This assessment consists of a Screening Report and Appendices (Part A) and an Intervention Plan (Part B).

Both reports must be completed.

These reports are completed as part of your fieldwork experience in an early childhood facility.

Screening Report and Appendices (Part A)

Over a 3 week period you will develop a screening outcome report and appendices related to documentation from your fieldwork. The screening report will be submitted for marking, returned to you with suggested edits you need to make before being resubmitted by Wednesday Week 6 and sent to the school for distribution to teachers and parents. You will need to utilise consent forms approved by the educational facility to obtain prior written consent from the child’s parents or legal guardian to participate in the screening and any planned intervention.

You will need to gather information from a range of sources to complete this task. Ensure you present the information in an objective and factual manner. The screening report must have an overall Flesch-Kincaid readability level of Grade 5 or lower. This requires a score of <6.0. To lower a high readability score- one idea, one sentence; use short sentences; use words with fewer syllables; use dot points.

Your Screening Report and Appendices will inform the development of your Part B Intervention Plan.

Your screening report and appendices will include:

1. A brief description of the facility you visited- physical environment, the culture and values of centre including expectations on children. (up to 75 words)
2. A clinical profile (called strengths and concerns in the template) for a child in the facility including the child’s approximate chronological age in years and months. This profile will include a) the child's areas of strengths as identified by staff, parents, child and from your completion of the ASQ-3. b) any identified areas of concern from staff, parents, child or scored as needing monitoring or follow up in the ASQ-3. (500 words)
3. Summary and analysis of the child’s ASQ-3 score (what the scores mean in relation to their expected level of participation and development). (75 words)
4. Correctly and clearly identify which of the 3 follow up action options on the report template are relevant for this child.
5. Appendix 1 & 2 with inclusions as noted below

Appendices for Screening Report

Appendix 1 will contain:

1. A completed consent form from the child’s legal guardian
2. The completed ASQ-3 forms and scores.
3. Relevant comments or additional observations in the ASQ-3 age specific templates to help justify your scoring.
4. All the child details accurately documented on the ASQ-3 first page and signed and dated scoring summary sheet.
5. Evidence (screen shot) of your screening report Flesch-Kincaid readability level which must be less than 6.0.
6. References for at least 2 professional sources that support your interpretation of the ASQ-3 results.
7. The reference for the ASQ-3 screening tool

Appendix 2 will contain:

1. The completed TOES form with clear comments about your observations justifying every rating.
2. The reference for the TOES publication source

The Intervention Plan (Part B)

You will use the information from the screening outcome report to develop a tailored five X 60 minute session plan for intervention with the child. The plan will be submitted for marking, returned to you with suggested changes you need to make. These changes will need to be made before the implementation with a child at fieldwork in weeks 7-11.

The Intervention Plan will require you to:

1. Use the information you gather from the ASQ-3 & the Test of Occupational Supportiveness (TOES) (Parham & Fazio, 2008, p. 81) to list the physical, social and cultural supports and barriers to the child’s performance present in the context. Include your reasoning why these factors supported or hindered the child’s performance. (150 words)
2. Complete information in a table that clearly outlines each of the five sessions you will carry out with the child. Provide details for each activity, the duration, resources (spaces, equipment, support) and preparation needed. Provide evidence that supports your choices. (600 words)
3. Reflect on the knowledge and skills you still need to develop in relation to working with children. The knowledge gaps you identify here should relate to the priorities for goals you write in the table below. (150 words)
4. Write 2 SMART goals for your own learning to improve your knowledge or skills. (50 words)
5. For each goal, write 2 realistic, achievable and relevant strategies. Your strategies will clearly describe the steps and actions you will take to achieve your learning goals. (100 words)

Your assessment will be marked according to the following assessment criteria.

This assessment task is worth 40 % of your grade.

The total assessment will be marked out of 40,with Part A (including the Appendices) marked out of 15 Marks, and the Intervention Plan marked out of 25 Marks.

