Graduate Bulletin
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1996-1997
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Communicative Disorders
In the College of of Health and Human Services
Office: Communications Clinic 118
Telephone: (619) 594-6774
Fax: (619) 594-7109
Steven J. Kramer, Ph.D., Professor of Communicative Disorders, Chair of Department
Elizabeth J. Allen, Ph.D., Professor of Communicative Disorders, Graduate Coordinator
Li-Rong Lilly Cheng, Ph.D., Professor of Communicative Disorders, Assistant Dean for Student Affairs, College of Health and Human Services
Kathee M. Christensen, Ph.D., Professor of Communicative Disorders
Alan C. Nichols, Ph.D., Professor of Communicative Disorders
Donna J. Thal, Ph.D., Professor of Communicative Disorders
Edmund L. Thile, Ph.D., Professor of Communicative Disorders
Vera Gutierrez-Clellen, Ph.D., Associate Professor of Communicative Disorders
Lewis P. Shapiro, Ph.D., Associate Professor of Communicative Disorders
Beverly B. Wulfeck, Ph.D., Associate Professor of Communicative Disorders
Kristin K. Tjaden, M.A., Assistant Professor of Communicative Disorders
Diane R. Williams, M.A., Assistant Professor of Communicative Disorders
The Department of Communicative Disorders, in the College of Health and Human Services, offers graduate study leading to the Master of Arts degree in communicative disorders, and to the credentials described below. The master's degree program is accredited by the Educational Standards Board of the American Speech-Language-Hearing Association, and the training program for teachers of the hearing impaired is accredited by the Council on Education of the Deaf. The department offers advanced study in communicative sciences, speech-language pathology, audiology, and education of the deaf. The Department of Communicative Disorders is committed to preparing speech-language-hearing professionals to meet the challenges of a racially, ethnically, and linguistically diverse society.
The programs utilize the facilities of the Communications Clinic, which includes observation rooms, departmental reference collection, and speech and hearing science laboratories. In the laboratories, students use personal computers, microprocessor based diagnostic audiometers, spectral signal analyzer, -acoustic immittance equipment, hearing aid analyzer, digital spectrograph, Visipitch, phonic mirror, state-of-the-art ENG and evoked potential equipment, miniphonators, audiometric response simulators, laryngoscopic manikin, and audio and video recording equipment with ongoing new acquisitions.
In addition, the department utilizes an off-campus multidisciplinary diagnostic and rehabilitation center. Students and faculty participate in providing direct delivery of clinical services to clients, jointly participate in central intake activities (a multidisciplinary assessment program) and the assistive devices assessment program, which evaluates, selects and trains multihandicapped individuals to help them communicate more effectively. Field experience is offered in the public schools and community -agencies. Practicum and observation experiences are possible at various hospitals, schools, community agencies, convalescent homes, and rehabilitation agencies.
Students will be admitted to the graduate programs only in the Fall Semester. Applications to the university must be submitted by February 15 for the master's degree programs in speech-language pathology, audiology, education of the deaf, and communicative sciences. Additional departmental instructions can be obtained by writing directly to the department for the application information packet.
All students must satisfy the general admission and examination requirements for admission to the University with classified graduate standing as described in Part Two of this bulletin. In addition, the applicant must satisfy the following requirements before being considered for admission to classified graduate standing by the department's Admissions Review Committee.
- 1. Have a minimum grade point average of 3.2 (on a 4.0 scale)
during the last 60 semester units of undergraduate college/university coursework.
- 2. Submit scores on the GRE General Test (verbal and quantitative portions only).
- 3. Have three letters of recommendation sent from persons who
are knowledgeable about the candidates potential for graduate
study. Specific forms are included in the Application Information packet.
- 4. Submit an Applicant Essay as described in the Application
Information packet.
Once the above requirements have been satisfied, the applicant's file is considered complete and eligible for review by the department's Admissions Review Committee. Admission to the graduate programs is guided by careful consideration of all the above materials by a designated Admissions Review Committee. Eligible applications are reviewed as a group after April 1. All applicants whose files are not complete by April 1 will not be eligible for admission to classified graduate standing. The number of new admissions is restricted and is determined by space availability; therefore, admission is based on consideration of all application materials and the relative merits of individual applicants among all eligible applicants.
