Overview
In this unit you will begin to develop the practical skills required for speech pathology practice, through a range of learning activities and observation of children in a clinical setting. You will have the opportunity to learn how to engage with children and their carers while developing your skills in informal assessment, case history taking, and test administration/analysis. Clinical reasoning and reflective practice are embedded throughout the unit. There is an emphasis on the integration of theoretical knowledge and the development of clinical skills, with a focus on working within the International Classification of Functioning, Disability and Health (ICF) framework and understanding the importance of using evidence based practice.
Details
Pre-requisites or Co-requisites
Pre-requisite: SPCH11001 Introduction to Communication and Swallowing DisordersALLH12007 Research Methods for Health Professionals OR ALLH11009 Research Methods for Health Professionals ALLH11006 Life Course Development for Health ProfessionalsSPCH12006 Linguistics Co-requisites: SPCH12002 Communication Development and Disorders in Early ChildhoodSPCH13005 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
Students enjoyed the weekly case studies and in class activities which aimed to link theory with practical application.
Students should continue to be given the opportunity to consolidate their learning through assessment case studies which link what they have learnt in class with practical application.
Feedback from Have Your Say
Students would like the weekly readings to align more clearly with the lecture content.
The unit coordinator should ensure that the weekly readings clearly align with lecture content and the in-class activities.
- Describe the basic principles of professional clinical practice, including information gathering, assessment reporting, diagnostic decision making, and management planning
- Analyse formal and informal measures of communication in children
- Demonstrate reflective practice skills across the professional standards described by Speech Pathology Australia.
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 | |
| 1 - Written Assessment - 60% | |||
| 2 - Reflective Practice Assignment - 40% | |||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 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 - First Nations Knowledges | |||
| 11 - 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 | 11 | |
| 1 - Written Assessment - 60% | |||||||||||
| 2 - Reflective Practice Assignment - 40% | |||||||||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | |||||||||||
Textbooks
Assessment in Speech-Language Pathology: A Resource Manual
- Edition: 6th (2021)
- Authors: Shipley, K.G., & McAfee, J.G.
- Plural
- ISBN: 978-1-63550-204-6
- Binding: Paperback
Professional communication in speech-language pathology: How to write, talk, and act like a clinician
- Edition: 3rd (2017)
- Authors: Burrus, A.E., & Willis, L.B.
- Plural
- ISBN: 978-1-59756-724-4
- 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.
c.conlon@cqu.edu.au
b.zupan@cqu.edu.au
Week 1
Begin Date: 08 Mar 2021Module/Topic
Online lectures/activities:
- Introduction to assessment in speech pathology
- Range of Practice Areas in paediatric speech pathology
- The Competency-Based Occupational Standards and the Professional Standards
Tutorial:
- Generic Professional Competency - Professionalism
- Identifying personal values
Chapter
Burrus, A. & Willis, L. (2022). Professional communication in speech-language pathology: How to write, talk, and act like a clinician (4th ed.). Plural Publishing Inc.
- Chapter 1: The nature of professionalism and professional communication
Shipley, K. & McAfee, J. (2021). Assessment in speech-language pathology: A resource manual (6th ed.). Plural Publishing Inc.
- Chapter 5: Assessment procedures common to most communicative disorders
Events and Submissions/Topic
Week 2
Begin Date: 15 Mar 2021Module/Topic
Online lectures/activities:
- Building therapeutic relationships/communication with families
- Multi-cultural considerations
Tutorial:
- Generic Professional Competency: Communication
Chapter
Burrus, A. & Willis, L. (2022). Professional communication in speech-language pathology: How to write, talk, and act like a clinician (4th ed.). Plural Publishing Inc.
- Chapter 10: Interacting with clients and families
- Chapter 12: Interacting with individuals from diverse backgrounds
Events and Submissions/Topic
Week 3
Begin Date: 22 Mar 2021Module/Topic
Online lectures/activities:
- Gathering pre-assessment information
- Taking a case history
Tutorial:
- Generic Professional Competency: Lifelong learning
Chapter
Shipley, K. & McAfee, J. (2021). Assessment in speech-language pathology: A resource manual (6th ed.). Plural Publishing Inc.
- Chapter 3: Obtaining pre-assessment information
Events and Submissions/Topic
Week 4
Begin Date: 29 Mar 2021Module/Topic
Online lectures/activities:
- Selecting appropriate assessments for children
- Consideration for different populations including children with disabilities and CALD populations
Tutorial:
- Generic Professional Competency: Reasoning
Chapter
Shipley, K. & McAfee, J. (2021). Assessment in speech-language pathology: A resource manual (6th ed.). Plural Publishing Inc.
- Chapter 2: Multicultural considerations
- Chapter 10: Assessment for Autism Spectrum Disorder and Social Communication Disorder
Events and Submissions/Topic
Week 5
Begin Date: 05 Apr 2021Module/Topic
Online lectures/activities:
- Informal assessment measures in speech pathology
Tutorial:
- Informal assessment measures: Observations
Chapter
Shipley, K. & McAfee, J. (2021). Assessment in speech-language pathology: A resource manual (6th ed.). Plural Publishing Inc.
- Chapter 1: Foundations of Assessment
Events and Submissions/Topic
Vacation Week
Begin Date: 12 Apr 2021Module/Topic
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 19 Apr 2021Module/Topic
Online lectures/activities:
- Standardised and criterion-referenced assessments
Tutorial:
- Administering standardised and criterion-referenced assessments
Chapter
Shipley, K. & McAfee, J. (2021). Assessment in speech-language pathology: A resource manual (6th ed.). Plural Publishing Inc.
