Speech pathologists work in a range of settings and experience a range of contexts for the delivery of evidence-based services. This term you are attending a setting for children with disability.

The WIL setting you are attending uses a specific "whole classroom" approach to communication. 

In this assessment, you will need to:

1. ask your WIL Clinical Educator (CE) which specific "whole classroom" approach to communication is being used in the classroom you will be placed. NOTE: Your CE is not assessing your report. The CE's involvement only extends to clarifying the name of the "whole classroom" approach;
2. research the literature regarding that approach and its use in similar contexts, and;
3. prepare a report (1500 words) that:
• names and describes the components of the "whole classroom" approach to communication being used in your workplace classroom setting (500 words).
• summarises the current evidence for the approach being used in your workplace classroom setting (500 words).
• describes 3 explicit examples of how the staff have supported student participation through the "whole classroom" approach to communication (500 words). Each example should include a clear description of: the cues and prompts that the teacher used; how the approach was applied across multiple children in the classroom; and, the reinforcement that was provided.

You will receive a mark out of 100. This mark will form 20% of your overall grade.

The assessment task will be marked according to the following criteria:

• academic writing style consistently applied throughout the assessment task. (5 marks)
• accurate use of APA referencing consistently applied throughout the assessment task. (10 marks)
• consistent selection of quality research from journals and textbooks. (5 marks)
• clear, accurate and comprehensive description of the components of the "whole classroom" approach to communication being used. (10 marks)
• clear, accurate and comprehensive summary of the current evidence for the approach. (10 marks)
• clear, succinct and comprehensive description of 3 explicit examples of staff using the "whole classroom" approach. (3x5 marks = 15 marks)
• clear, succinct and comprehensive explanation of the cues and prompts that the teacher used in each example. (3x5 marks = 15 marks)
• clear, succinct and comprehensive description of how the approach was applied across multiple children in the classroom in each example. (3x5 marks = 15 marks)
• clear, succinct and comprehensive explanation of the reinforcement that was provided in each example. (3x5 marks = 15 marks)

More detailed information about the marking criteria will be available on the Moodle site.

As a part of professional practice, speech pathologists must meet a range of review and evaluations standards. The WIL context you are attending must complete regular reviews and evaluations for each child attending the setting. Within your WIL context, you will take an active role in the provision of therapy services to children who have a disability by assisting to implement therapy programs, gather data on the child's performance and contribute to the review and evaluation of therapy programs. 

This assessment is a compilation of documents which review and evaluate an intervention provided to your focus child during the time you have been attending the WIL context. 

In this assessment, you will need to:

1. ask your WIL Clinical Educator (CE) for the name of your focus child and view the consent documents for your involvement;
2. complete a one page introduction about your focus child which:
• uses the ICF to describe the child's current learning needs, and 
• describes the context of the setting in which they are receiving therapy. 
3. use the template for data collection required by the work placement setting to gather data (across the term). The organisation is required to gather data on the child's individual therapy and learning progress. You may have a separate template for each week of data collection. A copy of the template will be available on Moodle.
4. use the end of term review template required by the work placement setting to write a report for the focus child. Some aspects of the template may self-populate. You will be assessed on the unique components you have completed. A copy of the template will be available on Moodle.
5. complete a one page summary about your focus child which:
• recommends 3 achievable and measurable goals
• appropriately justify your claims by using evidence-based practice.
  
6. provide a copy of your completed report to your CE. 
7. de-identify all documents by removing full names (child, carers, staff, organisation, venue). Remove the child's date of birth and any addresses. You can use the child's initials.
8. submit the following documents using the required document format and mandatory file names:
• File Name: introduction_child's initials
• Contents: introduction (using the ICF) of the child's current learning needs and the context for therapy.
• File Name: reviewreport_child's initials
• Contents: Goal Plan Review template completed for the focus child you have been allocated.
• File Name: datasheet_number
• Contents: Completed and de-identified data which you have collected during the term and used to inform your Goal Plan Review. If you have multiple data collection forms, these need to be submitted in the correct chronological order. Each data collection attachment must be numbered in sequential chronological order.
• File Name: summary_child's initials
• Contents: 3 achievable and measurable goals for the focus child. Justification for each goal using evidence-based practice.