In some cases, candidates who have not completed the above requirements may request, in writing, to be considered for admission to conditionally classified standing. Conditionally classified standing is subject to space availability after consideration of those who meet requirements for classified graduate standing. Students admitted to conditionally classified graduate standing may petition for change of classification to classified graduate standing after satisfying the above requirements and after completion of nine units of 500- or 600-level coursework with a 3.0 grade point average in those courses.
Students who receive special permission to enroll in department courses through the College of Extended Studies or who enter with postbaccalaureate unclassified standing are not admitted to the department and are not assured of consideration for admission to advanced degree curricula, master's degree, credentials, or certificate programs offered by the department. Admission to the university or enrollment in classes does not guarantee acceptance to the department.
All students must meet the general requirements for advancement to candidacy as described in Part Two of this bulletin. In addition, students seeking the Master of Arts degree in communicative disorders are required to have completed Communicative Disorders 600.
In addition to meeting the requirements for classified graduate standing and the basic requirements for the master's degree as described in Part Two of this bulletin, the student must complete a graduate program of at least 30 units. A student must complete Communicative Disorders 799A, Thesis for Plan A. If Plan B is elected, the student must pass a written comprehensive examination (which may be repeated only twice). No more than six units of coursework outside the department acceptable on the graduate level may be applied to the master's degree.
The Department of Communicative Disorders offers four concentrations leading to the Master of Arts degree. Each concentration requires completion of a specific pattern of graduate units described below:
A. Concentration in Speech-Language Pathology. This concentration has a clinical focus and may be used to satisfy some of
the academic preparation for the Certificate of Clinical Competence in Speech-Language Pathology from the American
Speech-Language-Hearing Association and for licensure from
the State of California. Students are required to complete
coursework in all of the following areas:
a. Voice Disorders
b. Fluency Disorders
c. Articulation/Phonology Disorders
d. Adult Language Disorders
e. Child Language DisordersThe coursework may be taken during undergraduate or graduate preparation.
Undergraduate Preparation. Communicative Disorders 106, 205, 320, 321, 322, 340, 340L, 500, 501, 511, 512, 513, 517, 539; Physics 201; Psychology 270.
Graduate Program. Research component: Communicative Disorders 600; Plan A (Communicative Disorders 799A) or Plan B (comprehensive examination). Speech Science component: Communicative Disorders 601 or 654. Speech-Language Pathology Component: 21 to 24 units of electives selected from at least three of the following areas with the approval of a faculty adviser:
a. Speech: Communicative Disorders 505 or 605, 606, 607.
b. Language: Communicative Disorders 602, 613, 614, 675.
c. Physiologically Based Disorders: Communicative Disorders 603, 604, 608.
d. Multicultural/Multilingual Speech-Language Disorders:
Communicative Disorders 568, 671, 672, 673.
e. General: Communicative Disorders 580, 630, 670, 696,
797, 798.Students electing to pursue the Certificate of Clinical Competence (ASHA) and/or the Clinical Rehabilitative Services Credential should complete, in addition to the required courses listed above, the required clinic courses or clinic hours.
B. Concentration in Audiology. This concentration has a clinical
focus and may be used to satisfy some of the academic preparation for the Certificate of Clinical Competence in Audiology
from the American Speech-Language-Hearing Association
and for licensure from the State of California.
Undergraduate Preparation. Undergraduate preparation to
include courses equivalent to the following offered at San
Diego State University: Communicative Disorders 106, 110,
205, 320, 321, 322, 340, 340L, 500, 511, 512, 513, 517, 542;
Physics 201; Psychology 260, 270.Graduate Program. Required courses: 24 units to include Communicative Disorders 600, 610, 611, 640, 644, 647, and 648*; Plan A (Communicative Disorders 799) or Plan B (comprehensive examination).
Electives (6 to 9 units) selected from Communicative Disorders 500, 600 and 700 level courses selected with consent of the student's adviser.
