Overview
Students will develop an understanding of the functional anatomy and physiology relevant to communication and swallowing. Topics covered include surface anatomy and the anatomical relationships of bones, muscles, blood vessels and nerves within each of the pertinent body regions. This unit provides students with foundation knowledge to assist in clinical reasoning, practice and consultation in speech pathology.
Details
Pre-requisites or Co-requisites
PrerequisitesBMSC11008 Medical Anatomy and Physiology 2 OR ALLH11004 Anatomy & Physiology for Health Professionals 2 SPCH11001 Introduction to Communication and Swallowing Disorders
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 2 - 2019
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 feedback.
Several students commented that the midterm visit by the lecturer was extremely helpful and would in fact appreciate at least one additional visit.
Two visits by lecturer spread out during the term.
- Define the skeletal structures, innervation and musculature serving respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Describe the functional importance of each structure/muscle/nerve relative to respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Explain the relationship between structure and function of the speech, hearing and swallowing mechanism in a developmental context.
- Discuss the relevance of anatomy and physiology to clinical practice in speech pathology.
- Discuss the relationship between physiologic functions which sustain life versus physiologic functions related to communication.
The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia.
The Speech Pathology Australia Professional Framework states - "It is expected that an entry-level speech pathologist in Australia will be familiar with the ICF framework and competently apply the social health principles of individual functioning and well-being to their speech pathology practice. Applying the ICF to the clinical practice of speech pathology, practitioners can incorporate both the diagnosis of impairment (body function and structure) and the activity and participation of the individual to assess the impact of the communication and/or swallowing disorder on quality of life. A guiding principle of speech pathology assessment, habilitation and/or rehabilitation is a thorough evaluation of an individual’s functional abilities. Using the ICF framework, including the contextual factors (environmental and personal) and activity and participation levels, allows speech pathologists to collaboratively set goals with an individual and their caregivers."
The Learning Outcomes for this unit reflect this principle through the assessment of foundation knowledge in anatomy and physiology required to accurately evaluate human body function and structure.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 40% | |||||
| 2 - In-class Test(s) - 10% | |||||
| 3 - Practical Assessment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - 40% | ||||||||||
| 2 - In-class Test(s) - 10% | ||||||||||
| 3 - Practical Assessment - 50% | ||||||||||
Textbooks
Anatomy and physiology for speech, language, and hearing
Edition: 5th (2016)
Authors: Seikel, Drumwright & Douglas
Cengage
Clifton Park Clifton Park , New York , USA
ISBN: 9781285198248
Binding: Hardcover
Gray's anatomy for students
Edition: 4th (2019)
Authors: Drake, Wayne & Mitchell
Elsevier
UK
ISBN: 9780323393041
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
s.neupane@cqu.edu.au
Module/Topic
Bones & Joints
Chapter
Seikel, J. A., Drumright, D. G., & King, D. W (2016). Anatomy and physiology for speech, language, and hearing (5th edition).
Ch. 1 - pp. 1-30
Ch. 2 - pp. 49-74
Ch. 6 - pp. 316-355
Appendices A & B pp. 761-766
Events and Submissions/Topic
Written Assessment ( 40 % ), opens on week 1 Monday 09:00 am AEST and must be submitted online by week 12 Friday 05:00 pm AEST.
Module/Topic
Muscles
Chapter
Seikel, J. A., Drumright, D. G., & King, D. W (2016). Anatomy and physiology for speech, language, and hearing (5th edition).
Ch. 2 - pp. 92-132
Ch. 6 - pp. 361-370, 376-385
Appendices C, D & E pp. 767-786
Events and Submissions/Topic
In-class test 1 ( 1% ) - To be completed at the start of class on Wednesday 24 July.
Module/Topic
Blood Supply
Chapter
Ch. 10 & 14 in Blumenfeld's Neuroanatomy through Clinical Cases ( available in Moodle site)
Events and Submissions/Topic
In-class test 2 ( 1% ) - To be completed at the start of class on Wednesday 31 July.
Module/Topic
Respiratory System & Thorax
Chapter
Seikel, J. A., Drumright, D. G., & King, D. W (2016). Anatomy and physiology for speech, language, and hearing (5th edition).
