Master of Science in Speech-Language Pathology: Accelerated

This full-time, two-year (24-month) graduate program is designed for students who already hold a bachelor’s degree in speech-language pathology or communication disorders. Through academic coursework, hands-on clinical practice, and optional global experiences, you’ll become a compassionate, licensed professional ready to work in diverse healthcare and educational settings.

Total credits

60

Finish in as few as

24 months

Courses

• Craniofacial Conditions and Velopharyngeal Disorders (SLPL515)

  Exploration of the anatomy and physiology of the velopharyngeal mechanism for speech production in children with cleft palate/craniofacial anomalies. Behavioral and instrumental analysis of velopharyngeal disorders. Effects of different surgical techniques on speech outcomes, including pre-surgical counseling considerations and post-surgical management. Evidence-based interventions to manage articulation, resonance, and feeding/swallowing disorders. Management of velopharyngeal disorders across the lifespan emphasizing the importance of interdisciplinary collaboration between speech-language pathologists and other healthcare professionals.

  2 credits

• Informational Counseling, Ethics, and Culturally-Responsive Practice in Speech-Language Pathology (SLPL525)

  Principles of counseling persons with communication disorders and their families throughout the lifespan in diverse settings. Review major theories of counseling in communication disorders and swallowing and understand the dynamics of effective counseling while applying evidence-based techniques to counsel clients from culturally and linguistically diverse backgrounds.

  3 credits

• Research Methods in Speech-language Pathology (SLPL530)

  Description of quantitative and qualitative methods for conducting meaningful inquiry and research in communication disorders. Examination of problem-centered research questions, research purpose and design, methodology, and data management and analysis informed by parametric and nonparametric statistical methods. Analysis of various theoretical frameworks for clinical research in the discipline, including interprofessional practice. Application of evidence-based practice, ethics, critical thinking, and clinical decision-making in oral presentations and a written research proposal.

  3 credits

• Management of Communication Disorders in Special Populations (SLPL535)

  Exploration of communication disorders that affect children and adults in special populations including those with developmental disabilities, hearing loss, autism spectrum disorder, Fragile X syndrome, Down syndrome, and cerebral palsy. Acquire critical understanding of special education laws, disability-related regulations, and resources available for individuals with communication disorders and their families. Apply assessment and intervention strategies to collaborate effectively with interprofessional teams to enhance outcomes for those with disabilities.

  3 credits

• Global Service Delivery in Speech-Language Pathology (SLPL540)

  Application of evidence-based practice (EBP) in international settings to identify, prevent, assess, and treat speech/ language, and swallowing disorders during a short-term study abroad session. Development of professional competencies, including critical thinking, clinical reasoning, cultural responsiveness, collaborative practice, counseling, and client-centered care. Integration of theory with practical skills; demonstration of culturally responsive care, clinical documentation, and interprofessional communication. Fostering clinical decision-making pathways and ethical practice to address diverse client needs in real-world clinical environments.

  3 credits

• Language Disorders in Children (SLPL600)

  Exploration of the impact of language-based differences and disorders in infants, toddlers, children, and young adolescents. Examination of how language processing deficits affect academic performance and literacy development, including information processing, word memory, word finding, social language, and cognitive abilities. Apply various assessments and curriculum-based intervention techniques to facilitate academic and social development.

  4 credits

• Speech Sound Disorders in Children (SLPL601)

  Includes the characteristics, challenges, and complexities of speech disorders in children including apraxia of speech and oromyofacial disorders; discusses speech assessment tools, standardized tests, and instrumentation for diagnostics and biofeedback. Evidence-informed speech intervention techniques/programs, and formulation and implementation of intervention plans within the curriculum.

  4 credits

• Language and Cognitive-Communication Disorders in Adults (SLPL606)

  Examination of adult aphasia and dementia, their definition, incidence and prevalence, etiologies, and contemporary approaches for assessing and managing aphasia, using the International Classification of Diseases model and a life participation approach to treatment. Includes cognitive-communication disorders such as acquired brain injury, dementia, Alzheimer's disease, and mild cognitive impairments.

  4 credits

• Assessments and Interventions in Literacy (SLPL608)

  Examination of etiologies and prevention strategies for language disorders, language learning disabilities, and dyslexia. Analysis of phonological, semantic, orthographic, and oral language processing and the impact on literacy comprehension and production. Application of evidence-based assessments for screening, diagnosis, and progress monitoring. Development of tailored intervention plans targeting phonological processing, decoding, fluency, comprehension, spelling, and written expression. Evaluation of speech-language pathologists’ collaborative roles and contributions to addressing literacy challenges.

  3 credits

• Stuttering and Cluttering (SLPL610)

  Examination of adult dysphagia, covering etiology, anatomy, physiology, screening, and assessment, including videofluoroscopy and endoscopy. Exploration of evidence-based treatment, compensatory techniques, rehabilitative exercises, diet modifications, and patient-centered care. Emphasis on interprofessional practice, palliative care, patient safety, counseling, and ethical considerations in managing dysphagia. Interpretation of clinical results to develop effective, evidence-informed intervention plans for safe and efficient swallowing.