Students electing to pursue the Certificate of Clinical Competence (ASHA) and/or the Clinical Rehabilitative Services Credential should complete in addition to the above courses the required clinic courses or clinic hours.
C. Concentration in Education of the Deaf. This concentration
has a clinical/educational focus and may be used to satisfy
some of the academic preparation for certification by the
Council on Education of the Deaf and for a credential from
the State of California.
Undergraduate Preparation. Communicative Disorders 106,
110, 205, 320, 321, 340, 340L, 350, 357, 358; Physics 201;
Psychology 101, 260, 270.
Graduate Program. Required courses: 17 units to include
Communicative Disorders 568, 600, 613 or 675, 657, 658,
659 and Plan A (Communicative Disorders 799A), or Plan B
(comprehensive examination).
Electives courses: 10 to 13 units selected from Communicative Disorders 513, 562, 655, 797, 798, Special Education
525, 645; 528 or 643. Students pursuing a Specialization in
Deafness are advised to select up to six units from the recommended Special Education classes. (Note: 300 hours of practicum are required for CED national certification.)
Competency in communication with deaf persons must be
demonstrated, including oral and manual modes.
D. Concentration in Communicative Sciences. This concentration has research and theoretical foci in the area of communicative disorders. Students interested in study with a research
environment requiring a strong scientific foundation may
avail themselves of this concentration.
Undergraduate Preparation. Communicative Disorders 106,
205, 320, 321, 340, 340L, 512, 539; Physics 201; Psychology
260, 270.
Graduate Program. Required courses (12 units minimum) to
include Communicative Disorders 600, 601, 640, 654, Plan A
(Communicative Disorders 799A-3 units) or Plan B (comprehensive examination).
Electives (15 to 18 units) selected from 500, 600 and 700
level courses with consent of the student's adviser. Recommended options include Communicative Disorders 602, 603,
604, 605, 606, 607, 610, 644, 647, 648, 657, 798; up to six
units of appropriate 500, 600 and 700 numbered courses from
engineering, linguistics, physics, psychology, or other departments may be included in the fifteen units of electives with
the approval of the department's graduate committee.
Section I
Master's Degree Programs
The cooperating faculties of San Diego State University and the University of California, San Diego, offer a joint doctoral program in language and communicative disorders. The program's focus is the interdisciplinary study of language and communicative disorders. A major emphasis of the program is to apply techniques developed in cognitive science and neuroscience to the study of language and language disorders. The program involves study and research in normal and abnormal language (including sign languages), and in the neural bases of language use and language loss.
Participating faculty have research interests in a wide range of issues in the processes of language development, language and aging, multilingualism, language disorders, assessment, and intervention. Graduates of the program will be qualified to serve as faculty in university programs in a variety of disciplines, and to provide leadership in research and health services.
The doctoral program faculty at SDSU are members of the Department of Communicative Disorders, Department of Linguistics, and the Department of Psychology. The doctoral program faculty at UCSD are also an interdisciplinary group from the Department of Cognitive Science, Department of Communications, Department of Linguistics, Department of Neurosciences, and the Department of Psychology. The program is coordinated by the Doctoral Program Directors at each campus, in conjunction with an Executive Committee comprised of three faculty from each campus appointed by the Graduate Deans from each campus.
The program is innovative in that many of the requirements are designed to function as a model of professional preparation specifically incorporating activities in which a successful teacher and researcher must engage after obtaining the Ph.D. Students will be required to participate in interdisciplinary research throughout the program, learn about the nature and ethics of research, prepare grant proposals, write manuscripts, and will gain experience in oral presentations and teaching. Graduates from the program will be well-prepared for the rigors of an academic/research career.
The following faculty participate in the doctoral program in language and communicative disorders and are available as advisers, for direction of research, and as members of dissertation committees.
San Diego State University: Cheng (Communicative Disorders), Choi (Linguistics), Christensen (Communicative Disorders), Fenson (Psychology), Gutierrez-Clellen (Communicative Disorders), Reilly (Psychology), Shapiro (Communicative Disorders), Thal (Communicative Disorders), Wulfeck (Communicative Disorders).