Ch. 2 - pp. 52-126
Ch. 3 - pp. 145-171
Appendix C pp.767- 774
Events and Submissions/Topic
In-class test 3 ( 1% ) - To be completed at the start of class on Wednesday 7 August.
Module/Topic
Phonation
Chapter
Seikel, J. A., Drumright, D. G., & King, D. W (2016). Anatomy and physiology for speech, language, and hearing (5th edition).
Ch. 4 - pp. 184-235
Ch. 5 - pp. 245-288
Events and Submissions/Topic
In-class test 4 ( 1% ) - To be completed at the start of class on Wednesday 14 August.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Articulation, Resonance & Swallowing
Chapter
Seikel, J. A., Drumright, D. G., & King, D. W (2016). Anatomy and physiology for speech, language, and hearing (5th edition).
Ch. 6 - pp. 299-370
Ch. 7 - pp. 411- 435
Ch. 10 in Moore's Before We Are Born ( available in Moodle site)
Events and Submissions/Topic
In-class test 5 ( 1% ) - To be completed at the start of class on Wednesday 28 August.
Module/Topic
Hearing & Equilibrium
Chapter
Seikel, J. A., Drumright, D. G., & King, D. W (2016). Anatomy and physiology for speech, language, and hearing (5th edition).
Ch. 9 - pp. 499-519
Ch. 10 - pp. 532-555
Events and Submissions/Topic
In-class test 6 ( 1% ) - To be completed at the start of class on Wednesday 4 September.
Module/Topic
Nervous System
Chapter
Seikel, J. A., Drumright, D. G., & King, D. W (2016). Anatomy and physiology for speech, language, and hearing (5th edition).
Ch. 11 - pp. 577-652
Appendix F pp. 787
Events and Submissions/Topic
In-class test 7 ( 1% ) - To be completed at the start of class on Wednesday 11 September.
Module/Topic
Nerve Supply of Head, Neck & Thorax
Chapter
Seikel, J. A., Drumright, D. G., & King, D. W (2016). Anatomy and physiology for speech, language, and hearing (5th edition).
Ch. 11 - pp. 652-702
Ch. 12 - pp. 706-751
Appendix G pp. 789-792
Events and Submissions/Topic
In-class test 8 ( 1% ) - To be completed at the start of class on Wednesday 18 September.
Module/Topic
Motor & Sensory Pathways
Chapter
Ch. 6 & 7 in Blumenfeld's Neuroanatomy through Clinical Cases (available in Moodle site)
Events and Submissions/Topic
In-class test 9 ( 1% ) - To be completed at the start of class on Wednesday 25 September.
Module/Topic
Higher Order Cerebral Function
Chapter
Ch. 19 in Blumenfeld's Neuroanatomy through Clinical Cases (available in Moodle site)
Events and Submissions/Topic
In-class test 10 ( 1% ) - To be completed at the start of class on Wednesday 02 October.
Module/Topic
Revision (self-directed in lab)
Chapter
Events and Submissions/Topic
Written Assessment ( 40% ) must be submitted online by 05:00 PM (AEST) Friday 11 October 2019.
WRITTEN ASSESSMENT - 40% Due: Week 12 Friday (11 Oct 2019) 5:00 pm AEST
Module/Topic
Practical Assessment
Chapter
Events and Submissions/Topic
Practical Assessment ( 50%) 09:00 AM (AEST) Wednesday 16 October in ROK 7/1.22.
PRACTICAL ASSESSMENT - 50% Due: Review/Exam Week Wednesday (16 Oct 2019) 9:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
The unit coordinator is Dr. Saroj Neupane (s.neupane@cqu.edu.au; tel: 0749306306). Jenni-Lee Rees (j.rees2@cqu.edu.au) delivers the tutorial face-to-face in Rockhampton.
Please Note: The lectures are prerecorded lectures of Stanley Serafin.
1 Written Assessment
You will be given a case history of a person with an underlying health issue. You will be required to identify and describe the anatomical, physiological and neurological structures pertinent to the person’s condition and its subsequent impact and presentation in relation to speech pathology associated areas of practice. Using the International Classification of Functioning, Disability and Health (ICF) framework you will identify suitable client-centered suggestions for holistic intervention and management.