Part A Marking Criteria (15 Marks)

• Clear and professional factual description of the environment where child was seen.(2 Marks)
• Accurate, valid, clear, understandable and succinct description of the child’s strengths clearly indicating evidence for statements (4 Marks)
• Accurate, valid, readable and succinct description of child’s areas of concern clearly indicating evidence for statements (4 Marks)
• Accurate and valid recording in test forms and understandable, clear and professional analysis of the child’s ASQ-3 results.(5 Marks)

Part B Marking Criteria (25 Marks)

• Succinct analysis of supports and barriers for child’s performance using observations & TOES (6 Marks)
• Intervention plan clearly shows approach used, session plan activities, duration, resources and preparation needed. Choices synthesise high quality evidence for best practice. (10 Marks)
• Analysis of own learning provides thoughtful insight and valid plan of action for learning needs identified (4 Marks)
• Accurate referencing using APA Referencing Style (5 marks)

You will be provided with a clinical scenario which will include:

• background information and
• clinical data

You will be required to prepare and submit a written paper demonstrating:

• your ability to design scripts that assist your clinical planning and interaction (you must submit the scripts in your paper). You will be required to develop 4 scripts. One script for each of the following aspects of clinic: greeting and explaining the process of the appointment; gathering information in an initial assessment; explaining and interpreting assessment results; and, acknowledging carer concerns.
• your ability to explain the contents of your scripts in terms of theoretical frameworks for clinical assessment and treatment, including referencing your reasoning.
• your awareness of issues relating to professional interactions with carers and staff

Students will have an opportunity in class to practise these skills before completing their assessment task.

This assessment is worth 40% of your overall grade.

You will receive a mark out of 40 for this assessment with the marks being allocated as follows:

Script 1:Greeting and explaining the process of the appointment (out of 10 marks) which will be allocated according to the following criteria:

1. Writing style (including appropriate use of grammar and spelling; accurate referencing, coherent ideas and information) (out of 2 marks)
2. Appropriate use of lay and professional terminology (out of 2 marks)
3. Script accurately interprets the background information from the scenario (out of 2 marks)
4. Script accurately explains the process of the appointment (out of 2 marks)
5. Provides clear, logical and evidence based reasoning for the choice of script (out of 2 marks)

Script 2: Gathering information in an initial assessment (out of 10 marks) which will be allocated according to the following criteria:

1. Writing style (including appropriate use of grammar and spelling; accurate referencing, coherent ideas and information) (out of 2 marks)
2. Appropriate use of lay and professional terminology (out of 2 marks)
3. Script accurately interprets the background information from the scenario (out of 2 marks)
4. Script accurately explains the process of the appointment (out of 2 marks)
5. Provides clear, logical and evidence based reasoning for the choice of script (out of 2 marks)

Script 3: Analysing, explaining and interpreting assessment results (out of 10 marks) which will be allocated according to the following criteria:

1. Writing style (including appropriate use of grammar and spelling; accurate referencing, coherent ideas and information) (out of 2 marks)
2. Appropriate use of lay and professional terminology (out of 2 marks)
3. Script accurately interprets the background information from the scenario (out of 2 marks)
4. Script accurately explains the process of the appointment (out of 2 marks)
5. Provides clear, logical and evidence based reasoning for the choice of script (out of 2 marks)

Script 4: Acknowledging Carer Concerns (out of 10 marks) which will be allocated according to the following criteria:

1. Writing style (including appropriate use of grammar and spelling; accurate referencing, coherent ideas and information) (out of 2 marks)
2. Appropriate use of lay and professional terminology (out of 2 marks)
3. Script accurately interprets the background information from the scenario (out of 2 marks)
4. Script accurately explains the process of the appointment (out of 2 marks)
5. Provides clear, logical and evidence based reasoning for the choice of script (out of 2 marks)

As a requirement of graduation, each student must compile a portfolio demonstrating how they have met, through direct and indirect evidence the Competency Based Occupational Standards(CBOS) set out by Speech Pathology Australia. In SPCH12004 Speech Pathology Skills and Practice 1, you will be required to commence a portfolio in which you will need to:

• demonstrate your own work and thinking
• address the four generic professional competency areas of reasoning, communication, lifelong learning, and professionalism.For each of the 4 Generic Professional Competencies (reasoning, communication, lifelong learning, and professionalism) you will be required to:
  • Explain a different situation for each area of generic professional competency
  • Explain how you developed your competence across the term
• demonstrate your professional reflections from field work and classes (this may include clinical experiences attached to other units of study in the term)
• identify opportunities to further progress your competency in the future
• provide assessed documents or resources which may assist in evidencing your development of clinical competence (such as assignment marks or assessed resources).

