speech pathology thesis

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Speech-Language Pathology Theses and Dissertations

Theses/dissertations from 2021 2021.

Thesis: SPEECH AND LANGUAGE DEVELOPMENT OF BILINGUAL DEAF AND HARD OF HEARING CHILDREN , Joanne J. Ryu

Theses/Dissertations from 2019 2019

Thesis: Visual Feedback In Voice Therapy for Individuals with Parkinson's Disease , Rachel Brooke Convey

Theses/Dissertations from 2018 2018

Thesis: Aphasia Couples Therapy: A Case Study of Conversational Coaching for a Man with Conduction Aphasia , Adriana Joma

Theses/Dissertations from 2008 2008

Thesis - Pacific Access Restricted: The effect of phonological and semantic cues on word retrieval in adults , Katheryn Elizabeth Burrill

Theses/Dissertations from 1980 1980

Thesis: A comparsion of verbal abilities of adult aphasic speakers : PICA verbal subtests and word-morpheme means , Joann Uhley

Theses/Dissertations from 1976 1976

Thesis: A comparison of comprehension of rate controlled speech by young aphasic and normal children , Deborah Gomez

Theses/Dissertations from 1973 1973

Thesis: The effects of time-altered speech on the auditory discrimination ability of aphasics , Frank DeRuyter

Theses/Dissertations from 1972 1972

Thesis: Relationship between electrical and acoustical characteristics of amplification systems and reduced auditory sensitivity , Carolyn Margaret Normoyle

Theses/Dissertations from 1971 1971

Thesis: Oral stereognosis and two-point discrimination ability of anterior tongue thrusters and normal swallowers , Lawrence Jay Friedman

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Speech-Language Pathology Master’s Programs Offering a Thesis Track

As speech-language pathology continues to extend its reach to serve diverse patient populations with an equally diverse set of challenges related to speech, language, articulation, feeding and swallowing, the field presents no shortage of topics that would benefit from further exploration.

• Calvin University - Calvin University's Online Speech and Hearing Foundations Certificate - Helps You Gain a Strong Foundation for Your Speech-Language Pathology Career.
• Emerson College - Master's in Speech-Language Pathology online - Prepare to become an SLP in as few as 20 months. No GRE required. Scholarships available.
• NYU Steinhardt - NYU Steinhardt's Master of Science in Communicative Sciences and Disorders online - ASHA-accredited. Bachelor's degree required. Graduate prepared to pursue licensure.
• Arizona State University - Online - Online Bachelor of Science in Speech and Hearing Science - Designed to prepare graduates to work in behavioral health settings or transition to graduate programs in speech-language pathology and audiology.

When selecting a master’s degree program for entry into the field, many SLP graduate students are faced with the decision of whether or not to go with a program involving a thesis project that would allow them the opportunity to contribute research to just such topics.

A thesis project is a major undertaking that involves considerable independent research and writing on an important topic of the candidate’s choice. The thesis is expected to contribute all new, if not groundbreaking, information to the field of speech language pathology.

Some recent SLP master’s thesis topics have included:

• Thematic Role of Priming of Related Verbs: Effects of Multiple Primes
• The Nature and Prevalence of Alexia with Aphasia
• Effects of Interdisciplinary Choral Singing Therapy On The Voice and Swallowing Function of Individuals with Parkinson’s Disease

These topics were all unexplored before graduate students undertook the research, but certainly are of interest to the SLP professional community and well worth investigating in-depth.

Similarly interesting and unexplored topics would serve as ideal subject matter for further research through a graduate thesis project.

Here we help explain the reasoning behind selecting a graduate program with a thesis track and the purpose this kind of program would serve, both for individual graduate students and the field of speech-language pathology.

Deciding on a Thesis Vs Non-Thesis Degree Track: Who Should Consider a Thesis Track

Most schools offering speech language pathology master’s programs offer both thesis and non-thesis degree tracks, both of which would prepare graduates to become licensed and certified SLPs.

The thesis requirement is considered optional.

As an extra undertaking, the thesis option makes the most sense for students who want to acquire an in-depth research background as a part of their master’s program, or whose ambitions are to continue in the field as teachers rather than practitioners. Other reasons to take on optional thesis projects might include a genuine interest and curiosity in the subject being investigated, or a desire to focus on that topic as an area of specialization when going into general practice after graduation.

