Communication Sciences & Disorders

School of Applied Sciences, University of Mississippi

HILL Language and Literacy Program

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HILL Program Event
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Purpose

The HILL program at The University of Mississippi provides intensive language therapy to young children with moderate to severe language disorders. Our purpose is:

  • To maximize the language learning capabilities of young children.
    • HILL Class: Children ages 3-5 with receptive and expressive language delay, hearing impairment, Down syndrome, autism spectrum disorder, and other etiologies
    • Transition Class: Children ages 5-7 with autism spectrum disorder and other disabilities who need assistance transitioning into other programs (i.e. school, etc.)
  • To provide clinical training for undergraduate and graduate students seeking careers as SLPs and audiologists.
    • First year graduate clinicians are paired individually with a child for an entire semester and gain experience with assessment, therapy, supports, lesson planning, parent and teacher communication, and family education.
  • To interface with the community to promote successful language interventions.
  • To engage in research that will positively impact the field of speech-language pathology.

Mission

Our mission, along with the University of Mississippi, is to create, evaluate, share and apply knowledge in a free, open, and inclusive environment of intellectual inquiry. We seek to serve the people of Mississippi and the world through a breadth of academic, research and professional programs by:

  • Providing an intensive program that focuses on the development of language and literacy in children with moderate to severe language disorders, hearing impairments, and intellectual or developmental disabilities; supporting these children as they transition to public schools or other academic settings.
  • Providing exemplary clinical training for undergraduate and graduate students seeking careers as speech-language pathologists (SLPs), speech associates, and audiologists.
  • Interfacing with the community, including local schools, teachers, staff, and administration, to promote successful language interventions in academic and social contexts.
  • Engaging in research that positively impacts the fields of early childhood education and communicative disorders, and disseminating evidenced-based practice findings to the scientific community, clinical practitioners, community agencies, schools, and families.

Methods

  • Early intensive intervention prepares the children for a school based setting with larger classrooms.
  • Schedule consists of activities including circle time, book time, individual therapy, movement, snack, art, and centers.
  • Emphasis is placed on a literacy-based curriculum with activities that coincide with the book theme.
  • Play-based and traditional therapy as well as individual and group therapy are implemented.
  • Spoken language, signs, and picture symbols are incorporated in the total communication classroom.
  • Phonological awareness, sensory modulation, and behavioral supports are also provided.
  • Routine one-on-one interactions provide a framework for success and carryover.