Master of Science in Speech-Language Pathology (MS-SLP)

The Master’s Degree Program in Speech-Language Pathology is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA). Students who earn the Master’s Degree in Speech-Language Pathology will meet the academic and clinical practicum requirements for ASHA's Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) and will also satisfy the requirements for Texas state licensure in speech-language pathology.

Individuals from any undergraduate field of study may apply to the Master of Science Degree Program in Speech-Language Pathology. However, applicants whose Bachelor's Degree is in a field outside Communication Sciences and Disorders or Speech-Language Pathology must complete prerequisite coursework. See Leveling / Out-of-Field Information for details.

Doctor of Audiology (Au.D.)

The Doctor of Audiology Program is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA). Students who earn the professional doctorate will meet the academic and clinical practicum requirements for ASHA's Certificate of Clinical Competence in Audiology (CCC-A) and will also satisfy the requirements for Texas state licensure in Audiology.

Ph.D. in Health Services Research

The College of Health and Public Service at the University of North Texas is pleased to offer a new Ph.D. program in Health Services Research. This program provides the necessary foundation in health services for future leaders, while providing different choices for specialization based on areas of expertise.

Health care systems are ever-changing and under constant pressure to improve quality of care and outcomes its consumers. Leaders in the current health care delivery environment seek a broad based graduate education that offers the opportunity to assume a leadership role in diverse health care delivery settings that serves a broader spectrum of the population.

This program provides a broad foundation in public health concerns, research and evaluation methods, and health and social policy analysis to meet the demands of a dynamic health services delivery environment. The Ph.D. program in Health Services Research (HSR) provides opportunities for specialized expertise across several Concentration areas: Applied Gerontology, Audiology & Speech-Language Pathology, and Rehabilitation Science.

We have a core faculty that has a vast array of experience in a variety of health care delivery environments, and broad expertise in health care and health-related research and policy. The focus will be on developing academic research scientists who are interested in contributing to the health services discipline through research, education and policy analysis.

Graduates of the PhD Program in Health Services Research will be prepared to function as educators, researchers and leaders in health services. You may find future graduates working as university faculty; health research policy analysts with government and non-profit agencies; or as health systems administrators in the public or private industry. The degree program graduates will be prepared to address research, education, service delivery, and policy challenges requiring an interdisciplinary perspective across various service settings.

Department of Audiology & Speech-Language Pathology

The Department of Audiology and Speech-Language Pathology provides the finest graduate professional education in both speech-language pathology and audiology while maintaining an excellent undergraduate degree. The program stresses excellence in teaching, research, and service by its faculty and students. As a component of the educational program, the department operates the UNT Speech and Hearing Center. The Center offers professional services to members of our campus community and the general public for the purpose of providing clinical training for students. The Center offers state-of-the-art diagnosis and treatment of speech, language, and hearing disorders.

The College of Health and Public Service at the University of North Texas is pleased to offer a new Ph.D. program in Health Services Research. This program provides the necessary foundation in health services for future leaders, while providing different choices for specialization based on areas of expertise.

Health care systems are ever-changing and under constant pressure to improve quality of care and outcomes its consumers. Leaders in the current health care delivery environment seek a broad based graduate education that offers the opportunity to assume a leadership role in diverse health care delivery settings that serves a broader spectrum of the population.

This program provides a broad foundation in public health concerns, research and evaluation methods, and health and social policy analysis to meet the demands of a dynamic health services delivery environment. The Ph.D. program in Health Services Research (HSR) provides opportunities for specialized expertise across several Concentration areas: Applied Gerontology, Audiology & Speech-Language Pathology, and Rehabilitation Science.

We have a core faculty that has a vast array of experience in a variety of health care delivery environments, and broad expertise in health care and health-related research and policy. The focus will be on developing academic research scientists who are interested in contributing to the health services discipline through research, education and policy analysis.

Graduates of the PhD Program in Health Services Research will be prepared to function as educators, researchers and leaders in health services. You may find future graduates working as university faculty; health research policy analysts with government and non-profit agencies; or as health systems administrators in the public or private industry. The degree program graduates will be prepared to address research, education, service delivery, and policy challenges requiring an interdisciplinary perspective across various service settings.