Because SLP programs require an extensive clinical practicum of as many as 400 hours, not to mention the fact that graduate students must prepare for a post-graduate fellowship of as many as 1,260 hours, there would be very little time to take on a project and dedicate the depth of research that a thesis requires.

Most thesis track programs make up for this, in part, by allowing thesis-candidate students to audit some of their coursework, reducing the amount of time spent in class. Still, this alone rarely opens up the kind of time required to take on a thesis project.

At some universities, a thesis project can stand in for taking the comprehensive examination typically required of master’s program graduates, through virtually all graduates go on to take such an exam anyway for state licensing and, if they choose, ASHA’s CCC-SLP (Certificate of Clinical Competence in Speech-Language Pathology) certification.

The Thesis Process: From Proposal to Defense

There are a great number of formal steps required in researching, writing, and presenting a thesis. These will vary from program to program.

Six Stages of a Thesis Project

Generally, there are six primary stages to undertaking a thesis project:

• Find an academic advisor to support the project by filing a notice of intent with your school’s Department of Communication Disorders department chair
• Select a suitable research topic and file a thesis proposal with the your school’s Department of Communication Disorders
• Select a thesis committee to review the project
• Conduct the necessary research on the thesis topic
• Write the thesis paper in accordance with university and departmental style guides
• Present and defend the thesis paper before the thesis committee

Each of these stages will have a number of related steps and will often involve meeting other requirements, such as remaining registered for at least one class each semester while conducting the project and filing necessary paperwork with your school’s Department of Communication Disorders from time to time.

The Thesis Proposal

In conjunction with the adviser, the student will determine a thesis topic and create the proposal document. This is a substantial document in its own right and will essentially outline the process that the student hopes to follow in the course of the research project, detailing the elements required to prove or disprove the thesis statement. The proposal should include:

• An introduction to the topic
• A review of existing literature that touches on the subject, including previous research into the matter
• An outline of the methods and procedures the student proposes to use to perform original research on the subject

It is likely to take several months and a number of rounds of revisions to put together a solid thesis proposal. The thesis committee must approve the proposal before any actual work begins on the project. Their goal in approving it will be to ensure that, if the methods and procedures outlined are followed, they will be able to approve the results of the project regardless of the actual conclusions.

The Thesis Project

The larger part of the time spent on a thesis project will be spent doing the basic research required to substantiate the thesis statement. As outlined in the methods and procedures section of the proposal, the student will undertake original research into the subject of the thesis.

This could include …

• Conducting in-depth study of data generated from other research projects
• Conducting supervised studies directly with patients
• Working in conjunction with other SLPs to accumulate data in the field

After enough data has been gathered, the student will follow the methods outlined in their proposal to analyze it and draw forth conclusions about the thesis statement. Bringing all of these components together results in the thesis paper itself. The paper usually is divided into seven distinct parts:

• An introduction to the subject
• A review of existing literature on the subject
• The methodology with which the original research or investigation was conducted
• The results of that research
• A discussion of the results and their bearing on the thesis statement and what conclusions can be drawn from them
• An overall summary of the paper
• Citations and references

This can run to more than 100 pages of tightly reasoned, focused, legible writing.

Many different drafts will be written and reviewed by the student’s advisor, and many revisions will be required before the paper is considered adequate to present to the thesis committee.

The Thesis Defense

Presenting the results and report of the thesis project to the thesis committee for final approval and acceptance is known as conducting the thesis defense. Although it is very unusual for a thesis to be rejected, the process of going in front of several highly qualified and experienced professors to explain and defend the ideas and work that went into the project is intimidating.

The defense begins with the candidate providing copies of the thesis paper to all the members of the committee for their review several weeks before the final presentation. At that presentation, the candidate is expected to speak for an hour or more to concisely but rigorously present the results and conclusions of the thesis paper.

After the presentation, two or more hours will be spent with the committee asking questions and probing the candidate about the paper. Their goal will be to establish that the candidate genuinely understands the material, and that the research and conclusions presented are all accurate.

