JACKSON ROUSH, Director
Elizabeth R. Crais (48) Language Development and Disorders in Infants, Toddlers, and Preschoolers; Working with Families in Early Intervention
Melody Harrison (40) Early Speech, Language, and Auditory Development in Children with Hearing Loss
Nancy Helm-Estabrooks (69) Aphasia, Cognition in Presence of Aphasia
Lee McLean, Early Intervention and Language Development in Children
Patricia Porter, Augmentative and Alternative Communication (AAC), Speech/Language of Persons with Developmental Disabilities, Public Policy.
Jackson Roush (59) Pediatric Audiology, Early Intervention
David E. Yoder (47) Language, Augmentative Communication, Literacy
Karen Erickson (45) Assessment of Reading and Writing, Literacy Instruction
Katarina L. Haley (41) Speech Perception and Production, Neurogenic Communication Disorders
Linda R. Watson (67) Language Disorders in Young Children, Autism, Emerging Literacy
David Zajac, Speech Aerodynamics, Developmental Aspects of Speech Production, Cleft Palate Research
Lisa Hammett, (64) Early Literacy and Child Language Research.
Lori Leibold, Developmental Psychoacoustics, Pediatric Audiology.
Brenda Mitchell, Adult Neurogenic Disorders, Community Re-Entry for Adults, Clinical Supervision
Martha Mundy, Educational and Pediatric Audiology, Otitis Media Research.
Debra R. Reinhartsen, Augmentative Communication, Low-Incidence Disabilities
Stephanie Sjoblad, Aural Rehabilitation, Hearing Aids and Assistive Devices
Debra Weisleder, Pediatric and Educational Audiology, Hearing Aids
Sharon Williams (74) Geriatrics, Communication Disorders of Older Adults, Multicultural Issues, Counseling
Joseph W. Hall (53) Audiology and Psychoacoustics Research
Robert W. Peters (9) Auditory and Speech Perception, Sensation and Perception, Stuttering
Charles Finley, Cochlear Implant Processing Strategies
Joanne E. Roberts (50) Early Language Development and Disorders, Otitis Media
John H. Grose, Audiology and Psychoacoustics Research
Laurie Cochenou, Early Intervention in Childhood Hearing Loss
Kathleen Davis, Child Language
Lisa Domby, Phonology, Speech-Language Pathology
Carolyn M. Mayo, Multicultural Issues, Adult Language Disorders, Prevention of Communication Disorders
Mark M. Haythorn, Diagnostic Audiology
Holly Teagle, Cochlear Implants in Children
Carolyn Brown, Cochlear Implants in Children
Brian Kanapkey, Dysphagia, Neurogenic Speech Disorders
Holly Teagle, Cochlear Implants in Children
The Division of Speech and Hearing Sciences in the School of Medicine's Department of Allied Health Sciences provides academic and professional education for speech-language pathologists and audiologists. Programs of study are available at the master's and doctoral levels in speech language pathology. Both clinical (AuD) and research (PhD) doctoral degrees are offered in audiology. The study of speech and hearing requires knowledge in both normal and abnormal speech, hearing, and language. The speech and hearing sciences curriculum provides a multifaceted learning environment including classroom, laboratory, and clinical experiences. Three major tracks of study are possible within the curriculum: audiology, speech-language pathology, and speech and hearing sciences. There are three academic degree programs: 1) a master's degree (MS) for entry-level clinical practice of speech-language pathology; 2) a professional doctorate (AuD) for entry-level clinical practice in audiology; and 3) a PhD in speech and hearing sciences, for individuals with a background in speech-language pathology or audiology who desire a research degree. All the programs are interdisciplinary, involving clinical and research activities with other University departments and institutions, in addition to the Division of Speech and Hearing Sciences.
The entrance, academic, and residence requirements for the MS and PhD degrees correspond to those of The Graduate School. Applicants to the AuD program follow the guidelines established by the School of Medicine. All students enrolled in professional tracks (MS and AuD) are prepared to meet licensure and certification requirements necessary for the practice of speech-language pathology or audiology. More complete information describing the graduate program can be obtained on the Web at www.med.unc.edu/ahs/sphs.