Concentration in Audiology or Speech-Language Pathology:

Prepare competent researchers, with advanced knowledge and technical expertise necessary for improving the quality of life for people with speech, language and hearing disabilities.
 

Program Requirements

  • 18 semester hours in foundation core courses covering researchmethods and design, statistics, grant proposal writing andanalysis and writing for publication.
  • 15 designated semester hours in the student's chosenconcentration
  • 9 semester hours of approved electives
  • A minimum of 9 semester hours of dissertation

Application Deadline: Dec 1 for the following Fall Academic Term.

Requirements:

  • Graduate Degree from an accredited institution
  • GRE Scores
  • Program Application including resume, statement of intentand example of previous work
  • Three letters of recommendation
  • Interview with PhD Committee
  • International students will have additional requirements

For more information contact:

Sharon Miller, Ph.D., CCC-A
Assistant Professor
Department of Audiology & Speech-Language Pathology
University of North Texas
Denton, TX, USA.
Email

 
1 Start 2 Background 3 Rankings 4 Recommendation 5 Information 6 Complete

In accordance with the Family Education Rights and Privacy Act of 1974 (FERPA), materials in students' files--such as recommendation forms--are open to inspection upon request after students have been granted the admission and matriculated into the program. It's common practice for recommendation letters to be kept confidential in admissions procedures.
 

The Master’s Degree Program in Speech-Language Pathology is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA) [2200 Research Blvd., Rockville, MD 20850; (800) 498-2071]. Students who earn the Master’s Degree in Speech-Language Pathology will meet the academic and clinical practicum requirements for ASHA's Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) and will also satisfy the requirements for Texas state licensure in speech-language pathology. For more details on Texas state licensure requirements, see: http://www.dshs.state.tx.us/speech/sp_req.shtm.

You can find additional information about careers in speech-language pathology, on our Careers page http://speechandhearing.unt.edu/careers. The page includes links to the American Speech-Language Hearing Association and the Texas Speech-Language Hearing Association career information web pages.

Please call 940-565-3716 or send an e-mail to SLP-Admissions@unt.edu if you wish to make an appointment for a departmental tour.   Applicants to the Master’s Degree Program in Speech-Language Pathology are invited to make an appointment to tour the department and its clinical facilities. Departmental tours are led by current UNT SPHS graduate students.  Tours are offered during the year on Fridays by appointment only. To arrange for a UNT campus tour, applicants are invited to contact the UNT Campus Tours Office: http://tours.unt.edu

 
 


APPLICATION REQUIREMENTS FOR THE MASTER’S DEGREE PROGRAM IN SPEECH-LANGUAGE PATHOLOGY

Yearly admission to the Master’s Degree Program in Speech- Language Pathology is one time per year in the Fall.  The application deadline for Fall admission is February 1.  (In years for which February 1 falls on a weekend, application materials will be accepted as a courtesy until 5:00pm on the Monday immediately following that weekend.)  All application materials must be received on or before the application deadline date to be considered.  Incomplete application portfolios are not reviewed by the admissions committee. 

The links for online submission of personal statements and letters of reference will be available on or about October 15, 2017.

2018 APPLICATION COMPONENTS: MASTER’S DEGREE PROGRAM IN SPEECH-LANGUAGE PATHOLOGY--PLEASE CHECK BACK IN SEPTEMBER FOR UPDATED INSTRUCTIONS

1. Toulouse Graduate School application components: 

(a) Application form: Required
Complete the UNT Graduate Application via the Toulouse Graduate School (tsgs.unt.edu). Designate Speech-Language Pathology as your intended major field.

(b) Graduate Record Examination (General Test): Required
All applicants are required to take the Graduate Record Examination (GRE) — Verbal, Quantitative, and Analytical Writing subtests — and to report all their GRE scores to UNT. Please arrange for the Educational Testing Service (ETS) to send your scores to The University of North Texas (ETS Code 6481). NOTE: You should double verify that you use the correct ETS Code.  There is more than one institution within the UNT System.  ETS Code 6481 is the code for the flagship (Denton) campus.  Applicant-reported GRE scores are not routinely shared among the UNT System institutions.    

