Overview
In this unit you will investigate the communication development of children in the first five years of life, the disorders and delays in all aspects of communication development in early childhood, and the potential management strategies for children with communication delays or disorders. You will also be introduced to the development of, and disorders in, swallowing and feeding skills. The International Classification of Functioning, Disability and Health framework, and the principles of evidence-based, reflective, and interprofessional practice will be applied throughout the unit.
Details
Pre-requisites or Co-requisites
Pre-requisites: ALLH11001 - Introduction to Allied Health Practice SPCH11001 - Introduction to Communication and Swallowing Disorders SPCH12006 - Linguistics PSYC11010 - Fundamentals of Psychology ALLH11006 - Life Course Development for Health Professionals Co-requisites: SPCH13005 - Acoustics and Phonetics
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 - 2021
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 Have Your Say
The unit was very organised with clear presentation of content and unit/lecture goals.
The unit coordinator should continue to present the unit and lectures in a clear and goal-orientated manner.
Feedback from Have Your Say
Hands on access to speech pathology assessments would have assisted bridging the gap between content and practice.
The unit coordinator should ensure that students have practical time to engage with a range of speech pathology assessments as part of this unit.
Feedback from Have Your Say
Detailed and critical feedback from assessment tasks assisted students to improve their knowledge and learning.
The unit coordinator should continue to provide detailed feedback on assessment tasks which will assist students to prepare for future assessments.
- Discuss the development of children’s communication, swallowing and feeding skills in the first 5 years of life
- Examine children’s global communication skills using informal and formal assessment measures and strategies
- Identify the impact of communication disorders within the context of the International Classification of Functioning Disability and Health framework
- Apply principles of evidence-based, reflective and interprofessional practice when planning management strategies for young children with communication disorders or delays.
The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia's Professional standards.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Oral Examination - 50% | ||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | ||||
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 | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 50% | ||||||||||
| 2 - Oral Examination - 50% | ||||||||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | ||||||||||
Textbooks
Articulation and Phonology in Speech Sound Disorders: A Clinical Focus
Edition: 6th (2020)
Authors: Bauman-Waengler
Pearson
Binding: Hardcover
Language Disorders from Infancy through Adolescence (5th ed.)
Edition: 5th (2017)
Authors: Paul, R., Norbury, C & Gosse, C.
Elsevier
USA
ISBN: 9780323442343
Binding: Hardcover
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.
c.conlon@cqu.edu.au
Module/Topic
Online lectures/activities:
- Feeding and swallowing development
Face to face tutorial:
- Feeding and swallowing assessment and intervention
Chapter
Groher, M. & Crary, M. (2015). Dysphagia: Clinical management in adults and children (2nd ed.). Elsevier Inc.
- Chapter 12: Typical feeding and swallowing development in infants and children
- Chapter 14: Evaluating feeding and swallowing in infants and children
- Chapter 15: Treatment of feeding and swallowing difficulties in children
Permalink:
https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_pq_ebook_centralEBC2084977
Events and Submissions/Topic
Module/Topic
Online lectures/activities:
- Theories on the development of language and cognition
- Development of language in children aged 0-3 years
Face to face tutorial:
- Language assessments for children aged 0-3 years
Chapter
Levey, S. (2019). An introduction to language development. (2nd Ed.). Plural Publishing
- Chapter 2: An introduction to the theories of language development
- Chapter 4: Infant and toddler language development
Permalink:
https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_pq_ebook_centralEBC5445993
Paul, R., Norbury, C. & Gosse, C. (2018). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). Elsevier.
- Chapter 2: Evaluation and assessment
Events and Submissions/Topic
Module/Topic
Online lectures/activities:
- Language development in children aged 3-5 years
Face to face tutorial:
- Language assessments for children aged 3-5 years.
Chapter
Levey, S. (2019). An introduction to language development. (2nd Ed.). Plural Publishing
- Chapter 5: Preschool language development
Permalink:
https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_pq_ebook_centralEBC5445993
Events and Submissions/Topic
Module/Topic
Online lectures/activities:
- Play development
- Introduction to assessment
- Criterion-referenced and standardised assessments of language
Face to face tutorial:
- No face to face tutorial due to public holiday
Chapter
*These readings pertain to the content of weeks 4, 5, 9 and 10.
Paul, R., Norbury, C. & Gosse, C. (2018). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). Elsevier.
