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Courses may be offered in one of the following modalities:

  • Traditional in-person courses (0–29 percent of coursework is delivered online, the majority being offered in person.)
  • Hybrid/blended courses (30–79 percent of coursework is delivered online.)
  • Online courses (100 percent of coursework is delivered online, either synchronously on a designated day and time or asynchronously as a deadline-driven course.)
  • Hyflex (Students will be assigned to attend in-person or live streamed sessions as a reduced-size cohort on a rotating basis; live sessions are also recorded, offering students the option to participate synchronously or view asynchronously as needed.)

If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.


Fluency Disorders (SPH-620)


Semester: Spring 2021
Number: 0878-620-063
Instructor: TBA
Days: Sunday 8:30 am - 12:15 pm
Note: Online, Both synchronous and asynchronous
Location: Online
Credits: 3
Course Meets: January 23 - March 14
Notes:

For majors only

Course Materials: View Text Books
Learning Goals:   PERFORMANCE OUTCOMESUpon completion of the course, students will DEMONSTRATE: 1. knowledge of the nature of fluency and fluency breakdowns (ASHA III-C knowledge of the disorder will be assessed by exam)2. knowledge of the etiology and development of fluency disorders (ASHA III-C knowledge about etiology and development of the disorder will be assessed by exam)3. ability to apply principles of clinical management for the assessment of individuals with fluency disorders (ASHA III-D and III-F principles and methods of assessment evaluated by course project; IV-G2 assessment skills evaluated by observational project with class discussions/reaction paper based on SFA tapes, and course project)4. ability to apply principles of clinical management for the treatment of individuals with fluency disorders (ASHA III-D principles and methods of intervention, III-F integration of rsearch principles into evidence-based intervention strategy and IV-G intervention skills; knowledge and skills assessed by final course project; IV-B oral and written language assessed by presentation of class projects)

*The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here.

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