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COMDDE Assessment


All students in the department of Communicative Disorders and Deaf Education complete formative and summative assessments as part of each course offering. Graduation data on the number of bachelor's, master’s and doctoral degree recipients and program completion rates for the department are available through the Registrar's Office annually.

The department of Communicative Disorders and Deaf Education in the Emma Eccles Jones College of Education and Human Services is committed to advancing the awareness and knowledge of normal and disordered processes of communication, as well as the clinical and educational practices that effectively meet the communication and academic needs of children and adults with communication differences and disorders. The priorities of the department are guided by our mission statement and accreditation recommendations. The program participates in assessment activities to ensure our mission is accomplished.

STUDENT PERFORMANCE
Across degree programs, student performance is measured through:

  • Objective Tests: Tests measure students' acquisition of factual knowledge and rudimentary application of concepts and skills. Examples of objective tests include multiple choice, short answer, and essay tests.
  • Authentic Application Assignments: Class assignments are given for students to demonstrate knowledge and skills required in professional settings. Examples of application assignments include case presentations, sign language competency assignments, assistive technology demonstrations, and evidence-based practice summaries.
  • Clinical Observations/Evaluations: Evaluations of students' clinical or teaching performance are completed by clinical supervisors or student-teaching supervisors, in on-campus and off-campus sites. Supervisors rate students on their acquisition and demonstration of the specific knowledge and skills required in practicum settings, developed in alignment with professional accreditation standards, where applicable.

COURSE EVALUATION

The foundation of a strong program is faculty/instructional staff who are qualified, competent, and sufficient in number to provide excellent academic and clinical preparation. Each instructor and course are evaluated by students every semester. Teacher/Course Evaluations are available to the public.

 


Undergraduate Program Data

The fundamental goal that guides the COMD undergraduate program is to prepare students for graduate education. A bachelor's or second bachelor's degrees in communicative disorders and Deaf Education contains the pre-requisites for graduate programs in audiology and speech-language pathology. Each COMD course syllabus has stated learning objectives related to the recommended competencies (RC). (The undergraduate program in Deaf Education is a composite major in teacher education with Early Childhood, Elementary, Secondary, Special Education and Deaf Education.)

Students will have a broad understanding of:

RC.1 normal language development

RC1.1 Observation of normal/abnormal communication abilities related to language, hearing, and speech disorders. (COMD 2400)

RC1.2 Demonstrate knowledge of terminology, classifications, and methods in the area of language, speech and hearing development (COMD 2500)

RC1.3 Demonstrate knowledge of language development by systematically analyzing a child's language skills for MLU, and by informally estimating skills in the areas of phonology, morphology, semantics, syntax, and pragmatics. (COMD 2500)

RC1.4 Demonstrate knowledge of language growth in older children, adolescents, and adults (COMD 2500)

RC.2 language disorders and phonology

RC2.1 Identify types of communication disorders existing across the lifespan (“Big 9” language disorders recognized by ASHA) (COMD 2600)

RC2.2 Gain basic understanding of the characteristics, etiologies, and brief introduction to assessment and intervention practices related to language disorders. (COMD 2600)

RC2.3 Demonstrate basic knowledge in the fields of articulatory phonetics, descriptive phonetics, clinical phonetics and developmental phonology (COMD 3500)

RC2.4 Develop proficiency in transcription of vowels and consonants, citation forms and connected speech, diacritics in normal and disordered speech, dialects of English (COMD 3500)

RC2.5 Demonstrate the ability to assess, evaluate, analyze, and remediate impairments in the language of children ages birth through preschool including language sampling and analysis procedures, interpreting formal and informal testing, facilitating language through strategies and corresponding theories, planning clinical management and intervention, and enhancing emergent literacy(COMD 5200)

RC.3 linguistics

RC3.1 students a thorough background in morphological and syntactic analysis in English. (Morphology, Parts of Speech, Sentence Structure, Sentence types, Developmental norms) (5100)
RC3.2 Analyzing words into component parts (5100) RC3.3 Displaying sentences in Reed-Kellog diagrams and Transformational tree diagrams (5100)
RC3.4 Graphically displaying sentence constituents and he relationships among dependent and independent clauses (5100)

RC3.5 Translating schematic diagrams into prose discussion (5100)

RC.4 anatomy of hearing and speech mechanisms

RC4.1 Demonstrate foundational knowledge of the anatomy of the human
communication system (3100)

RC4.2 identify the structural components of the various sub-processes of the communicative act; i.e. respiration, phonation, resonation, articulation, neuro-processes and embryological development (3100)

RC4.3 Identify the anatomy of the ear and the primary hearing and balance functions of the ear (3400)

RC4.4 identify and explain the clinical measurement of perception and production characteristics of the respiratory, laryngeal, articulatory, resonatory, and auditory system events (5070)

RC4.5 demonstrate knowledge of basic human communication and swallowing processes, including their biological, eurological, acoustic, psychological, developmental, and linguistic and cultural bases (5070)

RC.5 introduction to audiology

RC5.1 Identify the principles of acoustics as they relate to human hearing. Include an understanding of how physics, anatomy and physiology interact to produce auditory perception (3400)

RC5.2 of pure tone audiometry (including clinical masking ), speech audiometry, clinical immittance measures and disorders of the outer, middle and inner ear (3700)

RC5.3 describe the profession of audiology to include various settings where audiologists work (3700)

RC5.4 describe how sound is propagated through the human auditory system (3700)

RC5.5 perform simple basic audiometric measurements (3700)

RC5.6 differentiate common hearing related disorders based on audiogram configurations (3700)

RC5.7 explain treatment options for people with hearing loss to aid them in Communication (5330)

RC5.8 Describe the basic options in amplification devices available for persons with hearing loss and knowledge of function (5330)

Generally, faculty meetings are held each year in which discussions are held regarding course quality, instructional methods and curriculum needs. Faculty review learning goals for each program and course coverage. A comprehensive undergraduate curriculum review is scheduled for 2017.

