory book recipient , Rebecca J. Allen

Validity of a New Measure of Phonemic Awareness that Does Not Require Spoken Responses in Children with Complex Communication Needs , Tiffany Chavers

Neural and Behavioral Mechanisms of Clear Speech , Jenna Silver Luque

The Effect of Clinical Experience on Perceived and Self-Reported Empathy in Novice Speech- Language Pathology Clinicians , Erline Vieira Nakano

Perceptual Differences in Natural Speech and Personalized Synthetic Speech , Katherine Overton

Perceptual and Physiologic Analysis of Dystussia in Amyotrophic Lateral Sclerosis , Stephanie Anne Watts

Theses/Dissertations from 2016 2016

The Effects of Visual Arts on Expressive Language in Participants with Dementia , Shannon Valentine Daly

Analyzing Spelling Errors by Linguistic Features among Children with Learning Disabilities , Christine Johnson

Effects of a Novel Right Brain Intervention on Stuttering in Familiar and Structured Speech Tasks , Josalyn Elizabeth Perry

Tongue Twisters Quantified: Ultrasound Analysis of Speech Stability and Speech Errors , Karen Reddick

Static and Dynamic Spectral Acuity in Cochlear Implant Listeners for Simple and Speech-like Stimuli , Benjamin Anderson Russell

Interspeech Posture in Spanish-English Bilingual Adults , Merrily Rose Shary

Effects of a Novel Right Brain Intervention on Stuttering Frequency in Unfamiliar Speech Tasks , Chelsea Beatrice Stewart

Analysis of Patterns in Handwritten Spelling Errors among Students with Various Specific Learning Disabilities , Laura Ann Winkler

Theses/Dissertations from 2015 2015

Hesitation Rate as a Speaker-Specific Cue in Bilingual Individuals , Jamie Lynn Armbrecht

Anticipatory Coarticulation and Stability of Speech in Typically Fluent Speakers and People Who Stutter Across the Lifespan: An Ultrasound Study , Alissa Joy Belmont

Validity Testing of a Preschool Reading Screening Device for Pediatricians , Erika Elaine Blue

Neurophysiological Activity Related to Speech Production: An ERP Investigation , Adithya Chandregowda

Script Training: The role of Written Cues , Hallie Cohen

Mindfulness Attributes as Predictors of Treatment Outcomes in Children Who Stutter , Jenna Lee Graepel

Outcomes of a Combined Mindfulness, Stuttering Modification, and Fluency Shaping Intervention for Children who Stutter , Jennifer Kordell

Validity of a Nonspeech Dynamic Assessment of Phonological Awareness in Children from Spanish-speaking Backgrounds , Bianca Angelica Loreti

Attentional Allocation in Language Processing in Adults Who Stutter: ERP Evidence , Wendy Lorraine Olsen

Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum , Arnold Olszewski

The Impact of Lingual Resistance Training in Two Individuals with Amyotrophic Lateral Sclerosis: A Case Series , Raele Donetha Robison

Theses/Dissertations from 2014 2014

Spelling of Derivationally Complex Words: The Role of Phonological, Orthographic, and Morphological Features , Sofia Benson-Goldberg

Using Auditory Feedback to Improve the Performance of Judokas during Uchi Komi , Taylor Easton Ferguson

Accuracy of /t/ Productions in Children with Cochlear Implants as Compared to Normal-Hearing, Articulation Age-Matched Peers , Terry Gier

Top-Down Processes in Simulated Combined Electric-Acoustic Hearing: The Effect of Context and the Role of Low-Frequency Cues in the Perception of Temporally Interrupted Speech , Soo Hee Oh

Word Recognition in Noise among Young and Older Listeners: A Combined Behavioral and Electrophysiological Study , Victoria Ann Williams-Sanchez

Theses/Dissertations from 2013 2013

Nonword processing in bilingual five year olds: Do phonotactics count? , Kyna Betancourt

Exploring Elaborated Noun Phrase Use of Middle School English Language Learners Following Writing Strategy Instruction , Stephanie R. Cooper

Supporting Speech-Language Pathologist Evidence-Based Practice Use: A Mixed-Methods Study in Skilled Nursing Facilities within the Promoting Action on Research Implementation in Health Services Framework , Natalie Franko Douglas

Examining the Effectiveness of Intensive Language Action Therapy in Individuals with Nonfluent Aphasia , Rachel A. Goff

Effects of Speech Production Ability on a Measure of Speech Perception Capacity in Young Children with Cochlear Implants and their Articulation-Matched Peers , Victoria Beatriz Gonzalez

Does the Use of Personally Relevant Stimuli in Semantic Complexity Training Facilitate Improved Functional Communication Performance Compared to Non-Personally Relevant Stimulus Items among Adults with Chronic Aphasia? , Stephanie Karidas

Brain electrophysiological correlates of masked picture priming in fluent and stuttering adults , Kalie B. Morris

The Effect of Rate Change on the Relative Timing of Speakers with Multiple Sclerosis , Brandlynn N. Reister

Theses/Dissertations from 2012 2012

Exploring Picture Word Priming Effects in Healthy Aging Adults Using Event Related Potentials , Sasha C. Christopher

Inspiratory Breathing Exercises for Vocal Tremor: A Preliminary Study , Jessica Tayseer Hilo

Semantic feature distinctiveness and frequency , Katherine Marie Lamb

Theses/Dissertations from 2011 2011

Assessing Relational Networks: An Evaluation of Derived Relational Responding With Children With ASD and Typically Developing Children , Gianna Delayce Lozano

Perspective Shifting in Relative Clauses by Elementary-Aged Spanish-English Bilinguals: A Cross-Linguistic Study , Xigrid Tayri Soto

Theses/Dissertations from 2010 2010

The Effects of Aging on Temporal Masking , Susan E. Fulton

Perspective Taking and Relative Clause Comprehension: A Cross-Modal Picture Priming Study , Nicola C. Jones

Spanish Spelling Errors of Emerging Bilingual Writers in Middle School , Diana Julbe-Delgado

N400 Activations in Adults who Stutter in a Picture-Word Priming Task Requiring Attention to Probe Word Phonology , Angela A. Pizon-Moore

Clinical Decision-Making in Aphasia Therapy: A Survey of Perceived Levels of Evidence for Common Treatment Approaches , Erin T. Rowe

Spelling Errors in Children with Autism , Khalyn I. Wiggins

Theses/Dissertations from 2009 2009

Exploring Writing of English Language Learners in Middle School: A Mixed Methods Study , Robin L. Danzak

Dialectal and Developmental Influences on Real Word and Non-Word Spelling Tasks , Stephanie Joy Dickerson

Beyond Orthographic Segmentation: Neurophysiological Evidence That Pseudo-Derived Word Stems Are Processed Semantically , Theresa Herbert

Semantic and Phonological Priming Effects on N400 Activation in People Who Stutter , Jessica Lauren Huffman

The morphological complexity of spelling, ages 8 to 15 years , Courtney R. Mossing

Effects of dialect use on the fast mapping skills of African American school-age children , Jessica Pierre

Theses/Dissertations from 2008 2008

Effects of Bilingualism on Speech Recognition Performance in Noise , Mitzarie A. Carlo

Idiom Comprehension In Bilingual And Monolingual Adolescents , Belinda Fusté-Herrmann

Relationships Among Language Use, Phonological Skill, and Vocabulary in English Language Learning Preschoolers , Timothy D. Hill

Factors Affecting Message Intelligibility of Cued Speech Transliterators , Katherine Pelley

Effects of Age and Hearing Loss on Perception of Dynamic Speech Cues , Mei-Wa Tam Szeto

Theses/Dissertations from 2007 2007

Naming and Inhibition in Aphasia , Lori R. Bartels-Tobin

Effects of Clear Speech and Linguistic Experience on Acoustic Characteristics of Vowel Production , Michelle Bianchi

Clear Speech Effects for Vowels Produced by Monolingual and Bilingual Talkers , Teresa DeMasi

The Influence Of Dialect On The Perception Of Final Consonant Voicing , Stacy Nicole Kile

Psychometric functions of clear and conversational speech for young normal hearing listeners in noise , Jane Smart

Theses/Dissertations from 2006 2006

Are Respiratory Behaviors Affected in Individuals With Adductor Spasmodic Dysphonia? , Katie Biedess

Spelling Development in Young School Age Children , Kelly M. Fawcett

Vocal and instrumental musicians: Electrophysiologic and psychoacoustic analysis of pitch discrimination and production , Dee Adams Nikjeh

Intelligibility of clear speech at normal rates for older adults with hearing loss , Billie Jo Shaw

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Home > STUDENTWORK > HONORS-THESIS > 276

Honors Thesis

Communication Disorders and Mental Health: A Scoping Review

Haven B. Schultze Follow

Date of Award

Winter 12-19-2022

Document Type

Department/major.

Counseling and Human Services

First Advisor

Dr. Kyle Brouwer

Second Advisor

Dr. Elizabeth Hanson

Third Advisor

Dr. Mandy Williams

mental health, communication disorders, depression, social anxiety

Subject Categories

Speech Pathology and Audiology

This scoping review examined current research investigating the relationship between communication disorders and mental health disorders. Depression and anxiety disorders were correlated with communication disorders, but this relationship is complex. Next, potential interventions and clinical implications are discussed. The literature suggests that Speech-Language Pathologists and mental health professionals are most effective when working collaboratively to meet the needs of the whole child.

Recommended Citation

Schultze, Haven B., "Communication Disorders and Mental Health: A Scoping Review" (2022). Honors Thesis . 276. https://red.library.usd.edu/honors-thesis/276

Since December 19, 2022

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Communicative Disorders Theses and Dissertations

If you are a graduate student submitting your thesis or dissertation, please click here to access the submission form.

Theses/Dissertations from 2017 2017

Prevalence of Communication Disorders in Children with Neonatal Abstinence Syndrome on School Speech-Language Pathology Caseloads: A National Survey , Brittany V. Ratliff

Theses/Dissertations from 2016 2016

Interprofessional Patient Simulation Training Compared to Online Training for learning to use In-Line Speaking Valves , Kristi A. Moore

Comparison of In Vivo Simulation Training Compared to Video Simulation Training for Identifying Clinical Markers of Distress When Feeding Preterm Infants , Emily M. Wagner

Theses/Dissertations from 2015 2015

Training Clinical Judgment Skills for Interpreting Feeding Behavior in Preterm Infants: A Comparison of Video and In Vivo Simulation , Jamesa R. Ewing

Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language , Lucy E. Long

Theses/Dissertations from 2013 2013

Relationship Between a Measure of Social and Emotional Development and Early Communication Development in Young Children with Cleft Palate , Jenna L. Pugh

Theses/Dissertations from 2012 2012

Role of Therapeutic Devices in Enhancing Speech Intelligibility and Vocal Intensity in an Individual with Parkinson’s Disease , Swetha Swaminathan

Theses/Dissertations from 2011 2011

Temperamental Profiles of Children with Communication Impairment. , Whitney Charlena Lau

Theses/Dissertations from 2010 2010

The Relationship between Speech Disfluencies Produced under Delayed Auditory Feedback and Auditory Processing Skills in Fluent Speakers. , Sundeepkumar Venkatesan

Theses/Dissertations from 2008 2008

Promoting Speech and Vocabulary Development through Specialized Storybooks in Children with and without Cleft Palate. , Joellyn Ruth Smith

Theses/Dissertations from 2007 2007

Temperament and Early Communication in Premature Children. , Nina King

Theses/Dissertations from 2004 2004

An Enhanced Dialogic Reading Approach to Facilitate Typically Developing Pre-School Children's Emergent Literacy Skills. , Sheri E. Davis

The Type and Frequency of Morphosyntax Errors in Children's Narratives. , Jennifer Lynn Lockhart

The Effects of a Multimodality Approach on Sentence Production using Response Elaboration Training with a Reading Component on Aphasic Patients. , Sara E. McCarthy

Early Speech and Language Development: A Comparison of Typically Developing Children to Children with Cleft Palate. , Holly Jannice McGahey

Contexts for Facilitating Emergent Literacy in Typically Developing Preschoolers. , Karen Nicole Wilhjelm

Theses/Dissertations from 2003 2003

Phonological Awareness Training in a Preschool Classroom of Typically Developing Children. , Sara Phelps

Theses/Dissertations from 2002 2002

Study of a Parent Implemented Language Treatment for Young Children with Cleft Lip and/or Palate. , Melissa Warner Brothers

Feature Retention and Phonological Knowledge across Children with Suspected Developmental Apraxia of Speech, Phonological Impairment, and Typically Developing Speech. , Tracy A. Ford

Early Academic Performance in Children with Cleft Lip and/or Palate. , Krista LeAnna Lowe

Theses/Dissertations from 2001 2001

The Description and Comparison of Feature Retention Patterns for Children with Phonological Impairment Developmental Apraxia of Speech and Typically Developing Children. , Amanda N. Lambert

Theses/Dissertations from 2000 2000

Supervisory Feedback in Speech-Language Pathology: Preferences and Practices. , Janet Michelle Gurley

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Communication Disorders & Special Education Theses & Dissertations

Theses and dissertations published by graduate students in the Department of Communication Disorders and Special Education, College of Education, Old Dominion University, since Fall 2016 are available in this collection. Backfiles of all dissertations (and some theses) have also been added.

In late Fall 2023 or Spring 2024, all theses will be digitized and available here. In the meantime, consult the Library Catalog to find older items in print.