  2 credits

• Dysphagia in Adults (SLPL615)

  Examination of adult dysphagia, covering etiology, anatomy, physiology, screening, and assessment, including videofluoroscopy and endoscopy. Exploration of evidence-based treatment, compensatory techniques, rehabilitative exercises, diet modifications, and patient-centered care. Emphasis on interprofessional practice, palliative care, patient safety, counseling, and ethical considerations in managing dysphagia. Interpretation of clinical results to develop effective, evidence-informed intervention plans for safe and efficient swallowing.

  4 credits

• Pediatric Feeding and Swallowing Disorders (SLPL616)

  Knowledge of the typical anatomy and physiology of the swallowing mechanism for children. Includes incidence and prevalence of feeding and swallowing disorders in infants, preschool children, and school-age children up to 21 years of age, due to neurological, structural, and behavioral disorders. Administer screening protocols, instrumental and behavioral assessments, and pediatric quality-of-life questionnaires. Interpret the results of screenings and assessments to formulate evidence-informed treatment plans and intervention methods that result in safe and efficient oral intake.

  2 credits

• Assistive Technology and Alternative and Augmentative Communication (SLPL620)

  Examination of augmentative and alternative communication (AAC) systems to support those with communication disabilities including those with complex communication needs. Identification of appropriate interventions to support effective communication through evidence-based assessment using unaided communication, and low-, mid-, and high-tech AAC options to enhance linguistic, operational, social, and strategic competencies. Emphasis placed on culturally responsive practices and interprofessional collaboration to support AAC users, families, and communication partners in achieving effective and inclusive communication outcomes.

  2 credits

• Clinical Practicum (SLPL625)

  Application of evidence-based practice (EBP) in an on-campus and related community settings to identify, prevent, assess, and treat speech, language, and swallowing disorders. Development of professional competencies, including critical thinking, clinical reasoning, cultural responsiveness, collaborative practice, counseling, and client-centered care. Integration of theoretical knowledge with practical skills; demonstration of proficiency in culturally responsive care, clinical documentation, and interprofessional communication. Fostering clinical decision-making pathways and ethical practice to address diverse client needs in real-world clinical environments.

  3 credits

• Voice and Upper Airway Disorders (SLPL640)

  Explanation of anatomic, physiologic, and neurologic bases for voice production and respiration; etiological characteristics and classification of voice disorders. In-depth perceptual/behavioral, acoustic, and instrumental analysis of voice disorders, including formulating prevention and treatment plans. Evaluation and implementation of various evidence-based assessment, treatment, and management options for voice and upper airway disorders in children and adults.

  3 credits

• Motor Speech Disorders (SLPL645)

  Description of etiologies, classification, and nature of different types of dysarthria and apraxia of speech in adults. Implementation of assessment batteries and evidence-informed treatment, management, and counseling methods for a diverse array of neurogenic speech disorders.

  2 credits

• Clinical Externship (SLPL660)

  Application of evidence-based practice (EBP) in off-campus educational or medical settings to identify, prevent, assess, and treat speech, language, and swallowing disorders. Development of professional competencies, including critical thinking, clinical reasoning, cultural responsiveness, collaborative practice, counseling, and client-centered care. Integration of theoretical knowledge with practical skills; demonstration of proficiency in culturally responsive care, clinical documentation, and interprofessional communication. Fostering clinical decision-making pathways and ethical practice to address diverse client needs in real-world clinical environments.

  3 credits

• Research Project I (SLPL690)

  Evaluation of quantitative, qualitative, and mixed methods for establishing meaningful and problem-based inquiry; conduction of clinical studies in communication disorders and interprofessional education/practice pertaining to allied health and special education. Development of an appropriate research design based on the line of inquiry. Collection of primary or secondary data that accurately addresses the research problem. Inclusion of background information, problem statement, purpose, research questions, hypotheses, literature review, theoretical models/frameworks, methods, results, and discussion.

  2 credits

• Graduate Comprehensive Exam (SLPL700)

  Students take the comprehensive exam after completing all the required coursework. The exam covers both oral and written sections to assess the students’ ability to integrate theoretical and clinical knowledge. The written section consists of multiple-choice questions similar to the national praxis exam. The oral section includes an analysis of a case study. Enrollment is required during the semester of graduation.

  0 credits

• Thesis I (SLPL790)

  Evaluation of quantitative, qualitative, and mixed methods for establishing meaningful and problem-based inquiry; conduction of clinical studies in communication disorders and interprofessional education/practice pertaining to allied health and special education. Development of an appropriate research design based on the line of inquiry. Collection of primary or secondary data that accurately addresses the research problem. Inclusion of background information, problem statement, purpose, research questions, hypotheses, literature review, theoretical models/frameworks, methods, results, and discussion.

  2 credits

Program objectives

As a student in the accelerated MS-SLP program, you’ll learn to:

• Understand the biological, developmental, and cultural factors that influence communication and swallowing

• Identify and treat speech, language, hearing, cognitive, and swallowing disorders

• Apply prevention, assessment, and intervention strategies across the lifespan

• Adapt clinical methods based on evidence, collaboration, and client-centered care

• Navigate ethical standards and regulations in clinical decision-making

• Think critically and communicate effectively in professional settings

Field work

You’ll complete:

• Three semesters of clinical practicum at Bethel’s on-campus clinic and affiliated partner sites

• Two semesters of clinical externship in medical, educational, and community-based settings

• Opportunities to work with children, adults, and aging populations across diverse care environments

You’ll build competencies in:

• Clinical reasoning and documentation

• Culturally responsive care and interprofessional collaboration

• Ethical decision-making and client advocacy