It is unusual for thesis papers to be accepted outright as first presented. The committee will usually require the candidate to make additional revisions on the basis of issues that are brought up in the defense before the project will finally be accepted.

Undertaking a thesis project during a speech language pathology master’s degree program is enormously challenging and unusual. For many students, however, it provides a depth of insight and experience into the field that other recent graduates are unlikely to possess. This can be a real advantage for those that have career goals that include teaching or research positions in academia.

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Department of Speech-Language-Hearing Sciences

• Master of Science in Speech-Language Pathology
• Curriculum and Prerequisites

Thesis Option

The thesis is not required for all students, but is suggested for students who have maintained a QPA of 3.500 and are interested in pursuing doctoral-level study and/or clinical research activities. Students who elect the master’s thesis option will not be responsible for taking the comprehensive exam. A student interested in exploring the thesis option must meet with Graduate Program Director as well as with the faculty member whose expertise is in the area of investigation. The student will work with the faculty member to review the literature in the chosen area and develop the research proposal. A Thesis Handbook is available to help guide each student through the thesis process. 

Useful Links

• Tips for students considering a thesis  
• Emerging Scholars  
• Loyola/Notre Dame Library  

Recent Theses 

Amanda Spaeth, ‘21  Title: School-Based Speech-Language Pathologists’ Perceptions of Training and Competence for Telepractice Service Delivery Committee: Dr. Lena Caesar (Chair), Dr. Janet Preis, Dr. Brianne Roos Abstract: Delivery of speech-language pathology services in the United States public school system dramatically changed in March 2020 due to the COVID-19 pandemic. To comply with the Center for Disease Control’s (CDC) national guidelines, schools implemented distance learning to protect students from the spread of COVID-19, and related service providers (including speech-language pathologists) were mandated to continue providing services via telepractice. The purpose of this study, therefore, was to investigate SLPs’ perceptions of their training adequacy, relevant knowledge and competence for providing telepractice service delivery. The study also investigated SLPs’ familiarity with ASHA’s roles and responsibilities for telepractice service delivery, and their perceptions of competence for providing telepractice services. This study used an online survey-based methodology to collect quantitative and qualitative data from 178 United States school-based speech-language pathologists providing services via telepractice. Results from the study indicated that although the majority of respondents perceived themselves as somewhat competent to implement telepractice service delivery, older SLPs felt less competent and less well-trained than their younger counterparts. Issues related to training, knowledge, familiarity, and perceived levels of competence are also discussed. These findings have implications for future research regarding the quality of training provided by graduate programs and employers.