ASHA- Recommended Course Topics
Year # of UG courses focus: Normal Language Development #of UG courses focus: Language Disorders & Phonology # of UG courses focus: Linguistics #of UG courses focus: A&P of Hearing & Speech Mechanism # of UG courses focus: Intro to Audiology Objective Met (yes/no) Average
2015-16 17 9 4 8 5 yes 6.4
2014-15 16 9 4 7 4 yes 6
2013-14 15 9 4 7 4 yes 6
2012-13 15 9 4 7 4 yes 6
2011-12 15 9 4 7 4 yes 6
            Overall % 6.1

 

Student assessments are embedded within each course.

  C.1 Normal Language Development C.2 Language Disorders & Phonology C.3 Linguistics C.4 A&P of Hearing & Speech Mechanisms C.5 Intro to Audiology
COMD 2400 - Orientation & Observation x x x x x
COMD 2500- Language, Speech & Hearing Development x x      
COMD 2600- Intro to COMD   x      
COMD 3100- Fundamentals of Anatomy for Speech & Language       x  
COMD 3120- Disorders of Articulation & Phonology   x      
COMD 3400- Acoustics and Anatomy of Ear       x x
COMD 3500 Phonetics/Developmental Phonology   x x    
COMD 3700- Basic Audiology         x
COMD 5070- Speech Science x x x x x
COMD 5100- Language Science   x x    
COMD 5200- Language Assessment & Intervention for Children Birth to Age Five x x      
COMD 5210- Cultural & Linguistic Diversity in COMD     x    
COMD 5330- Aural Rehab         x

The outcome data of student learning objectives for a COMDDE degree is comprised of the following assessment methods:

STUDENT PERFORMANCE/OUTCOMES
Across degree programs, student performance is measured through:

Course Based Objective Tests: Tests measure students' acquisition of factual knowledge and rudimentary application of concepts and skills. Examples of objective tests include multiple choice, short answer, and essay tests. 2011-2016 Grade Report
Authentic Application Assignments: Class assignments are given for students to demonstrate knowledge and skills required in professional settings. Examples of application assignments include case presentations, sign language competency assignments, assistive technology demonstrations, and evidence-based practice summaries. Course embedded assessments
Course Embedded Assessments: (example insert writing rubric sample)
 
Graduation of USU COMD students from US graduate programs.
 
Target 40 graduate schools accept and/or graduate our campus/distance undergraduate students.
 
 
 
Number Grad Schools Graduating USU COMD Undergraduate Students
Year (Fall,Spring, Summer) Count
2014-2015 100
2013-2014 67
Measured by: Clearinghouse data of graduation from ASHA-accredited graduate schools
Source of Data: Clearinghouse annual report with names of graduate schools graduating COMD students who have attended or graduated from our undergraduate program.


The department of COMDDE has made changes to required curriculum and clinic based upon student and faculty evaluations.  Formative and summative evaluations and the data based decisions are documented as part of the ASHA accreditation report for both Audiology and Speech-Langauge Pathology.  

Changes to Deaf Education curriculum have been made based survey responses and faculty observations.   During the faculty administered ASL proficiency exam, weakness in student performance in regard to classifiers, text analysis concept mapping were observed year-to-year.   It was noted that students needed additional instruction and practice.  As a result, effective 2016, the content  from  COMD 4910 - ASL III  Academic Use of ASL, was moved to COMD 5620 Teaching School Subjects.  ASL III now includes further instruction in preparation for COMD 5620.  

Effective 2016, as a result of student/alumni surveys,  two special education courses were added to the Deaf Ed curriculum (SPED 5010 5040).  Respondents expressed a concern that they needed more information on classroom management and working with students with disabilities.  Additional content on  classroom management was added to COMD 6850, and 6650.  

Student Outcome Data

The following knowledge and skills are assessed, and requirements met in the appropriate discipline, in order to be eligible for national certification. Standards cited refer to ASHA references for SLP and AuD and Council on Education of the Deaf (CED) for Deaf Education.

AUDIOLOGY (AuD)

Students will demonstrate prerequisite skills and knowledge of life sciences, physical sciences, behavioral sciences, and mathematics; knowledge and understanding of the foundations of clinical practice in audiology. In addition, they will have:

completed a course of study that addresses the knowledge and skills necessary to

independently practice in the profession of audiology (Std. I)

been granted a graduate degree from a program accredited by the Council on

Academic Accreditation in Audiology and Speech-Language Pathology (CAA) (Std. II)

completed a course of study that includes academic course work and a minimum

of 1,820 hours of supervised clinical practicum sufficient in depth and breadth to achieve the knowledge and skills outcomes stipulated in Standard IV

been supervised by individuals who held the ASHA Certificate of Clinical

Competence (CCC) in Audiology (Std. III)

demonstrated knowledge and skills delineated in Foundations of Practice,

Prevention and Identification, Assessment, Intervention, Advocacy/Consultation, and Education/Research/Administration (Std. IV A-F)