Theses/Dissertations from 2022 2022

Dissertation: Using Repeated Reading and Previewing Vocabulary Interventions with Elementary-Aged Struggling Readers to Improve Fluency and Comprehension , Khaled S. Alotaibi

Theses/Dissertations from 2021 2021

Dissertation: Check-in/Check-out to Increase Academic Engagement and Classroom Behavior Among Adolescent Students in Juvenile Detention Centers , Rakan M. Alshammari

Dissertation: A Survey of Registered Behavior Technicians: Initial and Ongoing Training and Support , Gabriela McWhorter Zapatero

Theses/Dissertations from 2020 2020

Dissertation: Using the Question-Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder , Lisa A. Phalen

Dissertation: Comparison of Motor-Enhanced and Visual-Enhanced Interventions for Grammar in Young Children With Developmental Language Disorder , Alisha P. Springle

Theses/Dissertations from 2019 2019

Dissertation: An Examination of Oral Argumentation Using Socioscientific Issues Among Secondary Students with Disabilities , Mindy A. Gumpert

Theses/Dissertations from 2018 2018

Dissertation: The Effect of Choice of IPad-Delivered Math Independent Practice of Elementary Grade Students With Attention-Deficit/Hyperactivity Characteristics , Nora A. Altaweel

Dissertation: The Effects of Teacher Coaching in the LINCing Routine on the Vocabulary Knowledge of Secondary Students with Disabilities , Dana W. Cho

Dissertation: Predicting Speech-Language Pathology Graduate Student Success: Executive Functions and Standardized Admission Tests , Jane E. Roitsch

Theses/Dissertations from 2017 2017

Dissertation: Enhancing Early Interventionists' Abilities to Support Caregiver Learning through Multi-component, Technology-mediated Inservice Professional Development , Dana C. Childress

Dissertation: Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment , Annemarie L. Horn

Theses/Dissertations from 2015 2015

Dissertation: Does Teacher Behavior Change in Middle School Math Classes When Teachers Receive Instructional Coaching Using Bug-In-Ear Technology? , Ellen L. Browning

Dissertation: An Exploration of Infant and Toddler Child Care Consultation: A Multiple Case Study , Christine Marie John

Dissertation: The Effects of Function-Based Thinking on Teacher Selection of Interventions for Disruptive Student Behavior , Kimberly Yanek

Theses/Dissertations from 2014 2014

Dissertation: Using Two Formats of a Social Story to Increase the Social-Communication Skills of Three Adolescents with Autism Spectrum Disorders , Nicole A. Anthony

Dissertation: Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties , Lisa L. Morin

Dissertation: The Effects of a Tiered-Training Intervention on Teachers' Use of Behavior Specific Praise During the Reading Instruction of Elementary Students with Emotional Disabilities , Lauren Collins Reed

Theses/Dissertations from 2012 2012

Dissertation: Impact of Noise and Working Memory on Speech Processing in Adults With and Without ADHD , Anne M. P. Michalek

Theses/Dissertations from 2011 2011

Dissertation: The Impact of Computer-Assisted Sight Word Instruction on the Reading Skills of Students with Significant Intellectual Disabilities , Colleen Frances Wood-Fields

Theses/Dissertations from 2010 2010

Dissertation: Parent Interventionists in Phonodialogic Emergent Reading with Preschool Children , Sabra B. Gear

Theses/Dissertations from 2009 2009

Dissertation: Establishing a Connection Between Quality of Life and Pre-Academic Instruction for Students with Profound Multiple Disabilities , Jonna L. Bobzien

Dissertation: How Does the Use of Assistive Technology Influence Reading Comprehension Performance of Postsecondary Students With Learning Disabilities? , Kimberly Kris Floyd

Dissertation: An Examination of Section 504 in Practice: Dark Days for Student Rights , Ann S. Maydosz

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Home > CMC > CMC_STUDENT > CMC_THESES > 77

CMC Senior Theses

The effects of communication disorders on social development.

Heather M. Back , Claremont McKenna College Follow

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Open Access Senior Thesis

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Bachelor of Arts

Kathleen Brown

This paper explores literature on the effects of communication disorders on the social development of children. The paper discusses such topics as the effects of communication disorders on personality development, the ability to make friends and resolve conflict with peers, and academic success. It also discusses the influences of multiculturalism and bilingualism on the diagnosis of communication disorders and reflects on the importance of awareness of cultural differences in communication style to avoid a misdiagnosis. Research shows that without intervention and treatment communication disorders can have irreversible detrimental effects on a child’s ability to develop effect social-communication, to make friends, and to be successful in academic pursuits. Intervention strategies are discussed, such as group and individual therapy, as well as social skills and communication skills treatment. Effective intervention can help children overcome or avoid many of the negative effects of communication disorders and can allow them to reach their developmental potential and achieve success in many areas of life.

Recommended Citation

Back, Heather M., "The Effects of Communication Disorders on Social Development" (2010). CMC Senior Theses . 77. https://scholarship.claremont.edu/cmc_theses/77

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  • Graduate Writing Across the Disciplines, Introduction by Marilee Brooks-Gillies, Elena G. Garcia, Soo Hyon Kim, Katie Manthey and Trixie Smith
  • Peer Portal: Quality Enhancement in Thesis Writing Using Self-Managed Peer Review on a Mass Scale by Naghmeg Aghaee and Henrik Hansson

So you have to write a thesis...

  • Useful Websites

The number one rule for writing your thesis is  be organized .  This may be different for everyone, but here is the basic structure (see red slides below) on what your masters thesis or dissertation should include. Also included are videos, books, writing tips, websites, and articles that may assist you.  

Your specific discipline may have specific requirements for you to follow. Please consult with your thesis advisor whenever you have questions.

If you are having trouble with research please do not hesitate to reach out to a librarian (see the Stuck? page for contact information).

This video was created by Lund University in Sweden and is a great resource.  Please keep in mind that they use slightly different words for their sections such as "summary" instead of "conclusion", but the content that should be included is the same and the way they explain it is succinct and accurate. 

This video by Massey University (New Zealand) is a recorded lecture on how to write a thesis with several examples and good advice throughout. Please keep in mind that here too, some of the vocabulary is different but the content is useful. 

  • Basic Thesis Guide by Dr. Kendra Gaines, University of Arizona
  • Guidelines for Writing a Thesis or Dissertaion
  • If you're in the humanities this would be the heart of your research. For example if you were comparing Game of Thrones  to Shakespeare, instead of beginning with an introduction, you would jump into where you are comparing them. 
  • Instead of sitting in front of your computer every day for 2 hours with writer's block, try to write daily with well defined writing goals - I'm going to write 2 pages, or create a table, etc. 
  • If you miss a day, do not try to make up for it the next day. Just keep going and don't burn yourself out. Keep yourself to reasonable, realistic goals and make sure to keep a work-life balance.
  • Don't worry about perfect grammar when you're doing your first draft(s).  That's easy to edit, generating new content with perfect style? Not as easy. 
  • Try to keep some kind of memo pad with you at all times - on your phone, on paper, however works for you for those flashes of brilliance when you're not near your document.
  • Make sure you communicate with your supervisor - do not be afraid to reach out!  Make sure you're on the right track.
  • If you're research based make sure you have a clearly defined question your thesis will answer, including milestones. 
  • Make and outline, including bullet points for your data/arguments in each section. This may change over time but it will help you keep track of what data needs to be collected and what information needs to be included in each chapters .
  • Include all your results, not just the results that support your hypothesis - this is called cherry picking.  Be transparent. 
  • Read and look at other theses in your field - this can help inspire you and answer questions as you go along. You can do this in the library, or online by visiting our dissertation databases . You can also check out Google Scholar to see what's available there. 
  • How to Write a Thesis Without Losing Your Mind - Risto Sarvas

Thesis Structure

thesis on communication disorders

Overview of General Thesis Structure

thesis on communication disorders

What's in the body of my thesis?

Writethatphd.

I highly recommend the resources from @WriteThatPhD - there's great advice and frameworks shared here.

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  • Last Updated: Oct 17, 2023 12:01 PM
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University of Houston Libraries

Communication sciences and disorders resources.

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Advanced Research & Writing

This section of the guide highlights resources for COMD students working on a thesis or dissertation, or who are interested in writing a quality academic research paper on a topic related to communication sciences & disorders. Navigate to pages on The Literature Review, Annotated Bibliography, Writing a Thesis or Dissertation, and Writing and Publishing Journal Articles via the links on the left.

How to Read Research Articles

  • How To Read A Paper (BMJ) On this page you will find links to articles in the BMJ that explain how to read and interpret different kinds of research papers.
  • Reading a Scholarly Article or Research Paper (USC Libraries) This portion of a LibGuide from the University of Southern California's Libraries offers detailed guidance on how to develop, organize, and write a college-level research paper in the social and behavioral sciences.
  • How To Read A Paper (S. Keshav) This is just one professor's perspective on how to read an article (and he is a computer scientist). It is important to stop and actually create a strategy for how you will read the materials you collect. Be thoughtful about your selections but also smart about how you read.
  • How To Read an Academic Paper This video introduces students to the techniques involved in reading scholarly literature. From the University of British Colombia School of Information.
  • How to (seriously) read a scientific paper Article from Science Careers .
  • Guide to Reading Academic Research Papers From Towards Data Science Inc., a corporation registered in Canada that provides a platform for the exchange of ideas and to expand understanding of data science.
  • How to Read Research Articles Fast From Med School Insiders.
  • Reading Journal Articles Guide and resources for the Summer Bridge Academic Journal Club, University of California Merced Library.
  • Getting started with reading Deep Learning Research papers: The Why and the How From Towards Data Science Inc., a corporation registered in Canada that provides a platform for the exchange of ideas and to expand understanding of data science.
  • Tutorial: How to Read and Comprehend Scientific Research Articles From University of Minnesota Libraries, this tutorial discusses how to read a scientific article, how to find the main points of the article, and how to take effective notes.
  • How to Read a Research Paper Technologist Siraj Raval describes his process for reading machine learning research papers fast and efficiently.
  • Reading Research Articles From Utah State University Libraries, this video provides strategies for reading social science articles effectively.
  • How to Read, Take Notes On and Understand Journal Articles | Essay Tips Part of his Essay Tips series , creator Tom Nicholas's method for reading and understanding a journal article or paper quickly and efficiently including how to take good, concise notes and remember useful citations.
  • Tips for Reading Journal Articles This video outlines the core structure of a typical journal article, identifying the key information contained in each section so that you know where to go to quickly and easily find the information you need. From Griffith University's Transition and Tertiary Preparedness (TTP) Program.
  • How To Read a Scholarly Journal Article From Kishwaukee College Library, this video will help you recognize the structure of scholarly articles in order to use them most effectively in your research projects.
  • Reading Scientific Papers This is a narrated web tutorial from the NIH Office of Intramural Training & Education provides some guidance on reading through the scientific literature. It is intended as a resource for young scientists, but also serves as a refresher for more seasoned researchers.
  • How to Make Research Easy (& Even Enjoyable) This video by Med School Insiders shows how you can read research papers and articles as quickly and efficiently as possible, regardless of whether they are for class or writing your own papers.
  • How to Read a Scholarly Article From Western Libraries, Western University.

Attributions

Developed by Stefanie Lapka, Medical & Health Sciences Librarian; and Dr. Monique T. Mills, Associate Professor, Department of Communication Sciences and Disorders.

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Communication Disorders Student Finds Cultural Connections Through Her Graduate Thesis

Alisha Lai standing in the Boston Common in a graduation robe and holding flowers

Alisha Lai, recent graduate from Emerson’s Communication Disorders program

If you’re considering going to graduate school for speech pathology, you might be researching schools with a thesis option. Today we’re hearing from Alisha Lai, a recent graduate from Emerson’s Communication Disorders (MS) program, about her graduate thesis. We’ll hear about the thesis process at Emerson, what Alisha studied in her thesis, and why completing a graduate thesis is beneficial.

What made you decide to complete a thesis?

“In college, I was part of a research lab, but didn’t get a ton of hands-on experience. I was considering doing an undergraduate honors thesis, but then COVID happened, and I never got to do that,” Alisha explains. After college, Alisha made sure to apply to graduate schools with a thesis track, still hoping to gain some hands-on research experience. 

She adds that completing a graduate thesis is a great opportunity for students to expand their knowledge. “If you want to go into research, a thesis will definitely be beneficial, but even if you’re not going into research, it’s a good experience to have,” she explains. Alisha says that completing a graduate thesis helps students grow as clinicians and provides additional learning opportunities outside of the classroom.

Is a thesis required for Emerson’s program?

No! Emerson offers an  alternative route of comprehensive exams at the end of graduate school. For these exams, students review all of the material they’ve learned since starting graduate school. To demonstrate their knowledge, they then complete a series of case-based assessment and treatment questions as a final requirement for the program. Students who complete a thesis do not take the comprehensive exams.

How did you decide your thesis topic?

“My thesis explored the experience and journeys of Chinese immigrant caregivers who have a child with an autism spectrum disorder diagnosis. I heavily identify with the Chinese American and Asian American community, so that really fueled my interest in this research,” Alisha explains. 

Once Alisha knew she wanted to complete a graduate thesis, she had to find a thesis advisor who could mentor her through the process. Through talking with the department’s Thesis Chair, Alisha connected with Dr. Maryam Salehomoum , a faculty member in the Communication Disorders department. Dr. Salehomoum agreed to be Alisha’s thesis advisor, meeting periodically to discuss her thesis progress.

A white background with letters scattered throughout, with the word  "Autism" spelled in the center

Photo by Annie Spratt on Unsplash

After finding a thesis advisor and obtaining Institutional Review Board approval for her thesis, Alisha began her research. To answer her thesis question, she conducted interviews with Chinese immigrant caregivers of children on the autism spectrum. Through the interviews, Alisha sought to learn about how culture impacts families’ perception of autism. She asked a series of questions about parents’ experience with getting an assessment for their child, receiving a diagnosis, finding services, and interacting with speech-language pathologists. 