Mairin Srygley, ‘21 Title: Training Speech-Language Pathology Graduate Students in Anti-Racist Praxis Committee: Dr. Janet Preis (Chair), Dr. Brianne Roos, Theresa Alexander Abstract: There appears to be no literature documenting attempts to train speech-language pathology (SLP) graduate students in racial equity issues and anti-racist service delivery despite empirical support for training in the fields of social work, education, medicine, and other human services professions. This thesis presents the findings of a quasiexperimental research investigation of an anti-racism pilot training program for 38 SLP graduate students at a predominantly White institution. The paper interrogates the relevance of teaching speech- language pathologists (SLPs) about anti-racism, evaluates the application of anti-racism training best practices in a SLP graduate program context, and explores methods of assessing anti-racism training learning outcomes. All students participated in a six-session anti-racism training that explored foundational terminology of anti-racism, the history of anti-Blackness in the United States and healthcare, and applying anti-racism to clinical practice by using culturally-sustaining pedagogy as an anti-racist strategy. In addition, 14 of the 38 participants completed a seven- session peer mentorship program to extend the training experience over a longer period of time and provide a space for cooperative learning and problem-solving. The quantitative evidence presented in this paper triangulates direct and indirect assessment data on knowledge, skills, and attitudinal change and uses parametric and non-parametric statistical tests to measure at two time intervals (before and after the semester) within the whole participant group and between experimental and control groups. Preliminary findings from indirect measures (i.e., surveys) indicate all participants reported statistically significant increases of anti-racist awareness, knowledge, and skills with direct measures (i.e., treatment plans) indicating that participation in the peer mentorship program contributed to greater anti-racist clinical skills. The data presented in this paper suggests that it is possible to measure how teaching anti-racism to SLP graduate students can lead to knowledge, skills, and attitudinal change. Ultimately, this paper proposes a change in the field of SLP, urging SLPs to no longer engage in a professional culture of silence but rather to engage in critical awareness of the racial dynamics of society that affect SLP clinicians and clients every day. Devon Terwilliger, ‘21 Title: How Caregivers and SLPs View Rapport & Parent-Coaching in the Online Environment Committee: Dr. Tepanta Fossett (Chair), Kimberly Bell, Dr. Lena Caesar Abstract: As a result of the global pandemic which began in the spring of 2020, many healthcare providers began conducting their services via telehealth. This occurrence motivated a need for evaluation of the efficacy and perceived satisfaction from both the people providing the services and those receiving them. While the skills addressed through therapy are the same, the technological changes associated with the telehealth service delivery model may affect various aspects of those services. Within the field of speech-language pathology, building relationships with clients and caregivers is essential for progress. Additionally, equipping parents with the skills they need to facilitate their child’s progress is paramount. Therefore, the purpose of this study was to investigate how speech-language pathologists (SLPs) and parents/caregivers perceive rapport and parent-coaching via telepractice compared with in person SLP services. This study utilized an online survey to collect information from 205 individuals (138 SLPs and 67 parents) who currently provide or receive speech/language services for speech sound disorders (SSDs) via telepractice, respectively. The results of this study indicate that the majority of SLP and parent respondents felt more satisfied with speech/language services via telepractice than in person services. Additionally, the results indicate that SLPs perceived differences in the amount of time and ways in which they build rapport and provide parent coaching via telepractice compared to in person, while most parent respondents did not perceive those differences. These findings have implications for future research and future applicability of virtual speech/language services. Kirsten Wollschlager, ‘21 Title: Reading Comprehension: A Mindful Approach Committee: Dr. Marie Kerins (Chair), Lisa Tolino-Hill, Dr. Lisa Schoenbrodt Abstract:  Purpose: Reading comprehension is a critical skill integral to a student’s academic success and necessary for life-long learning (Durkin, 1993; Stevens et. al, 1991), yet many individuals struggle with this. Comprehension is an integrated skill that requires students to have vocabulary and discourse knowledge, (e.g., fictious stories or expository text), coupled with the application of executive functions, such as inferencing or predicting (ASHA, n.d.). Thus, integrating all these skills suggests that comprehension is a higher-level process that cannot be easily taught as a discrete skill, a stark contrast from teachable skill of decoding (Kahmi, 2007). The purpose of the study is to determine if integrating target vocabulary terms using metacognitive strategies can improve reading comprehension by asking the following questions: (a) Does activating metacognitive strategies (prior knowledge, think alouds, self- questioning) improve recall of taught vocabulary terms? (b) Does the ability to accurately recall and apply vocabulary terms improve reading  comprehension? Method: This intervention study used a multiple, consecutive probe design (Tawney & Gast, 1984) across six subjects with a measure of maintenance. The six subjects were between the ages of 8 and 12years and had a diagnosis of a language-based learning disorder. Results: The results demonstrated that the use of metacognitive strategies had a positive impact on the ability to recall taught vocabulary terms and improve reading comprehension skills. All six participants showed evidence of consistent improvement from the employment of metacognitive strategies during reading comprehension tasks during intervention and maintenance. Conclusion: In conclusion, this study found that the use of metacognitive strategies had a positive impact on the ability to recall taught vocabulary terms and improve reading comprehension skills. These findings support that metacognitive strategies can improve reading comprehension when applying strategies to key vocabulary terms associated with reading comprehension. Applying metacognitive strategies to key terms was successful with this group of school-age language impaired children. Ideas for future research include replicating these findings with participants of different ages and diagnoses to add additional generalizability to the findings. Future research could include children with expressive language difficulties who anecdotally showed improvement in this study in their ability to define and use vocabulary terms. Rebecca Grossman, ‘20  Title: Self-Awareness and Voice Education in Speech-Language Pathology Graduate Students Committee: Dr. Tepanta Fossett (Chair), Dr. Sally Gallena, Dr. Paul Evitts Abstract: Glottal fry is a vocal register which has gained attention for its increased prevalence in young female speakers, as well as its linguistic and perceptual implications. This characteristically “creaky” voice could be a sign of a vocal pathology but has also been associated as a linguistic marker at the ends of phrases to indicate phrasal boundaries. Recent research has been particularly focused on listener perceptions of glottal fry in young female speakers (Anderson et al., 2014; Yuasa, 2010). Graduate students of speech-language pathology (SLP), the majority of whom are young females, must often rely on their awareness and perception of vocal quality to drive effective treatment. Academic and clinical coursework in graduate programs for speech-language pathology aim to build competence in the graduate clinician’s awareness of voice characteristics of their patients, but there has not been literature to date, which examines whether graduate students are aware of their own use of glottal fry. The aim of this controlled, between-groups, descriptive study was to examine the SLP graduate student clinician’s self-awareness of their use of excessive glottal fry, and whether formal voice education contributed to this self-awareness.  Results showed no significant relationship between formal voice education and the use, or self-awareness of, glottal fry. However, a small increase in self-awareness was noted within the educated group. This study contributes to research which suggests that vocal education may improve general awareness of glottal fry, but further awareness education may be needed to increase SLP graduate student clinicians’ self-awareness of their own vocal characteristics. Kourtney Wathen, ‘20 Title: Effect of Chorus Intervention on Voice and Speech in Persons with Aphasia Committee: Dr. Sally Gallena (Chair), Dr. Janet Preis, Thomas Thompson Abstract: Aphasia chorus is gaining popularity in the field of speech-language pathology for its impact on patient quality of life through music and community with others. However, little is known about the effects of chorus on aspects of voice and speech in persons with aphasia (PwA). The purpose of this study was to measure change in voice quality and speech fluency in PwA who attend aphasia chorus as part of a weekly intensive aphasia program at a university graduate clinic. We used a within-subjects pre/post design consisting of acoustic and perceptual voice screening, articulatory agility analysis, and sung word intelligibility analysis. Eligible participants were consented using an aphasia-friendly form designed using yes/no questions. After the baseline voice and speech screening, participants attended eight, 1-hour, weekly chorus sessions as part of the intensive aphasia program posted by the clinic. Chorus sessions were comprised of a structured voice and speech warm-up using evidence-based principles followed by choral singing, wherein one song was sung consistently each week, with two other songs that varied each week. The results showed a significant increase in cepstral peak prominence (CPP) and sung word intelligibility in the refrain of the consistently sung song, and near significant effect on maximum phonation duration (MPD). The findings of this study suggest that a weekly chorus intervention consisting of voice, speech, and singing exercises may improve voice quality and sung word intelligibility for PwA.