The department considers all reported GRE scores received on or before the application deadline, not only the most recent.  A process called “super scoring” is used, i.e., your highest subtest scores (and their associated percentiles) are taken into account in the application review process.  Applicants will often compare their overall GRE score with that of previous cohorts of students admitted to the master’s program as one index of the competitiveness of their scores. (See “3-year Statistics” link at the bottom of this web page.)  Generally, subtest scores above the 50th percentile are considered competitive. GRE numeric scores and their corresponding percentiles are found on the ETS website: www.ets.org.

Many applicants take the GRE during the summer prior to their application year.  This allows the applicant who wishes to re-take the GRE sufficient time to re-take the GRE and to submit their score report to Toulouse prior to the application deadline.

Some applicants have previously taken the GRE, perhaps years prior to the time of their application to UNT.  Applicants who took the GRE within five years of the time of their application do not need to re-take the GRE for application to UNT.  Because ETS maintains score reports up to five years after the time of testing, the applicant should contact ETS to request that score reports be sent to UNT (ETS Code 6481). 

Applicants who took the GRE over five years before the time of their application will be unable to request that ETS submit their scores to UNT, because ETS does not maintain these records beyond five years.  Applicants who took the GRE more than five years ago and who have the original, hard-copy ETS score reports in their possession may submit these scores for consideration by taking the original, hard copy ETS score report, in person, to the Toulouse Graduate School.  Applicants who took the GRE more than five years ago but who do not have the original, hard copy ETS score report in their possession will be required to re-take the GRE and to submit the new GRE scores to Toulouse Graduate School as part of their application.  

(c) Official Transcripts: Required
Please arrange for all official transcripts (both undergraduate and graduate transcripts, including community college transcripts) to be mailed directly to:

Toulouse Graduate School
University of North Texas
1155 Union Circle # 305459
Denton, TX 76203-5017

2. Departmental application components:

(a) Letters of RecommendationRequired

 

Three recommendations are required, using the recommendation form provided.Recommendations written by individuals who are familiar with your academic background and who can speak to your ability to handle the challenges of graduate-level academic work are strongly preferred.  The number of recommendations from individuals outside of academia (e.g. employers, community leaders) should be kept to a minimum, and they may be weighted differently based on their relevance to academic-specific information. It is recommended that students submit letters from at least two faculty members from their undergraduate or graduate programs.

 

Click on the link below and enter the email addresses of the people from whom you have requested a letter of recommendation. Your recommenders will be sent an email to complete a form given your name and identification number.

Letter of Recommendation Form (Online)

(b) Personal Statement--Required
Compose a personal statement describing your professional goals and your preparation for graduate study in speech-language pathology. Please limit the length of the statement to one page single-spaced, or two pages double-spaced.

Convert your personal statement to a PDF file and then click on the link below to upload your personal statement.

Personal Statement Upload Form

(c) Basic Human Communication Coursework Form—Required for out-of-field applicants (i.e. leveling applicants) and strongly recommended for in-field applicants   “Basic Human Communication Coursework Form”

Applicants to the UNT Master’s Program in Speech-Language Pathology whose bachelor’s degree is in a field other than communication sciences and disorders (e.g., biology, business administration, education, etc.) are termed “leveling” applicants or “levelers”.  Levelers are required to successfully complete basic human communication coursework (“leveling coursework”) for admission into the master’s program. A course is considered to be successfully completed if the student earns a course grade of ‘B’ or higher. Completion of the Basic Human Communication Coursework Form documents the applicant’s previous completion and/or current enrollment in this basic human communication coursework.

Applicants whose bachelor’s degree is in the field of communication sciences and disorders (CSD) are termed “in-field” applicants.  For in-field applicants, the Basic Human Communication Coursework Form is a recommended part of their application, but it is not required.  If an in-field applicant has not taken one or more of these courses, he or she may still be admitted into the graduate program.  However, in-field applicants are strongly encouraged to study those content areas in which their knowledge base may be deficient prior to entry into the graduate program.  The graduate faculty assumes that all admitted applicants possess basic knowledge in each of these content areas.

Download the file, complete it, and then click on the link below to upload your Basic Human Communication Coursework Form. Be sure to save the form and catalog course description(s) in the same PDF file.

Basic Human Communication Coursework Form Upload

(d) Scholarship Application

All applicants to the UNT Master’s Program in Speech-Language Pathology are automatically considered for competitive departmental scholarships.  No additional scholarship application is necessary at the time of application to the program.  Should additional information be needed by the department, the department will invite individual applicants to provide this information.