What were the results of your thesis?

“I got a lot of qualitative data from my interviews, which I then analyzed. What I found was that the families I interviewed had a lot of barriers but also a lot of great supports.” 

Alisha explains that many of the families she interviewed experienced a language barrier. For families who only or primarily spoke Chinese, working with an English speaking speech-language pathologist made it more difficult for families to access important information about their child’s assessment, diagnosis, and intervention options. 

On the flip side, some families shared very positive experiences where a speech pathologist was multilingual and communicated with them in Chinese. This allowed families to understand and ask questions about information the speech pathologist shared with them. Alisha also found that speech pathologists who considered the family’s cultural values and background contributed to a more positive experience for the family. 

A desk with a laptop, coffee mug, notepad, and phone

Photo by Andrew Neel on Unsplash

What was the best moment and most challenging part of your thesis?

“The most rewarding part was interviewing the caregivers,” Alisha says. She feels grateful for getting to connect with so many family members and hear their experiences. “As a bilingual clinician, my drive is to be a cultural connection for families, but in these interviews, many of the parents became a cultural connection for me .”

Alisha adds that the most challenging part of completing her thesis was recruiting participants. “The participants I needed were pretty specific, so it was tough at first finding people for the study.” However, Alisha successfully found enough participants for her thesis and had a great experience interviewing the caregivers who enrolled in her study.

What advice would you give a student considering the thesis track? 

“If you’re thinking about a thesis, don’t be afraid to ask questions. The faculty in the department are very approachable, so ask questions even if you’re not totally sure you want to do a thesis.”

Alisha also says that having a research topic that is motivating will help in moments of discouragement. “There were times when the work was tough, but I was passionate about my thesis topic, and that helped when I felt discouraged,” she adds. 

What’s next for you?

“I’m moving to California for a Clinical Fellowship in a few months,” Alisha shares. After graduation, all communication disorders students must work for a year in a supervised clinical fellowship in order to become licensed speech-language pathologists . Alisha’s clinical fellowship is centered around adult brain injury survivors, which is a population she is passionate about. “Ideally, in the long term, I see myself working with the adult population, specifically brain injury survivors,” she adds.  Alisha is excited to be transitioning to the next step of her career as a future speech-language pathologist and is proud of the work she’s published in her graduate thesis. For more information about Emerson’s Communication Disorders MS program or the thesis process, schedule a call with the department’s admissions team. To get a feel for what it’s like to be in the program, be sure to check out our Communication Disorders blog page , where you can find student spotlights, career outlook, and more.

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Dissertations / Theses on the topic 'Communication disorders'

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Hobbs, Charlotte A. (Charlotte Anne). "Emotional consequences of communication disorders in childhood." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70206.

Williams, A. Lynn, Brenda Louw, Nancy J. Scherer, Ken M. Bleile, and Keske-Soares I. "New U.S.-Brazil Program in Communication Disorders." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1981.

Back, Heather M. "The Effects of Communication Disorders on Social Development." Scholarship @ Claremont, 2010. http://scholarship.claremont.edu/cmc_theses/77.

Ganten, Jessica. "Augmentative and alternative communication use among developmental disorders." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106320.

Thomson, Ann-Marie. "Communication disorders in patients with hemispheric intracranial neoplasm." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/21570.

Boggs, Teresa. "Resident Training: Using Well-checkup to Identify Autism and Related Communication Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1521.

Kaniamattam, Monica. "Communication Partner Training for Parents of Children with Communication Disorders| A Participatory Action Research Study." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10814914.

Terry, Anna May Emily. "Auditory evoked electrophysiological measures as biomarkers for neurodevelopmental communication disorders." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/auditory-evoked-electrophysiological-measures-as-biomarkers-for-neurodevelopmental-communication-disorders(493ce49f-1eb6-4385-bd82-6846dac594fc).html.

Munro, S. M. "An empirical study of specific communication disorders in bilingual children." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375689.

Cherry, Shannon Marie. "Speech Pathologists and Knowledge Regarding Communication Disorders with Genetic Inheritance." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212085523.

ESTELLE, DAWN N. "CENTRAL AUDITORY PROCESSING DISORDERS: OUTCOME MEASURES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1121349085.

Fagelson, Marc A. "Disorders of Sound Tolerance." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7810.

Percy, Ray. "Maternal verbal communication and the treatment of children with anxiety disorders in the context of maternal anxiety disorder." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/370404/.

Leigh, Angela. "The Experiences of Intimacy for Adults with Acquired Communication Disorders Using Augmentative and Alternative Communication (AAC)." Thesis, University of Canterbury. Department of Communication Disorders, 2010. http://hdl.handle.net/10092/4276.

Upadhyaya, Shrinkhala. "Detection of Eating Disorders Among Young Women: Implications for Development Communication." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1521261916063295.

O'Brien, Kendall. "The Cultivation of Eating Disorders through Instagram." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6004.

Adams, Elizabeth N. "Communicating Hope and Dreams, Wishes and Fears: Medical Art Therapy and Communication Disorders in the Pediatric Hospital Setting." Ohio University Honors Tutorial College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1618918702473323.

Lau, Whitney Charlena. "Temperamental Profiles of Children with Communication Impairment." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1323.

Alabdulkarim, A. N. M. "Measuring communication participation in Saudi Arabia : investigating Arabic speakers with neurogenic speech disorders and their communication partners." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1434208/.

Käcker, Pia. "Nycklar till kommunikation : kommunikation mellan vuxna personer med grav förvärvad hjärnskada och personernas närstående, anhöriga och personal /." Linköping : Linköpings universitet, The Swedish Istitute for Disability Research at the Department of Behavioural Sciences and Learning, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8418.

Lever, Katie. "Portion Control: An Examination of Organizational Control and Male Athlete Eating Disorders." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2575.

Broomfield, Jan. "Developmental speech and language disability : epidemiology and clinical effectiveness." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270784.

Roisko, R. (Riikka). "Parental Communication Deviance as a risk factor for thought disorders and schizophrenia spectrum disorders in offspring:The Finnish Adoptive Family Study." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206066.

Molony, Margaret A. "USING BEHAVIOR SKILLS TRAINING TO TEACH A COMMUNICATION ASSESSMENT TO COMMUNICATION DISORDERS AND SCIENCES STUDENTS: IN-VIVO VERSUS VIDEO TRAINING." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1716.

Wagle, Reena Mohan. "Non-verbal communication interaction : its effect on participation in person centered planning /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3064683.

Hart, Sharon Blodgett. "THE EFFECTIVENESS OF USING COMMUNICATION-CENTERED INTERVENTION TO FACILITATE PHONOLOGICAL LEARNING IN YOUNG CHILDREN." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_diss/518.

Kung, Chung-yan. "Children with autism central coherence and pragmatic communication skills /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4357189X.

Fagelson, Marc A. "Disorders of Sound Tolerance." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1666.

Liu, Ka-pik Elinda. "Expression of communication function using computerized and non-computerized communication systems." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209922.

Rubino, Cassandra Rose. "Case Conceptualization in Social Pragmatic Communication Disorder: An Exploration with Possible Theoretical Implications." Walsh University Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=walshhonors1524228526519973.

Braddock, Barbara. "Links between language, gesture, and motor skill a longitudinal study of communication recovery in adults with Broca's aphasia /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4656.

Haray, Aimee H. Glenn Sigrid S. "Effects of picture exchange training on communication topographies." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9849.

Haltigan, John David. "Emotional Communication and Attachment Security in Infants At Risk for Autism Spectrum Disorders." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/261.

Khan, Farhana. "Auditory processing disorders : training curriculum for communication pathologists within the South African context." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04172007-153701.

Klein, Jenny. "Predictors of Parental Discipline in Families Raising Youth With Hearing and Communication Disorders." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2194.

Khan, Farhana. "Auditory processing disorders: training curriculum for communication pathologists within the South African context." Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/23990.

Turner, Maribeth Lynn. "What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?" The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047.

Elangovan, Saravanan. "Auditory Processing Disorders in Children." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1577.

Blomqvist, My. "Analysis of behavior and communication during dental appointments in children with attention and learning problems /." Stockholm, 2004. http://diss.kib.ki.se/2004/20041210blom/.

Dunning, Kelsey. "Development of a Questionnaire to Assess Auditory Behaviors in Children Diagnosed with Autism Spectrum Disorders." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395852605.

Park, Ju Hee. "The Effects of Mother-Implemented Picture Exchange Communication System Training on Spontaneous Communicative Behaviors of Young Children with Autism Spectrum Disorders." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259746239.

Naidoo, Senlika. "An investigation of pragmatic competence and performance in the language-impaired learning disabled pre-early adolescent population." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/2928.

De, Villiers Amy Jane. "Stories of school reintegration following traumatic brain injury (TBI): The experiences of children, their primary caregivers and educators in the Western Cape." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15500.

Coates, Tawnya Nadine. "Source Localization in Cross Modality Matching of Brightness and Loudness of Young Adults." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5244.

Smith, Alexandra. "The Efficacy of a Social Communication Intervention to Increase Syntactic Complexity in Narratives of Children with Language Impairment." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5269.

Willet, Holly. "Effects of treatment on finite morphemes in children with specific language impairment /." abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1404975.

Snyder, MacKenzie Renee. "Symbolic Organization in Children with Autism Spectrum Disorders." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1367585378.

Seaberg, Capri Annissa. "The Effects of Social Communication Intervention on Emotion Inferencing in Children with Developmental Language Disorder." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6874.

Pickl, Gonda. "Children with complex communication needs : the parents' perspective /." Stockholm : Department of Special Education, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8209.

Skipper, Myra. "Communication processes and their effectiveness in the management and treatment of dysphagia." Thesis, University of Ulster, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369716.

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Speech-Language-Hearing Center

Welcome to the department of linguistics and communication disorders.

The Department of Linguistics and Communication Disorders brings together specialization in theoretical, experimental and applied linguistics with leading clinically based research on speech language pathology and communication disorders. We incorporate current research in these fields into teaching on our highly ranked graduate and undergraduate programs.

For all information regarding major and minor applications and declarations contact:

For Communication Sciences and Disorders contact: Gail A Oswald ( [email protected] )

For General Linguistics and TESOL undergraduate contact: Maria Cadme ( [email protected] )

For TESOL Graduate contact: Mitchell Proux ( [email protected] )

For MA in Speech Language Pathology contact: Eileen Sprague ( [email protected] )

Our statement on racism and discrimination​

   Computational linguists are in high demand. They work on voice recognition, text to speech, and adding functions to all kinds of apps that interact with language. See this story about Zainab Akande , a 2022 General Linguistics grad, who is beginning her MA in Computational Linguistics at the CUNY Graduate Center.    Click on the link for information about the General Linguistics major and Computational Linguistics minor or  contact Prof. Bill Haddican . 

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DEPARTMENT NEWS

Elizabeth Ijalba will be a featured speaker at the 2024 South Carolina Speech Language Hearing Association Annual Convention . She will present two lectures titled “Harnessing what multilingual/bilingual students bring to the classroom” and “Self-regulated learning and dynamic-assessment of oral/written language in multilingual students.”

Stephania Zanabria  has won the Clara Franke Scholarship for this year!

Ashley Chang completed an Honors in the Social Sciences thesis on “Identifying the challenges of linguistically diverse students at the college level: Impact of language proximity on the second language.” She focused on determining whether the grammatical differences between a speaker’s first-language and English could influence their reading comprehension for complex sentences. Mentor: Elizabeth Ijalba

Erin Foo completed an Honors in the Social Sciences thesis, “My brother’s keepers: A case study of Malaysian-Chinese caregivers and their autistic son. She focused on understanding cultural differences in how Malaysian-Chinese families initially cope with a diagnosis of autism, face ongoing challenges, and how they evolve through the process. Mentor: Elizabeth Ijalba

Khánh Le,  currently substitute Assistant Professor, is joining the department as tenure-track Assistant Professor as of Fall 2024. We are thrilled with this appointment. Khánh will be developing QC’s program in academic literacy for students who are multilingual learners and teaching courses in LCD and English.

Elizabeth Ijalba received the Rehabilitation International Centennial Award for Significant Contributions ($10,000) for her work in advancing the rights and inclusion of people with disabilities worldwide. Since 2018, Dr. Ijalba trained teachers to work with autistic children, through  a school serving over 10,000 children with speech language disabilities and autism throughout China.  www.riglobal.org

Khanh Le  has received an award for second place for Outstanding Dissertation of the Bilingual Education Special Interest Group of the American Educational Research Association.

Mara Steinberg Lowe presented her findings  titled “ How Does Cognitive Control Help Us Select the Words We Say?” at the  RESEARCH AWARD: FELIKS GROSS & HENRY WASSER AWARD PANEL in April 2023.

Elizabeth Ijalba has been named a CUNY Career Success Fellow by the University Department of Transformation. In that capacity, she’ll be working for the next year and a half on helping our graduates make the transition from school to work.

Mara Steinberg Lowe published an article titled, Alternative and Augmentative Communication (AAC) for Individuals With Aphasia  in Archives of Physical Medicine and Rehabilitation , November 2023.

4 General Linguistics Undergraduates,  Victoria LaRosa, Breanna Aarons, Erine Desir, and Idris Emerick presented a research poster “Attachment preferences in code-switched sentences” at the Penn State Undergraduate Exhibition in Spanish and General Linguistics: PSUxLing9, Pennsylvania State University  March 24. Mentor: Bill Haddican

Elizabeth Viccaro published an article titled, Knowledge and Perceptions of Speech-Language Pathology Students Participating in a Feeding Training Program: A Pilot Study in Seminars in Speech and Language, January 2023.