Tips for Students Considering a Thesis

These tips have been compiled from students who have completed a thesis. The major theme throughout is that a thesis is challenging, but very rewarding!

• Choose something you are very interested in so you are excited to find an answer to your question. This is a long term project; you need to pursue something you care about. It gets painful and tedious- but ultimately it’s fun and exciting.
• Don’t be afraid of the thesis option, even if you decide late. I started my thesis relatively late in the game (May of the first year) and it is possible to do in a year. It will be easier if you set yourself a schedule and keep to it.
• Brush up on statstics
• Start working as soon as you can—don't wait until the second year to get your project ideas and proposal started
• Reach out to your thesis committee before your defense—use them as resources! They have lots of insights to share and you don't want to wait till the last minute to consider their input
• When you’re reading for your lit review, take written notes with citations instead of highlighting important passages. It will make it so much easier when you remember an important fact but don’t remember which article it came from.
• Remember that your thesis committee is there to support you. Don't be intimidated. Respect the feedback they have to give and grow from it. It’s not personal, they just want to help you prepare the best defense and final product possible.
• Use RefWorks (available through the Loyola/Notre Dame Library) and use it hard. Also, download the Write-N-Cite extension. It’s not 100% correct every time but it is right most of the time and it will save you so that much anguish.
• If you feel like you aren’t finding what you need in the existing literature just get creative. I found a lot of my literature following avenues not necessarily related to speech and language pathology. Also, if you or your friends have a certain set of skills, exploit it. I recruited my sister, an electrical engineer, to create the computer program that created the novel stimuli for my study. She is listed as a co-author.
• Once in the final stages of writing, think about where you might want to submit your manuscript for publishing. Don't wait!

