Family Studies and Human ServicesBill Meredith, Director
Professors Bergen, Bollman, Jurich, Kellett, Maddux, Meredith, Moxley, J. Murray, Russell, Scheidt, Schumm, and Smith; Associate Professors Bradshaw, De Luccie, J. Garcia, Grable, Hoag, A. Murray, Olsen, Smit, Webb, and White; Assistant Professors Coulson, Crowe, Fees, R. Garcia, Glasscock, Griffin, Myers-Bowman, Nelson-Goff, and Parsons; Instructors Cantrell, Hoover, Meier, Meyer, Molineux, O'Conner, Schraeder, and West; Emeriti: Professors Flanagan, Huyck- Young, Kennedy, and Stith; Associate Professors McNeil and Rainbolt.
The School of Family Studies and Human Services is focused on the study of individuals and families from a multidisciplinary perspective. Programs emphasize developmental processes throughout the life cycle, interpersonal relationships, personal financial planning, intervention for speech, language, and hearing problems, and educational programming for children and families.
Undergraduate programs include communication sciences and disorders, early childhood education, general family studies and human srvices, family life and community services, life span human development, personal financial planning, and a dual degree program in family studies and human services and social work. In addition, students may combine degree programs in early childhood education and elementary education.
The school places great importance on laboratory and field experiences, along with classroom experiences. On-campus field experiences for undergraduate students are available in the Early Childhood Laboratory, Family Center, Galichia Center on Aging, the Hoeflin Stone House Child Care Center, and the Speech and Hearing Center.
For students pursuing early childhood education, the Early Childhood Laboratory and the Hoeflin Stone House Child Care Center provide on-campus observation and teaching. Both facilities are licensed by the state of Kansas and accredited by the National Academy of Early Childhood Programs.
Students in the family life and community services program complete a field experience in a public or private agency that serves individuals or families. Agency staff and school faculty guide students in the planning, direction, and evaluation of these supervised experiences. On-campus opportunities for gaining experience are available through the Family Center, the Galichia Center on Aging, and various organizations and offices that address student needs. Students in communication sciences and disorders obtain practical experience in the Speech and Hearing Center.
Communication sciences and disorders
The goal of the program in communication sciences and disorders is to educate professionals who are competent to help children and adults with communicative problems of speech, hearing, and language. The undergraduate program provides the foundation for the M.S. program in communication sciences and disorders, which is accredited by the Council on Academic Accreditation and meets the current requirements in speech- language pathology for the Certificate of Clinical Competence of the American Speech-Language and Hearing Association. Determination of the student's program of study and the completion of all requirements for certification are the responsibility of the student and the advisor.
Students participate in observations of a variety of disorders and age groups in the Kansas State University Speech and Hearing Center. Students may, on invitation of the faculty, participate in supervised direct clinical experience in the Speech and Hearing Center.
General requirements (33-34 hours)
EDSP 710* Education of Exceptional Individuals 3
Note: National certification requires a course on culturally diverse populations.
Note: Students who plan to obtain educational certification from other states are encouraged to take courses from the College of Education listed above.
Early childhood education
This program is for students who wish to work in prekindergarten education programs in administrative or teaching positions, including work with parents and community resources as well as with young children.
The National Council for Accreditation of Teacher Education has approved K-State's early childhood education program. Students completing the early childhood education program in family studies and human services are eligible for licensure by the Kansas State Department of Education in Early Childhood Education. Program requirements are subject to change to meet new licensure requirements. Early childhood special education licensure is available with advanced study. To complete the ECE program, students must have full admission into the teacher education program.
Admission to teacher education
Students transferring 50 or more hours from another institution should apply at the time of initial enrollment.
Requirements for admission to early childhood teacher education program may be found in the College of Education section.
Students will be screened by the Kansas Department of Health and Environment for criminal and child abuse histories (through the Kansas Bureau of Investigation and Social and Rehabilitative Services). Students with questionable histories, as determined by the Kansas Department of Health and Environment, will be dropped from the early childhood education program.