University of California, San Diego: Bates (Psychology, Cognitive Science), Bellugi (Salk Institute, Psychology), Elman (Cognitive Science), Goldberg (Linguistics), Kritchevsky (Neurosciences), Kutas (Cognitive Science), Movellan (Cognitive Science), Padden (Communications), Swinney (Psychology).
The doctoral program in language and communicative disorders draws from a variety of disciplines including communicative disorders, psychology, cognitive science, linguistics, engineering, and other related sciences. Students should have adequate preparation in mathematics, statistics, and biological sciences. Backgrounds in neurosciences and/or language sciences, or language disorders is helpful, but not required for admission.
Applicants for admission to the doctoral program must meet the general requirements for admission to both universities, as specified in the current SDSU and UCSD catalogs. Applicants must meet the special requirements of this program which include (a) an acceptable baccalaureate or master's degree or equivalent from a regionally accredited institution; (b) a GPA of at least 3.25 on a 4.0 scale in the last 60 semester (or 90 quarter) credits of upper division and/or graduate courses (c) good standing in the last institution attended; (d) suitable scores on both the quantitative and verbal sections of the Graduate Record Examination; (e) submission of appropriate application form and supporting materials as outlined below.
Applicant files are reviewed as a group by an admissions committee, comprised of doctoral program faculty from each campus. Other doctoral faculty may review applicant files and make recommendations to the admissions committee. Assuming that the above requirements are met, decisions will also be guided by an evaluation of the adequacy of the applicant's preparation in view of their stated needs and objectives. Given the limited number of spaces available (4 to 6 new admissions each year are anticipated, subject to available facilities), the admissions committee will select the best qualified applicants to fill the available spaces. No minimum set of qualifications will guarantee an applicant admission to the doctoral program. The admissions committee will make recommendations for admission to the Graduate Deans from each campus.
Application. Students seeking admission to the doctoral program should write directly to the Doctoral Program Coordinators (Mail Code 1518), San Diego State University, 5500 Campanile Drive, San Diego, CA 92182, in order to obtain an information packet explaining the application process and materials. A complete application requires the following:
Appropriate application form.
Applicant's statement of interest.
Transcripts of academic work completed.
Results of the Graduate Record Examination
Three letters of recommendation.
Students will be admitted to the doctoral program only in the fall semester/quarter. Applications must be received by January 20 to be considered for the doctoral program beginning in the following fall semester/quarter. All other supporting materials must be received by February 1.
Faculty Adviser. Upon admission to the program, the Executive Committee will assign each student a faculty adviser. The faculty adviser will help the student select a program of study during the first year. The faculty adviser, in conjunction with the doctoral program coordinators, will help the student select a first laboratory rotation. Once the student has selected a major area of study (see below) the student will be reassigned an appropriate adviser.
Residency Requirements. Students will be required to complete credits equivalent to one year's full-time enrollment at each campus. The definition of residence must be in accord with the regulations of SDSU and UCSD. Students may be enrolled in courses at both institutions during any given semester/quarter.
Language Requirement. Students are required to have some experience in the acquisition of a second language. This may be satisfied through informal learning, immersion, or two or more years of formal coursework in a second language. Any recognized natural language will be acceptable to fulfill this requirement (including American Sign Language or other sign languages). Artificial languages, e.g., computer languages, will not satisfy this requirement. For students selecting the multilingualism concentration, proficiency must be demonstrated in English and at least one other language.
Major Area of Concentration. By the end of the first year, all students select a major field of emphasis by choosing one of three concentrations: Adult Language, Child Language, or Multilingualism. All students will be required to take some courses in each of the three concentrations.
The Adult Language concentration is intended to provide intensive education in communicative disorders in adults. Students in this concentration will also develop expertise in the study of language processing in normal adults.
The Child Language concentration is intended to provide specialized education in childhood (birth to adolescence) communicative disorders. Students in this concentration will also achieve competence in developmental psycholinguistics emphasizing language acquisition in normally-developing children.