Mara Steinberg Lowe published an article titled, Role of cognitive control in resolving two types of conflict during spoken word production in Language, Cognition and Neuroscience , April 2023.

Elizabeth Viccaro was recently awarded the SPEAK OUT!® Program Development Grant, her fourth consecutive grant from the Parkinson Voice Project to provide continued support of the  Reclaiming Your Voice  program.

Daniel Kaufman’s  ongoing collaborative work in mapping and documenting the languages of New York City has culminated in the release of the  Digital Map of the Languages of New York City,  which can now be seen at:  www.languagemap.nyc

Mara Steinberg Lowe presented a research poster “Engaging CSD students in university-wide interprofessional education experiences using simulation” at the CAPCSD Annual Conference in Orlando Florida, April 2023.

The following article,   Bill Haddican ,  Cecelia Cutler ,  Michael Newman ,  &  Christina Tortora (2022)   “ Cross-speaker covariation across six vocalic changes in New York City English ,” American Speech  is the recipient of the Roger W. Shuy Award for the best article published in American Speech during 2022.

Department Office

Office Hours are currently Monday-Thursday, 10-4.

Faculty can be reached by email and are holding office hours by phone or video-conference.

For all other matters, please send an email to the department secretary , or leave a phone message.

Department Leadership

Department Chair: Michael Newman Associate Department Chair: Sima Gerber Director of Applied Linguistics/TESOL Programs:   Lauren Heffernan Director of General Linguistics Programs : Michael Newman Director of Undergraduate Communication Sciences and Disorders Programs : Yael Neumann Director of Graduate Speech-Language Pathology MA : Patricia McCaul

Office Personnel and Program Admissions

Department Secretary: Maria Cadme Academic Program Officer for TESOL and Linguistics : Mitchell Proux College Assistant for BA in Communication Sciences and Disorders : Gail Oswald College Assistant for MA in Speech-Language Pathology : Eileen Sprague

Queens Hall, Room 300A Phone: 718-997-2870 Fax: 718-997-2873

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Communication Disorders (M.A./M.S.C.D.)

Ma/mscd communication disorders.

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  • Review Admission Requirements

thesis on communication disorders

Program Overview

The nationally accredited program provides students opportunities to work closely with faculty members who are distinguished scholars, mentors and master clinicians in various aspects of the field of communication disorders. Faculty-student ratios provide individualized attention, effective clinical mentoring and academic excellence. Graduates are highly competitive nationally in today’s workforce.

Course Work

The department offers two master’s degrees. The master of science in communication disorders (M.S.C.D.) requires 36 semester credit hours, with hours in both the major and a concentration as well as a clinical practicum each semester. The master of arts (M.A.) degree requires 39 semester credit hours, including a concentration and thesis, as well as a clinical practicum each semester. Concentration choices include neurogenics, voice and swallowing (NVS), bilingual, fluency, autism spectrum disorders, hearing and related disorders, and versatility in practice. The program takes two years to complete, including a very full summer semester. Students who opt for study abroad will spend two weeks overseas during the summer.

What Our Alumni Say

“Texas State’s rigorous curriculum and world-class faculty are providing me with the necessary foundation to be an effective clinician. Through my education here, I will be able to change lives.”

— Frank Connors, M.S.C.D. ’17

Program Details

Nationally recognized for diversity and leadership, the program has 
an exceptional pass rate on the required Praxis exam and very strong employment outcomes. Curricular offerings include an overseas study abroad.

Program Mission

The Department of Communication Disorders is dedicated to excellence in teaching, research, and clinical practice in speech-language pathology and audiology. With a commitment to innovative instruction, expansion of knowledge and community-based collaboration, the department creates a vibrant and supportive learning community that engages and inspires students, faculty, staff and clients. Advanced clinical and educational training, grounded in evidence-based practice (EBP) and practice-based evidence (PBE), prepares students to serve individuals with communication disorders and their families in an ethical and culturally competent manner.

Career Options

Graduates are comprehensively prepared to enter today’s workforce or competitive Ph.D. programs. The concentration specialty programs provide student clinicians with highly sought-after clinical, interpersonal, and culturally competent skill sets essential in the field of communication disorders. Entry-level speech-language pathologists are highly prepared to succeed in medically-based or school-based settings, providing services to individuals across the lifespan.

Program Faculty

Academic faculty conduct research in bilingualism, speech motor control, mild cognitive impairment, fluency, and child language development and disorders among other areas. They have won national awards and have been funded with external and internal grants. They publish in well-known national and international journals and frequently present at national and state conferences, providing strong mentoring for graduate students who wish to present and publish as well.

Contact  The Graduate College  for general questions about getting started with your application, funding your degree, and more. If you have program-specific questions after reviewing the program details, we encourage you to contact the following individuals.

Graduate Advisor   Dr. Amy Louise Schwarz  [email protected]   Willow Hall (WILW) , Room 264

Advisor Support Janessa Chavez [email protected] 512.716.2624 Willow Hall (WILW) , Room 253

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Apply Now Already know that Texas State is right for you?

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Application Process

Review requirements, submit application, upload documents, check status, application deadlines.

*The deadline for fall 2024 has been extended to January 31.

This program's deadline is firm. This type of deadline means the application and other application requirements must be submitted by the program's specified deadline day.

Admission Requirements

The items required for admission consideration are listed below.  Additional information for applicants with international credentials can be found on our  international web pages .

Application

  • Completed  online application

Review  important information  about the online application.

Application Fee

  • $55 Nonrefundable application fee, OR
  • $90 Nonrefundable application fee for applications with international credentials

Review  important information  about application fees.

Transcripts & GPA

  • baccalaureate degree in communication disorders from a regionally accredited university. A competitive  leveling program  is available if you do not have the required degree. (Non-U.S. degrees must be equivalent to a four-year U.S. Bachelor’s degree. In most cases, three-year degrees are not considered. Visit our International FAQs for more information.)
  • a copy of an official transcript from  each institution  where course credit was granted.  If you have not yet graduated with your bachelor's degree , you must submit a transcript with fall grades. 
  • a 3.0 overall GPA or a 3.0 GPA in your  last 60 hours  of undergraduate course work (plus any completed graduate courses)
  • minimum 3.0 GPA in your undergraduate communication disorders courses

Review  important information  about transcripts. Official transcripts, sent directly from your institution, will be required if admission is granted.

Test Scores

  • GRE not required

Approved English Proficiency Exam Scores

Applicants are required to submit an approved English proficiency exam score that meets the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our  exempt countries list .

  • official TOEFL iBT scores required with a 78 overall
  • official PTE scores required with a 52 overall
  • minimum individual module scores of 6.0
  • official Duolingo scores required with a 110 overall
  • official TOEFL Essentials scores required with an 8.5 overall

This program does not offer admission if the scores above are not met.

Review important information about official test scores.

  • prerequisite course form
  • What areas of speech pathology practice or research interest you most and why?
  • Why are you applying to the Communication Disorders graduate program at Texas State University?
  • Briefly describe any life experiences, situations, and/or research interests that distinguish you as an applicant.
  • three forms of recommendation 

Review important information about documents.

Additional Information

  • Application Decisions
  • International Applicants
  • Reapplication Process

Ready to Apply?

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  • M.S.C.D. Major in Communication Disorders (Hearing and Related Disorders Concentration)
  • M.S.C.D. Major in Communication Disorders (Neurogenic, Voice, &​ Swallowing Concentration)
  • M.S.C.D. Major in Communication Disorders (Versatility in Practice Concentration)
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Master of Arts (M.A.) Major in Communication Disorders

Program overview.

The Master of Arts (M.A.) degree with a major in Communication Disorders is clinically oriented and is designed to prepare clinicians for employment in hospitals, clinics, private practice, and public schools. The program meets the minimum education and clinical requirements for state licensure as a speech-language pathologist and for the Certificate of Clinical Competence in Speech-Language Pathology awarded by the American Speech-Language-Hearing Association (ASHA). The academic program is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of ASHA.

Candidates for the communication disorders master’s degree are encouraged to earn a passing score on the Praxis Examination in Speech-Language Pathology before graduation and substitute a passing score for the required departmental graduate comprehensive examination.

Immunization Requirements

It is the policy of the College of Health Professions that each student must provide a health report completed by a physician or licensed healthcare provider, and must take specific immunizations before the student can be placed in a clinical or internship assignment. Information on these requirements and the required forms may be obtained through the department office.

Background Check and Drug Screening

As a condition for placement in some professional practice sites, some students are required to have a background check and/or drug screening to meet requirements set by individual sites. Information on the background check/drug screening process will be provided by the department. Previous misdemeanor or felony convictions under various titles of the Texas Penal Code may affect eligibility for practitioner license status following graduation.

The university operates the Speech-Language-Hearing Clinic on a twelve-month basis and is nationally known as a treatment center for communication disorders. Graduate students utilize the clinic for research in addition to clinical training experiences.

Application Requirements

The items listed below are required for admission consideration for applicable semesters of entry during the current academic year. Submission instructions, additional details, and changes to admission requirements for semesters other than the current academic year can be found on The Graduate College's website . International students should review the International Admission Documents page for additional requirements.

  • completed online application
  • $55 nonrefundable application fee

          or

  • $90 nonrefundable application fee for applications with international credentials
  • baccalaureate degree in communication disorders or leveling coursework from a regionally accredited university 
  • official transcripts from  each institution  where course credit was granted
  • minimum 3.0 GPA in the last 60 hours of undergraduate course work (plus any completed graduate courses)
  • minimum 3.0 GPA in undergraduate communication disorders courses
  • GRE not required
  • prerequisite course form
  • which areas of speech pathology practice or research hold the most interest and why
  • the rationale for applying to the Communication Disorders graduate program at Texas State University
  • any distinguishing life experiences, situations, and/or research interests
  • three recommendation forms

TOEFL, PTE, or IELTS Scores

Non-native English speakers who do not qualify for an English proficiency waiver:

  • official TOEFL iBT scores required with a 78 overall
  • official PTE scores required with a 52
  • official IELTS (academic) scores required with a 6.5 overall and minimum individual module scores of 6.0

This program does  not  offer admission if the scores above are not met

Degree Requirements

The Master of Arts (M.A.) degree with a major in Communication Disorders requires 39 semester credit hours.

The number of hours of background work required is determined in consultation with the communication disorders graduate advisor and is dependent on the courses taken at the undergraduate level. Please refer to the Leveling Course Sequence located on the Department of Communication Disorders website at  https://www.health.txstate.edu/cdis/prospective-students/Admissions/Graduate-Admissions.html . Upon completion of the required background work (leveling), applicants may apply for admission to the regular graduate sequence for a fall term.  Completion of the background requirements in the Department of Communication Disorders at Texas State DOES NOT GUARANTEE admission to the TWO-YEAR graduate program.

Course Requirements

Cognate Requirement and Clinical Practicum

The communication disorders M.A. degree requires a specific cognate from within the Department of Communication Disorders. Please consult with the communication disorders graduate advisor for more information about this program. Students must choose the 6-hour Communication Disorders Concentration for this program.  

In order to obtain the required 400 clinical hours for certification, students must enroll for clinical practicum each term enrolled for study toward the master’s degree and until all clinical hours are completed. Students participating in on-campus clinical practicum in speech-language pathology must enroll in CDIS 5344 .  

Students earning supervised clock hours in audiology must enroll in CDIS 5321 . Graduate students earning clinical hours in both speech-language pathology and audiology during the term must enroll for both CDIS 5344 and CDIS 5321 concurrently. Students participating in off-campus clinical practicum must enroll in CDIS 5689 . Academic hours for clinical practicum do not count toward the degree.

Comprehensive Examination Requirement

Graduate students must pass a comprehensive examination in communication disorders in accordance with Graduate College policy.

Students must meet with the Graduate Program Advisor/Coordinator early in the last semester of graduate study to review the required procedures mandated by The Graduate College and the Department. The examination may be written or oral and consists of questions submitted by the faculty. There are two sections to the exam. One section will cover pediatric assessment and treatment and one section will cover adult assessment and treatment. Each section of the comprehensive examination will be graded on a pass/fail scale. Each section must be passed in order to pass the entire departmental comprehensive examination.

In the event a student fails the first attempt at one or both sections of the Comprehensive Exam, faculty will provide the student with specific feedback on areas of weakness and ideas for improving performance. The student will then be given the opportunity to re-take the section they failed within four weeks of the first attempt. The re-take may be a written or oral format. If a student fails the second attempt, they will be provided with detailed feedback and directed study from the faculty and given one more opportunity during the next summer semester to re-take the previously failed section(s) of the Comprehensive Exam. Students will need to enroll in GC 5100: Comprehensive Exam Contingency course during the summer term. Failure to pass the second re-take of the Comprehensive Exam will result in dismissal from the graduate program.

When the student completes all comprehensive examination requirements, the Graduate Program Advisor/Coordinator will provide the information to The Graduate College.

If a student elects to follow the thesis option for the degree, a committee to direct the written thesis will be established. The thesis must demonstrate the student’s capability for research and independent thought. Preparation of the thesis must be in conformity with the  Graduate College Guide to Preparing and Submitting a Thesis or Dissertation .