ASHA Standard IV-A: Foundations of Practice

A1. Embryology and development of the auditory and
vestibular systems, anatomy and physiology, neuroanatomy and neurophysiology, and pathophysiology
A2. Genetics and associated syndromes related to hearing and
balance
A3. Normal aspects of auditory physiology and behavior over
the life span
A4. Normal development of speech and language
A5. Language and speech characteristics and their
development across the life span
A6. Phonologic, morphologic, syntactic, and pragmatic aspects
of human communication associated with hearing impairment
A7. Effects of hearing loss on communication and educational,
vocational, social, and psychological functioning
A8. Effects of pharmacologic and teratogenic agents on the
auditory and vestibular systems
A9. Patient characteristics (e.g., age, demographics, cultural
and linguistic diversity, medical history and status, cognitivestatus, and physical and sensory abilities) and how they relate
to clinical services
A10. Pathologies related to hearing and balance and their
medical diagnosis and treatment
A11. Principles, methods, and applications of psychometrics? A12. Principles, methods, and applications of psychoacoustics? A13. Instrumentation and bioelectrical hazards
A14. Physical characteristics and measurement of electric and
other nonacoustic stimuli
A15. Assistive technology
A16. Effects of cultural diversity and family systems on
professional practice
A17. American Sign Language and other visual
communication systems
A18. Principles and practices of research, including
experimental design, statistical methods, and application to
clinical populations
A19. Legal and ethical practices (e.g., standards for
professional conduct, patient rights, credentialing, and legislative and regulatory mandates)
A20. Health care and educational delivery systems? A21. Universal precautions and infectious/contagious diseases? A22. Oral and written forms of communication
A23. Principles, methods, and applications of acoustics (e.g.,
basic parameters of sound, principles of acoustics as related to speech sounds, sound/noise measurement and analysis, and calibration of audiometric equipment)
A24. The use of instrumentation according to manufacturer's
specifications and recommendations
A25. Determining whether instrumentation is in calibration
according to accepted standards
A26. Principles and applications of counseling
A27. Use of interpreters and translators for both spoken and
visual communication
A28. Management and business practices, including but not
limited to cost analysis, budgeting, coding and reimbursement,
and patient management
A29. Consultation with professionals in related and/or allied
service areas

ASHA Standard IV-B: Prevention and Identification

B1. Implement activities that prevent and identify dysfunction in hearing and communication, balance, and other auditory-related systems
B2. Promote hearing wellness, as well as the prevention of hearing loss and protection of hearing function by designing, implementing, and coordinating universal newborn hearing screening, school screening, community hearing, and occupational conservation and identification programs
B3. Screen individuals for hearing impairment and disability/handicap using clinically appropriate, culturally sensitive, and age- and site-specific screening measures
B4. Screen individuals for speech and language impairments and other factors affecting communication function using clinically appropriate, culturally sensitive, and age- and site-specific screening measures
B5. Educate individuals on potential causes and effects of vestibular loss
B6. Identify individuals at risk for balance problems and falls who require further vestibular assessment and/or treatment or referral for other professional services

ASHA Standard IV-C: Assessment

C1. Measuring and interpreting sensory and motor evoked potentials, electromyography, and other electrodiagnostic tests for purposes of neurophysiologic intraoperative monitoring and cranial nerve assessment
The applicant must have knowledge and skills in:
C2. Assessing individuals with suspected disorders of hearing, communication, balance, and related systems
C3. Evaluating information from appropriate sources and obtaining a case history to facilitate assessment planning
C4. Performing otoscopy for appropriate audiological assessment/management decisions, determining the need for cerumen removal, and providing a basis for medical referral
C5. Conducting and interpreting behavioral and/or electrophysiologic methods to assess hearing thresholds and auditory neural function
C6. Conducting and interpreting behavioral and/or electrophysiologic methods to assess balance and related systems
C7. Conducting and interpreting otoacoustic emissions and acoustic immitance (reflexes)
C8. Evaluating auditory-related processing disorders
C9. Evaluating functional use of hearing
C10. Preparing a report, including interpreting data, summarizing findings, generating recommendations, and developing an audiologic treatment/management plan

ASHA Standard IV-D: Intervention (Treatment)

D1. The provision of intervention services (treatment) to individuals with hearing loss, balance disorders, and other auditory dysfunction that compromises receptive and expressive communication
D2. Development of a culturally appropriate, audiologic rehabilitative management plan
D3. Determination of candidacy for vestibular and balance rehabilitation therapy to persons with vestibular and balance impairments
D4. Treatment and audiologic management of tinnitus
D5. Provision of treatment services for infants and children with hearing loss; collaboration/consultation with early interventionists, school based professionals, and other service providers regarding development of intervention plans (i.e., individualized education programs and/or individualized family service plans)
D6. Management of the selection, purchase, installation, and evaluation of large-area amplification systems
D7. Evaluation of the efficacy of intervention (treatment) services

ASHA Standard IV-E: Advocacy/Consultation

E1. Educating and advocating for communication needs of all individuals that may include advocating for the programmatic needs, rights, and funding of services for those with hearing loss, other auditory dysfunction, or vestibular disorders
E2. Consulting about accessibility for persons with hearing loss and other auditory dysfunction in public and private buildings, programs, and services
E3. Identifying underserved populations and promoting access to care
ASHA Standard IV-F: Education/Research/Administration
F1. Measuring functional outcomes, consumer satisfaction, efficacy, effectiveness, and efficiency of practices and programs to maintain and improve the quality of audiologic services
F2. Applying research findings in the provision of patient care (evidence-based practice)
F3. Critically evaluating and appropriately implementing new techniques and technologies supported by research-based evidence
F4. Administering clinical programs and providing supervision of professionals as well as support personnel
F5. Identifying internal programmatic needs and developing new programs
F6. Maintaining or establishing links with external programs, including but not limited to education programs, government programs, and philanthropic agencies

met the education program’s requirements for demonstrating satisfactory performance through ongoing formative assessment of knowledge and skills (Std. V-A)