The case history information will be available to you from week 1 so you can work on various sections of the assignment as your knowledge and understanding of anatomy and its relationship to speech pathology develops each week.
Week 12 Friday (11 Oct 2019) 5:00 pm AEST
Written Assessment ( 40% ) must be submitted online by 05:00 PM (AEST) Thursday 11 October.
Exam Week Friday (25 Oct 2019)
Feedback will be provided via Moodle.
The full assessment criteria are included on the rubric on Moodle, but in summary you are marked on the following:
- Demonstrated understanding and use of the ICF and EBP in developing client-centered relevant intervention.
- Correctness, relevance and completeness of the response to the question asked.
- Ability to integrate underlying anatomical, physiological and neurological information to speech pathology related practice relevant to each question.
- Evidence of thorough research, use of high quality sources and accurate referencing using APA 2019 standards.
- Correct use and spelling of anatomical terminology.
- Accurate use of conventions including spelling, punctuation, grammar and syntax.
- Professional layout and organisation of the document.
- Describe the functional importance of each structure/muscle/nerve relative to respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Explain the relationship between structure and function of the speech, hearing and swallowing mechanism in a developmental context.
- Discuss the relevance of anatomy and physiology to clinical practice in speech pathology.
- Discuss the relationship between physiologic functions which sustain life versus physiologic functions related to communication.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 In-class Test(s)
There is an in-class test each week beginning Week 2, with the final test occurring in Week 11. Thus, there will be 10 in total. Each is worth 1% of the overall unit mark. Collectively, these are worth 10% of the overall unit mark. Each in-class tests will take place at the start of class and will be immediately followed by lecture and tutorial.
There is an in-class test each week beginning Week 2, with the final test occurring in Week 11.
Graded In-class test(s) will be returned within one week of submission via Moodle site.
For In class Test(s), your responses are scored according to the following criteria:
- Ability to link underlying anatomical, physiological and neurological information to speech pathology related practice
- Demonstrated understanding and use of the ICF in developing client-centered relevant intervention
- Correctness, relevance and completeness of the response to the question asked
- Correct spelling and use of anatomical terminology
- Define the skeletal structures, innervation and musculature serving respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Describe the functional importance of each structure/muscle/nerve relative to respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
3 Practical Assessment
In the clinical context, speech pathologists are expected to have in-depth knowledge and understanding of anatomical structures and their function in the head, neck and thorax. In a university simulation setting you will take part in practical learning activities with anatomical models, bones and real plastinated human bodies to develop detailed knowledge of these structures. In this practical assessment you will identify and describe anatomical structures on anatomical models, bones and real plastinated human bodies. The practical assessment is worth 50% of your overall mark for the unit. It is approximately 1 hour in duration. It consists of 10-20 stations set up around the room, each with one specimen. At each station, there will be a station identifier that lists 4-8 brief questions. After a set period of time, you will rotate to the next station and repeat this until you have been at all stations. There will be 1 student at each station at a time. You will be given an answer sheet on which to write your answers. The practical assessment is closed book so the only things you will be allowed to have on you are pens (blue or black ink only), your answer sheet and ID (e.g., driver's license). Structures will be tagged using coloured chalk or stickers labeled A, B, C, D, etc. Questions will cover muscles, bones, joints, nerves, blood vessels, viscera and supporting structures in the head, neck and thorax. Students are responsible for all content covered in class for the entire term that is visible on the specimens that we have.
Review/Exam Week Wednesday (16 Oct 2019) 9:00 am AEST
Practical Assessment 9:00 AM (AEST) Wednesday 16 October in ROK 7/1.22
Exam Week Wednesday (23 Oct 2019)
9:00AM Wednesday 23 October
For the practical assessment, your responses are scored according to the following criteria:
- correctness, relevance and completeness of the response to the question asked
- correct spelling and use of anatomical and professional terminology
- Define the skeletal structures, innervation and musculature serving respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Explain the relationship between structure and function of the speech, hearing and swallowing mechanism in a developmental context.
- Discuss the relationship between physiologic functions which sustain life versus physiologic functions related to communication.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology 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?