530 [130] INTRODUCTION TO PHONETICS (COMM 530) (3). Analysis, description, and classification of speech sounds. Broad and narrow phonetic transcription. Fall. Staff.
540 [140] SPEECH SCIENCE (COMM 540) (3). Introduction to the science of speech, including production, acoustics, and perception. Spring. Haley.
570 [170] ANATOMY AND PHYSIOLOGY OF THE SPEECH-LANGUAGE AND HEARING MECHANISMS (COMM 570) (3). Anatomy and physiology of the speech-producing and aural mechanisms. Fall. Harrison.
582 [123] INTRODUCTORY AUDIOLOGY I (COMM 582) (3). Theory and practice of the measurement of hearing, causative factors in hearing loss, evaluation of audiometric results, screening for hearing loss and middle ear disease, demonstration of clinical procedures in audiology. Spring. Roush.
583 [183] INTRODUCTION TO COMMUNICATION DISORDERS. Introduction to diagnosis and treatment of communication disorders, including articulation, fluency, voice, and language, and those resulting from autism and hearing loss. Spring. Mitchell.
701 [201] INTRODUCTION TO RESEARCH IN SPEECH AND HEARING (3). Prerequisite, statistics course. Experimental and descriptive research designs in speech and hearing sciences, including both group and single subject. Spring. Hammett.
704 [304] CLINICAL ISSUES AND EXPERIENCE IN SPEECH-LANGUAGE PATHOLOGY (1-3). Permission of practicum coordinator. Supervised clinical experience and professional issues. May be repeated for credit. Fall, spring, and summer.
706 [306] CLINICAL PRACTICUM IN AUDIOLOGY (1-3). Prerequisite, permission of practicum coordinator. Supervised clinical experience. May be repeated for credit. Fall, spring, and summer. Weisleder.
708 [208] PEDIATRIC COCHLEAR IMPLANTS (2). Prerequisites, SPHS 803 and 721. Examines fundamentals of cochlear implants, candidacy, evaluation, equipment, programming, and performance outcomes. Spring. Teagle.
709 [209] COCHLEAR IMPLANTS FOR ADULTS. (1). Examines the assessment and management issues unique to the adult cochlear implant patient. Spring. Clark.
710 [310] AUDIOLOGIC EVALUATION I (3). Prerequisite, SPHS 582 or equivalent. Clinical audiology techniques including speech, audiometry, and special auditory tests. Masking is covered in depth, as well as consolidation of clinical skills for diagnostic and rehabilitative purposes. Fall. Mundy.
712 [312] CHARACTERISTICS OF AMPLIFICATION SYSTEMS (3). Amplification options for the hearing-impaired; specifically, hearing aid, electroacoustics, and earmold technologies. Additionally, hearing aid selection procedures are presented. Spring. Weisleder.
717 [317] PROFESSIONAL CONSIDERATIONS IN SPEECH AND HEARING (3). To provide the student with information about current issues facing professionals. Issues include changing delivery systems, leadership, treatment efficacy and quality, reimbursement, and ethics. Spring. Staff.
721 [221] PHYSIOLOGICAL AND PSYCHOLOGICAL BASES OF HEARING (3). Auditory function; anatomy and physiology of the auditory system; auditory processing at the psychoacoustic level. Spring. Grose.
725 [225] HEARING DISORDERS (2). Prerequisite, SPHS 582 or equivalent. Diseases and disorders of the auditory system and their management. Spring. Roush.
726 [326] CLINICAL ISSUES AND EXPERIENCES IN AUDIOLOGY (1). Online course covering universal precautions, privacy regulations, clinical practice with diverse cultural groups, report writing, and other aspects of audiology practice. Fall, summer. Weisleder, Mundy.
733 [283] AUDITORY STRATEGIES FOR SPOKEN LANGUAGE IN DEAF CHILDREN (1). Instruction and application of a variety of topics demonstrating the use of auditory techniques, and strategies to promote the use of spoken language in children with hearing loss. Eskridge. Spring.
