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About Us

A most important philosophical principle at the foundation of Elmira’s CSD program is the establishment of a strong theoretical foundation in normal human communication development and disorders, causes, symptoms, and remediation.

Another very significant philosophical principle guiding Elmira’s CSD program is the importance of early involvement in the clinical setting. The Elmira College Speech and Hearing Clinic operates to provide observations and clinical practice experiences to CSD students, as well as offering diagnostic and therapeutic services to members of the campus and surrounding communities. Clients range in age from 2 to 80 years and present with a variety of communication problems, including Autism Spectrum Disorder, developmental articulation and language problems, aphasia, and acquired brain injury. The Speech and Hearing Clinic provides on-going communication therapy to approximately 40 clients per semester while school is in session. 

Another critical guiding principle is the commitment to providing consistent on-site, live supervision. Clinical supervisors satisfy ASHA’s requirements for supervision based on percent of session observed, always exceeding the minimal 25% criterion suggested. Supervisors are never supervising more than three simultaneous sessions and often they are supervising only two and even one. There is a common observing area for all treatment rooms, allowing the supervisor to always be aware of what is occurring in each room, even while focusing on one particular session. Supervisors provide student clinicians with oral feedback after sessions whenever possible, written feedback on daily lesson plans, feedback about writing on therapy progress report drafts and self-analyses, and formal checklist of clinical behaviors and narrative evaluation of performance twice during the therapy term. Most importantly, every student clinician has an individually scheduled weekly supervisory meeting where feedback and guidance are regularly provided. Whenever possible the supervisor helps the student clinician connect the therapy experience with previous and current course content.

A fourth principle is the belief that students must begin early in their clinical experiences to evaluate their own performance. Student clinicians initially are quite dependent on their supervisors for guidance and performance evaluations. In an effort to foster the development of their self-evaluation skills, students in speech practicum make recordings of at least two therapy sessions during the term and complete formal written assessment of their performance based on quantitative data.

Distinctive Aspects of Our Program:

Graduate Programs:

Our students have attended a wide variety of graduate programs. Most of our students go on to get their Master’s degree in Communication Sciences and Disorders (aka Speech-Language Pathology) but some continue their education in Audiology, pursuing the Audiology Doctorate (Au.D), Special Education, and Applied Behavior Analysis Certification.