- Chapter 6: Assessment and intervention in the prelinguistic period
- Chapter 7: Assessment and intervention for emerging language
- Chapter 8: Assessment of developing language
Events and Submissions/Topic
Module/Topic
Online lectures/activities:
- Informal assessments of language
Face to face tutorial:
- Standardised assessments of language for children aged 3-5 years
Chapter
See week 4 readings.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Online lectures/activities:
- Differential diagnosis of language disorders
Face to face tutorial:
- Differential diagnosis of language disorders
Chapter
Bishop, D., Snowling, M., Thompson, P., Greenhalgh, T., & The CATALISE Consortium. (2016). CATALISE: A Multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS ONE, 11(7), e0158753. doi: 10.1371/journal.pone.0158753
Permalink:
https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_proquest1808655370
Bishop, D., Snowling, M., Thompson, P., Greenhalgh, T., & the CATALISE-2 Consortium. (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology. Journal of Child Psychology and Psychiatry 58(10), 1068-1080. doi: 10.1111/jcpp.12721
Permalink:
https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_wj10.1111/jcpp.12721
Events and Submissions/Topic
Module/Topic
Online lectures/activities:
- Phonological/speech development and assessment
Face to face tutorial:
- Standardised phonological/speech assessments
Chapter
Bauman-Waengler, J. (2020). Articulation and phonology in speech sound disorders: A clinical focus (6th ed.). Pearson.
- Chapter 1: Clinical Framework: Basic Terms and Concepts
- Chapter 5: Normal phonological development
- Chapter 6: Assessment and appraisal: Collection of data
Events and Submissions/Topic
Module/Topic
Online lectures/activities:
- Differential diagnosis of speech sound disorders
- Intervention for speech sound disorders
Face to face tutorial:
- Differential diagnosis of speech sound disorders
- Intervention for speech sound disorders
Chapter
Bauman-Waengler, J. (2020). Articulation and phonology in speech sound disorders: A clinical focus (6th ed.). Pearson.
- Chapter 7: Diagnosis: Summarising data and classifying speech sound disorders
- Chapter 9: Therapy for articulation disorders: Obtaining an accurate production of a speech sound
- Chapter 10: Treatment of phonological disorders
Events and Submissions/Topic
Module/Topic
Online lectures/activities:
- Introduction to language intervention
Face to face tutorial:
- Language intervention for children aged 0-3 years
Chapter
Paul, R., Norbury, C. & Gosse, C. (2018). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). Elsevier.
- Chapter 3: Principles of intervention
Please also refer to the readings prescribed in week 4:
Paul, R., Norbury, C. & Gosse, C. (2018). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). Elsevier.
- Chapter 6: Assessment and intervention in the prelinguistic period
- Chapter 7: Assessment and intervention for emerging language
Events and Submissions/Topic
Module/Topic
Online lectures/activities:
- Language intervention for children aged 3-5 years
- Development of pre-literacy skills
Face to face tutorial:
- Designing language intervention for children aged 3-5 years
Chapter
Paul, R., Norbury, C. & Gosse, C. (2018). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). Elsevier.
- Chapter 9: Intervention for developing language
Events and Submissions/Topic
Module/Topic
Online lecture/activities:
- Principles of assessment/intervention for children with disabilities
Face to face tutorial:
- Principles of assessment/intervention for children with Autism Spectrum Disorder
Chapter
Paul, R., Norbury, C. & Gosse, C. (2018). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). Elsevier.
- Chapter 4: Special considerations for special populations
Events and Submissions/Topic
Module/Topic
Online lectures/tutorials:
- Language development, assessment and diagnosis for children from Culturally and Linguistically Diverse (CALD) backgrounds
Face to face tutorial:
- Assessment and intervention for children from CALD backgrounds
Chapter
Paul, R., Norbury, C. & Gosse, C. (2018). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). Elsevier.
- Chapter 5: Developmental language disorders in a pluralistic society
AND/OR
Levey, S. (2019). Introduction to language development (2nd ed.). Plural Publishing.
- Chapter 8: Bilingual children's language development: Assessment and intervention
Permalink:
https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_pq_ebook_centralEBC5445993
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
In this unit you will investigate the communication development of children in the first five years of life, the disorders and delays in all aspects of communication development in early childhood, and the potential management strategies for children with communication delays or disorders. You will also be introduced to the development of, and disorders in, swallowing and feeding skills. The International Classification of Functioning, Disability and Health framework, and the principles of evidence-based, reflective, and interprofessional practice will be applied throughout the unit. This unit is taught 50% online and 50% face to face. This means that each week, you will be required to engage with online lectures and activities, prior to attending the face to face tutorial.