- Chapter 1: Foundations of Assessment
Events and Submissions/Topic
Week 7
Begin Date: 26 Apr 2021Module/Topic
Online lectures/activities:
- Integrating and interpreting assessment results
Tutorial:
- Integrating and interpreting assessment results
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Week 8
Begin Date: 03 May 2021Module/Topic
Online lectures/activities:
- Written communication in speech pathology
Tutorial:
- Writing progress notes and assessment reports
Chapter
Burrus, A. & Willis, L. (2022). Professional communication in speech-language pathology: How to write, talk, and act like a clinician (4th ed.). Plural Publishing Inc.
- Chapter 4: Documentation and technical writing
- Chapter 5: Diagnostic Reports
Shipley, K. & McAfee, J. (2021). Assessment in speech-language pathology: A resource manual (6th ed.). Plural Publishing Inc.
- Chapter 4: Reporting Assessment Findings
Events and Submissions/Topic
Week 9
Begin Date: 10 May 2021Module/Topic
Online lecture/activities:
- Treatment recommendations
Tutorial:
- Providing treatment results to families
- Counselling families
Chapter
Shipley, K. & McAfee, J. (2021). Assessment in speech-language pathology: A resource manual (6th ed.). Plural Publishing Inc.
- Chapter 4: Reporting Assessment Findings
Events and Submissions/Topic
Week 10
Begin Date: 17 May 2021Module/Topic
Online lectures/activities:
- Reflecting using the D-I-O framework
Tutorial:
- Reflecting using the D-I-O framework
- Writing personal goals using the SMART framework
Chapter
Lewis, A. (2013). Reflective practice: what is it and how do I do it? Journal of Clinical Practice in Speech Pathology, 15(2), 70-74. https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1846&context=ecuworks2013
Caty, M., Kinsella, E. & Doyle, P. (2016). Reflective practice in speech-language pathology: relevance for practice and education. Canadian Journal of Speech-Language Pathology and Audiology, 40(1), 81-91. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=f00f5387-bb22-4b07-b70e-8ba79d575354%40pdc-v-sessmgr06
Permalink
https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_proquest1826917558
Events and Submissions/Topic
Week 11
Begin Date: 24 May 2021Module/Topic
Online lectures/activities:
- Working with complex families
- Ethical decision making
Tutorial:
- Developing a personal philosophy
Chapter
Reading will be outlined on Moodle.
Events and Submissions/Topic
Week 12
Begin Date: 31 May 2021Module/Topic
Online lectures/activities:
- Assessment in speech pathology - a review
Tutorial:
- Applying assessment principles to a case study
Chapter
Events and Submissions/Topic
Review/Exam Week
Begin Date: 07 Jun 2021Module/Topic
Chapter
Events and Submissions/Topic
eFIL Due: Review/Exam Week Monday (7 June 2021) 12:00 am AEST
Exam Week
Begin Date: 14 Jun 2021Module/Topic
Chapter
Events and Submissions/Topic
This unit has been designed so that 50% of content is taught through pre-recorded lectures and activities which you are to access and navigate through independently. The remainder of the unit content will be taught through tutorials facilitated by a lecturer. You will also be required to conduct two half day observations at the University Health Clinic. The date and time for these observations will be outlined on Moodle.
1 Written Assessment
For this assessment task, you will be provided with information pertaining to a case study child. You are required to:
Step 1: Carefully read all documentation supplied to you regarding the case study child.
Step 2: Mark the assessments based on the specific assessment instructions.
Step 3: Write an assessment report that includes:
- A summary of the background information provided to you by the parent as part of the case history.
- A summary and interpretation of the speech and language assessment results with reference to the literature. Your interpretation should be written using language that the client can understand and include information regarding the potential impact of the assessment results on the client’s functioning and day to day activities.
- Recommendations for the client regarding the need for further assessment and/or treatment and/or referrals to other professionals. Your recommendations in this regard must integrate information provided in the case history and assessment results and outline the importance/need for any gaps in information.
- Describe three strategies that can be implemented by the client’s family to facilitate speech and/or language development in the home environment.
Week 9 Friday (14 May 2021) 9:00 am AEST
This assessment task is submitted through Moodle by the due date/time
Week 11 Friday (28 May 2021)
Feedback will be uploaded through Moodle
- The first criterion assesses your ability to interpret the case history information obtained, accurately interpret speech and language assessment results and provide appropriate evidence-based strategies for facilitating speech and language development in the home environment.
- The second criterion focuses on writing style and conventions and use of APA referencing.
- Describe the basic principles of professional clinical practice, including information gathering, assessment reporting, diagnostic decision making, and management planning
- Analyse formal and informal measures of communication in children
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Reflective Practice Assignment
For this assessment task you will need to:
- Identify each of the general competency units as outlined by Speech Pathology Australia including the specific elements of each professional unit you would like to target in relation to improving your clinical practice.
- You must reflect on and describe how each GPC unit relates to speech pathology practice based on your observation at the University Clinic and with reference to the literature.
- Write one personal goal per GPC unit in direct relation to the element/s that you identified (this means 4 goals overall). This goal must be written in the SMART goal format.
- Describe a plan for how you will meet each goal in relation to a clinical placement context.
Review/Exam Week Friday (11 June 2021) 9:00 am AEST
This assessment task is to be submitted through Moodle by the due date/time
Exam Week Friday (18 June 2021)
Feedback will be provided through Moodle
- The first criterion assesses your ability to interpret and apply the generic professional competencies in relation to paediatric speech pathology practice including writing personal goals and forming a learning plan.
- The second criterion focuses on writing style and conventions and use of APA referencing.
- Demonstrate reflective practice skills across the professional standards described by Speech Pathology Australia.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- 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.
- Describe the basic principles of professional clinical practice, including information gathering, assessment reporting, diagnostic decision making, and management planning
- Analyse formal and informal measures of communication in children
- Communication
- Problem Solving
- Critical Thinking
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?