Directed experiences (student teaching)
Enrollment in directed experiences is by permission only. Directed experiences may not be taken until the student has obtained full admission into teacher education and has completed FSHS 420, 540, 541, 545 and 546.
Application for licensure must be made during the semester in which the degree will be received. Forms are available in the Center for Student and Professional Services, College of Education, 13 Bluemont Hall.
General requirements (36-37 hours)
Natural sciences (7 hours)
(Grades of C or higher required.)
Bachelor of science in family studies and human services
The family studies and human services degree program focuses on the development of the individual in a family context throughout the life cycle. Graduates work in youth programs, family and social service programs, residential programs, the courts, cooperative extension, higher education, and public health departments.
Students who plan to major in a specialized program in family life and community services, life span human development, personal financial planning, or the dual degrees in family studies and human services and social work initially enter the general family studies and human services degree program. Upon meeting a specialized program's admission requirements, students may request a curriculum change to that program.
Bachelor of science in family studies and human services
The undergraduate program in family life and community services prepares students to develop and implement programs and services that strengthen and enhance individual and family well-being. The program is approved as meeting the standards and criteria required for the Provisional Certified Family Life Educator (CFLE) designation by the National Council on Family Relations.
Graduates of the family life and community services program work in many different areas including parent and community education, social services, and human resources.
Admission to the family life and community services program is selective and limited. Before applying to this option, students must complete the following: FSHS 110, 301, 302, and 350 with a grade of B or above; a minimum of 45 hours with a GPA of 2.5; and a minimum of 50 hours community service within the last two years. Once the preceding criteria are met, the student must complete an application form; provide a transcript or DARS report; provide documentation of community service work completed; and prepare a letter of application with three letters of recommendation.
A maximum of 20 majors will be selected each semester.
General requirements (39-40 hours)
Natural sciences (7 hours)
Bachelor of science in family studies and human services
This program combines the study of human development with a strong foundation in the arts, sciences, and humanities. Course work emphasizes the development of individuals across the life span, the processes underlying development and aging through the life cycle, and the factors that enhance, support, or impede human development. The life span human development program prepares students for graduate study in a variety of applied and academic fields.
General requirements (44-45 hours)
Natural sciences (10 hours)
Bachelor of science in family studies and human services
The emphasis of this program is personal and family financial planning, which combines course work in personal finance, family relationships and decision making, consumer rights, insurance, investments, retirement and estate planning, economics, and accounting. Emphasis is placed on understanding financial products and how they work, as well as the role of family in financial decisions. The program offers financial planning courses that satisfy CFP® Board's education requirement for the CFP®/CERTIFIED FINANCIAL PLANNER® certification.
Natural sciences (7 hours)
Bachelor of science in family studies and human services Bachelor of science, social work major
This program leads to a B.S. degree in family studies and human services through the College of Human Ecology, and to a B.S. degree with a social work major through the College of Arts and Sciences. The goal of this program is to give students skills in and knowledge of interpersonal relationships, an understanding of the developmental processes of children and families, and beginning social work skills. Upon completion of the program, students are equipped to work with families and individuals in social work settings. They also are eligible to take the social work licensure examination. The social work major, housed in the Department of Sociology, Anthropology, and Social Work, is accredited by the Council on Social Work Education.
Admission to the dual degrees: family studies and human services and social work is selective and limited. Acceptance into the social work practice sequence is required for admittance.
FSHS 100. Family Financial Planning as a Career. (1) I. This course is an introduction to career opportunities in the field of financial planning for families with an emphasis on academic preparation, acquisition of professional credentials, and career opportunities. A survey of the history, scope, and trends of the financial planning industry will be explored.
FSHS 105. Introduction to Personal and Family Finance. (3) I, II. Fundamental principles for making financial decisions. Analysis and evaluation of personal and family money management strategies.