Course Map Standards
  Standard IVA Standard IVB Standard IVC Standard IVD Standard IVE Standard IVF
COMD 6130       6130 6130  
COMD 6370 6370   6370     6370
COMD 6850 6850         6850
COMD 7200 7200 7200 7200 7200 7200 7200
COMD 7300 7300 7300 7300 7300 7300 7300
COMD 7310 7310          
COMD 7320 7320   7320 7320 7320 7320
COMD 7340 7340 7340 7340 7340 7340 7340
COMD 7380 7380 7380 ?7380     7380
COMD 7400 7400 7400 7400 7400 7400 7400
COMD 7410 7410 7410 7410     7410
COMD 7420 7420     7420 7420 7420
COMD 7430 7430   7430     7430
COMD 7450 7450     7450    
COMD 7460 7460     7460 7460 7460
COMD 7470   7470 7470 7470 7470 7470
COMD 7490 7490 7490 7490 7490 7490  
COMD 7520 7520   7520 7520   7520
COMD 7530 7530 7530 7530 7530    
COMD 7800 7800 7800 7800 7800 7800 7800
COMD 7850 7850 7850       7850
COMD 7860 7860          
COMD 7870 7870         7870
EDUC 6040 6040         6040
EDUC 6050 6050          

SPEECH-LANGUAGE PATHOLOGY (MS/MA)

Upon successful completion of the Master’s Degree Program students will have:

demonstrated knowledge of the biological sciences, physical sciences, statistics, and the social/behavioral sciences (CFCC Standard IV-A) COMD 6020, 6120, 6130 6140, 6150, 6810, 6900

demonstrated knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The applicant will have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span (CFCC Standard IV-B) COMD 6100, 6130, 6150, 6200, 6300, 6340, 6900

demonstrated knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the nine areas noted in the standard.(Standard IV-C)

articulation; COMD 6100, 6130, 6150, 6200, 6300, 6340, 6900
fluency; COMD 6030, 6100, 6200, 6300, 6900
voice and resonance, including respiration and phonation; COMD 6100, 6130, 6200, 6300, 6340, 6810, 6900
receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing; COMD 6020, 6100, 6120, 6130, 6200, 6300, 6320, 6340, 6900
hearing, including the impact on speech and language; COMD 6100, 6200, 6300, 6320, 6340, 6900
swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding, orofacial myology); COMD 6100, 6140, 6200, 6300, 6900
cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning); COMD 6020, 6100, 6120, 6130, 6140, 6200, 6220, 6300, 6320, 6340, 6900
social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities); COMD 6020, 6100, 6120, 6130, 6140, 6200, 6220, 6300, 6320, 6340, 6900
augmentative and alternative communication modalities. COMD 6020, 6100, 6120, 6130, 6200, 6220, 6300, 6320, 6340, 6900

demonstrated current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates (Standard IV-D) COMD 6020, 6030, , 6100, 6120, 6130, 6140, 6150, 6200, 6300, 6320, 6340, 6810, 6900

demonstrated knowledge of standards of ethical conduct (Standard IV-E) COMD 6020, 6030, 6050, 6100, 6120, 6130, 6140, 6150, 6200, 6220, 6230, 6300, 6340, 6810, 6900,

demonstrated knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice (Standard IV-F) COMD 6020, 6030, 6050, 6100, 6120, 6130, 6140, 6150, 6200, 6220, 6230, 6300, 6320, 6340, 6810, 6900, 6970

demonstrated knowledge of contemporary professional issues (Standard IV-G) COMD 6020, 6030, 6050, 6100, 6120, 6130, 6140, 6150, 6200, 6220, 6230, 6300, 6340, 6810, 6900

demonstrated knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice (Standard IV-H) COMD 6030, 6050, 6100, 6120, 6130, 6140, 6200, 6340, 6810

demonstrated skills in oral and written or other forms of communication sufficient for entry into professional practice (Standard V-A) COMD 6020, 6030, 6050, 6100, 6120, 6130, 6140, 6150, 6200, 6220, 6230, 6300, 6320, 6340, 6810, 6900, 6970

completed program of study that included experiences sufficient in breadth and depth to achieve skills outcomes across evaluation, intervention, interaction and personal qualities (Standard V-B) COMD 6020, 6030, 6100, 6120, 6130, 6140, 6150, 6200, 6220, 6300, 6320, 6340, 6810, 6900

completed a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology. Twenty-five hours must have been spent in clinical observation, and 375 hours must be spent in direct client/patient contact (Standard V-C) COMD 6100, 6200, 6300

completed at least 325 of the 400 clock hours while the applicant is engaged in graduate study in a program accredited in speech-language pathology by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (Standard V-D) COMD 6100, 6200, 6300

been supervised by individuals who hold the Certificate of Clinical Competence in the appropriate profession. The amount of direct supervision must have been commensurate with the student's knowledge, skills, and experience, must not be less than 25% of the student's total contact with each client/patient, and must take place periodically throughout the practicum. Supervision must have been sufficient to ensure the welfare of the client/patient (Standard V-E) COMD 6100, 6200, 6300

participated in supervised practicum that included experience with client/patient populations across the life span and from culturally/linguistically diverse backgrounds. Practicum must have included experience with client/patient populations with various types and severities of communication and/or related disorders, differences, and disabilities (Standard V-F) COMD 6020, 6030, 6050, 6100, 6120, 6130, 6140, 6150, 6200, 6220, 6300, 6320, 6340, 6810

