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 - 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 Have Your Say In-class evaluation
Students provided positive feedback about the practical nature of the unit and the different modes of teaching and learning. This is reflected in the comment - "I really enjoyed the practical aspects because I felt I learnt better".
Varied and interactive activities will continue to be embedded in this unit to facilitate student engagement and learning.
Feedback from Have Your Say In-class evaluation
Students provided positive feedback regarding the authenticity of the assessments, the clarity of the information about the assessments and the feedback provided on assessment tasks. This comment is representative of the feedback received - "I also really enjoyed the practical assessment as it has given me such a great opportunity to get exposure to the different types of assessments".
Assessments will continue to be closely aligned to teaching and real life scenarios. Students will be provided with timely feedback and clear instructions regarding the assessment structure.
Feedback from Have Your Say In-class evaluation
Students were appreciative of the support provided by the teaching staff. "The staff were excellent - providing us with lots of support!!"
The teaching staff will continue to engage with, and support students.
Feedback from Have Your Say In-class evaluation
Feedback was received regarding the lack of time available in term 1 due to public holidays, but it was also acknowledged that this was difficult to do. One student commented - "Obviously time was a big factor for this term- I felt like we weren't able to properly learn about the assessments and the actual exam content within the time we had".
Teaching staff will continue to be cognisant of the public holidays in Term 1, and discuss with the students ways to minimise the impact of these.
- 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 at entry level standard
- Analyse diagnostic features of the presenting acquired neurogenic communication disorders at an entry level standard
- Apply the International Classification of Functioning, Disability and Health framework, and the principles of reflective, and interprofessional practice in relation to acquired neurogenic communication disorders at an entry level standard.
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 at Entry level
- Unit 2 Analysis and interpretation - Elements 2.1, 2.2, 2.3, 2.4 and 2.5 at Entry level
-
Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.3, 3.4, 3.5, 3.6 and
3.7 at Entry level - Unit 7 Lifelong learning and reflective practice - Elements 7.2 at Entry level
- Unit 1 Reasoning - Elements 1.1, 1.2 and 1.3 at Entry level
- Unit 2 Communication - Elements 2.1, 2.2 and 2.3 at Entry level
- Unit 3 Learning - Elements 3.1, 3.2, 3.3 and 3.4 at Entry level
- Unit 4 Professionalism - Elements 4.1, 4.2, 4.4 and 4.5 at Entry level
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;
Edition: Second (2014)
Authors: Whitworth, A., Webster, J. & Howard, D.
Taylor and Francis
Hove Hove , UK
ISBN: 1848721420
Binding: Paperback
Aphasia and Related Neurogenic Communication Disorders
Edition: Second (2017)
Authors: Papathanasiou, I. and Coppens, P.
Jones and Bartlett Learning
USA
ISBN: 9781284077315
Binding: Paperback
Motor Speech Disorders: Substrates, Differential Diagnosis and Management
Edition: Third (2013)
Authors: Duffy, J.
Mosby
USA
ISBN: 9780323072007
Binding: Hardcover
Additional Textbook Information
Please note that you will need these texts in Term 2 for SPCH13008.
Paper copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
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.
t.janes@cqu.edu.au
Module/Topic
ORIENTATION WEEK - WEDNESDAY 6th MARCH 9am to 12pm. (Tina Janes)
- Unit introduction
- Class expectations
- Assessments
- Review quiz
- Terminology:
- Neurogenic Communication Disorders vs Neurodegenerative Disorders vs Neurological Disorders vs Neurocognitive Disorders
- Cognition vs Speech vs Language
- Health aging changes
WEEK 1 (Jenni-Lee Rees):
Please note: An active peer learning support model will underpin the teaching of the neuroanatomy content through weekly student presentations centred on individual case studies.
SESSION 1:
- General neuroanatomy review
- Quiz
SESSION 2:
- Brain
- Nervous system
Please note that further information will be posted on Moodle regarding in-class learning materials and requirements.