FSHS 110. Introduction to Human Development. (3) I, II, S.. A study of life span human development through an individual's awareness and understanding of his or her own physical, social, and psychological growth and relationships with family, peers, and others.
FSHS 200. Sexuality and Health. (2) I, II. Introduction to human sexuality and health, including sexually transmitted diseases and AIDS. Attributes of comprehensive programs, K-12, that incorporate state-defined goals for sexuality education and health needs of children and adolescents.
FSHS 300. Problems in Family Studies and Human Services. (Var.) I, II, S. Independent or small group study. Pr.: Consent of instructor.
FSHS 301. The Helping Relationship. (2-3) I. II, S. Characteristics of the helping relationship; consideration of personal qualities necessary for recognizing needs of individuals and families; identification of effective procedures for referral to appropriate professions and agencies. Pr.: FSHS 110 or PSYCH 110; FSHS, GNHE, and FCSED majors only.
FSHS 302. Introduction to Human Sexuality. (3), I, II. Study of the role and meaning of sexuality in human relationships across the life course.
FSHS 310. Early Childhood. (3) I, II, S. Principles of growth and development of children from conception through age five, including familial, societal, and other ecological factors affecting young children's development. Pr.: FSHS 110 or PSYCH 110.
FSHS 313. Preschool Child Lab. (1) I, II. On sufficient demand. Observation of the development and guidance of children from 18 months to five years of age, with emphasis on observation of children in groups. Prior or concurrent enrollment with FSHS 310.
FSHS 343. Communication Sciences and Disorders. (3) I. A survey of normal communication processes and communication disorders and an introduction to the fields of speech pathology and audiology that are responsible for the clinical management of these disorders.
FSHS 347. Introduction to Phonetics. (3) I. Basic information about speech sounds and their use in human languages, including physiological, perceptual, and acoustic phonetics. Transcription of English will be emphasized. Conc. enrollment in FSHS 348 is required. Pr.: Junior standing.
FSHS 350. Family Relationships and Gender Roles. (3) I, II, S. Effects of family interaction upon individual development and gender roles; consideration of premarital, marital, and parent-child relationships. Pr.: FSHS 110 or PSYCH 110 or SOCIO 211.
FSHS 360. Anatomy of the Speech Mechanism. (4) II. Anatomy of the structures involved in speech production. The course includes histology of the larynx and an overview of speech physiology. Pr.: Junior standing.
FSHS 361. Hearing Science. (3) I. An introduction to hearing science concepts. Areas of focus include anatomy and physiology of the hearing mechanism, quantification of sound, sound generation, and sound transmission. Information on the role of the auditory system in the encoding and processing of simple and complex signals is also presented. Pr.: Junior standing.
FSHS 400. Family and Consumer Economics. (3) I. Issues and problems confronting consumers. Emphasis on current economic issues and their potential for impacting families and society. Pr.: ECON 110 or conc. enrollment; FSHS, GNHE, and FCSED majors only or by permission.
FSHS 405. Advanced Personal and Family Finance. (3) II. In-depth applications of personal and family money management principles with emphasis on credit, savings, insurance, and budgeting. Pr.: FSHS 105.
FSHS 415. Manual Communication. (3) I, II. Study of background information in current trends in the use of sign language. Restricted to sign language used in the United States. Includes instruction in the American Manual Alphabet and Vocabulary for about 700 signs. Primary focus will be application of beginning skills for communication with those who depend on this form of communication.
FSHS 420. Interaction Techniques with Young Children. (3) I, S. A developmental approach to the acquisition of interaction techniques conducive to healthy emotional and self-concept growth in the child from birth to five years. Two hours lec. and one hour lab. Pr.: FSHS 310.
FSHS 440. Human Development Facilitation. (2) I, II. Applied study of leadership skills in small discussion groups, with emphasis on learning and facilitating Introduction to Human Development concepts. Taken conc. with FSHS 441. Pr.: FSHS 110, preparatory workshop, and consent of instructor.