DEAF EDUCATION

Bilingual-Bicultural Track

At the conclusion of the academic program in Deaf Education (Bilingual-Bicultural), students will be able to: (Syllabi)

perform as a classroom teacher of deaf children, and possess the requisite pedagogical skills to ensure that their teaching is effective and appropriate (COMD 6700, 6800, 6640, 6650)

demonstrate excellent expressive and receptive skills in American Sign Language (COMD 6910, 6920, 5620, 6740)

demonstrate appropriate use of American Sign Language in teaching literacy skills in English (COMD 6740, 6650, 5620)

infuse unique Deaf cultural information into the classroom setting (COMD 6780, 6920, 6850)
foster identity and pride in the student who is deaf (COMD 6780, 6920)

understand the research, literature, and best practices related to teaching the child who is deaf (COMD 6740, 6780, 6850)

possess English as a second language and American Sign Language competencies in relation to literacy development (TEAL 4775, COMD 5600, 5620, 6740, 6650, 6640, 6850)

understand how diagnostic information can be used in developing appropriate teaching strategies for the deaf child (COMD 6850, 5600, 6640,6770)

work closely with other professionals in developing and implementing plans for educating the deaf child. (COMD 6850, 6800, 6770)

be knowledgeable of the laws that impact the deaf child (COMD 5610, 6850, 6780)
understand and facilitate the development of an Individualized Education Plan (IEP) (COMD 5610, 6850, 6780, 6800)

select, use, and troubleshoot appropriate amplification systems for the deaf and hard of hearing (COMD 6770)

understand the necessity of early identification of children who are deaf or hard of hearing, and the educational and placement options available for parents(COMD 5610, 6850, 6780)

explain the major problems and issues involved in education of the deaf and hard of hearing and strategies for dealing with these issues (COMD 5610, 6850, 6770, 6780)

describe the history of Deaf Education in the United States and its impact on the present status of Deaf Education (COMD 5610, 6850, 6780)

Listening and Spoken Language Track

Major Legislation:

Knowledge of IDEA, federal legislation and federal regulations related to infants/toddlers and their families. SpEd 6060

Knowledge of IDEA's support for program evaluation and system change, and the limitations of the law. SpEd 6060

Knowledge of history of deaf education, philosophy of early intervention and child/family advocacy.  ComD 5610

Knowledge of state interpretations, interagency agreements, major court cases and program efforts to comply with legislation. SpEd 6060

Knowledge of individual Family Service Plans (IFSPs) and Individual Education Programs (IEPs).  SpEd 6060

Knowledge of universal newborn hearing screening and its implications for families and early intervention services. ComD 7340 ComD 6580

Infant Development:

Knowledge of the characteristics and stages of typical/atypical development including the range of individual differences. ComD 6580  SpEd 5810  ComD 6730 Knowledge of infant development theories including current research on brain development and where to find sources. ComD 6580  SpEd 5810

Knowledge of the influences of family, culture, and environment in infant development and cultural differences in child rearing. ComD 6580  SpEd 5810

Knowledge of infant states/cues and how responses contribute to infant mental health and early reciprocal communication. ComD 6580  SpEd 5810

Knowledge of the effect of prenatal care, prematurity, health and other biological conditions on development. ComD 6580  SpEd 5810

Knowledge of the importance of family/caregiver relationships, play and daily routines in development.  ComD 6580 SpEd 5810

Knowledge of the effect on development in relation to WHEN the infant lost his hearing, was diagnosed and received intervention. ComD 6580  SpEd 5810

Knowledge of bonding/attachment and counseling strategies for families of newly diagnosed infants. ComD 7340 ComD 6340 ComD 6580SpEd 5810

Knowledge of hearing loss and auditory processing, deafness, communication, and language in relation to development.ComD 6580  SpEd 5810 

Knowledge of the influence of disability on development and the connections between hearing loss, communication and behavior. ComD 6730  ComD 6580  SpEd 5810

Knowledge of the impact of multiple disabilities on development including the interdependence of developmental domains. ComD 6730  ComD 6580  SpEd 5810

Relationships with Families:

Knowledge to recognize families as experts and major long-term influences in the lives of their children.  ComD 6580 SpEd 5810 SpEd 5060

Knowledge of the diversity of families, languages, cultures, communities and culturally sensitive approaches.  ComD 6580  SpEd 5810 SpEd 5060

Knowledge to understand family dynamics and establish respectful reciprocal relationships with families. ComD 6580 SpEd 5810 SpEd 5060

Knowledge of strategies to promote infant-caregiver relationships and interactions.  ComD 6580  SpEd 5810 SpEd 5060

Knowledge of how to receive and offer information in a non-biased manner. ComD 6580  SpEd 5810 SpEd 5060

Knowledge of how to facilitate families' identification of concerns, priorities and resources and to use adult listening skills. ComD 6580  SpEd 5810 SpEd 5060

knowledge to support family health and emotional well being and identify risks for abuse/neglect situations. ComD 6580  SpEd 5810 SpEd 5060

Communication:

Knowledge of prelinguistic communication and the important role of caregivers in development of communication skills. ComD 6580 ComD 6630

Knowledge of cultural, social, linguistic and family factors influencing communication development. ComD 6580 SpEd 5810

Knowledge of complex aspects of communication and the importance of interrelationships among developmental domains. ComD 6340 ComD 6320  ComD 6580

Knowledge of the differences between communication, language and speech and the characteristics of communication challenges. ComD 6340 ComD 6320  ComD 6580

Knowledge of typical developmental sequences and the stages of auditory development. ComD 6580 ComD 6340

Knowledge of the influence of hearing loss (with and without early intervention) on language and speech acquisition.ComD 6340  ComD 7340 ComD 6580

Knowledge of primary and secondary language acquisition and the multiple language capacities of infants/toddlers. ComD 6580

Knowledge of the array of communication approaches and resources for observing and demonstrating them. ComD 6580  ComD 5610