Thesis Proposal

The student must submit an official  Thesis Proposal Form  and proposal to his or her thesis committee. Thesis proposals vary by department and discipline. Please see your department for proposal guidelines and requirements. After signing the form and obtaining committee members’ signatures, the graduate advisor’s signature if required by the program and the department chair’s signature, the student must submit the Thesis Proposal Form with one copy of the proposal attached to the dean of The Graduate College for approval before proceeding with research on the thesis. If the thesis research involves human subjects, the student must obtain exemption or approval from the Texas State Institutional Review Board prior to submitting the proposal form to The Graduate College. The IRB approval letter should be included with the proposal form. If the thesis research involves vertebrate animals, the proposal form must include the Texas State IACUC approval code. It is recommended that the thesis proposal form be submitted to the dean of The Graduate College by the end of the student’s enrollment in 5399A. Failure to submit the thesis proposal in a timely fashion may result in delayed graduation.

Thesis Committee

The thesis committee must be composed of a minimum of three approved graduate faculty members.

Thesis Enrollment and Credit

The completion of a minimum of six hours of thesis enrollment is required. For a student's initial thesis course enrollment, the student will need to register for thesis course number 5399A.  After that, the student will enroll in thesis B courses, in each subsequent semester until the thesis is defended with the department and approved by The Graduate College. Preliminary discussions regarding the selection of a topic and assignment to a research supervisor will not require enrollment for the thesis course.

Students must be enrolled in thesis credits if they are receiving supervision and/or are using university resources related to their thesis work.  The number of thesis credit hours students enroll in must reflect the amount of work being done on the thesis that semester.  It is the responsibility of the committee chair to ensure that students are making adequate progress toward their degree throughout the thesis process.  Failure to register for the thesis course during a term in which supervision is received may result in postponement of graduation. After initial enrollment in 5399A, the student will continue to enroll in a thesis B course as long as it takes to complete the thesis. Thesis projects are by definition original and individualized projects.  As such, depending on the topic, methodology, and other factors, some projects may take longer than others to complete.  If the thesis requires work beyond the minimum number of thesis credits needed for the degree, the student may enroll in additional thesis credits at the committee chair's discretion. In the rare case when a student has not previously enrolled in thesis and plans to work on and complete the thesis in one term, the student will enroll in both 5399A and 5399B.

The only grades assigned for thesis courses are PR (progress), CR (credit), W (withdrew), and F (failing). If acceptable progress is not being made in a thesis course, the instructor may issue a grade of F. If the student is making acceptable progress, a grade of PR is assigned until the thesis is completed. The minimum number of hours of thesis credit (“CR”) will be awarded only after the thesis has been both approved by The Graduate College and released to Alkek Library.

A student who has selected the thesis option must be registered for the thesis course during the term or Summer I (during the summer, the thesis course runs ten weeks for both sessions) in which the degree will be conferred.

Thesis Deadlines and Approval Process

Thesis deadlines are posted on  The Graduate College  website under "Current Students." The completed thesis must be submitted to the chair of the thesis committee on or before the deadlines listed on The Graduate College website.

The following must be submitted to The Graduate College by the thesis deadline listed on The Graduate College website:

  • The Thesis Submission Approval Form bearing original (wet) and/or electronic signatures of the student and all committee members.
  • One (1) PDF of the thesis in final form, approved by all committee members, uploaded in the online Vireo submission system.  

After the dean of The Graduate College approves the thesis, Alkek Library will harvest the document from the Vireo submission system for publishing in the Digital Collections database (according to the student's embargo selection).  NOTE: MFA Creative Writing theses will have a permanent embargo and will never be published to Digital Collections.  

While original (wet) signatures are preferred, there may be situations as determined by the chair of the committee in which obtaining original signatures is inefficient or has the potential to delay the student's progress. In those situations, the following methods of signing are acceptable:

  • signing and faxing the form
  • signing, scanning, and emailing the form
  • notifying the department in an email from their university's or institution's email account that the committee chair can sign the form on their behalf
  • electronically signing the form using the university's licensed signature platform.

If this process results in more than one document with signatures, all documents need to be submitted to The Graduate College together.

No copies are required to be submitted to Alkek Library. However, the library will bind copies submitted that the student wants bound for personal use. Personal copies are not required to be printed on archival quality paper. The student will take the personal copies to Alkek Library and pay the binding fee for personal copies.

Courses Offered

Communication Disorders (CDIS)

CDIS 5199B. Thesis.

This course represents a student’s continuing thesis enrollments. The student continues to enroll in this course until the thesis is submitted for binding.

CDIS 5299B. Thesis.

CDIS 5301. Advanced Independent Study in Communication Disorders.

Discussions of various areas of speech language pathology. Attention to individual needs of the student. Emphasis on independent study in habilitation and rehabilitation of communication disorders. This course is repeatable for credit and can be taught by different faculty covering different topics. Prerequisite: Instructor approval.

CDIS 5312. Neuroanatomy for Communication Disorders.

This is a lecture course that examines the organization of the brain, spinal cord, and peripheral nervous system. Significance of the areas of the nervous system that are primary or secondary for speech, language, and hearing are the main focus of this course. This course does not earn graduate degree credit.

CDIS 5321. Clinical Practicum in Audiology.

Supervised clinical practicum in audiology. Focus is on both diagnostic and rehabilitative audiological management of diverse populations. Must be taken every semester that a student participates in supervised audiology practicum. May be repeated for credit. This course does not earn graduate degree credit. Prerequisites: CDIS 4420 and CDIS 4370 or equivalents; instructor approval.

CDIS 5325. Anatomy and Physiology of the Speech Production System.

Description of structure and function of the speech production system with emphasis on physical problems in speech, language, and hearing. This course does not earn graduate degree credit.

CDIS 5330. Speech and Language Development.

Course to acquaint students with acquisition of speech and language in children. Basic information from linguistics, psycholinguistics, psychology, and communication are examined for children in various stages of development. This course does not earn graduate degree credit.

CDIS 5331. Stuttering.

This course is designed to describe therapeutic intervention with children and adults who stutter. Techniques of assessment, management, and counseling are emphasized.

CDIS 5333. Language Disorders in School-Age and Adolescence.

This introductory-level course will review assessment and intervention for language disorders in the school-age and adolescent population. The relationship between language and literacy will be discussed. Students will engage in detailed narrative analyses. Evidence-based practice and collaborative models of intervention will be emphasized.

CDIS 5334. Assessment and Intervention of Speech Sound Disorders.

This course is designed to study normal, delayed, and disordered child phonology in English and select dialects/languages. Course covers etiologies, characteristics, and anatomic/physiologic bases of delays/disorders, as well as their potential impact on phonological awareness and subsequent development in reading/writing. Prevention, assessment, and treatment of disorders will be discussed.

CDIS 5335. Bilingual Speech Sound Disorders.

Typical development of Spanish-English bilingual/bidialectal children’s articulation and phonology will be discussed. Assessment and intervention of articulation and phonology with bilingual/bidialectal children will also be addressed. The information and theoretical foundations serve as a guide for students to critically evaluate and clinically apply research in bilingual populations. (MULT).

CDIS 5336. Motor Speech Disorders.

The course reviews the neuroanatomic mechanisms underlying speech production and surveys the etiology, symptomatology, epidemiology, course, and prognosis of speech disorders resulting from impairment of the central and/or peripheral nervous system. Emphasis is placed on apraxia and the dysarthrias. Clinical application in assessment and rehabilitation of patients with neurogenically-based motor speech deficits is stressed.

CDIS 5337. Voice Disorders.

This course is designed to describe the assessment of vocal function and disorders and the rehabilitation of the patient with vocal abnormalities due to vocal abuse, psychological, and/or organic etiologies, including laryngectomy.

CDIS 5339. Dysphagia.

A review of anatomic and physiologic disturbances of swallowing in neurologically impaired and post-surgical head and neck cancer patients will be presented. Instrumentation, techniques of evaluation, and radiograph examination of deglutition will be reviewed. Rehabilitation procedures will be described in detail.

CDIS 5340. Cognitive Rehabilitation.

This introductory-level course will review neuropathology and neurophysiology of traumatic brain injury and dementia, introduce relevant terms and models in cognitive rehabilitation, provide a framework for assessment and treatment, and discuss the functional impact of cognitive-communicative disorders on the patient and others. Prerequisites: CDIS 5336 and CDIS 5342 both with grades of "C" or better.

CDIS 5342. Aphasia and Related Disorders.

The course develops an understanding of the etiology, symptomatology, assessment, remediation, and recovery patterns of acquired communication disorders that result from impairment of the central nervous system, with a focus on the aphasias and traumatic brain injuries. Coexisting problems caused by damage to cortical/sub-cortical structures will also be addressed. Recent advances in relevant clinical research and technology will be surveyed.

CDIS 5344. Advanced Clinical Practicum.

Clinical practicum for graduate students focusing on assessment and remediation of communication disorders in children and adults. Required each semester enrolled. Repeatable. This course does not earn graduate degree credit.

CDIS 5350. Multicultural Issues in Communication Disorders.

Addresses the social, cultural, and linguistic factors that impact the clinical service delivery provided to culturally and linguistically diverse populations. A primary focus of the course will be to address general principles of assessment and intervention as they relate to the clinical management of individuals with communication disorders from diverse cultural and language backgrounds. (MULT).

CDIS 5362. Introduction to Research in Communicative Disorders.

Designed to acquaint the student with research protocol in behavior science, with an emphasis in speech-language pathology. Topics include research design, data analysis, manuscript preparation, and obtaining external funding. Emphasis on critical analysis of professional literature.

CDIS 5363. Language Disorders in the Birth-to-5 Population.

This introductory-level course will review assessment and intervention for language disorders in the birth-to-5 population. Use of assessment information to determine language disorders versus language difference will be addressed. Students will engage in detailed language sample analyses. Creating effective intervention plans using assessment data will be discussed.

CDIS 5370. Aural Rehabilitation.

Principles and procedures in the habilitation and rehabilitation of hearing-impaired children and adults. This course does not earn graduate degree credit. Prerequisite: CDIS 5420 with a grade of "C" or better.

CDIS 5379. International Multicultural Experience in Communication Disorders.

This is an Education Abroad opportunity where students compare and contrast speech-language-hearing service delivery models in the United States with those from different countries. Emphasis is on social, linguistic and cultural factors that impact assessment and treatment of communication disorders. Prerequisite: Instructor approval.

CDIS 5380. Communication and Aging.

The influx of senior citizens in our population will require preparation for the increased incidence of communication problems due to normal and pathological aging processes. This course will address how aging affects communication, how communication disorders manifest in the aging population, and implications for professionals working with older adults.

CDIS 5390. Seminar in Communication Disorders.

Examination of current theoretical and clinical issues in Communication Disorders. Issues may include family management in communication disorders, language and literacy, issues in health care rehabilitation, instrumentation and entrepreneurship. May be repeated for credit. Prerequisite: Instructor approval.

CDIS 5391. Evidence-Based Practice in Second Language Acquisition.

This course is designed for the discussion of various areas of bilingual speech language pathology with the primary focus on second language acquisition. The assessment and treatment of bilingual individuals diagnosed with communication disorders will also be addressed. Prerequisite: Instructor approval.

CDIS 5392. Evidence-Based Practice in Autism.

The course is designed to help students understand how to promote the social aspects of language in children diagnosed with Autism Spectrum Disorders within an evidence-based practice framework. In this course, students will critically examine standardized norm-referenced tests used to diagnose autism. Also addressed will be the broad range of evidence-based language intervention strategies recommended for children with Autism in the early years and once in school. Prerequisite: Instructor approval.

CDIS 5393. Evidence-Based Practice in Stuttering.

This course is designed to examine current evidence-based practice and clinical issues in childhood-onset stuttering. Issues addressed may include counseling approaches and strategies, treatment efficacy across the lifespan and family involvement in the therapy process for childhood-onset stuttering. Prerequisite: Instructor approval.

CDIS 5394. Evidence-Based Practice in Neurogenic, Voice, and Swallowing.

This course examines the current theoretical and clinical issues in communication disorders related to medically-based communication and swallowing disorders (neurorgenic, voice, and swallowing disorders). Attention will be given to individual needs of the student in developing practical application of research to clinical practice. This course places emphasis on independent study in the habilitation and rehabilitation of medical-based communication and swallowing disorders and interprofessional practice. Prerequisite: Instructor approval.

CDIS 5395. Evidence-Based Practice in Communication Disorders Across the Lifespan.

This course is designed to examine current theoretical and clinical issues impacting individuals exhibiting communication disorders throughout the lifespan. A variety of topics such as home health, language, literacy, pediatric feeding, entrepreneurship, and professional issues in Communication Disorders will be addressed. Prerequisite: Instructor approval.

CDIS 5396. Evidence-Based Practice for Language & Literacy in Children Who are Deaf or Hard of Hearing.

The course is designed to help students understand how to promote the language and literacy of children who are d/Deaf and hard-of-hearing within an evidence-based practice framework. In this course, students will critically examine the broad range of language and literacy treatment approaches that are used with children who are d/Deaf and hard of hearing in the early years and once in school. Prerequisite: Instructor approval.

CDIS 5399A. Thesis.

This course represents a student’s initial thesis enrollment. No thesis credit is awarded until the student has completed the thesis in Communication Disorders 5399B.

CDIS 5399B. Thesis.

CDIS 5420. Diagnostic Audiology.

This course is designed to relate anatomy and physiology of the auditory system and the science of acoustics to the study of normal, pathological auditory function. Laboratory experience in administration and interpretation of audiological tests. Discussion of professional opportunities in the field of Audiology and provision of audiological service to special populations will be held. This course does not earn graduate degree credit. Prerequisite: CDIS 5469 with a grade of "C" or better.

CDIS 5459. Phonetics.

The course is designed to analyze normal and abnormal phonological processes in children and adults. Proficiency in transcription using the alphabet of the International Phonetic Association is emphasized. This course does not earn graduate degree credit.

CDIS 5462. Speech Sound Disorders.