FSHS 441. Human Development Facilitation Lab. (1) I, II. Recitation group leader for FSHS 110. Assists students in discussion and preparing group presentations; evaluates written work and course participation of students in group. Conc. with FSHS 440.
FSHS 442. Developmental Psycholinguistics. (3) I. Review of research and theory of early development of language comprehension and production, involving vocalization, phonology, morphology, syntax, semantics, and pragmatics. Includes discussion of the relationship between cognition and language, as well as other variables influencing language acquisition. Pr.: FSHS 347 or conc. enrollment.
FSHS 443. Language Assessment and Intervention I. (3) II. The characteristics and nature of language disorders in the preschool-age populations, as well as general principles of language assessment and intervention are presented. Specific language assessment and intervention procedures for individuals 0-8 years of age are reviewed. Communication profiles associated with a variety of language impairments are examined. Pr.: FSHS 442 and junior standing.
FSHS 446. Disorders of Articulation and Phonology. (3) II. Theory, research, and principles of (a) normal/abnormal phonetic and phonologic development, (b) assessment of speech sound disorders, and (c) intervention for speech sound disorders. Pr.: FSHS 347 and junior standing.
FSHS 499. Independent Study in Family Economics. (Var.) I, II, S. Independent study. Pr.: Consent of instructor.
FSHS 506. Middle Childhood and Adolescence. (3) I, S. Principles of growth and development during middle childhood and adolescence, including familial, societal, and other ecological factors affecting development of youth. Pr.: FSHS 110 or PSYCH 110.
FSHS 507. Middle Childhood Lab. (1) I. Analysis of situations facing children age six to twelve and design of interventions to enable these children to cope with these situations. Prior or conc. enrollment in FSHS 506.
FSHS 510. Human Development and Aging. (3) I, S. Survey of issues, research, and problems in aging and human development throughout adulthood, with particu- lar emphasis upon the later years. Pr.: FSHS 110 or PSYCH 280; FSHS majors only or by permission.
FSHS 515. Laboratory in Acoustic Phonetics. (1) I. The study of speech perception and production through acoustic analysis. Laboratory experience in the use of computer-based speech analysis systems. Pr.: FSHS 347 and senior standing.
FSHS 524. Professional Seminar in Early Childhood Education. (3) II. Examination of programs for young children, including philosophical and theoretical foundations. Implementation and evaluation of program models and related issues and research. Pr.: FSHS 310 or PSYCH 280.
FSHS 528. Exceptional Development in Early Childhood. (3) II. Exceptional development in early childhood (birth to five years), including sensory impairments, physical impairments, communication disorders, mental retardation, behavioral problems, and gifted performance; formal and informal assessment in all developmental areas; the family's role in the assessment/referral/intervention process. Pr.: FSHS 310.
FSHS 540. Curriculum for Cognitive and Language Development of Young Children. (3) I. Planning for the enhancement of cognitive and language development. The application of child development theory to the planning of programs for young children within the major curriculum areas. Conc. with FSHS 545 or 546. Prior or conc. with FSHS 565. Pr.: FSHS 310 and 313 and admission into teacher education.
FSHS 541. Curriculum for Emotional, Social, and Physical Development of Young Children. (3) II. Planning for the enhancement of physical, social, and emotional development. The application of child development theory to the planning of programs for young children within the major curriculum areas. Conc. with FSHS 545 or 546. Pr.: FSHS 310 and 313 and admission into teacher education.
FSHS 545. Early Childhood Program Lab I. (1) I, II. Application of principles and techniques to planning, implementing, and evaluating developmentally-appropriate activities for young children in a supervised lab setting and in recitation sessions. Conc. with FSHS 540 or 541. Pr.: FSHS 310 and 313 and admission into teacher education.