Knowledge of bilingual-bicultural approaches to communication and American Sign Language (ASL).  ComD 6580 ComD 5610

Knowledge of strategies for discussing options in a non-biased manner and supporting families' decisions. ComD 6580 ComD 5610

Knowledge of importance of reviewing child progress and revising approaches as needed by the child and family.ComD 6580 ComD 6340  ComD 6320

Knowledge of augmentative communication approaches for children with multiple disabilities.  ComD 6580 ComD 6730  ComD 6860

Teaming and Service:

Knowledge to appreciate team responsibilities and important roles of parents and individuals with expertise in deafness. ComD 6580 SpEd 5810 ComD 6730 ComD 6320 ComD 6340

Knowledge of team models and strategies for communicating, decision making, problem solving and resolving conflict.ComD 6580 SpEd 5810 SpEd 5060  ComD 6340

Knowledge of role of the deaf community, interpreters and cultural brokers in the team process and the resources of the deaf community.  ComD 6580 ComD 5610 

Knowledge of early intervention practices and how to encourage family participation, advocacy and collaboration.ComD 6580 SpEd 5810  SpEd 5060

Knowledge of how to collaborate with families to develop and implement the IFSP as a working document.  ComD 6580 SpEd 5810

Knowledge of services/resources including the importance of service coordination and medical homes.  ComD 6580 SpEd 5810 SpEd 5060 ComD 6730 ComD 7340

Knowledge to develop age-appropriate interventions supportive of development in all domains and reflective of individual interests.  ComD 6580 SpEd 5810 SpEd 5060  ComD 6340

Knowledge of strategies to communicate with young children, facilitate child learning, and integrate therapeutic activities.  ComD 6580  ComD 6340  SpEd 5810

Knowledge of early interventions that promote a rich learning environment and facilitate language, thought and early literacy. ComD 6580 SpEd 5810 SpEd 5060  ComD 6320 ComD 6340

Knowledge to support consultation across disciplines and collaborate with families to embed goals within daily routines and natural settings.  ComD 6580  SpEd 5810

Knowledge to plan seamless transitions to ensure continuity of services.  ComD 6580 ComD 6900a  SpEd 5810

Knowledge of the benefits and challenges of technology use with infants across multiple settings and activities.  ComD 6580  SpEd 5810

Knowledge of principles of health and safety, and schedules for immunizations and well child care.  ComD 6580  SpEd 5810

Technology:

Knowledge of available technology and factors influencing families' choices of technology. ComD 7340  ComD 6340 ComD 7520 ComD 6860 ComD 7340

Knowledge of how communication options for children and families might be supported by technology.  ComD 7340 ComD 6340 ComD 7520 ComD 6860  ComD 7340

Knowledge of methods to support families' use and evaluation of specific technology. ComD 7340 ComD 7520 ComD 6860  ComD 7340

Knowledge of sources for obtaining assistive technology, information, funding and support. ComD 7340  ComD 7520 ComD 6860 ComD 7340

Knowledge of household, office and community technology to promote involvement of families.  ComD 7340  ComD 6860  ComD 7340  SpEd 5810

Assessment:

Knowledge of referral processes, evaluation procedures, strategies for gathering information and supporting family participation. ComD 6580 SpEd 5810 SpEd 5060 ComD 7340

Knowledge of interdisciplinary, transdisciplinary and multidisciplinary assessment.  ComD 6580 ComD 6340  ComD 6730

Knowledge of distinctions between screening, observation, evaluation, and assessment. ComD 6580 ComD 6340  ComD 6730 ComD 7340 SpEd 5810

Knowledge of tools and procedures to screen and assess communication/language development. ComD 6580 ComD 6340 ComD 6730 ComD 6320  ComD 6630 SpEd 5810

Knowledge of limitations of standardized instruments and adaptations for a child who is deaf/hard of hearing. ComD 6580 ComD 6340  ComD 6730 ComD 6320 ComD 6630

Knowledge of cultural and situational factors that might bias assessments and strategies for individualizing assessments. ComD 6580 ComD 6340  ComD 6730 ComD 6320 ComD 6630

Knowledge of principles/processes to appropriately assess the child in natural environments. ComD 6580 ComD 6340  ComD 6730 ComD 6320 ComD 6630

Knowledge to convey diagnostic information, assessment results and recommendations in a family-friendly manner. ComD 6580 ComD 6340  ComD 6730 ComD 6320 ComD 6630

Knowledge of atypical development etiologies and diagnoses, and genetic counseling resources. ComD 6580 ComD 6340 ComD 6730 ComD 6630

Knowledge of audiological services:  screening, assessment, diagnoses, and interventions. ComD 7340 ComD 7520 ComD 6340  ComD 6730

Knowledge of importance of technology use within assessment. ComD 7340 ComD 7520  ComD 6860  ComD 6340  ComD 6730

Ethics/Professionalism:

Knowledge of adult learning and intra/interpersonal variables that influence the development of collaborative relationships.ComD 6580 SpEd 5810 SpEd 5060

Knowledge of how to be sensitive to cultural, religious, ethnic, disability, gender, socioeconomic, linguistic and geographical influences. ComD 6580 SpEd 5810 SpEd 5060

Knowledge of and respect for all aspects of deaf culture including the appropriate use of interpreters.  ComD 6580 ComD 5610

Knowledge of standards of ethics and confidentiality that apply to professionals in the field of developmental disabilities.ComD 6580 ComD 5610  SpEd 5810

Knowledge of an individual's multiple roles including self evaluating, mentoring, networking and advocating for families and organizations. ComD 6580 ComD 5610  SpEd 5810  ComD 6340 

