Overview
In this unit you will be introduced to developmental and acquired communication and swallowing difficulties across the lifespan. You will study how we use person-centred, family-centred, and community-centred approaches to assist people in optimising their communication and swallowing in a variety of contexts. You will learn about the principles of evidenced-based practice and strategies to support communication access across the lifespan.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Unit Evaluation data
Students commented that they enjoyed the group activities in the tutorials as a way to engage with peers and consolidate their learning.
It is recommended that the tutorials continue to contain group activities to allow students to put theory into practice.
Feedback from Student Unit Evaluation data
Online students commented that the tutorial activities require more specificity on the PowerPoint slides for required tasks.
It is recommended that the tutorial PowerPoint slides are reviewed to ensure specific instructions are provided for each tutorial activity.
- Explain anatomical basis for the development of communication and swallowing
- Describe the different types of communication and swallowing difficulties across the lifespan
- Describe strategies to support communication and swallowing goals and needs across the lifespan
- Discuss the International Classification of Functioning, Disability and Health framework and the principles of evidence-based practice
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 60% | ||||
| 2 - Presentation - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
Communication Sciences and Disorders. A Clinical Evidence Based Approach
3rd edition (2014)
Authors: Justice, L. & Redle, E.
Pearson
Boston Boston , MA , USA
ISBN: 9781486041947
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
t.janes@cqu.edu.au
Module/Topic
- An introduction to communication and swallowing across the lifespan
- The anatomical basis of communication and swallowing
- The theoretical basis of communication
- An introduction to the ICF - International Classification of Disability and Health Framework
Chapter
Readings will be outlined on Moodle
Events and Submissions/Topic
Module/Topic
- The anatomical basis of hearing
- Types of hearing loss
Chapter
Readings will be outlined on Moodle
Events and Submissions/Topic
Module/Topic
- Communication and swallowing in children aged 0-2 years
Chapter
Readings will be outlined on Moodle
Events and Submissions/Topic
Module/Topic
- Communication and swallowing in children aged 3-5 years
Chapter
Readings will be outlined on Moodle
Events and Submissions/Topic
Module/Topic
- Communication and swallowing in children and adolescents aged 6-18 years
Chapter
Readings will be outlined on Moodle
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
- Acquired communication conditions - part one
Chapter
Readings will be outlined on Moodle
Events and Submissions/Topic
Module/Topic
- Acquired communication conditions - part two
Chapter
Readings will be outlined on Moodle
Events and Submissions/Topic
Module/Topic
- Difficulties with swallowing
Chapter
Readings will be outlined on Moodle
Events and Submissions/Topic
Module/Topic
- Developmental disabilities across the lifespan
Chapter
Readings will be outlined on Moodle
Events and Submissions/Topic
Module/Topic
- Complex communication needs across the lifespan
Chapter
Readings will be outlined on Moodle
Events and Submissions/Topic
Module/Topic
- Hearing loss across the lifespan
Chapter
Readings will be outlined on Moodle
Events and Submissions/Topic
Module/Topic
There will be no recorded lectures or tutorial this week.
Chapter
There are not readings for this week
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
This assessment task requires you to complete six online quizzes throughout the term. Each online quiz will be worth 10% (60% in total). Each quiz will contain mainly multiple choice questions however may also include short answer questions. The number and type of questions for each quiz will be posted on the Moodle page at least one week prior to each quiz opening. Once you enter/commence each quiz, you will have 45 minutes to answer all questions i.e., complete the quiz.
Online quiz one
Content assessed: weeks one and two
Quiz opens: Monday 18 March (week 3), 12:01am
Quiz closes: Tuesday 19 March at 11:59pm
Online quiz two
Content assessed: weeks three and four
Quiz opens: Tuesday 2 April (week 5), 12:01am
Quiz closes: Wednesday 3 April, 11:59pm
Online quiz three
Content assessed: weeks five and six
Quiz opens: Monday 22 April (week 7), 12:01am
Quiz closes: Tuesday 23 April, 11:59pm
Online quiz four
Content assessed: weeks seven and eight
Quiz opens: Tuesday 7 May (week 9), 12:01am
Quiz closes: Wednesday 8 May,11:59pm
Online quiz five
Content assessed: weeks nine and ten
Quiz opens: Monday 20 May (week 11), 12:01am
Quiz closes: Tuesday 21 May, 11:59pm
Online quiz six
Content assessed: week eleven and revision of earlier content from any week
Quiz opens: Monday 27 May (week 12), 12:01am
Quiz closes: Tuesday 28 May, 11:59pm
6
Other
The date and time each quiz will be open has been included under 'task description'. This information will also be provided on the Moodle page.
Feedback will be provided to students within one week of each quiz closing.
Students will be assessed on their knowledge of the anatomical and theoretical basis of communication and swallowing as well as communication and swallowing difficulties across the lifespan. Students will demonstrate this knowledge through correct responses to multiple choice and short answer questions on online quizzes.
- Explain anatomical basis for the development of communication and swallowing
- Describe the different types of communication and swallowing difficulties across the lifespan
2 Presentation
For this assessment task, you are required to research a condition that will result in primary or secondary communication or swallowing difficulties. You will then record a presentation on that condition. A list of options has been provided on your Moodle page. In your presentation you will need to:
- Describe the condition and the communication or swallowing difficulties an individual may experience.
- Outline how the condition and communication or swallowing difficulties will impact the client with reference to the International Classification of Functioning, Disability and Health framework.
- Describe strategies that can be used to support the client with their communication or swallowing difficulties. This should include strategies for the client and communication partners as well as relevant environmental modifications.
Your recorded presentation needs to be professional and engaging. Therefore, you are encouraged to utilise recording software that will allow use of visuals such as PowerPoint. Your recorded presentation must be no longer than 5 minutes. While the length of your presentation is not included in the marking rubric, the marker will not watch or mark any content that exceeds 5 minutes.
Review/Exam Week Monday (3 June 2024) 8:00 am AEST
Students must upload their presentation to Moodle by the due date/time. Acceptable submission options for large files have been outlined on the Moodle page.
Exam Week Monday (10 June 2024)
Feedback will be uploaded to Moodle.
Criteria one will assess your ability to describe a condition that will result in primary or secondary communication and/or swallowing difficulties, identify the impact of this condition and suggest strategies for the individual and their communication partner based on high quality evidence. This criteria will be worth 80% of your grade for this assessment task.
Criteria two will assess your ability to communicate logically and effectively throughout the presentation including the use of appropriate terminology. This criteria will also assess your ability to create a presentation that is professional in appearance including the use of effective multi-media tools, correct spelling and grammar in the visual presentation as well as correct use of APA 7th edition referencing. This criteria will be worth 20% of your grade for this assessment task.
- Describe strategies to support communication and swallowing goals and needs across the lifespan
- Discuss the International Classification of Functioning, Disability and Health framework and the principles of evidence-based practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