Fergie Cantos

Fergie recognizes a need for bilingual speech therapy and is eager to serve a Spanish-speaking population

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Thesis Option

Students pursuing a master’s degree leading to certification in speech pathology may choose to do a master’s thesis.  Students who pursue a thesis are: 1) not required to complete the comprehensive portfolio assessment and 2) may complete one internship rather than two. The faculty must approve your request to complete a thesis, based on your standing in both your clinical work and your coursework. The MA-Research degree requires the completion of a thesis. 

Successfully Defended MA Theses

A thesis allows you to conduct your own research project, start to finish – a rewarding intellectual challenge.  This allows students the opportunity to experience the creation of new scientific knowledge.  It involves disciplined thinking, inquiry, and problem-solving.  If you are considering pursuing a Ph.D., a master’s thesis will allow you to explore your interests and talents in research as well.  Many Ph.D. admissions committees typically view a master’s thesis as a very positive indicator of future success in doctoral study.  It may position you for research funding.  Many Ph.D. programs accept a master’s thesis in lieu of a preliminary examination.  For example, in SLHS, students who enter the doctoral program with a master’s thesis do not have to take the preliminary examination at the end of the first year.  However, even if you do not anticipate pursuing a Ph.D., a master’s thesis will provide the opportunity to learn research skills that may have applicability in many other domains. You will gain skills in critical thinking, data analysis, and writing. A thesis requires good organizational and planning skills.

If you are interested in pursuing a master’s thesis, you should start discussions with your potential advisor early in your program, preferably in the first semester of graduate study.  Parts of the process, such as obtaining human research approval, can take time.  It is difficult to fast track a thesis. You must have your thesis and committee approve your thesis proposal by the end of your first year in graduate school.  The meeting must be documented, using the  Thesis Proposal Meeting Documentation .

Find an advisor in an area that interests you and talk with that person about potential topics that interest you.  A common misconception is that a student must have a research question in order to talk with a potential advisor.  For a master’s thesis, it is perfectly appropriate for an advisor to suggest a topic, sometimes with data that already exists.  An advisor can also help you shape your ideas into a researchable question.  So step one – talk to a faculty member.

The  Thesis Steps and Checklist  document will lead you through the steps and documentation that must be completed.  A current version of this document should be in your student file in the Graduate Program Assistant’s office.

You should also carefully review the Graduate School's website for information on Thesis & Dissertation Submission requirements. 

Your advisor must be a full-time faculty member in SLHS with a Regular Graduate Faculty appointment. A good place to start is the Research Tab  on the SLHS website. If you are uncertain who qualifies, talk with the Coordinator of the Graduate Program, Dr. Anu Sharma .

Your thesis committee should consist of your advisor and at least two other SLHS faculty who have Graduate School appointments.  This typically includes all faculty who teach or supervise clinical practice. Committee members must have at least a master’s degree, but a Ph.D. is not required.  You and your advisor may also consider faculty outside SLHS or even outside the university, if the individual is qualified to be appointed to the Graduate School. Please email the Grad Program Manager if you have questions about who qualifies.

You and your advisor should complete the form,  Permission to Write a Master’s Thesis . Your advisor will bring this to a MA-SLP committee meeting where faculty, including clinical faculty, will vote on your request. Students must be in good standing in clinical training and coursework and must have a GPA of at least 3.5.

All research, even with existing data, requires approval of the Internal Review Board (Human Research).  If your advisor has an existing approval, you need to be added using a Request for Modifications (on the IRB website).  You also need to complete IRB training, which for CU consists of formal training, call CITI Training.  You must have a certificate of completion.  You may not contact potential subjects, collect data, or analyze data unless you have formal approval. The university checks whether you have HRC approval when you deposit your thesis and they will not accept a thesis if necessary HRC approval is missing. In short, prepare your proposal early and follow all the rules.