Knowledge of relevant consumer and professional organizations, publications and journals. ComD 6580 ComD 5610  SpEd 5810  ComD 6340 ComD 7340  ComD 6320  ComD 6730

Knowledge of personal responsibility to demonstrate a positive attitude toward infants, toddlers and families.  ComD 6580 ComD 5610  SpEd 5810  ComD 6340 ComD 7340  ComD 6320

Knowledge of the importance of critical thinking and the appreciation of life-long learning through ongoing professional development.  ComD 6580 ComD 5610  SpEd 5810  ComD 6340 ComD 7340  ComD 6320

Knowledge of technology to support family learning and professional development. ComD 6580 ComD 5610  SpEd 5810 ComD 6340 ComD 7340  ComD 6320

Department divisions review learning goals for the program and coverage across courses. Multiple faculty meetings are held each year in which discussions are held regarding course quality, instructional methods, and curriculum needs.

All students in the department of Communicative Disorders and Deaf Education complete formative and summative assessments as part of each course offering. Graduation data on the number of bachelor's, master’s and doctoral?degree recipients and program completion rates for the department are available through the Registrar's Office annually.

STUDENT PERFORMANCE

Course-based Objective Tests: Tests measure students' acquisition of factual knowledge and rudimentary application of concepts and skills. Examples of objective tests include multiple choice, short answer, and essay tests.
Course-based Authentic Application Assignments: Class assignments are given for students to demonstrate knowledge and skills required in professional settings. Examples of application assignments include case presentations, sign language competency assignments, assistive technology demonstrations, and evidence-based practice summaries.
Clinical Observations/Evaluations: Evaluations of students' clinical or teaching performance are completed by?clinical supervisors or student-teaching supervisors, in on-campus and off-campus sites. Supervisors rate students on their acquisition and demonstration of the specific knowledge and skills required in practicum settings, developed in alignment with professional accreditation standards, where applicable.

Prior to beginning externships and for program completion, each student must demonstrate competence in the clinical setting.

AUD Students successfully complete clinical practica in every academic semester of their graduate program to gain the skills and associated competencies required for clinical certification. (COMD 7200,7300,7400)
SLP Students successfully complete clinical practica in every academic semester of their graduate program. (COMD 6100) Students must also demonstrate competence in 9 core clinical skills/areas. Link to file??
DeafEd Students successfully complete clinical practica before student teaching. (COMD 6800)

National Standardized Tests: The Praxis examinations in audiology and speech-language pathology assess beginning practitioners' understanding of essential content and current practices. For Deaf Education, the Praxis® test, 5001, measures teacher candidates’ knowledge and skills. The tests are used for licensing and certification processes and include subject-specific content knowledge, with a focus on specialized content knowledge used in K–12 teaching.

Employment Rate After Graduation

AUD
SLP
Deaf ED

COURSE EVALUATIONS 

The foundation of a strong program is faculty/instructional staff who are qualified, competent, and sufficient in number to provide excellent academic and clinical preparation. Each instructor and course are evaluated by students every semester. Teacher/Course Evaluations



 

The student outcome data of student learning objectives for a COMDDE degree is comprised of the following assessment methods:

STUDENT PERFORMANCE

Across degree programs, student performance is measured through:

Course-based Objective Tests: 2011-2016 Grade Report
Course Based Authentic Application Assignments:
Clinical Observations/Evaluations:

Prior to beginning externships and for program completion, each student must demonstrate competence in their respected areas
AUD Clinic Practicum courses (COMD 7200,7300,7400) & AuD core clinical skill
SLP Clinic Practicum courses (COMD 6100) & core clinical skills/areas
Deaf Ed Teaching Practicum (COMD 6800)

National Standardized Tests:

Audiology & SLP
Deaf Education

Employment Rate After Graduation

Audiology & SLP
Deaf Education

The department of COMDDE has made changes to required curriculum and clinic based upon student and faculty evaluations. Formative and summative evaluations and the data based decisions are documented as part of the ASHA accreditation report for both Audiology and Speech-Langauge Pathology.

Changes to Deaf Education curriculum have been made based survey responses and faculty observations. During the faculty administered ASL proficiency exam, weakness in student performance in regard to classifiers, text analysis concept mapping were observed year-to-year. It was noted that students needed additional instruction and practice. As a result, effective 2016, the content from COMD 4910 - ASL III Academic Use of ASL, was moved to COMD 5620 Teaching School Subjects. ASL III now includes further instruction in preparation for COMD 5620.

Effective 2016, as a result of student/alumni surveys, two special education courses were added to the Deaf Ed curriculum (SPED 5010 5040). Respondents expressed a concern that they needed more information on classroom management and working with students with disabilities. Additional content on classroom management was added to COMD 6850, and 6650.

All students in the department of Communicative Disorders and Deaf Education complete formative and summative assessments as part of each course offering. Graduation data on the number of bachelor's, master’s and doctoral degree recipients and program completion rates for the department are available through the Registrar's Office annually.

The department of Communicative Disorders and Deaf Education in the Emma Eccles Jones College of Education and Human Services is committed to advancing the awareness and knowledge of normal and disordered processes of communication, as well as the clinical and educational practices that effectively meet the communication and academic needs of children and adults with communication differences and disorders. The priorities of the department are guided by our mission statement and accreditation recommendations. The program participates in assessment activities to ensure our mission is accomplished.