FSHS 546. Early Childhood Program Lab II. (2) I, II. Advanced application of principles and techniques for developmentally-appropriate programs for young children. Planning, implementing, and evaluating activities in a supervised lab setting. Conc. with FSHS 540 or 541. Pr.: FSHS 545 and admission into teacher education.
FSHS 549. Clinical Procedures in Communication Disorders. (3) II. Orientation to clinical practicum. Opportunities for clinical observation of speech, language, and hearing evaluation and treatment. Study of diagnostic tools, treatment materials, equipment, and clinical procedure. Pr.: FSHS 443 and 446 and senior standing.
FSHS 550. The Family. (3) I. Consideration of the family throughout the family life cycle; developmental tasks at each stage. Use and impact of family support services. Pr.: FSHS 350, 12 hours in FSHS; FSHS and GNHE majors only.
FSHS 552. Families and Diversity. (3) I. Selected topics for understanding families in multiple contexts. Implications for professionals working with individuals and families. Pr.: Family life and community services majors only, 15 FSHS credits, FSHS 550, senior standing.
FSHS 560. Clinical Research in Communication Sciences and Disorders. (3) I. Logic and methods of clinical research, with emphasis on those most frequently used in speech-language pathology and audiology. Experience formulating, doing, and evaluating research. Pr.: STAT 330 or equiv.
FSHS 567. Basic Audiology. (3) II. An introduction to audiology concepts and basic audiology testing procedures. Areas covered include disorders of the auditory system, testing procedures, and audiometric interpretation. Pr.: FSHS 361.
FSHS 579. Pre-Directed Field Experience Orientation. (1) I, II. Consideration and application of professional knowledge and skills necessary for selection and placement in a social agency for a supervised experience in direct service to clients. Pr.: FSHS 110, 301, 350, 550; one of the following three courses: FSHS 310, 506, or 510; senior standing; 2.5 minimum GPA in FSHS foundation and professional courses; family life and community services majors only.
FSHS 580. Directed Field Experience. (8) I, II, S. A block field placement in local agencies. Faculty-supervised experience in direct service to clients: individuals, groups, and communities. Weekly seminar during placement emphasizes theory underlying the practice. Pr.: FSHS 110, 301, 350, 550, 579; one of the following three courses: FSHS 310, 506, or 510; senior standing; 2.5 minimum GPA in FSHS foundation and professional courses; family life and community services majors only.
FSHS 585. Professional Seminar in Family Life Education. (3) I, II, S. Consideration of professional philosophy, identity, ethics, career development, and characteristics of client populations. Development of skills for family life educators working in agencies with various socioeconomic, age, and ethnic groups. Pr.: Conc. enrollment in FSHS 580.
FSHS 589. Administration of Early Childhood Programs. (3) I. Rationale for and techniques of administering programs for preschool children, including health, education, social services, parent involvement. Pr.: Nine hours in FSHS or other social science and junior standing.
FSHS 590. Proseminar in Family Studies and Human Services. (1-3) On sufficient demand. Review of specific issues or professional practices affecting children and/or families. Pr.: Junior standing and consent of instructor.
FSHS 591. Undergraduate Topics in Communication Sciences and Disorders. (1-3) Review of current topics in speech-language pathology and/or audiology. May be repeated for a maximum of 6 hours with a change in topic. Pr.: Consent of instructor.
FSHS 595. Professional Seminar in Family Financial Planning. (3) II. Examination of professional issues in family financial planning, including ethical considerations, regulation and certification requirements, communication skills, and professional responsibility. Development of skills needed for family financial planners working with families in meeting their financial needs. Pr.: Senior standing and FSHS 405.
FSHS 598. Directed Experiences in Early Childhood Education. (8) I, II, S. Participation in a preschool program: planning, instruction, evaluation. Prearrangement and consent of instructor required. Pr.: FSHS 420, 540, 541, 545, 546, and admission into teacher education.