There are  deadlines  established by the Graduate School regarding when a thesis must be defended and deposited in order to graduate in a given semester.  You should let the  Graduate Program Manager  know about your projected schedule.  She will insure that you have all the completed paperwork and approvals to defend and deposit your thesis on time. Keep track of your deadlines using this  checklist  and give a new copy to the Graduate Program Manager EACH time it is updated or revised.

There are  guidelines  for how your thesis should be prepared.  Typically, before the thesis is completed, it must be checked to insure that it meets these guidelines.  Your text can change after it is approved – they are mostly interested in margins, page numbers, table of contents, etc., and not in what you say.  There is a deadline to have your thesis checked, so be sure to check the  calendar . You must submit your thesis  online .

Here’s where we are direct. Students who tend to procrastinate and turn things in at the last minute make the thesis process into a bit of a headache for an advisor. Advisors and committees need time to read. In general, negotiate with your advisor about when you should turn documents in. Don’t expect quick turnarounds. Two weeks is average.

Your committee will need your document two weeks before your defense date. Your advisor and you will probably have multiple drafts before that. Schedules are essential and it is essential to stick with your schedule.

In addition, it is important for students to know that many faculty and staff are not paid for summer work. If you plan to defend during the summer, you need to find out if people will be around. Be considerate. If your advisor works with you during the summer, it is volunteer work. Faculty are not paid during the summer.

Try to attend to formatting and scheduling details yourself and don’t expect your advisor to remind you about deadlines and to edit your formatting. You will learn a lot about managing a research project if you get advice from your advisor, but then try to do as much as you can on your own.

Home > Graduate Studies > Theses by Degree > MS in Speech-Language Pathology

Master of Science in Speech-Language Pathology

Theses/dissertations/projects from 2023 2023.

The Effects of Verbal Fluency Interventions: Phonemic versus Semantic Fluency Outcomes in Parkinson's Disease , Brian Connelly

Theses/Dissertations/Projects from 2022 2022

The Role of Family Members or Caregivers and Their Involvement in a Loved One’s Usage of Augmentative and Alternative Communication in the Preschool Setting from the Perspective of an SLP , Megan Hintz

The Impact of Distance Education on Therapy Services for Students with ASD: An SLP Perspective , Andrea Spragg

Theses/Dissertations/Projects from 2021 2021

Kindergarten Teachers' Perceptions about the Language and Literacy Skills of Their Students , Toni Gohman

Facilitators and Barriers to Interprofessional Practice in Rural Schools: A Survey of SLPs , Sarah Kastner

Strategies Utilized by Speech-Language Pathologists when Treating Speech-Language Disorders in Children who are Bilingual , Julianne L. Monceaux-Visser

Theses/Dissertations/Projects from 2020 2020

The Effectiveness of Visual Phonics to Promote Phonological Awareness in Preschool Children with and Without Speech Sound Delays , Katelyn Derby

Factors that Influence the Success in Higher Education for Students with Autism , Elizabeth O. Gardner

LSVT or SPEAK OUT!®: Clinical Decisions when Treating Clients with Parkinson's Disease , Amanda Olson

Factors Influencing Choice of Communication Sciences and Disorders Major for Students Who Are Culturally and Linguistically Diverse , Joanna Reinders

Theses/Dissertations/Projects from 2019 2019

Exploring the Experiences of Communication Partners of People with Parkinson's Disease: A Qualitative Study , Jacqueline Bell

Factors Related to the Selection of a Service Delivery Model: A Survey of School Speech-Language Pathologists , Meredith Ann Egeland

Speech-Language Pathologists’ Perspectives on Preparedness for Interprofessional Collaborative Practice in School Settings , Rachel Sawatzky

Theses/Dissertations/Projects from 2018 2018

Effectiveness of Literacy Intervention Provided by School-Based SLPs: Roles & Impressions on Literacy Teams , Ashley Alvarado

Intervention strategies and psychosocial factors for a client with Broca’s aphasia and apraxia of speech: A case study , Erin Olson

Personality Type & the SLP’s Employment Setting: Is There a Pattern? , Ashley Ann Schurr

Assistive Listening Devices in Primary and Secondary Educational Settings: A Systematic Review , Paige Wagner-Skinner

Factors Related to Successful Implementation of an AAC Device for an Individual With Autism , Michaela Worms

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