Overview
In this unit you will commence your study of acquired neurogenic communication disorders in children and adults. In Neurogenic Communication Disorders 1, you will learn about the aetiology, symptomatology and prognosis of the major diseases of the central and peripheral nervous systems that generate deficits in speech, language and cognitive communication. During this unit, you will use evidence-based practices to assess and classify acquired neurogenic communication disorders. You will apply the principles of interprofessional and reflective practice and the International Classification of Functioning, Disability and Health framework throughout the unit.
Details
Pre-requisites or Co-requisites
Pre-requisites:SPCH12003 Functional Anatomy of the Head, Neck and ThoraxSPCH13004 Communication Disorders across the School YearsSPCH12007 Speech Pathology Work-Integrated Learning 2 ALLH12006 Evidence Based Practice for Allied HealthALLH12007 Research Methods for Therapy
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 - 2018
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 Evaluation following intensive week. In class evaluation in week 12. Have Your Say feedback.
The feedback provided on all three sources listed was overwhelmingly positive regarding the practical and interactive nature of the unit. This included the intensive week and the weekly scheduled classes.
Maintaining the interactive and engaging nature of this unit will continue to be a priority for the unit coordinator. The intensive (residential) week will no longer be required due to an increase in Speech Pathology teaching staff.
Feedback from Evaluation following intensive week. In class evaluation in week 12. Have Your Say feedback.
The students provided extremely positive feedback on the quality of teaching by both the visiting lecturer and unit coordinator. This was also the case for the level of support provided by the unit coordinator.
The unit coordinator will continue to provide quality teaching and support for the students in this unit. Student evaluations at various points in the term will again be implemented to facilitate ongoing quality teaching and student engagement.
Feedback from Have Your Say feedback.
The structure of the assessment tasks for 2107 and the timeliness of assessment return received positive feedback from the students. One suggestion for improvement was to include a video analysis task in the assessment battery.
The students' suggestion of a video analysis task in the assessment battery will be considered by the teaching team for 2018. Assessment tasks will continue to align strongly with the content taught to facilitate ongoing positive feedback regarding all aspects of assessments.
- Describe the aetiology and prognosis for the major diseases of the central and peripheral nervous systems that result in neurogenic communication disorders
- Administer and evaluate evidence-based assessments relevant to neurogenic communication disorders
- Analyse diagnostic features of the presenting acquired neurogenic communication disorders
- Discuss the International Classification of Functioning, Disability and Health framework, and the principles of reflective, and interprofessional practice in relation to acquired neurogenic communication disorders.
Speech Pathology Range of Practice covered:
Adult - Speech, Language and Multimodal Communication
Child - Speech, Language and Multimodal Communication
Competency-based Occupational Standards for Speech Pathology (CBOS 2011):
Unit 1 Assessment - Elements 1.1 and 1.2 to Intermediate standard
Unit 2 Analysis and interpretation - Elements 2.1, 2.2, 2.3, 2.4 and 2.5 to Intermediate standard
Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.3, 3.4, 3.5, 3.6 and
3.7 to Intermediate standard
Unit 7 Lifelong learning and reflective practice - Elements 7.2 to Intermediate standard
Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:
Unit 1 Reasoning - Elements 1.1, 1.2 and 1.3 to Intermediate standard
Unit 2 Communication - Elements 2.1, 2.2 and 2.3 to Intermediate standard
Unit 3 Learning - Elements 3.1, 3.2, 3.3 and 3.4 to Intermediate standard
Unit 4 Professionalism - Elements 4.1, 4.2, 4.4 and 4.5 to Intermediate standard
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 30% | ||||
| 2 - Practical Assessment - 30% | ||||
| 3 - Examination - 40% | ||||
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 - 30% | ||||||||||
| 2 - Practical Assessment - 30% | ||||||||||
| 3 - Examination - 40% | ||||||||||
Textbooks
A Cognitive neuropsychological approach to assessment and intervention in aphasia: A clinician’s guide
2nd Edition (2014)
Authors: Whitworth, A., Webster, J. & Howard, D.
Taylor and Francis
Hove Hove , United Kingdom
ISBN: 9781848721425
Binding: Other
Aphasia and Related Neurogenic Communication Disorders
Second Edition (2017)
Jones & Bartlett Learning
USA
ISBN: 9781284077315
Binding: Other
Motor Speech Disorders: Substrates, Differential Diagnosis and Management.
3rd Edition; Mosby; (2013)
Authors: Duffy, J.
Elsevier
USA
ISBN: 9780323072007
Binding: Other
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Online materials to support learning are available when purchasing the prescribed course textbook (Duffy, 2013). These are only accessible via unique registration.
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.
t.janes@cqu.edu.au
Module/Topic
Please note:
An active peer learning support model will underpin the teaching of the neuroanatomy content through weekly student presentation centred on individual case studies.
SESSION 1:
- Unit overview – 1hr - Tina Janes, UC.
- General neuroanatomy review - Jenni-Lee Rees (JL.)
- Quiz.
\
SESSION 2:
- Brain.
- Nervous system.