FSHS 600. Economic Status of Women. (3) On sufficient demand. Socioeconomic factors affecting the economic roles of women. Income, wealth, discrimination, employment, household production, and attitudes as they pertain to the economic position of women in society. Pr.: Junior standing and ECON 110.
FSHS 603. Coping with Life Crises. (3) Examination of the effects of human competencies and coping strategies on successful adaptation to anticipated life crises, developmental transitions, and sudden, unexpected life events. Pr.: FSHS 110 or PSYCH and 6 hours of social science.
FSHS 605. Communication Disorders and Aging. (3) An introduction to the most common communication disorders of older persons. Appropriate service delivery models and special needs of the elderly are discussed. Pr.: Consent of instructor.
FSHS 615. Manual Communication II. (3) Instruction in an additional 400 to 500 signs in the SEE system. Introduction to elementary ASL techniques. Discussion of other augmentative communication systems. Research will be conducted in the use of various manual communication systems with special populations, including aphasic, language disabled, mentally handicapped, and others. Pr.: FSHS 415 or basic sign language skills.
FSHS 624. Fundamentals of Family Financial Planning. (3) I. This course provides an overview of family financial planning by integrating concepts and issues with planning and counseling applications. Students will be introduced to the key concepts of family financial planning, including: insurance, tax, investments, retirement, and estate planning. The family financial planning process is introduced with an emphasis on the integration and application of concepts in meeting individual and family financial goals and objectives. Other topics presented include an ethics overview, compensation trends within the industry, and regulatory frameworks.
FSHS 652. Black Families. (2-3) I. Selected topics for understanding life styles of black families. Implications for professionals working with black children and families. Pr.: Nine hours in FSHS or other social science and junior standing.
FSHS 670. Working with Parents. (3) II, S. Approaches to parenting and parent education with emphasis on programmatic implications of life-span developmental principles within a family context. Pr.: FSHS 110; and FSHS 350 or 550.
FSHS 675. Field Study in Family Economics. (1-3) I, II. Supervised experiences in financial planning, financial counseling, community action, or consumer services. Pr.: Consent of instructor.
FSHS 700. Problems in Family Studies and Human Services. (Var.) I, II, S. Independent study on aspects of human development and family studies. Pr.: Consent of instructor.
FSHS 704. Seminar in Family Studies and Human Services. (Var.) I. Interpretation and evaluation of information on varied topics relating to family members. May be taken for a maximum of nine hours. Pr.: Nine hours of FSHS or other social science.
FSHS 705. Practicum in Speech-Language Pathology. (1-3) I, II, S. Supervised practice in the use of the methods and materials of speech-language pathology. Pr.: FSHS 449 and consent of instructor.
FSHS 708. Topics in Family Studies and Human Services. (2-3) I, II, S. Review of recent research and theory related to exploration of methods and family and interpersonal processes. Pr.: Consent of instructor. May be taken more than one semester.
FSHS 709. Public Policy and Family Economic Well-Being. (3) I. Analysis of conceptual models for policy choices. Impact of socioeconomic and public policy factors on family economic well-being including special issues faced by financially disadvantaged and nontraditional households. Pr.: Nine hours in FSHS or other social science.
FSHS 710. Child Care: Components and Issues. (2-3) Resources and facilities of quality child care; exploration of methods and philosophies of such programs; designed for those working with paraprofessional child care personnel. Pr.: Fifteen hours of either social science and/or FSHS.
FSHS 711. Foundations of Youth Development. (1) I. This course examines the fundamentals of youth development and the youth development profession. Through this introduction to the field, students will explore the ethical, professional, and historical elements of youth development as it has evolved toward professionalism.
FSHS 712. Community Youth Development. (3) I. Community Youth Development focuses upon the national emphasis of a strength-based or asset approach to community youth development. Emphasis is placed upon research, theory, and practice applied in communities throughout the U.S. Students will explore existing models, theoretical and applied literature, and current community efforts as a basis for understanding community youth development.