The Multilingualism concentration is intended to provide education in cross-linguistic, ethnographic, and other comparative studies of communicative disorders in children and/or adults, including those associated with bilingualism and second language acquisition (including acquisition of sign language in deaf individuals).
Course Requirements. The program for each student will consist of a common core of courses designed to provide the basic tools for research and a foundation knowledge in the important issues in language and communicative disorders, together with specific electives appropriate to the student's chosen concentration.
The Tools requirement consists of two courses in statistics/research design, a course in neuroanatomy and physiology, a course in language structure and theory, and a professional survival skills course. Specific courses which can be used to satisfy this requirement are listed below.
The Foundations requirement consists of three courses on normal language and three courses on disorders of language. Specific courses which can be used to satisfy this requirement are listed below.
The Electives requirement consists of at least five courses, with a minimum of three courses related to the chosen concentration. These electives must be chosen from a broad list of approved options from anthropology, cognitive science, communicative disorders, computer science, linguistics, neurosciences, and psychology. Consult with adviser for approved elective courses. Other electives may be taken to satisfy this requirement with permission of the adviser. The five required electives must be approved by the student's adviser and the Doctoral Program Coordinators. Students may select additional electives with approval of the adviser.
Laboratory Rotations. In order to obtain experience in different research methodologies, each student will be required to complete three laboratory rotations, each lasting a minimum of one semester or quarter. During each rotation, students will enroll in the associated laboratory course. The laboratory rotations must be approved by the student's adviser and the doctoral program faculty member who supervised that laboratory.
Projects. All students will be required to complete two research projects during their first two years of the program (first and second year projects). These projects are usually connected with the laboratory rotations and approved by the doctoral program faculty working in the laboratory. These projects will involve experiment design, data collection, analyses, preparation of a potentially publishable manuscript, and an oral presentation of the research findings at one of the laboratory seminars. Students will be encouraged to submit their projects for presentation at professional meetings and to submit them to an appropriate journal.
Methods Minor. All students will be required to develop basic expertise in experimental design and statistics, and all students will become familiar with standard techniques for behavioral assessment, e.g., intelligence testing, standardized tests of language ability, analyses of free speech, design and implementation of experimental measures of language and other related cognitive behaviors. In addition, by the end of the third year, all students will declare a methods minor from one of three options: behavioral dynamics, neural imaging, or neural modeling. It is expected that the student will gain experience in the chosen minor through at least one laboratory rotation and enrollment in applicable courses selected with adviser recommendation.
The Behavioral Dynamics minor is intended for students who want to specialize in computer-controlled methods for the study of language and cognitive processing in real-time.
The Neural Imaging minor is intended for students who want to complement behavioral studies with neuro-anatomical and neuro-physiological techniques, including event-related brain potentials and functional magnetic resonance imaging.
The Neural Modeling minor is intended for students who are interested in the simulation of normal and abnormal language and cognition in artificial neural networks. Students who elect this minor will be required to take Cognitive Science 201F or Computer Science and Engineering 258A as an elective.
Qualifying Examination. After successful completion of the first and second year projects, the student is eligible to take the qualifying examination. The qualifying examination consists of a written component which is to be in the form of a scholarly review of one or more issue related to the student's chosen area of research, and an oral component which is to be in the form of a short-notice didactic lecture. Students will be encouraged to write their integrative paper in a form and quality which may be submitted to an appropriate journal. For the oral component, the student will select three areas of research that are broadly related to their research interests. After developing expertise in all three areas, the student will submit a list of six topics (two from each area) on which they are prepared to give a lecture. The qualifying committee will choose three topics from the submitted list of six topics and inform the student of the topics 48 hours prior to a scheduled presentation. The student will select one of the three topics given to them by the qualifying committee and present a 50 minute lecture to the qualifying committee and an invited audience, and then answer questions on the topic following the lecture.
Teaching. Two semesters or three quarters of teaching experience are required of all students. This can be satisfied through assignment as a Teaching Associate or other instructional activity approved by the student's adviser and the doctoral program coordinators. Students are eligible for teaching assignments after passing the qualifying examination.