Please note that further information will be posted on Moodle regarding in-class learning materials and requirements.
Chapter
Readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
Please note:
An active peer learning support model will underpin the teaching of the neuroanatomy content through weekly student presentation centred on individual case studies.
SESSION 1: (JL)
- Nervous system.
- Cells.
SESSION 2: (JL)
- Neural control of speech.
Please note that further information will be posted on Moodle regarding in-class learning materials and requirements.
Chapter
Readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
Please note:
An active peer learning support model will underpin the teaching of the neuroanatomy content through weekly student presentation centred on individual case studies.
SESSION 1: (JL)
- Cranial nerves.
- Oral motor.
SESSION 2: (JL)
- Cranial nerves.
- Oral motor.
Please note that further information will be posted on Moodle regarding in-class learning materials and requirements.
Chapter
Readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
Tina Janes is your primary lecturer from week 4 onwards.
SESSION 1:
- Disorders and diagnoses.
SESSION 2: NO CLASS - GOOD FRIDAY.
Chapter
Readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
SESSIONS 1 & 2:
-
Disorders and diagnoses continued.
Chapter
Readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
SESSIONS 1 & 2:
- Disorders and diagnoses continued.
Chapter
Readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
SESSION 1: NO CLASS - ANZAC DAY.
SESSION 2:
- Assessment and diagnosis (Speech and Language).
WRITTEN ASSESSMENT DUE THIS WEEK.
Chapter
Readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
- Assessment and diagnosis (Speech and Language).
- Oral feedback on written assessment 1.
Chapter
Readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
SESSIONS 1 & 2:
- Assessment and diagnosis (Speech and Language).
Chapter
Events and Submissions/Topic
Module/Topic
PRACTICAL ASSESSMENTS due this week (administering assessments).
Times will be scheduled in regular class times as much as possible, but this is dependent on volunteer availability.
Chapter
Readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
SESSIONS 1 & 2:
- Integration of content.
Chapter
Readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
- Revision.
- Reflection from practical assessment due.
Chapter
Readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Welcome to SPCH13003 NEUROGENIC COMMUNICATION DISORDERS 1.
Your unit coordinator and primary lecturer is Tina Janes. Jenni-Lee Rees will also be taking you for the neuroanatomy content at the beginning of this unit. Whilst this unit has now been running since 2014, it has undergone changes in name and structure. It was previously named Neurogenic Communication Disorders (NCD) with a sole focus on acquired motor speech disorders. This is the first year with its new title of NCD 1, and the unit content forms the basis of learning that will continue in NCD 2 (SPCH13008) in term 2. NCD 1 will focus on neuroanatomy and the neurology of speech, neurogenic disorders aetiology, and assessment and diagnosis of speech, language and cognitive disorders associated with neurogenic disorders. NCD 2 will focus on the holistic management of neurogenic disorders.
You have been advised to purchase three textbooks this term, but these will be for both NCD 1 and NCD 2 (SPCH13008). These textbooks will be used throughout both terms and contain essential information for your assessments - particularly the examinations.
We hope you enjoy the learning and teaching experiences of SPCH13003.
1 Written Assessment
This assessment task aligns to the following learning outcomes (LO):
- LO1: Describe the aetiology and prognosis for the major diseases of the central and peripheral nervous systems that result in neurogenic communication disorders.
- LO3: Analyse diagnostic features of the presenting acquired neurogenic communication disorders.
Task Requirements:
You will each be provided with a specific diagnosis to research and submit to Moodle. You are required to conduct a literature review on your given diagnosis that summarises the aetiology, prognosis (outcomes), features and prevalence of the disorder. Specific attention must be given to the speech, language and cognitive communication presentation of your assigned disorder/diagnosis. You will propose a holistic assessment plan for such a client, and justify your reasons for selecting this assessment approach, including how the assessment results will guide your management of the client.
The written assessment will be approximately 3000 words (+/-10%) and must align with APA, 2016, referencing standards.
You will be marked on the written assessment and you will share the information you have researched with your peers in an informal (and ungraded) class presentation.
Week 7 Friday (27 Apr 2018) 5:00 pm AEST
Online submission via Moodle.
Week 9 Friday (11 May 2018)
Via Moodle.
The complete rubric is on Moodle. You are assessed on the content and the conventions. This includes:
- Quality of the literature review.
- Accuracy of referencing.
- Accuracy of grammar, spelling, punctuation etc.
- Logical sequencing and structure.
- Adherence to word limit.
- Covering all areas including:
- Aetiology.
- General presentation/features.
- Prognosis (outcomes).
- Speech, language and cognitive communication presentation.
- Selection and justification of appropriate assessments.
- Integration of assessments to treatment/management.
The Generic Professional Competencies assessed at intermediate level are:
- 1.1 Use effective thinking skills to ensure quality speech pathology practice.
- 1.3 Use sound professional reasoning strategies to assist planning for all aspects of service management.
- 2.1 Use interpersonal communication skills to facilitate the effective practice of speech pathology.
- 2.3 Communicate effectively with work teams.
- 3.1 Reflect on performance.
