Communication Sciences & Disorders
School of Applied Sciences, University of Mississippi

HILL Language and Literacy Program

HILL Program Event

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.


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.


  • 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.