Dissertation Committee. Prior to developing a dissertation proposal, the student must have a dissertation committee. The committee members are recommended by the doctoral program coordinators with consent of the executive committee, and then appointed by the Graduate Deans of both campuses. The dissertation committee will consist of at least five members, including four from the doctoral program faculty groups (with at least two members from each campus) and one faculty member from outside the doctoral program faculty groups.
Dissertation Proposal. The dissertation proposal will take the form of an NIH or NSF grant proposal. For model 1 dissertation (see below), the proposal will be based on completed research which become pilot studies for the grant proposal. The student may be encouraged to submit the grant proposal to support their future research, e.g. post doctoral studies, or a First Investigator Award. For model 2 dissertation, the proposal will become the basis for the dissertation research to be completed. The dissertation proposal must be approved by the student's dissertation committee.
Advancement of Candidacy. A student will be recommended for advancement to candidacy after completing all requirements as described above, including the qualifying examination and the dissertation proposal. Students eligible for advancement to candidacy are recommended to the Graduate Deans of both institutions. When approved by both institutions, students will be notified by the Graduate Division at UCSD.
Dissertation. After advancement to candidacy, the remaining requirement will be the satisfactory completion of a dissertation. The dissertation may take one of the following two forms:
Model 1 dissertation. Students who have maintained continuity through their second year project, qualifying examination, and dissertation proposal, and who have successfully generated publishable research which has been submitted to respected journals, may use a minimum of three such interconnected manuscripts as their dissertation. The dissertation will contain an introduction and review of the literature which conceptually links the submitted studies, the studies themselves (exactly as they have been prepared for publication), and a conclusion which pulls the results together in a broader theoretical framework.
Model 2 dissertation. Students may choose to carry out a more traditional dissertation involving the appropriate written presentation of original research carried out by the student under the guidance of the student's dissertation committee chair.
Dissertation Defense. The dissertation defense will be the same for both dissertation models and will consist of an oral presentation of the dissertation material to the doctoral committee and a publicly invited audience.
Award of the Degree. The Doctor of Philosophy degree in language and communicative disorders will be awarded jointly by the Regents of the University of California and the Trustees of The California State University in the names of both cooperating institutions.
Financial Support. Funding for graduate students cannot be guaranteed, although every effort will be made to provide students with some form of support through faculty grants, graduate teaching/research assistantship, or scholarships. The program endeavors to provide financial support that will enable all students to devote full-time to study and research training. Financial support will be awarded consistent with the policies of the Graduate Divisions at each campus. Tuition and fees will be determined in accord with extant policies at the campus in which the student is matriculated in a given year.
The Department of Communicative Disorders offers academic and practica coursework applicable to two credentials in the Ryan Credential Program. Students desiring to work in the public schools with speech, language, or hearing impaired pupils may choose the Special Education Specialist Credential for the Communication Handicapped (CH) or the Clinical-Rehabilitative Services Credential (C-RS). Each credential is competency based, that is, specified competencies have been identified as requirements for areas of specialization by the Commission for Teacher Credentialing. Candidates may satisfy institution requirements, therefore, by either satisfactory completion of required courses or their equivalency, or by demonstrating equivalent competencies by experience or examination. Candidates may enter the CH or C-RS credential programs at undergraduate or graduate level.
Each credential has designated areas of specialization. Students wishing to prepare to be teachers of the deaf or deaf-blind are obliged to meet the requirements of the CH credential. -Students preparing to serve as school audiologists must follow the C-RS credential program. Students desiring preparation as itinerant language, speech and hearing specialists must pursue the CR-S credential program. Students desiring preparation as classroom teachers of severe language handicapped (or Aphasic) (Special Class Authorization) (SCA) pupils may pursue the CR-S or CH credential.
A master's degree will be required of all candidates graduating with a credential.
Students are required to have the Certificate of Clearance prior to beginning the school experience. Credential candidates should apply for the Certificate of Clearance and fingerprinting several months prior to submitting an application to the Department for school practicum placement.
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