STUDENT PERFORMANCE
Across degree programs, student performance is measured through:

  • Objective Tests: Tests measure students' acquisition of factual knowledge and rudimentary application of concepts and skills. Examples of objective tests include multiple choice, short answer, and essay tests.
  • Authentic Application Assignments: Class assignments are given for students to demonstrate knowledge and skills required in professional settings. Examples of application assignments include case presentations, sign language competency assignments, assistive technology demonstrations, and evidence-based practice summaries.
  • Clinical Observations/Evaluations: Evaluations of students' clinical or teaching performance are completed by clinical supervisors or student-teaching supervisors, in on-campus and off-campus sites. Supervisors rate students on their acquisition and demonstration of the specific knowledge and skills required in practicum settings, developed in alignment with professional accreditation standards, where applicable.

COURSE EVALUATION

The foundation of a strong program is faculty/instructional staff who are qualified, competent, and sufficient in number to provide excellent academic and clinical preparation. Each instructor and course are evaluated by students every semester. Teacher/Course Evaluations are available to the public.

 

All students in the department of Communicative Disorders and Deaf Education complete formative and summative assessments as part of each course offering. Graduation data on the number of bachelor's, master’s and doctoral degree recipients and program completion rates for the department are available through the Registrar's Office annually.

The department of Communicative Disorders and Deaf Education in the Emma Eccles Jones College of Education and Human Services is committed to advancing the awareness and knowledge of normal and disordered processes of communication, as well as the clinical and educational practices that effectively meet the communication and academic needs of children and adults with communication differences and disorders. The priorities of the department are guided by our mission statement and accreditation recommendations. The program participates in assessment activities to ensure our mission is accomplished.

STUDENT PERFORMANCE
Across degree programs, student performance is measured through:

  • Objective Tests: Tests measure students' acquisition of factual knowledge and rudimentary application of concepts and skills. Examples of objective tests include multiple choice, short answer, and essay tests.
  • Authentic Application Assignments: Class assignments are given for students to demonstrate knowledge and skills required in professional settings. Examples of application assignments include case presentations, sign language competency assignments, assistive technology demonstrations, and evidence-based practice summaries.
  • Clinical Observations/Evaluations: Evaluations of students' clinical or teaching performance are completed by clinical supervisors or student-teaching supervisors, in on-campus and off-campus sites. Supervisors rate students on their acquisition and demonstration of the specific knowledge and skills required in practicum settings, developed in alignment with professional accreditation standards, where applicable.

COURSE EVALUATION

The foundation of a strong program is faculty/instructional staff who are qualified, competent, and sufficient in number to provide excellent academic and clinical preparation. Each instructor and course are evaluated by students every semester. Teacher/Course Evaluations are available to the public.

 

All students in the department of Communicative Disorders and Deaf Education complete formative and summative assessments as part of each course offering. Graduation data on the number of bachelor's, master’s and doctoral degree recipients and program completion rates for the department are available through the Registrar's Office annually.

The department of Communicative Disorders and Deaf Education in the Emma Eccles Jones College of Education and Human Services is committed to advancing the awareness and knowledge of normal and disordered processes of communication, as well as the clinical and educational practices that effectively meet the communication and academic needs of children and adults with communication differences and disorders. The priorities of the department are guided by our mission statement and accreditation recommendations. The program participates in assessment activities to ensure our mission is accomplished.

STUDENT PERFORMANCE
Across degree programs, student performance is measured through:

  • Objective Tests: Tests measure students' acquisition of factual knowledge and rudimentary application of concepts and skills. Examples of objective tests include multiple choice, short answer, and essay tests.
  • Authentic Application Assignments: Class assignments are given for students to demonstrate knowledge and skills required in professional settings. Examples of application assignments include case presentations, sign language competency assignments, assistive technology demonstrations, and evidence-based practice summaries.
  • Clinical Observations/Evaluations: Evaluations of students' clinical or teaching performance are completed by clinical supervisors or student-teaching supervisors, in on-campus and off-campus sites. Supervisors rate students on their acquisition and demonstration of the specific knowledge and skills required in practicum settings, developed in alignment with professional accreditation standards, where applicable.

COURSE EVALUATION

The foundation of a strong program is faculty/instructional staff who are qualified, competent, and sufficient in number to provide excellent academic and clinical preparation. Each instructor and course are evaluated by students every semester. Teacher/Course Evaluations are available to the public.

 

All students in the department of Communicative Disorders and Deaf Education complete formative and summative assessments as part of each course offering. Graduation data on the number of bachelor's, master’s and doctoral degree recipients and program completion rates for the department are available through the Registrar's Office annually.

The department of Communicative Disorders and Deaf Education in the Emma Eccles Jones College of Education and Human Services is committed to advancing the awareness and knowledge of normal and disordered processes of communication, as well as the clinical and educational practices that effectively meet the communication and academic needs of children and adults with communication differences and disorders. The priorities of the department are guided by our mission statement and accreditation recommendations. The program participates in assessment activities to ensure our mission is accomplished.

STUDENT PERFORMANCE
Across degree programs, student performance is measured through:

  • Objective Tests: Tests measure students' acquisition of factual knowledge and rudimentary application of concepts and skills. Examples of objective tests include multiple choice, short answer, and essay tests.
  • Authentic Application Assignments: Class assignments are given for students to demonstrate knowledge and skills required in professional settings. Examples of application assignments include case presentations, sign language competency assignments, assistive technology demonstrations, and evidence-based practice summaries.
  • Clinical Observations/Evaluations: Evaluations of students' clinical or teaching performance are completed by clinical supervisors or student-teaching supervisors, in on-campus and off-campus sites. Supervisors rate students on their acquisition and demonstration of the specific knowledge and skills required in practicum settings, developed in alignment with professional accreditation standards, where applicable.

COURSE EVALUATION

The foundation of a strong program is faculty/instructional staff who are qualified, competent, and sufficient in number to provide excellent academic and clinical preparation. Each instructor and course are evaluated by students every semester. Teacher/Course Evaluations are available to the public.