1 Written Assessment
You are required to produce a written report on a case study child. The case study child you have been allocated will be outlined on Moodle. You will be provided with a summary of characteristics of the case study child’s speech, language and feeding skills. For each area you will need to:
- Explain the developmental features of the child’s speech/language/feeding profile with reference to the literature.
- Outline whether the case study child’s speech/language/feeding skills are indicative of typical or delayed development.
- Provide one strategy for each area that a parent could utilise at home, to support the child’s development in that specific domain (i.e. there should be 3 strategies included in your report). Each strategy must be written in a way that a parent could understand and must be evidence-based (with reference to the literature).
Week 8 Friday (7 May 2021) 9:00 am AEST
This assessment is submitted through Moodle
Week 10 Friday (21 May 2021)
Feedback will be provided through Moodle
- Criteria one assesses your ability to explain developmental features of the case study with reference to high quality literature and to provide evidence-based strategies to a parent.
- Criteria two assesses your ability to use appropriate writing style, formatting, and APA referencing.
- Discuss the development of children’s communication, swallowing and feeding skills in the first 5 years of life
- Apply principles of evidence-based, reflective and interprofessional practice when planning management strategies for young children with communication disorders or delays.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Oral Examination
This oral exam will follow the following steps:
- You will be allocated a time to complete your Viva on your Moodle page.
- One week prior to your viva, you will be provided with basic case history information and the assessment results of a paediatric client which can pertain to the developmental areas of speech, language, and/or feeding. In preparation for your viva, you are expected to research your case, and prepare to answer questions in relation to the following areas. You are permitted to bring an A4 (double-sided) page of notes with you to your viva (size 11, Calibri font, 1.5 spacing).
- Your examiner will commence your viva by asking questions in relation to the ‘analysis and interpretation’ of the background information and assessment results you were previously provided.
- Next, your examiner will ask questions in relation to the ‘planning of evidence-based speech pathology practices’. As part of this section you will be expected to explain your management of the case including goal setting and intervention strategies. You will also be posed with a question in relation to a change in the background information of your case.
- Last, your examiner will ask you to reflect on your performance within the viva to identify areas of strength and areas for improvement. You will also be asked to identify and justify strategies to support your learning and development.
- You will be given 60 minutes to complete your Viva.
Exam Week Monday (14 June 2021) 9:00 am AEST
Each student will be allocated a Viva time on Moodle.
Exam Week Friday (18 June 2021)
Feedback will be provided through Moodle.
- Criteria one assesses your ability to analyse and interpret informal and formal assessment results through integration of data.
- Criteria two assesses your ability to make an appropriate speech pathology plan including goal setting, intervention strategies/approaches and use of clinical reasoning.
- Criteria three assesses your ability to reflect upon your own performance, develop strategies to enhance clinical performance, communication effectively and demonstrate a professional orientation.
No submission method provided.
- Examine children’s global communication skills using informal and formal assessment measures and strategies
- Identify the impact of communication disorders within the context of the International Classification of Functioning Disability and Health framework
- Apply principles of evidence-based, reflective and interprofessional practice when planning management strategies for young children with communication disorders or delays.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Electronic Focused Interactive Learning (eFIL)
As part of this unit, you are required to engage with interactive, online content to support your learning. This content is referred to as eFIL. eFIL refers to any activities included on your Moodle page in relation to course content. This may include (but is not limited to) recorded lectures, H5P interactive learning activities, discussion forums, tasks set by your lecturer requiring you to email or upload content including work samples or videos, surveys and formative (i.e., non-graded) Moodle quizzes.
Review/Exam Week Monday (7 June 2021) 12:00 am AEST
Students are to complete the activities allocated through Moodle
Exam Week Friday (18 June 2021)
Some online activities will provide you immediate feedback (e.g., H5P interactive learning activities). For other eFiL activities (e.g., work sample submissions, discussion forums), you will be provided feedback in the form of 1-2 comments by your lecturer, provided the activities are completed by 11:59pm on Sunday of the week the activity was set.
There are two requirements to pass this assessment task:
- You must complete a minimum of 80% of the eFIL activities. An activity will be considered ‘complete’, when it has met the task requirements set for the individual activity (e.g., completion of an H5P activity, meeting activity instructions and guidelines such as posting a reflection in the discussion forum).
- You must complete 100% of the formative Moodle Quizzes and must receive a mark of 100% on each quiz. You may re-attempt each quiz as many times as you need to achieve the minimum grade of 100%. Your Moodle quiz will appear on your Moodle page in the ‘Quiz’ section for each associated week.
- Discuss the development of children’s communication, swallowing and feeding skills in the first 5 years of life
- Examine children’s global communication skills using informal and formal assessment measures and strategies
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
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?