(e) Research Assistantships, Teaching Assistantships, and Administrative Assistantships

The UNT Department of Audiology and Speech-Language Pathology is pleased to be able to offer competitive assistantship support to many of its master’s students on a competitive basis throughout the academic year.  All applicants to the Master’s Program in Speech-Language Pathology are automatically considered for competitive departmental assistantships.  No additional assistantship application is necessary at the time of application to the program.  Should additional information be needed by the department, the department will invite individual applicants to provide this information.

Aoyama, K., & Reid, L. A. (2016). The acquisition of quantity contrasts in Guina-ang Bontok. First Language, 36, 570-579.

Aoyama, K., & Davis, B. L. (2016). Nonadjacent consonant sequence patterns in English target words during the first-word period. Journal of Child Language.

Aoyama, K., Akbari, C., Flege, J. E. (accepted). Prosodic characteristics of American English in school-age children. Speech Prosody 2016.

Aoyama, K., & Flege, J. E. (2011). Effects of L2 experience on perception of English /r/ and /l/ by native Japanese speakers. The Journal of the Phonetic Society of Japan, 15, 5-13. [Copyright holder: The Phonetic Society of Japan] Download

Oh, G. E., Guion-Anderson, S., Aoyama, K., Flege, J. E., Akahane-Yamada, R., & Yamada, T. (2011). A longitudinal study of English and Japanese vowel production by Japanese adults and children in an English-speaking setting. Journal of Phonetics, 38, 156-167.

Aoyama, K., Peters, A. M., & Winchester, K. S. (2010). Phonological changes during the transition from one-word to productive word combination. Journal of Child Language, 37, 145-157. [Copy right holder: Cambridge University Press] Download

Harendt, S. E., Aoyama, K., Gustafson, T. J. S., & Sancibrian, S. (2009/2010). Use of Fast ForWord® in regular classroom with students who speak Spanish and English. TEJAS: Texas Journal of Audiology and Speech-Language Pathology, 32, 46-60.

Flores, L. & Aoyama, K. (2008). A comparison of psychometric performance on four modified Spanish-word-recognition tests. TEJAS: Texas Journal of Audiology and Speech-Language Pathology, 31, 64-70.

Guerin, V., & Aoyama, K. (2009). Illustrations of the IPA: Mavea. Journal of the International Phonetic Association, 39, 249-262.  [Copy right holder: Cambridge University Press] Download

Dembowski, J. & Aoyama, K. (2009). Acoustic and Kinematic patterns of Japanese stop consonants. Proceedings of the sixteenth international congress on sound and vibration, Krakow, 5-9, July 2009.

Aoyama, K., Guion, S. G., Flege, J. E., Yamada T., & Akahane-Yamada, R. (2008). The first years in an L2-speaking environment: A comparison of Japanese children and adults learning American English. International Review of Applied Linguistics in Language Teaching (IRAL), 61-90. Download

Resource CD-Roms for teaching Multicultural Issues and for Spanish-speaking populations (with Lisa Flores, Amy King, Xrisanthi Cordova, Shaunda Eady, Kristin Scull).  Presented at the American Speech-Language-Hearing Association. November 16, 2006. Miami, FL.

Aoyama, K., & Reid, L. A. (2006). Cross-linguistic tendencies and durational contrasts in geminate consonants: An examination of Guinaang Bontok geminates. Journal of the International Phonetic Association, 36(2), 145-157. [Copy right holder: Cambridge University Press] Download

Aoyama, K., & Guion, S. G. (2007). Prosody in second language acquisition: An acoustic analysis on duration and F0 range. In O.-S. Bohn & M. J. Munro (Eds.), The role of language experience in second-language speech learning: In honor of James Emil Flege (pp. 281-297). Amsterdam: John Benjamins.