FSHS 713. Adolescents and Their Families: Implications for Youth Professionals. (3) II. This course covers adolescent development as it is related to and intertwined with family development. The reciprocal influences between adolescents and their families will be examined. Working with youth vis a vis the family system will be highlighted.
FSHS 714. Program Design, Evaluation, and Implementation. (3) II. This course is an overview of the program development process and outcome evaluation of community, children, and family programs. Modes of outcome scholarship and their implications for community-based programs are discussed. Students will develop knowledge through participating in a community-based project involving the practical application of program design and evaluation methods.
FSHS 715. Youth Issues and Life Skills. (2) S. This course will present three strands: issues faced by youth today and associated risk and resiliency factors; life skills for youth; and helping skills necessary for youth professionals who work with young people.
FSHS 716. Contemporary Youth Issues. (1) S. This course is designed to review the causes and consequences of youth violence and the programs and policies for prevention and intervention.
FSHS 717. Youth Policy. (3) I. This course examines various federal and state policies designed specifically for youth. The course will be divided into three sections: (a) what is policy and what youth policies exist? (b) policies specifically designed to "protect the well-being" of youth (e.g., zero tolerance, restorative justice, juvenile justice and reform), (c) targeted youth policies (e.g., foster care, policies for youth with disabilities, homeless youth).
FSHS 718. Youth Professionals as Consumers of Research. (3) II. This course is designed to help youth development professionals understand and apply research results and theories to practice. Emphasis will be placed on research and theory reports related to the youth development with particular attention to research procedures and outcomes.
FSHS 719. Program Administration and Management. (3) II. This course is designed to introduce students to the development, administration, and management of youth-serving organizations.
FSHS 720. Youth Development. (3) S. This course is designed to introduce students to the development period of adolescence. The theory and research of positive youth development will be the lens through which this developmental period is examined. Through a critical examination of the theoretical and research literature, the course will help students recognize and become familiar with the major issues and transitions adolescents face as they successfully navigate this developmental stage.
FSHS 722. Youth and Cultural Contexts. (3) I. This course will provide an understanding of the cultural heritage of differing family structures, types, and social and educational processes experienced by youth in these families through in-depth reading, writing, discussion, critical listening, viewing of contemporary videos, and informal interviews with youth. Students will gain further knowledge of how ethnic groups fit historically into our society, and the results of how history has shaped our present-day situation.
FSHS 725. Augmentative and Alternative Communication. (2) II. This course examines the area of augmentative and alternative communication (AAC) from theoretical and practical perspectives. The etiologies and communicative needs of current and prospective AAC system users, as well as procedures used in evaluation, are addressed. Strategies and procedures for implementing AAC systems in education and acute care/rehabilitative settings are discussed. Opportunities for experience with state-of-the-art technology in AAC are provided at the Capper Foundation. Pr.: FSHS 443, 446, 449, and 705 or conc. enrollment.
FSHS 728. Assessment of Young Children. (3) I. Theory and practice of individual assessment of handicapped and normal children, infancy to age eight, including cognitive, language, fine and gross motor, social, and self-help skills. Focus on selection, administration, interpretation, and evaluation of screening and comprehensive evaluation instruments for assessment and individual program planning. Pr.: FSHS 310.
FSHS 735. Clinical Speech Science. (3) I. Research and theory dealing with the physiological and acoustic aspects of speech production. Instrumentation and procedures for observing and measuring aspects of speech breathing, phonation, velopharyngeal function, and articulation will be discussed. Pr.: FSHS 360.
FSHS 740. Play Facilitation. (3) II. The emphasis on this course is the empirical study and practice of play as an educational, evaluative, and therapeutic intervention with young children. Pr.: FSHS 540 or consent of instructor.
FSHS 742. Language Assessment and Intervention II. (3) II. Theory and research concerning language disorders in school-aged children are presented. Specific language assessment and intervention methodologies for this population are reviewed. Dialectal and bilingual considerations for assessment and intervention are addressed. Pr.: FSHS 443.