You will receive a mark out of 100. Your mark will form 40% of your overall grade.

Your Intervention Evaluation Report will be marked according to the following criteria:

• Clear, professional and factual description of the clinical setting. (10 marks)
• Clear, professional and factual description of the child's learning needs using the ICF. (20 marks)
• De-identified data collection records have been accurately completed and submitted in the correct chronological order. (10 marks)
• Professionally completed review document using the correct template. (10 marks)
• Strategies trialled for each goal are consistent with the data collection. (20 marks)
• Summary comments and recommendations include 3 behavioural objectives for the child. The goals are measurable and achievable. (3x5 amrks = 15 marks) 
• Summary comments and recommendations have been justified using evidence-based practice (3x5 marks = 15 marks)

More detailed information about the marking criteria will be avilable on the Moodle site.

This assessment task requires you to engage in reflective practice, and demonstrate how you have progressed your professional and personal development across the term. Changes in work-integrated learning context (moving from one WIL placement to another) impacts significantly on learning opportunities, enabling you to further identify strengths and areas for improvement. While this assessment task has a similar structure to the one you completed last term, the focus of your report in SPCH12007 is on how each of the four generic professional competencies (Reasoning, Communication, Lifelong Learning, and Professionalism) have been progressed in the context of the planning and delivering intervention for children with a disability.

To complete your reflective practice report, you need to:

1. For each of the four generic professional competency areas, you need to identify and reflect upon one area of strength and area of improvement, specifically indicating which element these apply to. Your strength and area for improvement may fall within the same element of a competency area, or into two separate elements. Therefore your assessment should include a total of four strengths and four areas for improvement. (250 words)
2. For each strength and area of improvement, provide an explicit example using the Description-Interpretation-Outcome framework. Your example may relate to your work-integrated experiences in SPCH12007 or your academic learning experiences. When describing your example, you need to consider and compare your understanding and performance for that competency at the beginning of term compared to the end of term. How has your competency developed across the term (even if an area of improvement, some development will have occurred)? What contributed to that development (e.g., feedback or discussions at WIL; content in class; discussion with other students)? Include supporting documentation where necessary (e.g., if you reference a reflection you wrote in Week 2 when describing performance at the beginning of term, include a copy of that reflection in an appendix). (2000 words)
   
3. For each area of improvement that you identify, write a SMART behavioural objective to describe how you will progress your competency. You should have one goal for each of the generic professional competencies. Discuss one strategy you can apply to assist you in meeting that objective. (250 words)
4. Upload the following documents:
• reflective practice report
• any materials from the term that you reference as part of your reflections (e.g., one of your weekly reflections, a session plan; written feedback your supervisor)

A general tip when writing in-depth and insightful reflections is that the reader should not be left wondering ‘why?’ or ‘how?’ The answers to these questions should be provided within the reflection. For example, if you identify that reflecting verbally with a supervisor immediately after you have finished a session with a client is difficult for you, you should go beyond simply stating that this is something that needs improving. You should explain why you find this challenging, why it may (or may not) be an issue, how you know it is (or isn’t) an issue, how you are going to address it (if in fact it is a problem), and so on.

It is recommended that you use headings and sub-headings to clearly identify the different topics that you are addressing throughout the reflection. For example, headings such as ‘Reasoning’ with the subheadings such as ‘Strength: Element 1.1’ may be useful when ensuring that you have explicitly addressed each criterion. Regardless of whether or not you use headings and sub-headings, the information provided must be presented in a logical fashion that is easy to read and understand and it should address each of the criteria for the assessment task.

Your report will receive a mark out of 100. Your mark will form 40% of your overall grade.

Your Reflective Practice Report will be marked according to the following criteria:

• Documents one area of strength and one area of improvement for each of the four generic professional competencies (Reasoning, Communication, Professionalism and Lifelong Learning). (10 marks)
• Provides one explicit example for each strength and each area of improvement. This will be a total of eight examples. (10 marks)
• Explains progress (over the term) in each strength and each area for improvement. (40 marks)
• Formulates one end of term SMART behavioural objective for each generic professional competency and describes one strategy that will assist in continued development of that competency. (20 marks)
• Uses professional writing conventions and overall professionalism of written document. (20 marks)