Chapter
ORIENTATION WEEK PRE-READING:
Justice, L. & Redle, E. (2014). Communication Sciences and Disorders. A Clinical Evidence Based Approach (3rd ed.). Boston; USA: Pearson.
- Chapter 8 Adult Language Disorders and Cognitive-Based Dysfunction
- Chapter 12 Motor Speech Disorders
WEEK 1 PRE-READING:
Seikel, J.A., Drumwright, D.G., & King, D.W. (2016). Anatomy & Physiology for Speech, Language and Hearing (5th ed). Cengage Learning.
- Chapter 11 Neuroanatomy
- Chapter 12 Neurophysiology
Duffy, J. (2013). Motor Speech Disorders: Substrates, Differential Diagnosis and Management; (3rd Ed). USA: Mosby.
- Chapter 2 Neurologic Bases of Motor Speech Disorders (MSD) and Its Pathologies
Events and Submissions/Topic
Module/Topic
WEEK 2 (Jenni-Lee Rees):
SESSION 1:
- Nervous system
- Cells
SESSION 2:
- Neural control of speech
Please note that further information will be posted on Moodle regarding in-class learning materials and requirements
Chapter
Independent research and reading relevant to your case studies.
Other readings will be posted on Moodle and outlined in class.
Events and Submissions/Topic
Module/Topic
WEEK 3 (Jenni-Lee Rees):
SESSION 1:
- Cranial nerves
- Oral motor
SESSION 2:
- Cranial nerves
- Oral motor
Please note that further information will be posted on Moodle regarding in-class learning materials and requirements.
Chapter
Continued independent research and reading relevant to case studies.
Seikel et al. (2016).
- Chapter 11 Neuroanatomy - pages 652 - 675
Other readings will be posted on Moodle and outlined in class.
Events and Submissions/Topic
Module/Topic
WEEK 4 (Tina Janes):
SESSION 1:
- Revision of disorders and diagnoses from case studies from weeks 1 to 3
- Neurology review (neuroanatomy and neurophysiology) including cranial nerves, brodmann's areas, neurology of language and neurology of speech.
SESSION 2:
- Disorders and diagnoses:
- Stroke
- Revision of other disorders and diagnoses from orientation week class
- Inclusion of paediatric and adult differences
Chapter
Revise:
Duffy, J. (2013). Motor Speech Disorders: Substrates, Differential Diagnosis and Management; (3rd Ed). USA: Mosby.
- Chapter 2 Neurologic Bases of Motor Speech Disorders (MSD) and Its Pathologies
See all readings posted on Moodle and outlined in class.
Sign up to the INFORM ME section on the STROKE FOUNDATION website and read the CLINICAL GUIDELINES
Events and Submissions/Topic
Module/Topic
WEEK 5 (Tina Janes):
SESSIONS 1 and 2:
APHASIA:
- Aetiology
- Classification systems
- Cognitive Neuropsychological Model of Language Processing
- Assessments
- Inclusion of paediatric and adult differences
Chapter
Papathanasiou, I. and Coppens, P. (2017). Aphasia and Related Neurogenic Communication Disorders. (2nd ed.) USA: Jones & Bartlett Learning.
- Chapter 1 Aphasia and Related Neurogenic Communication Disorders: Basic Concepts, Management, and Efficacy
- Chapter 2 Significant Landmarks in the History of Aphasia and Its Therapy
- Chapter 3 Elements of Neurology Essential for Understanding the Aphasias
Whitworth, A., Webster, J. and Howard, D. (2014). A Cognitive neuropsychological approach to assessment and intervention in aphasia: A clinician’s guide. (2nd Edition). ; UK: Psychology Press.
- Part 1:
- Chapter 1 A Cognitive Neuropsychological Approach
- Chapter 2 Identifying and Characterising Impairments
Events and Submissions/Topic
Module/Topic
Chapter
See the pre-reading requirements for week 6 and ensure these have been completed.