The study of principles and procedures for the identification, description, assessment, and treatment of speech sound disorders in children. Students will observe demonstrations of assessment and treatment procedures during lab. This course does not earn graduate degree credit. Prerequisites: CDIS 5325 and CDIS 5459 both with grades of "C" or better.

CDIS 5466. Language Disorders.

The study of principles and procedures for the identification, description, assessment, and remediation of language disorders in infants, children, and adolescents. Students will observe demonstrations of assessment procedures and types of language disorders within the context of clinical procedures. Describing observed behaviors and analyzing language samples are emphasized. This course does not earn graduate degree credit. Prerequisite: CDIS 5330 with a grade of "C" or better.

CDIS 5469. Hearing Science.

The study of acoustics, auditory physiology, and perception of sound. Includes discussion of auditory sensitivity, signal detection, psychoacoustic methods, perception of pitch and loudness, binaural hearing, and speech perception. Associated laboratory promotes reinforcement of concepts addressed in lecture through review, problem-solving, and weekly assignments. This course does not earn graduate degree credit.

CDIS 5475. Speech Science.

Normal processes of speech production will be addressed from anatomic, physiologic, kinematic, aerodynamic, acoustic, and perceptual perspectives. Measurement and analysis techniques, instrumentation, and experimental paradigms used to study speech production and perception will be emphasized. This course does not earn graduate degree credit. Prerequisites: CDIS 5325 and CDIS 5459 both with grades of "C" or better.

CDIS 5599B. Thesis.

CDIS 5680. International Multicultural Experience in Communication Disorders.

This is a Study Abroad opportunity allowing students to compare speech-language-hearing clinical and educational models in the United States with those from other countries. Emphasis is on social, linguistic, economic and cultural factors that impact assessment and treatment. This course combines time on-campus with a multi-week, international learning experience. (MULT).

CDIS 5689. Internship in Communication Disorders.

Laboratory and clinical practicum at selected therapeutic sites used to provide additional breadth to therapeutic experiences. Repeated for credit. This course does not earn graduate degree credit. Prerequisite: Instructor approval.

CDIS 5999B. Thesis.

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Communication disorder.

Communications Disorders The federal Individuals with Disabilities Education Act (IDEA) defines a learning disability as: "a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia" (MedicineNet, 2008). Children with learning disabilities have trouble learning and using certain skills. Most often affected are reading, writing, listening, speaking, reasoning, and doing math. People can have difficulties in one or more than one area. It is estimated that nearly three million children between the ages of six and twenty-one have some form of a learning disability (MedicineNet, 2008). esearchers continue to work on finding the causes of learning disabilities. For a long time, it was believed they were rooted in biological….

Castrogiovanni, A. (2008). Incidence and prevalence of communication disorders and hearing loss in children -- 2008 edition. American Speech-Language-Hearing Association. Retrieved from  http://www.asha.org/Research/reports/children/ 

Council for Exceptional Children. (2011). Children with Communication Disorders. Retrieved from  http://www.cec.sped.org/AM/Template.cfm?Section=Communicative 

_Disorders&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5626

LD Online. (n.d.). Educators. WETA. Retrieved from  http://www.ldonline.org/educators

Communication Disorders Have Been Considered

The purpose of education is to expand, rather than limit the growth potential of a child. However, that does not mean that the child has to entirely abandon his or her cultural, social, or geographic 'way of being' in the world. Language is contextual -- just as a teacher does not use as formal a tone with his or her family as he or she does with a class, a child can use slang and other localized forms of speech with his or her peers, but needs to know how to use Standard American English to function in an academic environment. What are the advantages of obtaining language samples from a child in a conversational rather than a structured or directed context? Why should children's language be assessed during their interactions with parents, other adults, and peers? Shy children who are intimidated by a classroom environment may be more forthcoming in….

Communication in Healthcare

Healthcare Service Delivery Interpersonal communication in delivery of health communication Interpersonal communication is the form of communication that exists between two people and it is the type of communication that is deemed universal in many measures. Interpersonal communication involves the daily exchange which could be informal or formal in nature depending on the purpose and surrounding, it can take the form of facial expression, sounds, gestures, written words, spoken words and postures (MBA Knowledge base, 2011). Interpersonal communication, involves dissemination and reception of objective message or information between two or more people/groups with an aim of getting the desired effect on the receiving individual or groups (Ally & Bacon, 1999). Some professional however contend that for a communication to qualify to be considered interpersonal communication then the two parties involved must be at close proximity and must be familiar with each other or share something in common. The health sector depends greatly on….

Ally & Bacon, 1999. Interpersonal Communication: Definition of Interpersonal Communication.

Retrieved March 30, 2014 from http://www.abacon.com/commstudies/interpersonal/indefinition.html

Education Resources Information Center, (2008). International Journal of Language & Communication Disorders. Retrieved March 30, 2014 from  http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ818590&ERICExtSearch_SearchType_0=no&accno=EJ818590 

Health Promotion at EACH, (2014). Planning: Needs assessment: what issue should your program address? Retrieved March 30, 2014 from  http://www.each.com.au/health-promotion/health-promotion-at-each/what-is-health-promotion/planning/

Communications Our Voice Is How

Therefore, the reason for my interest in the graduate program is to participate in this exciting and growing field. In particular I hope to work with children and their families who encounter different speech, language, and communication difficulties. In addition to providing core support in terms of speech and language therapy, I also intend to become active as a community leader who can address issues like social stigma and alternative forms of communication. In a highly verbal society such as ours, I believe it is imperative to find new ways of reaching out and interacting with those who do not or cannot conform to the majority standard of communications efficiency. A graduate degree will help me be use all the resources available to enhance understanding and treatment of speech, language and communications problems. Thank you for your consideration..

Official Langue and Communication the

At the point where the student acquires a second language, becomes fluent in the language that is not the student's own first language, it no longer matters what the student's first language is because the student, if proficient, has mastered a command of both languages (Culatta, eese, Setzer, p. 67). It becomes a matter, they say, of phonological awareness, which facilitates the individual's ability to transfer from one language to another. Sandra G. Koutzman (1999) says that for the student's first language to become lost to an acquired language is, indeed, a los (p. 7). Teaching and learning a second language, when it begins early in life, is increasing the individual ability to communicate. Koutzman taught English as a second language (ESL) and is herself bilingual. The benefit to individual of being bilingual is a multi-faceted one that actually affords an individual a greater breadth of expression, and freedom. eferences Culatta, B.,….

Culatta, B., Reese, M., & Setzer, L.A. (2006). Early Literacy Instruction in a Dual-Language (Spanish-English) Kindergarten. Communication Disorders Quarterly, 27(2), 67+. Retrieved August 19, 2008, from Questia database:  http://www.questia.com/PM.qst?a=o&d=5026072642 

Kouritzin, S.G. (1999). Face[t]s of First Language Loss. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved August 19, 2008, from Questia database:  http://www.questia.com/PM.qst?a=o&d=26011577 

U.S Citizenship and Immigration Services (2008), found online,  http://www.uscis.gov/portal/site/uscis/menuitem.5af9bb95919f35e66f614176543f6d1a/?vgnextoid=12e596981298d010VgnVCM10000048f3d6a1RCRD , Retrieved August 19, 2008.

Analyzing Mental Health Disorder

Mental Health Disorder The following is a close examination of the psychosocial status of mental health disorder. There is going to be an examination of the symptoms along with a comprehensive diagnosis of the case. Mental Health Disorder- Background Childhood mental health disorder refers to all mental health conditions that affect a person in childhood. The disorder in children is described as critical changes that affect the way a child behaves, learns or even handles emotional situations. Some of the known childhood mental health disorders include (CDC - Child Development, Children's Mental Health -- NCBDDD, n.d): Hyperactivity disorder/attention deficit disorder (ADHD) (http://www.cdc.gov/ncbddd/adhd/index.html) Disorders related to behavior Anxiety and mood disorders Tourette syndrome Substance use disorders Mental health is essential in life. Mental health disorders can persist throughout a person's life (CDC - Child Development, Children's Mental Health -- NCBDDD, n.d). The problem needs to be diagnosed early. Otherwise, children continue to experience problems in many spheres of social interaction,….

(n.d.). Centers for Disease Control and Prevention. CDC - Child Development, Children's Mental Health - NCBDDD. Retrieved February 6, 2016, from  http://www.cdc.gov/ncbddd/childdevelopment/mentalhealth.html 

Klauck, S. (2006). Genetics of autism spectrum disorder. European Journal of Human Genetics, 14, 714-720. Retrieved February 6, 2016 from  http://www.nature.com/ejhg/journal/v14/n6/full/5201610a.html 

(n.d.). Medicine Net. Mental Health: Get the Facts on Common Disorders. Retrieved February 6, 2016, from  http://www.medicinenet.com/mental_health_psychology/article.htm 

(n.d.). MU School of Health Professions. Autism Spectrum Disorders: Case Study. Retrieved February 6, 2016, from  http://shp.missouri.edu/vhct/case4108/case_study.htm

Communication Swallowing Disorders

Swallowing Difficulty and Speech Difficulty on Quality of Life in Patients with PEG Tubes vs. Those on NGT Feeding Systems Stroke can effect neurological functioning and can have an effect on the patient's ability to talk and swallow. This condition can lead to severe malnutrition A decision is often made to feed the patient using a tube feeding method. Many studies have been performed to measure the clinical outcomes of these procedures, but few have focused on the effects of the patient's quality of life after receiving these interventions. This study will measure the effects of having a PEG tube inserted on the patient's quality of life as it relates to their ability to communicate and swallow. Two research questions will be answered: "Does a PEG procedure have an effect on the patient's ability to communicate their wishes and improve there satisfaction with the quality of their life in regards….

Works Cited

Finucane Thomas E. MD., Colleen Christmas, MD., and Kathy Travis. (1999) Tube feeding in patients with advanced dementia. A review of the evidence. Journal of the American Medical Association (JAMA)October 13 (282) [HIDDEN]

James A, Kapur K, Hawthorne AB.(1998) Long-term outcome of percutaneous endoscopic gastrostomy feeding in patients with dysphagic stroke. Age Ageing (27):671-676.

Taylor, Paula, MD. (2001) Annals of Long-Term CareDecision Making in Long-Term Care: Feeding Tubes. Annals of Long-Term Care: Clinical Care and Aging. 9 (11) p. 21-26

Communication in Work Groups

umors can be detrimental to any organization. There are four kinds of grapevine rumors that often lead to unnecessary gossip in any group setting. The first one is wish fulfillment and in this type of grapevine rumor, there is an identification of the hopes and wishes of the organization or company's employees. The second kind is bogey rumors. This second kind of rumor exaggerates the concerns and fears of employees. The third is the wedge-drivers. These rumors are damaging, aggressive, and unfriendly; splitting and dissolving groups/allegiances. The last rumor is home-stretchers and these are based on anticipation of announcements or decisions. They serve the purpose of filling the gap in times of confusion or ambiguity. esearch provides a figure for grapevine information accuracy and places it at an estimated 80% (Papa, Daniels, Spiker, & Daniels, 2008). This is because the basis of such rumors starts with a personal account that has some….

Levine, J. & Hogg, M. (2010). Encyclopedia of group processes & intergroup relations. New Delhi.: SAGE Publications.

OPM,. (2016). Hiring Reform. U.S. Office of Personnel Management. Retrieved 28 September 2016, from  https://www.opm.gov/policy-data-oversight/human-capital-management/hiring-reform/#url=Security-and-Suitability 

Papa, M., Daniels, T., Spiker, B., & Daniels, T. (2008). Organizational communication. Los Angeles: Sage Publications.

Riccucci, N. (2015). Public personnel management. Routledge.

Disorder Down's Syndrome and the Certain Ways

disorder Down's syndrome and the certain ways these individuals are treated in the society. Certain characteristics like their learning ability and their ability to live in the society is emphasized in the paper. Laws and regulations for children with these disorders are also hinted upon. Lastly, the inclusion of these children in the integrated teaching program is discussed. Down syndrome is a disorder that has been named after John Langdon Down, who was a British physician and he explained this syndrome in the year 1886. Earlier in the 19th century, this condition was clinically described by Jean Etienne Dominique Esquirol in the year 1838 and then by Edouard Seguin in 1844. Dr., Jerome Lejeune identified this syndrome as a chromosome 21 trisomy. This disorder can be diagnosed after as well as before birth through prenatal screening procedures. If such pregnancies are identified, they are often terminated. According to the CDC estimates,….

Buckley, S. (1995). Teaching children with Down syndrome to read and write. Down syndrome: Living and learning in the community (pp. 158-169). New York: Wiley-Liss.

Cheung, Y.B., Law, C.K., Chan, B., Liu, K.Y., YIP, P.S. (2006): Suicidal ideation and suicidal attempts in a population-based study of Chinese people: risk attributable to hopelessness, depression, and social factors. J. Affect. Disord.

Cicchetti, D., & Beeghly, M. (Eds.). (1990). Children with Down syndrome: A developmental perspective. Cambridge: Cambridge University Press.

Crawford, P.A. (1995). Early literacy: Emerging perspectives. Journal of Research in Childhood Education, 10(1), 71-86.

Communication Technologies Assignment 1

Communications # Technologies #Organization Communication Technologies What is Information Communications and Media Technology (ICMT) ICMT is derived from two fundamental terminologies -- information communication technology and media technology. Information communication technologies refer to the resources and tools used to create, manage, store, and disseminate information (Gray, 2012). They include telephony, broadcasting technologies (television and radio), computers, and other technological media for communication. Each of these media has its technological limitations -- radio, for instance, could broadcast an event live, but one would only hear the sound and not be able to see the performers; similarly, a television would be able to deliver video and sound, but not text (Croteau, Hoynes & Milan, 2011). Media technologies are platforms of computer networks that allow for the delivery of all media forms; interactive, video, picture, sound, text and live (Croteau et al., 2011). Information communications and media technologies, therefore, refer to the various tools of….