Leiwo, M., Kulju, P., & Aoyama, K. (2006). The acquisition of Finnish vowel harmony. In A. Airola & A. Arppe & O. Heinämäki & M. Miestamo & K. Sinnemäki & U. Määttä & J. Niemi & K. K. Pitkänen & M. Suominen (Eds.), A man of measure: Festschrift in the honour of Fred Karlsson on his 60th birthday. Special supplement to SKY Journal of Linguistics, 19, 149-161. Download

Aoyama, K., Flege, J.E., Guion, S. G., Akahane-Yamada, R., & Yamada, T.  (2004).  Perceived phonetic distance and L2 learning: The case of Japanese /r/ and English /l/ and /r/.  Journal of Phonetics, 32(2), 233-250.  Download

Aoyama, K. (2004). Review of “Production of word structures: A constraint-based study on 2;6 years old Finnish children at-risk for dyslexia and their controls” by Pirjo Turunen (2003). Puhe ja Kieli [Speech and language, a journal published in Finland ], 24(3), 168-171. Download

Aoyama, K. (2003). Perception of syllable-initial and syllable-final nasals in English by Korean and Japanese speakers. Second Language Research,19 (3), 251-265.  Download

Aoyama, K. Flege, J. E., Guion, S. G., Akahane-Yamada, R. & Yamada, T. (2003).  Foreign accent in English words produced by Japanese children and adults.  In M. J. Solé and D. Recasens and J. Romero (eds.) Proceedings of the 15th International congress of phonetic sciences, 3201-3204. Barcelona: Causal productions. Download

Aoyama, K.  (2002).  Mora to juushiin: finrandogo to nihongo no juushiin no sanshutsu to chikaku [Mora and geminates: Production and perception of geminates in Finnish and Japanese].  Onin Kenkyuu [Phonological studies] 5, 1-4. Download

Aoyama, K. (2002).  Quantity contrasts in Japanese and Finnish: Differences in adult production and acquisition.  Studies in Language Sciences (2): Papers from the Second Annual Conference of the Japanese Society for Language Sciences, ed. by Yasuhiro Shirai, Harumi Kobayashi, Susanne Miyata, Keiko Nakamura, Tamiko Ogura and Hidetosi Sirai, 121-135.  Tokyo: Kuroshio.  Download (Note: near final version)

Aoyama, K. (2002).  Request strategies at a Japanese workplace.  Proceedings: Selected papers from the third college-wide conference for students in languages, linguistics and literature 1999, ed. by Alana Bell, Jennifer Shoemaker and Gay Sibley, 3-11.  Honolulu: Second Language Teaching & Curriculum Center, University of Hawaii at Manoa.  Download

Aoyama, K. (2001). Geminates and singletons: on “unstretchability” of segments. Proceedings of LP’2000: Item order: its variety and linguistic and phonetic consequences, ed. by Bohumil Palek & Osamu Fujimura, 95-113.Charles University in Prague, The Karolinum Press. Download

Aoyama, K. (2000). The acquisition of the Japanese prosody: Children’s production and perception of the nasal quantity contrast.  The proceedings of the thirtieth annual Child Language Research Forum, ed. by Eve V. Clark, 219-227.  Stanford, CA: CSLI.  Download

Aoyama, K. (2000). Acquiring mora-timing: The case of the Japanese coda nasal.  Japanese/Korean linguistics 9, ed. by Mineharu Nakayama and Charles J. Quinn, Jr., 64-71.  Stanford, CA:CSLI.  Download

Aoyama, K.  (1999).  Reanalyzing Japanese coda nasal in Optimality Theory.  LACUS Forum XXV, ed. by Shin Ja Hwang and Arle R. Lommel, 105-117.  Fullerton, CA: Linguistic Association of Canada and the United States. Download

Aoyama, K. (1999).  The acquisition of quantity contrast in nasal consonants: Children's production. University of Hawaii at Manoa Working Papers in Linguistics, 30, 21-30. 

Aoyama, K. (1997).  An NP and OT analysis: Production of nasal phonemes by Japanese speakers. University of Hawaii at Manoa Working Papers in Linguistics, 29.1-16.

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Student Associations and Resources

National Student Speech-Language-Hearing Association (NSSLHA)
www.nsslha.org
The National Student Speech-Language-Hearing Association (NSSLHA) is a pre-professional organization for students interested in human communication disorders. UNT has a local chapter, the UNT-NSSLHA group, that is both a social and service organization. The chapter's service events have included Habitat for Humanity, the Leukemia and Lymphoma Society, health fairs, books for the children, and new graduate student buddies. Guest speakers have lectured on cochlear implants, augmentative communication, and autism. Social events have included bowling and miniature golf competitions with department faculty and staff, parties, and the annual department banquet.