FSHS 745. Neuromotor Speech Disorders. (3) I. An introduction to motor speech disorders including an overview of the neurological system. Research and practical knowledge concerning etiologies, evaluation, and principles of treatment are addressed. Pr.: FSHS 360.
FSHS 756. Financial Counseling. (3) S. Theory and research regarding the interactive process between the client and the practitioner, including communication techniques, motivation and esteem building, the counseling environment, ethics, and methods of data intake, verification, and analysis. Other topics include legal issues, compensation, uses of technology to identify resources, information management, and current or emerging issues.
FSHS 758. Housing/Real Estate. (3) I. An overview of the role of housing and real estate in the family financial planning process from a theoretical perspective. Taxation, legal aspects, mortgages, and financial calculations related to home ownership and real estate investments are included. New and emerging issues in the context of housing and real estate will be emphasized. The role of ethics in family financial planning with housing and real estate also will be included.
FSHS 760. Families, Employment Benefits, and Retirement Planning. (3) I. Study of micro and macro considerations for retirement planning. Survey of various types of retirement plans, ethical considerations in providing retirement planning services, assessing and forecasting financial needs in retirement, and integration of retirement plans with government benefits. Pr.: FSHS 405.
FSHS 762. Investing for the Family's Future. (3) I. An in-depth study of investment options for clients, this course will include common stocks, fixed income securities, convertible securities, and related choices. Relationships between investment options and employee/employer benefit plan choices will be studied. Current and emerging issues and ethics will be an integral part of the course.
FSHS 764. Estate Planning for Families. (3) II. Introduction to fundamentals of the estate planning process. Includes property transfer, tax consequences, probate avoidance, powers of appointment, and various tools/techniques used in implementing an effective estate plan. Pr.: FSHS 405.
FSHS 766. Insurance Planning for Families. (3) II. An in-depth study of risk management concepts, tools, and strategies for individuals and families, including: life insurance; property and casualty insurance; liability insurance; accident, disability, health, and long-term care insurance; and government-subsidized management will be discussed. Case studies will provide experience in selecting insurance products suitable for individuals and families.
FSHS 770. Economics of Aging. (3) On sufficient demand. Analysis of economic factors associated with aging; implications for individuals, society, and the economy. Pr.: Nine hours of FSHS or other social sciences.
FSHS 772. Personal Income Taxation. (3) II. This course provides in-depth information of income tax practices and procedures including tax regulations, tax return preparation, the tax audit process, the appeals process, preparation for an administrative or judicial forum, and ethical considerations of taxation. New and emerging issues related to taxation will be covered. Family/individual case studies provide practice in applying and analyzing tax information and recommending appropriate tax strategies.
FSHS 775. Perspectives in Gerontology. (3) I, II, S (Upon demand). Exploration of basic concepts in gerontology through current and classic research. Themes and issues include stereotypes and myths of aging, theories of aging, research approaches in aging, and related social issues facing the elderly.
FSHS 776. Program Evaluation and Research Methods in Gerontology. (3) I, II, S (Upon demand). Overview of program evaluation, research methods, and grant writing in gerontology. Includes application of quantitative and qualitative methods in professional settings.
FSHS 777. Public Policy: Economic and Social Impacts on Older Adults. (3) I, II, S (Upon demand). Study of policy development and public policy programs associated with aging. Attention is given to the impact of policies on older adults and economic impacts of and for an aging population.
FSHS 778. Aging and the Family. (3) I, II, S (Upon demand). Investigates the issues that relate to family life in the later years from the perspective of older adults, the family, and society.
FSHS 779. Professional Seminar in Gerontology. (3) I, II, S (Upon demand). Students apply and integrate knowledge gained in earlier courses and strengthen skills in ethical decisionmaking through applications in gerontology-related areas such as advocacy, professionalism, family, and workplace issues. Students from a variety of professions bring their unique perspectives to bear on topics of common interest.