Croteau, R., Hoynes, W. D. & Milan, S. (2011). Media/Society: Industries, Images and Audiences (4th ed.). Thousand Oaks, CA: Sage Publications.

Gray, D. (2012). The Connected Company. Sebastopol, CA: O'Reilly Media Inc.

Townsend-Hall, B. (n.d.). Communications Audit: How can it Help You? The Sideroad. Retrieved December 2, 2015 from  http://www.sideroad.com/Business_Communication/communications-audit.html

Communication in a Multicultural Business Meeting

Intercultural Communication - Group As the Manufacturing Procurement Lead for an American/Japanese automobile manufacturer, my main task is to coordinate several characteristics of production and delivery schedule of an Italian designed and manufactured electronic braking system for a new high performance sports car to be launched to the American market. An important aspect of achieving this goal is conducting a three-day meeting that incorporates various social activities, price, negotiations of delivery schedule, and creation of a preliminary contract. The social activities include cocktail reception on the first evening and a final dinner on the final day of the three-day meeting. The other vital component of success in this meeting is an understanding of group dynamics since it will affect discussions and negotiations. The American/Japanese automotive manufacturer will be doing business with an Italian company, which implies that understanding cultural differences and business interactions with the Italian customer is essential for successful negotiations.….

"Business Etiquette." (n.d.). Passport to Trade. Retrieved April 3, 2016, from  http://businessculture.org/southern-europe/business-culture-in-italy/business-etiquette-in-italy/ 

"Business Meeting Etiquette." (n.d.). Passport to Trade. Retrieved April 3, 2016, from  http://businessculture.org/southern-europe/business-culture-in-italy/meeting-etiquette-in-italy/

Communication from Leaders is Vital for Change Management

Operating isksExecutive SummaryOur hospital is facing a 15% loss of trained healthcare provider staff, and is considering the closure of two out of its five clinics. The clinics in operation include a walk-in orthopedic clinic, a radiology department, a labor-and-delivery suite with neonatology, a wound care center with hyperbaric equipment, and an in-patient pediatric psychiatric facility.15% less staff poses risks of missing new opportunities and optimum patient care. Each clinic offers essential services, so closure could be a problem in terms of servicing all patients. Transferring nurses between clinics would mean the need for retraining and possibly losing specialized knowledge. Changes in staff roles can harm morale. It can lead to knowledge gaps, and also operational inefficiencies. The hospital should also be on guard for entrained thinking, complacency about sudden unforeseen challenges, and communication breakdowns.Based on the risk assessment, it is recommended to close the Walk-in Orthopedic Clinic and the….

ReferencesGalehdar, N., Kamran, A., Toulabi, T., & Heydari, H. (2020). Exploring nurses’ experiences of psychological distress during care of patients with COVID-19: A qualitative study. BMC psychiatry, 20(1), 1-9.Sanders, K. B. (2020). British government communication during the 2020 COVID-19 pandemic: learning from high reliability organizations. Church, Communication and Culture, 5(3), 356-377.Snowden, D. & Boone, M. (2007). A leader’s framework for decision making. Harvard Business Review. Stefaniak, M., & Dmoch-Gajzlerska, E. (2020). Mentoring in the clinical training of midwifery students-a focus study of the experiences and opinions of midwifery students at the Medical University of Warsaw participating in a mentoring program. BMC medical education, 20, 1-9.

A Case Study of Walmart Inc Communications Audit Report

Communications Audit eport: A Case Study of Walmart Inc. A Case Study of Walmart Inc.: Communications Audit eport Wal-Mart is the world's largest retailer, and the world's largest company by revenues. A communications audit was conducted to determine the effectiveness of the company's communication strategy. This report presents the findings of that audit. It shows the specific media and channel used to communicate with internal and external stakeholders. Communications Audit eport: A Case Study of Walmart Inc. Walmart is an American-based multinational corporation headquartered in Bentonville, Arkansas. The company was founded in 1962 with the aim of providing discount goods to customers to enable them live better. It went public in October 1969 to facilitate the achievement of this vision. Today, the company operates over 11,000 stores in 27 countries, dealing in a wide range of merchandise including foodstuffs, groceries, clothing, furniture, apparel, toys, electronics and clothing. It is home to over 2.2 million….

Chandler, D. & Munday, R. (2013). A Dictionary of Media and Communication. Oxford, NY: Oxford University Press.

Downs, C. W. & Adrian, A. D. (2012). Assessing Organizational Communication: Strategic Communications Audit.New York, NY: Guilford Publications.

Newsom, D., Turk, J. & Kruckeberg, D. (2012). This is PR: The Realities of Public Relations (11th ed.). Boston, MA: Cengage Learning.

Choose a Method of Communication

Communication Methods Scenario #1 "One of your employees is constantly late, leaving food and drinks at the work station, and you are forced to address the situation" is best addressed with face-to-face communication. In this method, a conversation will occur, but first the issue will be presented to the employee in question. This will require the manager to speak directly. In this case, habitual lateness negates the need to address specific circumstances; everybody is late once in a while but habitual lateness is unacceptable according to company policy. Manager: "Good morning, Jones. Please, take a seat." Jones: "What's up?" Manager: "I'm issuing you a verbal warning for your lateness. You were late again yesterday. Our records show you as being late 23 times since the start of the fiscal year. Employees are expected to be at their workstations promptly at 9am, and you have continually failed to do this. You do good work, Jones,….

Looking Into Communication and Interpersonal Skills

Communication and Interpersonal Skills A cousin of mine has a personality that may be labeled as "passive." On many occasions, I have noticed her putting the needs of others first, while considering her personal needs secondary. She constantly fears others' disapproval. She wishes for others' comfort, even if it is at the expense of her own happiness. She is reluctant to voice her views, believing others can do a better job at this. She constantly has qualms regarding the decisions she makes, and gets easily swayed by others' words. I am constantly trying to make her realize that this weakness in her is bad. Seldom have I noticed her anger towards anybody who wrongs her; therefore, she is taken advantage of. Recently, she confided in me that a friend of hers always gets her to complete her assignments; my cousin just cannot say 'no', thus, doesn't. Clearly, she's being exploited by….

image

Communications Disorders The federal Individuals with Disabilities Education Act (IDEA) defines a learning disability as: "a disorder in one or more of the basic psychological processes involved in understanding or in…

Communication - Language

The purpose of education is to expand, rather than limit the growth potential of a child. However, that does not mean that the child has to entirely abandon…

Family and Marriage

Healthcare Service Delivery Interpersonal communication in delivery of health communication Interpersonal communication is the form of communication that exists between two people and it is the type of communication that is…

Communication

Therefore, the reason for my interest in the graduate program is to participate in this exciting and growing field. In particular I hope to work with children and their…

At the point where the student acquires a second language, becomes fluent in the language that is not the student's own first language, it no longer matters what…

Sociology - Counseling

Mental Health Disorder The following is a close examination of the psychosocial status of mental health disorder. There is going to be an examination of the symptoms along with a…

Swallowing Difficulty and Speech Difficulty on Quality of Life in Patients with PEG Tubes vs. Those on NGT Feeding Systems Stroke can effect neurological functioning and can have an…

umors can be detrimental to any organization. There are four kinds of grapevine rumors that often lead to unnecessary gossip in any group setting. The first one is wish…

Research Paper

disorder Down's syndrome and the certain ways these individuals are treated in the society. Certain characteristics like their learning ability and their ability to live in the society…

Communications # Technologies #Organization Communication Technologies What is Information Communications and Media Technology (ICMT) ICMT is derived from two fundamental terminologies -- information communication technology and media technology. Information communication technologies…

Intercultural Communication - Group As the Manufacturing Procurement Lead for an American/Japanese automobile manufacturer, my main task is to coordinate several characteristics of production and delivery schedule of an Italian…

Creative Writing

Operating isksExecutive SummaryOur hospital is facing a 15% loss of trained healthcare provider staff, and is considering the closure of two out of its five clinics. The clinics in…

Communications Audit eport: A Case Study of Walmart Inc. A Case Study of Walmart Inc.: Communications Audit eport Wal-Mart is the world's largest retailer, and the world's largest company by revenues.…

Communication Methods Scenario #1 "One of your employees is constantly late, leaving food and drinks at the work station, and you are forced to address the situation" is best addressed…

Communication and Interpersonal Skills A cousin of mine has a personality that may be labeled as "passive." On many occasions, I have noticed her putting the needs of others first,…

CIP Code: 51.0201

I. Admission Requirements

Graduates from an accredited college or university are eligible to apply for admission. Students who have earned degrees in other areas may also apply. Students seeking unconditional admission to the graduate program in Communication Sciences and Disorders must present with an undergraduate cumulative grade point average of at least 3.0 (on a 4.0 scale). Students must present with scores from the verbal, quantitative, and writing sections of the GRE test. The GRE must have been taken within the past five years.

Non-Communication Sciences and Disorders undergraduate majors may apply to the master’s program but will be required to complete prerequisite courses prior to beginning required graduate coursework. Students without the prerequisite coursework should expect their program length to be extended.

Admission to the Department of Communication Sciences and Disorders is limited and competitive. Admission decisions are based upon a student’s credentials independently and in relation to those of other individuals applying. 

II. Program Requirements

A typical student who has completed all prerequisite coursework is expected to graduate with 2 years or 5 - 6 semesters of full-time study and clinical practicum. Students may also apply to be admitted to a specialty track. General students who are not on any specialty tracks must meet satisfactory performance requirements and earn a minimum of 60 credit hours, including all General Core Courses and a minimum of 8 credit hours of elective and seminar courses. Clinical practicum requirements include 400 supervised patient contact hours and 25 clinic observation hours. Students who are on a specialty track will need to complete all the General core courses, as well as all the courses listed under their specific specialty requirement.

General Core Courses - 52 hours

  • EDSH 5720 - Neuroanatomy and Neurophysiology (3)
  • EDSH 5721 - Motor Speech Disorders (3)
  • EDSH 5722 - Language Disorders in Adults (3)
  • EDSH 5723 - Language Disorders in Children (3)
  • EDSH 5724 - Dysphagia (3)
  • EDSH 5740 - Diagnostic Methods in Speech/Language Pathology (3)
  • EDSH 5745 - Early Intervention (3)
  • EDSH 5750 - Articulation and Phonological Disorders (3)
  • EDSH 5755 - Literacy Development and Communication Disorders (3)
  • EDSH 5770 - Voice Disorders (3)
  • EDSH 5771 - Fluency Disorders (2)
  • EDSH 5785 - Augmentative and Alternative Communication (3)
  • EDSH 5790 - Practicum in Speech Pathology (1-6) (student must enroll in course each semester for a total of 6 credit hours)
  • EDSH 5796 - Multicultural Issues in Communication Disorders (3)
  • EDSH 5798 - Research Design in Communication Disorders (3)
  • EDSH 5786 - Capstone (3)
  • EDSH 5775 - Ethics in Communication Disorders (2)

Electives and Seminar courses: minimum 8 credit hours in total

General elective courses in the communication sciences and disorders graduate program.

  • EDSH 5702 - Pediatric Feeding and Swallowing Disorders (3)
  • EDSH 5715 - Independent Study (1-3)
  • EDSH 5726 - Cleft and Craniofacial Disorders (3)
  • EDSH 5756 - Autism Spectrum Disorders (3)
  • EDSH 5780 - Bilingualism and Second Language Acquisition (3)
  • EDSH 5795 - Special Topics in Speech/Language Pathology (1-3)
  • EDSH 5797 - Seminars in Communication Disorders (1-3)

Special Topics and Seminars are a series of courses that provide in-depth reviews of selected topics of contemporary interest and importance in the field. Specific topic selection is based on perceived needs of faculty and/or students’ expressed interest.

Elective and seminar offerings vary each semester and are subject to change. 

Bilingual Concentration

The Bilingual Concentration is a 9-credit hour sequence designed to prepare both mono- and multilingual graduate students in speech-language pathology to evaluate and treat clients from linguistically diverse backgrounds across the lifespan. Students will gain an understanding of typical bilingual lanuage development, the presentation of speech and language disorders in bilingual populations, and how to evaluate and intervenve in a culturally responsive manner. The required courses include: EDSH 5780    , EDSH 5782    (proposed new course), and EDSH 5795    (or another elective approved by the graduate director).

III. Exit Requirements

  • A cumulative grade point average of 3.0 or higher is required. A grade of “B” or better must be earned in the required graduate core courses for all tracks.
  • Students are required to have earned a minimum of 60 semester hours. Students without an undergraduate degree in Communication Sciences and Disorders will be required to take additional hours in normal speech, language, and hearing development.
  • Students are required to complete a minimum of 400 hours of supervised clinical experience. At least 25 hours must have been spent in guided observation and at least 375 hours must be spent in direct client/patient contact. Students must demonstrate depth and breadth of clinical experiences.
  • Successful completion of a three-credit thesis ( EDSH 5799   ) or the capstone course ( EDSH 5786   ) is required.
  • Satisfactory achievement on a comprehensive written examination is required for all students. Students need not have completed all required courses prior to taking the examination.  However, material covered in all courses may be included on the examination.

Communication Sciences and Disorders

Csd mourns the death of charlie anderson.

charles anderson

It is with deep sadness we announce the death of our colleague and friend, Charles Anderson, PhD, who passed away January 31, 2024, in Iowa City. He was an Associate Professor Emeritus in UI's Department of Communication Sciences and Disorders, where he taught courses in Hearing Loss and Audiometry (and more) for many years.