Membership in the local chapter is open to any UNT student. Local dues are $15 per school year or $7.50 per semester. Applications are available at the NSSLHA bulletin board in the student workroom of the Speech and Hearing Center. The faculty advisor is Mrs. Laren Mathews.

Membership in the national organization is encouraged and has added benefits associated with the American Speech-Language-Hearing Association. NSSLHA's web address is www.nsslha.org or 1-800-498-2071. National dues are $60 per calendar year.

Student Academy of Audiology
http://www.audiology.org/education/students/SAA/Pages/default.aspx
The Student Academy of Audiology is the national student organization of the American Academy of Audiology that serves as a collective voice for students and advances the rights, interests, and welfare of students pursuing careers in audiology. The SAA introduces students to lifelong involvement in activities that promote and advance the profession of audiology, and provides services, information, education, representation and advocacy for the profession and the public we serve. The faculty advisor is Dr. Amyn Amlani.

For more information and application for membership go to SAA's Facebook page or e-mail saa@audiology.org.

UNT Libraries
http://www.unt.edu/library-technology.htm
Library facilities at the University of North Texas function as the nerve center for teaching and academic research. In addition to a major collection of electronic journals, books and databases, five campus facilities house just under six million cataloged holdings, including books, periodicals, maps, documents, microforms, audiovisual materials, music scores, full-text journals and books.

Professional Organizations

American Speech-Language-Hearing Association (ASHA)
www.asha.org
The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 130,000 audiologists, speech-language pathologists, and speech, language, and hearing scientists. ASHA's mission is to ensure that all people with speech, language, and hearing disorders have access to quality services to help them communicate more effectively.

ASHA awards the Certificate of Clinical Competence (CCC) to audiologists and speech-language pathologists who meet strict requirements, accredits graduate education programs and clinical service programs that meet ASHA’s high standards, and informs the public about communication disorders and the ways speech-language pathologists and audiologists help make a difference.

American Academy of Audiology (AAA)
www.audiology.org
The American Academy of Audiology (AAA) is a professional organization for audiologists. The mission of the AAA is to provide quality hearing care to the public, enhance the ability of members to achieve career objectives, to provide professional development through education and research, and to increase public awareness of hearing disorders and audiologic services.

Academy of Rehabilitative Audiology (ARA)
www.audrehab.org
The purpose of the Academy is to promote excellence in hearing care through the provision of comprehensive rehabilitative and habilitative services by providing a forum for the exchange of ideas, knowledge, and experiences while fostering and stimulating education, research, and interest in habilitation and rehabilitation for persons who are hearing impaired.

Council of Academic Programs in Communication Sciences and Disorders
www.capcsd.org
The Council was established to enhance the educational quality of its member programs, to be on the cutting-edge of leadership training and development in higher education, to promote educational and programmatic innovation, and so forth. Through its many efforts and programs, the Council helps programs change and evolve to higher levels of excellence.

Map of speech-language pathology graduate programs: http://goo.gl/tfm04

Texas State Board of Examiners for Speech-Language Pathology and Audiology
http://www.dshs.state.tx.us/speech/sp_req.shtm
The State Board of Examiners for speech-language pathology and audiology adopts rules to regulate the qualifications and practice of speech-language pathologists and audiologists, including assistants in speech-language pathology, assistants in audiology, interns in speech-language pathology, and interns in audiology, licensed in Texas. The Board also issues registrations for audiologists and interns in audiology to fit and dispense hearing instruments.

Texas Speech-Language-Hearing Association
www.txsha.org
The mission of the Texas Speech-Language Hearing Association (TSHA) is to empower speech-language pathologists and audiologists in the spirit of partnership with consumers and families. TSHA is committed to achieving excellence in education, professional development, and leadership through the application of the human and financial resources of the association. Among the purposes of TSHA is the encouragement and promotion of the role of the speech-language pathologist and audiologist as a professional in the delivery of clinical services to persons with communication disorders and the encouragement of basic scientific study of processes of individual human communication with special reference to speech, hearing, and language as well as promotion of the prevention of disorders of human communication.

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