SLHS 601A - Early Language Assessment and Intervention

Units: 3
This course is designed to provide graduate students with the knowledge and skills necessary to provide evidence-based early intervention for infants, toddlers, and preschoolers with developmental disabilities with an emphasis on family centered care in natural environments.

Prerequisites: Admission to M.S. Speech-Language Pathology program.
Possible Instructional Methods: Hybrid Only.
Grading: ABC/NC grading only.
Course Typically Offered: Fall & Spring

Student Learning Outcomes - Upon successful completion of this course students will be able to:
1. Integrate knowledge of law, policy, and research in prevention, assessment and intervention with young children with disabilities and their families to advocate for evidenced based practices.
2. Demonstrate skills in the evaluation and assessment process for young children with disabilities including observational measures and ecological assessment of contextual variables that influence learning.
3. Identify factors that promote language-literacy outcomes for young children in early childhood settings.
4. Demonstrate ability to write and document outcomes that are developmental, functional, transdisciplinary, integrated into daily routines, activities and early childhood curriculum.
5. Apply knowledge of routines/activity-based intervention to develop intervention plans in home, school and in community settings.
6. Communicate effectively with family members, teachers and other caregivers as adult learners to be active participants in the intervention team.