A Celebration of Life is being planned for the afternoon of April 13 at Oaknoll retirement center in Iowa City.  More details and a link to his obituary -- when completed -- will be posted shortly. 

NOTICE: The University of Iowa Center for Advancement is an operational name for the State University of Iowa Foundation, an independent, Iowa nonprofit corporation organized as a 501(c)(3) tax-exempt, publicly supported charitable entity working to advance the University of Iowa. Please review its full disclosure statement.

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Communication Sciences & Disorders program Executive Committee Meeting, 02/05/2024

Communication Sciences & Disorders program Executive Committee Meeting https://teams.microsoft.com/l/meetup-join/19%3ameeting_YmMzMTdjNzItN2U4Mi00ODc2LWE4ZTItOWFiYzM0MGJlMjhl%40thread.v2/0?context=%7b%22Tid%22%3a%220bca7ac3-fcb6-4efd-89eb-6de97603cf21%22%2c%22Oid%22%3a%22358e38d3-647b-4c29-81a4-f8277c89c69e%22%7d, 01:00 pm Purpose of Meeting: To discuss business matters of the Communication Sciences & Disorders program. Contact: Aliah Taylor, [email protected] , (414) 251-5659. This meeting may go into closed session, per state statute: Wis. Stat. sec. 19.85(1)(c) Considering employment, promotion, compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility.

  • UWM meteorologist finds a way to keep score of the weather with ‘weathergami’ By Kathy Quirk February 8, 2024
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  • UWM Library exhibits honor Black History Month By Kathy Quirk February 5, 2024
  • UWM scientist lands $542,000 NSF award for modeling virtual tumor tissues By Laura Otto February 5, 2024
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  • New initiative allows MPS students a quick and free way to apply for UWM, MATC By UWM News January 25, 2024
  • UWM administrators and alums make list of top 100 power brokers By UWM News January 31, 2024
  • Words to live by: Custodian writes inspirational quotes for students By Kathy Quirk January 9, 2024

Top Stories

thesis on communication disorders

Communication Sciences and Disorders

Exploring how people communicate with each other and the world.

thesis on communication disorders

Can You Hear Me?

Welcome back! In today’s post, we’re diving into one of the most intricate and amazing processes in the body: the process of hearing . I’ve recently been doing a deep dive into the anatomy and function of the ear and I have been absolutely amazed by what I’ve learned. I hope that this post helps you catch a glimpse of the incredible things going on inside your hear as we speak (literally!). Enjoy!

The ear is divided up into three sections.

The Outer Ear

The outer ear begins with the pinna, which is the structure you probably think of when you hear the word ‘ear.’ The pinna funnels sound waves into the ear canal (which is the part doctors usually look into with those fancy little flashlights).

thesis on communication disorders

Let’s take a quick pitstop in the ear canal to talk about ear wax (just when you thought it couldn’t get any grosser than swallowing :). The technical term for ear wax is cerumen. Cerumen is secreted by the skin cells that line the ear canal, and is usually cleaned out naturally as dead skin cells flake off and exit the ear. However, cerumen can build up to harmful levels, at which point it needs to be cleaned out. The safest way to remove ear wax is to have a doctor or audiologist do it professionally. Sticking Q-tips or other objects into your own ear can be harmful. Even more harmful is a process called ear candling, which involves placing a lit candle into the ear canal to ‘suction’ out cerumen. After learning about ear candling in audiology class, my professor charged us to spread the word about the dangers of this absurd practice…so consider this your warning! And if you’re not convinced yet, you can check out this video we watched in class that examines ear candling in action.

The Middle Ear

Okay, now that we’ve gotten safely through the ear canal, we come to the barrier between the outer and middle ear: the tympanic membrane (ear drum). The tympanic membrane is connected to a chain of three small bones, called the ossicles, which vibrate as sound waves hit the tympanic membrane. As sound moves through the outer ear, it loses a certain amount of volume. However, the ossicles are structured in just such a way that they actually restore most of the volume that was lost.The third ossicle, the stapes, connects to a complex structure called the cochlea which is at the heart of the inner ear.

The cochlea is such an incredibly intricate structure that it deserves a whole blog post of it’s own! So for now, we’ll leave the sound waves there and pick up the process in the next post!

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IMAGES

  1. (PDF) Chapter One: The Study of Communication Disorders

    thesis on communication disorders

  2. Introduction to Communication Disorders: A Lifespan Evidence-Base…

    thesis on communication disorders

  3. Chapter 11: Communication Disorders

    thesis on communication disorders

  4. Communication Disorders by Eric Stone

    thesis on communication disorders

  5. (PDF) Case Studies in Communication Disorders

    thesis on communication disorders

  6. (PDF) Assessment of Cognitive-Communication Disorders in Adults with

    thesis on communication disorders

VIDEO

  1. Communication and Media Literacy

  2. Why Major in Communication?

COMMENTS

  1. Communication Disorders and Mental Health: A Scoping Review

    Winter 12-19-2022 Communication Disorders and Mental Health: A Scoping Review Haven B. Schultze Follow this and additional works at: https://red.library.usd.edu/honors-thesis Part of the Speech Pathology and Audiology Commons Recommended Citation Schultze, Haven B., "Communication Disorders and Mental Health: A Scoping Review" (2022).

  2. Communication Disorders Theses and Dissertations

    Communication Disorders Theses and Dissertations Theses/Dissertations from 2023 PDF Interference Between Speaking and Computer Tasks in Younger and Older Adults, Paige Elise Asay PDF The Reversibility of Effects of Combination Inhaled Corticosteroids on Sustained Phonation Pressure and Flow in Ex Vivo Rabbit Larynges, Elisabeth Barlow PDF

  3. Thesis Resources

    Thesis Resources - Communication Disorders - SCSU Hilton C. Buley Library at Southern Connecticut State University Communication Disorders Find and cite journal articles and books in the field of communication disorders, and/or set up an individual research session with a librarian. SCSU Thesis Help Buley LRC for Posters

  4. Communication Sciences and Disorders Theses and Dissertations

    Communication Sciences and Disorders Theses and Dissertations Jump to: Theses/Dissertations from 2022 PDF Towards Precision Audiology: Perceptual Profiles & Their Relation to Ecologically Valid Communication Assessments, Dana Cherri PDF

  5. The Effects of Communication Disorders on Social Development

    The Effects of Communication Disorders on Social Development Heather M. Back Claremont McKenna College This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please [email protected].

  6. Communication Disorders and Mental Health: A Scoping Review

    Communication Disorders and Mental Health: A Scoping Review Haven B. Schultze Follow Date of Award Winter 12-19-2022 Document Type Honors Thesis Department/Major Counseling and Human Services First Advisor Dr. Kyle Brouwer Second Advisor Dr. Elizabeth Hanson Third Advisor Dr. Mandy Williams Keywords

  7. Communicative Disorders Theses and Dissertations

    Prevalence of Communication Disorders in Children with Neonatal Abstinence Syndrome on School Speech-Language Pathology Caseloads: A National Survey, Brittany V. Ratliff. Theses/Dissertations from 2016 PDF. Interprofessional Patient Simulation Training Compared to Online Training for learning to use In-Line Speaking Valves, Kristi A. Moore. PDF

  8. (PDF) Case Studies in Communication Disorders

    What communication disorder is particularly signif icant with respect to a . ... Thesis (M.A.)--San Francisco State University, 1993. Includes bibliographical references (leaves 69-71).

  9. Communication Disorders & Special Education Theses & Dissertations

    Theses and dissertations published by graduate students in the Department of Communication Disorders and Special Education, College of Education, Old Dominion University, since Fall 2016 are available in this collection. Backfiles of all dissertations (and some theses) have also been added.

  10. The Relationship Between Coping Behaviors and Misophonia Symptom

    disorders, and in particular, anxiety disorders (Taylor, 2017). One key similarity between misophonia and anxiety disorders is the engagement in anxiety-driven coping behaviors, which may also be described as avoidance and safety behaviors, in response to the intense emotional reactivity to trigger sounds (Cowan et al., 2022).

  11. PDF Communication Disorders Among Persons Experiencing Homelessness

    The thesis committee for Erin Alexander certifies that this is the approved version of the following thesis: Communication Disorders Among Persons Experiencing Homelessness _____ Chair: Jane Wegner, PhD, CCC-SLP _____ Ana Paula G. Mumy, MS, CCC-SLP _____

  12. An Examination of the Research Addressing Evidence-Based Communication

    Part of the Communication Sciences and Disorders Commons Recommended Citation McAtee, Sydni Kaye, "An Examination of the Research Addressing Evidence-Based Communication ... This Undergraduate Thesis is brought to you for free and open access by the Honors College (Sally McDonnell Barksdale Honors College) at eGrove. It has been accepted for ...

  13. Communication Sciences and Disorders (CSD) Graduate Students

    Harbaugh, Elizabeth M., "Communication Sciences and Disorders (CSD) Graduate Students' Preparedness to Work with Individuals Who Are Bilingual" (2015). Honors Theses. 285.

  14. The Effects of Communication Disorders on Social Development

    This paper explores literature on the effects of communication disorders on the social development of children. The paper discusses such topics as the effects of communication disorders on personality development, the ability to make friends and resolve conflict with peers, and academic success. It also discusses the influences of multiculturalism and bilingualism on the diagnosis of ...

  15. LibGuides: Communication Sciences and Disorders: Thesis Guide

    Thesis Guide - Communication Sciences and Disorders - LibGuides at East Stroudsburg University of PA Communication Sciences and Disorders So you have to write a thesis... Basics Useful Websites Tips The number one rule for writing your thesis is be organized.

  16. Communication Sciences and Disorders Resources

    This section of the guide highlights resources for COMD students working on a thesis or dissertation, or who are interested in writing a quality academic research paper on a topic related to communication sciences & disorders.

  17. PDF Thesis Manual Communication Sciences & Disorders Program

    1 Preface Student enrolled in the Communication Sciences and Disorders (CSD) graduate program have the option to write a master's thesis as an alternative graduation requirement to completing the comprehensive examination. This manual serves as a guide towards meeting the requirements of a master's thesis. The goals of this document are to

  18. Communication Disorders Student Finds Cultural Connections Through Her

    For more information about Emerson's Communication Disorders MS program or the thesis process, schedule a call with the department's admissions team. To get a feel for what it's like to be in the program, be sure to check out our Communication Disorders blog page, where you can find student spotlights, career outlook, and more.

  19. Dissertations / Theses: 'Communication disorders'

    This thesis examines whether children with communication disorders are more likely to have emotional and behavioral problems than those who are healthy or those with other chronic disorders.

  20. Linguistics and Communication Disorders

    The Department of Linguistics and Communication Disorders brings together specialization in theoretical, experimental and applied linguistics with leading clinically based research on speech language pathology and communication disorders. We incorporate current research in these fields into teaching on our highly ranked graduate and undergraduate programs.

  21. Communication Disorders (M.A./M.S.C.D.) : The Graduate College : Texas

    The master of science in communication disorders (M.S.C.D.) requires 36 semester credit hours, with hours in both the major and a concentration as well as a clinical practicum each semester. The master of arts (M.A.) degree requires 39 semester credit hours, including a concentration and thesis, as well as a clinical practicum each semester.

  22. Effects of Brief Parent Coaching on the Communication Skills of

    Given that children diagnosed with autism spectrum disorder (ASD) vary considerably in their cognitive and language abilities, it is important to understand which interventions, in which contexts, provide optimal results for children with varying profiles of baseline abilities (Vivanti et al., 2018).One group that is receiving increasing attention in autism research is children with minimal ...

  23. Master of Arts (M.A.) Major in Communication Disorders

    The Master of Arts (M.A.) degree with a major in Communication Disorders requires 39 semester credit hours. Background. The number of hours of background work required is determined in consultation with the communication disorders graduate advisor and is dependent on the courses taken at the undergraduate level.

  24. Communication disorders in the Peruvian education system

    Communication disorders in the Peruvian education system: a baseline study by Eric Schliemann B.A., Creighton University, 2003 M.A., Regis University, 2009 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Master of Arts in Speech Language Pathology

  25. Communication Disorder Essays (Examples)

    "a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunc...

  26. Program: Communication Sciences and Disorders Program

    The Department Communication Sciences and Disorders is unique in its focus and commitment to prepare all students to work with diverse populations including bilingual speakers and users of assistive and augmentative communication devices. ... Students are required to take the Thesis Capstone (thesis option) or the Capstone course (non-thesis ...

  27. CSD mourns the death of Charlie Anderson

    It is with deep sadness we announce the death of our colleague and friend, Charles Anderson, PhD, who passed away January 31, 2024, in Iowa City. He was an Associate Professor Emeritus in UI's Department of Communication Sciences and Disorders, where he taught courses in Hearing Loss and Audiometry (and more) for many years.. A Celebration of Life is being planned for the afternoon of April 13 ...

  28. Communication Sciences & Disorders program Executive Committee Meeting

    Communication Sciences & Disorders program Executive Committee Meeting, 02/05/2024. Purpose of Meeting: To discuss business matters of the Communication Sciences & Disorders program. Contact: Aliah Taylor, [email protected], (414) 251-5659. Considering employment, promotion, compensation or performance evaluation data of any public employee over ...

  29. Can You Hear Me?

    The technical term for ear wax is cerumen. Cerumen is secreted by the skin cells that line the ear canal, and is usually cleaned out naturally as dead skin cells flake off and exit the ear. However, cerumen can build up to harmful levels, at which point it needs to be cleaned out. The safest way to remove ear wax is to have a doctor or ...