Events and Submissions/Topic
Module/Topic
WEEK 6 (Tina Janes):
SESSION 1
- APHASIA continued from Week 5
SESSION 2
- RHD – Right Hemisphere Dysfunction
- Aetiology
- Assessments
- Inclusion of paediatric and adult differences
Chapter
Papathanasiou, I. and Coppens, P. (2017). Aphasia and Related Neurogenic Communication Disorders. (2nd ed.) USA: Jones & Bartlett Learning.
- Chapter 5 Formal and Informal Assessment of Aphasia
- Chapter 8 - Disorders of Auditory Comprehension
- Chapter 9 Disorders of Word Production
- Chapter 10 The Acquired Disorders of Reading
- Chapter 11 Written Language and Its Impairments
- Chapter 12 Disorders of Sentence Processing in Aphasia
- Chapter 17 - Nature and Assessment of Right Hemisphere Disorders
Whitworth, A., Webster, J. and Howard, D. (2014). A Cognitive neuropsychological approach to assessment and intervention in aphasia: A clinician’s guide. (2nd Edition). ; UK: Psychology Press.
- Part 2:
- Chapter 3 Introduction to Assessments
- Chapter 4 Auditory Comprehension of Spoken Words
- Chapter 5 Spoken Word Production
- Chapter 6 Written Comprehension and Reading
- Chapter 7 Written Word Production
- Chapter 8 Object and Picture Recognition
Events and Submissions/Topic
Module/Topic
WEEK 7 (Tina Janes):
SESSION 1:
- Continue RHD
- TBI – Traumatic Brain Injury
- Aetiology
- Assessments
- Inclusion of paediatric and adult differences
SESSION 2:
- TBI – Traumatic Brain Injury - continue
- Commence Neurocognitive Disorders (Dementias)
- Types of dementias
- Differential diagnosis
- Inclusion of paediatric and adult differences
Chapter
Papathanasiou, I. and Coppens, P. (2017). Aphasia and Related Neurogenic Communication Disorders. (2nd ed.) USA: Jones & Bartlett Learning.
- Chapter 19 Traumatic Brain Injury in Adults
- Chapter 20 Dementia And Related Cognitive Disorders
See all readings posted on Moodle and outlined in class.
Events and Submissions/Topic
Module/Topic
WEEK 8 (Tina Janes):
SESSION 1:
Neurocognitive Disorders (Dementias)
- Assessments
SESSION 2:
- Motor Speech Disorders (MSD)
- Revise neurology of MSD
- Types of MSD
- Aetiology of MSD
- Diagnosis of MSD
- Inclusion of paediatric and adult differences
Chapter
Papathanasiou, I. and Coppens, P. (2017). Aphasia and Related Neurogenic Communication Disorders. (2nd ed.) USA: Jones & Bartlett Learning.
- Chapter 20 Dementia And Related Cognitive Disorders
- Chapter 21 Acquired Apraxia of Speech
Duffy, J. (2013). Motor Speech Disorders: Substrates, Differential Diagnosis and Management; (3rd Ed). USA: Mosby.
- Chapter 3 Examination of Motor Speech Disorders
- Chapter 4 Flaccid Dysarthrias
- Chapter 5 Spastic Dysarthria
- Chapter 6 Ataxic Dysarthria
- Chapter 7 Hypokinetic Dysarthria
Events and Submissions/Topic
Module/Topic
WEEK 9 (Tina Janes):
SESSION 1:
- Motor Speech Disorders (MSD)
- Revision of week 8 content
- Assessment of MSD
- Inclusion of paediatric and adult differences
SESSION 2:
- Other neurogenic disorders - such as neurogenic stuttering and neurogenic mutism
- Continue differential diagnosis
- Continue practice of assessment administration
Chapter
Duffy, J. (2013). Motor Speech Disorders: Substrates, Differential Diagnosis and Management; (3rd Ed). USA: Mosby.