- 3.3 Demonstrate appropriate attitude to learning.
- 3.4 Be able to change performance.
- 4.1 Display appropriate organisational skills.
- 4.2 Conduct self in a professional manner.
- 4.4 Possess a professional attitude / orientation.
- 4.5 Demonstrate ethical behaviour.
The Competency Based Occupational Standards (CBOS) assessed at intermediate level in this assessment task are:
- 1.1 Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
- 1.2 Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
- 2.2 Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
- 2.1 Analyse and interpret speech pathology assessment data.
- 2.3 Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
- 2.4 Report on analysis and interpretation.
- 2.5 Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
- 3.1 Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
- 3.3 Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
- 3.4 Establish goals for intervention in collaboration with the client and significant others.
- 3.5 Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
- 3.6 Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
- 3.7 Document speech pathology intervention plans, goals and outcome measurement.
- 7.2 Participate in professional development and continually reflect on practice.
- Describe the aetiology and prognosis for the major diseases of the central and peripheral nervous systems that result in neurogenic communication disorders
- Analyse diagnostic features of the presenting acquired neurogenic communication disorders
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Practical Assessment
This assessment relates to the following learning outcomes (LO):
This is a PRACTICAL assessment with a written reflection also required. The practical element will occur in week 10 during scheduled class times as much as possible. Times will be allocated according to student, staff and volunteer availability. The written reflection is due on Wednesday of week 12 at 9:00am.
- LO2: Administer and evaluate evidence-based assessments relevant to neurogenic communication disorders.
- LO4: Discuss the International Classification of Functioning, Disability and Health framework, and the principles of reflective, and interprofessional practice in relation to acquired neurogenic communication disorders.
PRACTICAL component (20%):
You will be required to select appropriate assessments according to your case scenario. Once you have selected your assessments and justified your choices, you will administer either particular sub-tests, or the complete assessment to the simulated client. You may also be required to demonstrate your ability to administer examiner selected assessments. Following your administration of the assessments, the examiner will ask questions in relation to the particular test items so that you can demonstrate your knowledge of the test/s.
WRITTEN component (10%):
Following the practical session you will submit a written reflection on your performance in the task and describe a plan for how you will develop your knowledge and skills of assessment and diagnosis of acquired neurogenic communication disorders. You will also reflect upon how the assessment sub-tests you administered provided you with valuable information towards intervention planning. For this assessment task you are required to use appropriate writing conventions, including accurate spelling, grammar, and punctuation, and demonstrate cohesion, clarity, and organisation. Word limit is approximately 1000 words (+/-10%). APA referencing style must be used accurately and in accordance with the CQUniversity’s Academic Misconduct Procedure. For further information regarding this procedure, see: http://policy.cqu.edu.au/. Information regarding the APA Referencing Style can be found at: https://www.cqu.edu.au/?a=14033
Week 12 Wednesday (30 May 2018) 9:00 am AEST
The written reflection is to be uploaded to Moodle by Wednesday 30th May at 9am. The PRACTICAL assessment is conducted during class times in WEEK 10.
Exam Week Monday (11 June 2018)
Via Moodle.
The full assessment criteria are included on the rubric uploaded to Moodle. In summary you will be assessed on the following:
- Assessment selection and justification.
- Delivery of assessment.
- Communication skills.
- Accuracy and insight of reflection.
- Conventions including referencing, spelling, grammar and syntax.
- Clarity of expression.
The Generic Professional Competencies assessed at intermediate level in this task are:
- 1.1 Use effective thinking skills to ensure quality speech pathology practice.
- 1.2 Integrate collaborative and holistic viewpoints into professional reasoning.
- 1.3 Use sound professional reasoning strategies to assist planning for all aspects of service management.
- 2.1 Use interpersonal communication skills to facilitate the effective practice of speech pathology.
- 2.2 Use oral and written reporting and presentation skills to successfully meet speech pathology objectives.
- 2.3 Communicate effectively with work teams.
- 3.1 Reflect on performance.
- 3.3 Demonstrate appropriate attitude to learning.
- 3.4 Be able to change performance.
- 4.1 Display appropriate organisational skills.
- 4.2 Conduct self in a professional manner.
- 4.4 Possess a professional attitude / orientation.
- 4.5 Demonstrate ethical behaviour.
The Competency Based Occupational Standards (CBOS) assessed at intermediate level in this assessment task are:
- 1.1 Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
- 1.2 Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
- 2.2 Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
- 2.1 Analyse and interpret speech pathology assessment data.
- 2.3 Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
- 2.4 Report on analysis and interpretation.
- 2.5 Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
- 3.1 Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
- 3.3 Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
- 3.4 Establish goals for intervention in collaboration with the client and significant others.
- 3.5 Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
- 3.6 Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
- 3.7 Document speech pathology intervention plans, goals and outcome measurement.
- 7.2 Participate in professional development and continually reflect on practice.
- Administer and evaluate evidence-based assessments relevant to neurogenic communication disorders
- Discuss the International Classification of Functioning, Disability and Health framework, and the principles of reflective, and interprofessional practice in relation to acquired neurogenic communication disorders.
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
Examination
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?