Your portfolio will need to have:

• structure
• clinical reasoning and reflection under each of the generic professional competencies
• evidence

This assessment is worth 20% of the grade for SPCH12004Speech Pathology Skills and Practice 1.

You will receive a mark (out of 100) using the following criteria:

Summary of Evidence for Range of Practice Areas form (out of 10 Marks)

• the form is accurately completed with all assessments correctly entered under the appropriate range of practice area on the form.
• the evidence referred to in the form is included in the portfolio.

Organisation of Portfolio (out of 10 Marks)

• Clear indexing system with evidence generally easy to locate.
• information logically and professionally organised

Professional Reasoning section (out of 20 marks) The 20 marks available for this section will be distributed as follows:

• Language structures (out of 5 marks) - write a professional, coherent report that uses correct grammar and language structures
• Reflective Thinking (out of 5 marks) - the reflection explains your own thinking and learning process, as well as the implications for future learning
• Analysis (out of 5 marks) - the reflection is an in-depth analysis of the learning experience, the value of the derived learning to yourself, and the enhancement of your appreciation for the discipline of speech pathology
• Making Connections (out of 5 marks) - the reflection articulates multiple connections between this learning experience and content from other courses, past learning, life experiences and/or future goals.

Communication section (out of 20 marks) The 20 marks available for this section will be distributed as follows:

• Language structures (out of 5 marks) - write a professional, coherent report that uses correct grammar and language structures
• Reflective Thinking out of 5 marks) - the reflection explains your own thinking and learning process, as well as the implications for future learning
• Analysis (out of 5 marks) - the reflection is an in-depth analysis of the learning experience, the value of the derived learning to yourself, and the enhancement of your appreciation for the discipline of speech pathology
• Making Connections (out of 5 marks) - the reflection articulates multiple connections between this learning experience and content from other courses, past learning, life experiences and/or future goals.

Lifelong Learning section (out of 20 marks) The 20 marks available for this section will be distributed as follows:

• Language structures (out of 5 marks) - write a professional, coherent report that uses correct grammar and language structures
• Reflective Thinking (out of 5 marks) - the reflection explains your own thinking and learning process, as well as the implications for future learning
• Analysis (out of 5 marks) - the reflection is an in-depth analysis of the learning experience, the value of the derived learning to yourself, and the enhancement of your appreciation for the discipline of speech pathology
• Making Connections (out of 5 marks) - the reflection articulates multiple connections between this learning experience and content from other courses, past learning, life experiences and/or future goals.

Professionalism section (out of 20 marks) The 20 marks available for this section will be distributed as follows:

• Language structures (out of 5 marks) - write a professional, coherent report that uses correct grammar and language structures
• Reflective Thinking (out of 5 marks) - the reflection explains your own thinking and learning process, as well as the implications for future learning
• Analysis (out of 5 marks) - the reflection is an in-depth analysis of the learning experience, the value of the derived learning to yourself, and the enhancement of your appreciation for the discipline of speech pathology
• Making Connections (out of 5 marks) - the reflection articulates multiple connections between this learning experience and content from other courses, past learning, life experiences and/or future goals.

Many of the units in CB87 Bachelor of Speech Pathology (Honours) require your participation in experiential learning activities (apply theory to practice).

SPCH12004 Speech Pathology Skills and Practice 1 includes real life clinical experiences to enhance your achievement across all learning outcomes.

Your participation in on-campus tasks reflects the practical nature of SPCH12004 Speech Pathology Skills and Practice 1. The activities include:

• Video analysis tasks of parent interviews
• Reflecting on personal experiences throughout the term
• Administering and interpreting results of assessments
• Participating in scheduled clinics

On-campus activities are designed to enhance students' learning opportunities, teamwork and engagement with the course.

You will be allocated specific tasks to complete and demonstrate during class time and fieldwork. Attendance is required in lectures, tutorials and fieldwork to be able to complete these tasks.

You will be marked according to the following criteria:

Attendance is recorded and an 80% attendance rate at classes and fieldwork experiences is required to pass this assessment. Explained absences with supporting documentation (e.g. medical certificate, funerals, family illness) are not included in the attendance calculation.