737 [337] NORMAL ASPECTS. This course provides an overview of normal development of speech, language, and audition for children from birth to 8 years old. It will also address the impact of hearing loss on those domains.
740 [240] COMMUNICATION DEVELOPMENT (3). Predominant theoretical models of communicative development are the basis for investigating how linguistic and nonlinguistic developmental and environmental influences affect communication development. Fall. Waston.
741 [241] NEUROANATOMY (3). Prerequisite, SPHS 570 or equivalent. A survey of neurological anatomy in relation to clinical speech-language pathology. Topics considered include organization of the CNS, neuroanatomy, neurophysiology, and neurochemistry. Spring. Harrison.
742 [342] APHASIA (3). Prerequisite, SPHS 570 or equivalent. Discussion of adult aphasia and its clinical management, including assessment, diagnosis, prognosis, counseling, and treatment. Combined lectures and laboratories. Spring. Helm-Estabrooks.
743 [343] PHONOLOGICAL DEVIATIONS: ASSESSMENT AND MANAGEMENT (3). Prerequisites, SPHS 530, SPHS 570. Course deals specifically with the major diagnostic tests of articulation and the specific management programs associated with each. Thorough examination of the research supporting each test and treatment plan is included. Spring. Domby.
744 [344] MOTOR SPEECH DISORDERS (3). Prerequisites, SPHS 540, SPHS 570. Assessment and treatment of adults presenting with disorders of motor speech control (i.e., dysarthria, anarthria, and apraxia of speech). Fall. Haley and Hammett.
745 [345] PRINCIPLES OF DIAGNOSIS AND INTERVENTION (3). Diagnostic procedures focusing on interviewing, counseling, report writing, and standard measures. Intervention procedures focusing on establishing goals, criteria for success, documentation of progress, discharge planning, and therapy strategies. Fall. Domby.
748 [348] VOICE AND FLUENCY DISORDERS (2-4). Prerequisites, SPHS 540, SPHS 570. Assessment and management of children and adults with fluency or voice disorders (including laryngectomy). Spring. Staff.
749 [349] EVALUATION AND CLINICAL MANAGEMENT OF PERSONS WITH ORAL-FACIAL ANOMALIES (3). Prerequisites, SPHS 540, SPHS 570. In-depth analysis of the embryologic and physiologic bases of oral-facial anomalies and the team approach to assessment and habilitation. Particular emphasis placed upon the following specialties: genetics, plastic surgery, prosthodontics, orthodontics, otolaryngology, and speech-language pathology. Spring. Zajac.
752 [352] COGNITIVE LINGUISTIC PROCESSING DISORDERS IN ADULTS (3). Prerequisite, SPHS 342 or equivalent. Discussion of normal aging and language. Assessment and treatment of cognitive and linguistic problems in persons with dementing conditions, right hemisphere dysfunction, and traumatic brain injury. Spring. Helm-Estabrooks.
754 [354] DYSPHAGIA (3). Prerequisite, SPHS 742. Discussion of the development of the normal swallow, anatomy and physiology of the swallowing mechanism, and assessment and team management of swallowing disorders. Spring. Kanapkey.
760 [260] ADULT COMMUNICATION DISORDERS (3). Overview of communication disorders commonly seen in adult populations. These include disorders of language, cognition, speech and motor control, voice and fluency. Fall. Helm-Estabrooks.
761 [261] CHILD COMMUNICATION DISORDERS (3). Disorders of child speech and language development, as a prerequisite for advanced specialized coursework and supervised clinical practicum. Fall. Domby.
762 [362] LANGUAGE AND LEARNING DISORDERS (3). Prerequisite, SPHS 162 or equivalent. Course in normal and abnormal learning from a language perspective. Emphasis on evaluation and treatment from a psycholinguistic model. Spring. Hammett.
765 [265] AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (3). Prerequisite, SPHS 347 or equivalent. A comprehensive look at the theoretical and clinical issues related to augmentative/alternative communication. Techniques and strategies to provide effective communication for the severely handicapped are discussed. Fall. Erickson.
802 [302] PROBLEMS IN SPEECH AND HEARING SCIENCES (1-3). May be repeated for credit. Fall, spring, and summer. Staff.
803 [203] AUDIOLOGIC REHABILITATION FOR CHILDREN (3). Prerequisite, SPHS 582. Covers speech perception and the effects of hearing loss on perception and production of speech as background for understanding assessment and treatment, with an auditory-verbal emphasis. Pediatric assessment and amplification are reviewed. Spring. Harrison.
804 [204] AUDIOLOGIC REHABILITATION FOR ADULTS (3). Theoretical bases and history of audiologic rehabilitation of adults. Also, practical approaches to assessment and therapeutic intervention are presented. The roles of assistive technology and family-based counseling are included. Fall. Sjoblad.
806 [206] COMMUNICATION ASSESSMENT AND INTERVENTION WITH CHILDREN BIRTH TO FIVE (3). Stages of communication development of children from birth to five years old; clinical issues related to the assessment tools and intervention and planning for children with disabilities and their families. Fall. Crais.
811 [311] PEDIATRIC AUDIOLOGY (3). Prerequisite, SPHS 710 or equivalent. Clinical procedures used in the identification and management of hearing loss in young children. Spring. Liebold, Roush.
813 [313] FITTING AND DISPENSING OF AMPLIFICATION SYSTEMS (3). Prerequisite, SPHS 712 or equivalent. Theoretical and practical approaches to fitting amplification systems and the procedures for dispensing amplification systems to the hearing-impaired. Fall. Sjoblad.
814 [314] AUDITORY EVOKED POTENTIALS I (3). Prerequisites, SPHS 721 and SPHS 710. This course explores the field of electrophysiologic responses within the auditory and vestibular systems. Auditory brainstem response (ABR), electrocochleography (ECoG), electroencephalography (EEG), and otoacoustic emissions (OAE) are covered. Spring. Grose.
815 [315] AUDIOLOGY FOR SPECIAL POPULATIONS (3). Prerequisite, SPHS 582 or equivalent. Advanced principles of pediatric audiology and intervention strategies for hearing-impaired children. Procedures for counseling and case management. Spring of even-numbered years (beginning in 2008).
816 [316] INDUSTRIAL AUDIOLOGY AND HEARING CONSERVATION (2). Prerequisite, SPHS 582 or equivalent. Military and industrial audiology and hearing conservation, including physiological and psychological factors. Spring. Staff.
818 [318] BALANCE ASSESSMENT AND REHABILITATION (3). Principles of vestibular function and dysfunction, clinical assessment, and management. Fall. Staff.
819 [319} EDUCATIONAL AUDIOLOGY (3). Examines the provision of services to school age children, with special focus on ALDs used by hearing impaired students in school settings and the assessment of central auditory perception. Spring. Mundy.
820 [320] INSTRUMENTATION AND CALIBRATION (2). Principles of instrumentation relevant to clinical practice including study of electronics, filters, and analog and digital processing. Summer. Liebold.
821 [321] SEMINAR IN AUDIOLOGY. Special topics and significant literature in the field of audiology. (On demand.) Staff.
822 [322] SPECIAL TOPICS IN AUDIOLOGY (2). Examines the impact of genetics, pharmacology, intraoperative monitoring, hair cell regeneration, imaging, and recent amplification technologies on current and evolving audiology practice. Fall. Mundy.
823 [323] BUSINESS MANAGEMENT AND PROFESSIONAL ISSUES (2). Examine healthcare and business models that impact audiology practice. Personnel management, marketing, quality assurance, and service reimbursement for audiology practices will be covered. Spring. Sjoblad.
824 [324] AUDIOLOGY GRAND ROUNDS (1). Examines clinical cases from the perspective of presenting symptoms, test results, and clinical outcomes. Spring. Mundy.
830 [330] INDEPENDENT STUDY (1-6). This course gives enrolled graduate students in the curriculum an opportunity to pursue research supervised by one or more faculty members, culminating in a written document or special project. Fall, spring, and summer. Staff.
832 [332] SPEECH ACOUSTICS. This course provides information on the fundamentals of speech production, including the acoustic characteristics of normal and disordered speech. Prerequisite, SPHS 333. Spring.
833 [333] SPECIAL TOPICS. This is the foundation course in a series related to providing services to children with hearing loss. Six units focus on: working with families, speech acoustics, audiological interpretation, instrumentation, foundations of speech and language. and early literacy. Spring
834 [334] COUNSELING AND COMMUNICATION DISORDERS (3). This course focuses on providing a broad overview of contemporary counseling issues in communication disorders. The course will promote an understanding of the ways that interviewing and counseling skills appropriate to the age, life-course, and cultural background of the client and family can facilitate the adjustment of individuals and families, Spring. Williams.
840 [340] AGING AND COMMUNICATION DISORDERS (3). This course focuses on medical, psychological, and social theories and aspects of aging as they relate to communication processes and disorders, Fall. Williams.
841 [341] SEMINAR IN SPEECH-LANGUAGE PATHOLOGY (Var.). Special topics and significant literature in the field of speech pathology. (On demand.) Staff.
855 [355] NEUROPSYCHOLOGY FOR SPEECH-LANGUAGE PATHOLOGISTS. The study of brain/behavior relationships as it relates to adults with acquired neurologic communication disorders; the domains of cognition most likely to be affected in those with various disorders; the impact of spared and impaired cognitive skills on natural recovery, treatment, and management of adult neurologic communication disorders. Spring. Helm-Estabrooks.
861 [361] SEMINAR IN LANGUAGE AND LANGUAGE DISORDERS (1-3). May be repeated for credit. Special topics and significant literature in the field of language and language disorders. (On demand.) Staff.
864 [264] LANGUAGE IMPAIRMENTS OF CHILDREN (3). Prerequisite, SPHS 761. Seminar course exploring categorical classifications of young children and the impact of these categories on assessment and intervention. Common topics include autism, visual impairments, fragile X syndrome, and Down syndrome. Spring. Crais.
865 [364] DOCTORAL SEMINAR IN GRANT WRITING.
381 SEMINAR IN HEARING SCIENCE (3). May be repeated for credit. Advanced special topics and current research in hearing science. Fall of alternate years. McLean.
870 [370] RESEARCH EXPERIENCE. This course gives enrolled audiology graduate students an opportunity to pursue research supervised by one or more faculty members culminating in a document, project, or presentation (1-3). Fall and spring. Staff.
871 [371] TEACHING AND SUPERVISION (2). Course regarding teaching of skills and supervision of individuals conducting screening programs. Introduction to teaching and development of assessment tools provides a background for the teaching lab associated with this course. Fall. Weisleder.
871L [371L] TEACHING AND SUPERVISION LAB (1). Experience developing and delivering training module, instructional module, and supervising new trainees. Fall and spring. Weisleder
881 [381] SEMINAR IN HEARING SCIENCE (1-3). May be repeated for credit. Advanced special topics and current research in hearing science. (On demand.) Staff.
882 [382] SEMINAR IN SPEECH SCIENCE (1-3). May be repeated for credit. Advanced special topics and current research in speech science. (On demand.) Staff.
897 [307] AUTISM SEMINAR (3). Participants develop knowledge of the major neuropsychological theories of autism and methodological issues in autism research through reading and discussion of literature; participate in developing and presenting autism research projects individually or in groups. Spring of alternate years. Watson
898 [338] LITERACY. This course provides an overview of literacy development for children birth to 8 years old. It will also address the impact of hearing loss on the development of literacy. Spring.
950 [350] THE COMPUTER AS A RESEARCH TOOL (3). This course explores the use of computers in research and clinical practice for speech-language pathologists and audiologists. Fall. Roush.
993 [393] MASTER'S THESIS (3 or more). Fall, spring, and summer. Staff.
994 [394] DISSERTATION (3 or more). Fall, spring, and summer.