- Chapter 8 Hyperkinetic Dysarthria
- Chapter 9 UUMN Dysarthria
- Chapter 10 Mixed Dysarthrias
- Chapter 11 Apraxia of Speech
- Chapter 12 Neurogenic Mutism
- Chapter 13 Other Neurogenic Speech Disturbances
- Chapter 13 Acquired Psychogenic and Related Non-Organic Speech Disorders
Events and Submissions/Topic
Module/Topic
WEEK 10 (Tina Janes):
SESSIONS 1 and 2
- Finish content on MSD from Week 9
- Case study examples
- Inclusion of paediatric and adult differences
- Assessment demonstrations and analysis of results
Chapter
Readings will be posted on Moodle and outlined in class.
Duffy, J. (2013). Motor Speech Disorders: Substrates, Differential Diagnosis and Management; (3rd Ed). USA: Mosby.
- Complete the above readings +
- Chapter 15 Differential Diagnosis
Events and Submissions/Topic
Module/Topic
WEEK 11 (Tina Janes):
PRACTICAL ASSESSMENTS
Chapter
Events and Submissions/Topic
Module/Topic
WEEK 12 (Tina Janes):
SESSIONS 1 and 2:
- Review and integration
- Practice test
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 (NCDs) 1 for 2019. Your unit coordinator is Tina Janes and your teaching team is Tina Janes and Jenni-Lee Rees. Tina will be teaching you in orientation week and weeks four to twelve and Jenni-Lee will be teaching you in weeks one, two and three. Please ensure you purchase the three textbooks required for this unit and SPCH13008 Neurogenic Communication Disorders 2 in Term 2. These textbooks will support your continued learning of NCDs as a student and professional. We look forward to extending your knowledge of and enthusiasm for the role of speech pathologists in assessing neurogenic communication disorders.
1 Written Assessment
You will each be randomly allocated a specific neurogenic disorder/diagnosis to research and submit to Moodle. You are required to conduct a literature review on your given disorder/diagnosis that summarises the aetiology, epidemiology, prognosis and features 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 the assessments based on the best available evidence. You will also include how the assessment results will guide your management of the client. Following the submission of your assignment you are required to give a 10 minute precis of your research to the class that will enhance everyone’s learning about acquired neurogenic communication and cognitive disorders. The written assessment will be between 3000-4000 words and must align with APA, 2016, referencing standards.
Week 7 Monday (29 Apr 2019) 9:00 am AEST
Assessment to be uploaded to Moodle
Week 9 Monday (13 May 2019)
Feedback will be uploaded to Moodle
You are assessed at ENTRY level according to Speech Pathology Australia (SPA) CBOS (Competency Based Occupational Standards) and GPC (General Professional Competencies) documents. The specific elements of CBOS are detailed in the assessment document on Moodle. This assessment task is a MUST PASS item at 50% (i.e. 15/30). The rubric details the complete assessment criteria, but in summary the primary criteria are:
- General background including aetiology, epidemiology, prognosis (outcomes) and general presentation/ features
- Speech, language and cognitive communication presentation
- Selection and justification of assessments
- Integration of assessments to management
- Quality of research evidence
- Referencing and conventions
- 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 at an entry level standard
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Practical Assessment
This is a PRACTICAL assessment which will occur in week 11 during scheduled class times as much as possible. Times will be allocated according to student, staff and volunteer availability. You will be required to select appropriate assessments according to the novel case scenario you are presented with 15 minutes prior to the start of the assessment. In this 15 minutes you will read the case and select the assessments (formal and informal) you will conduct with your simulated client. The scenario will be ADULT but in your reflection you will be asked to explain how you would adjust your assessment process for a PAEDIATRIC client. You will commence with the assessments you have chosen, but due to time frames you may not be required to administer the entire assessment. The examiner will advise you when to cease an assessment. You may bring in a copy of your own case history and oral motor assessments for the tasks. The examiner may also request that you perform a different assessment task to the ones you have chosen. Following the completion of the assessment you will be required to reflect upon your performance with the examiner. During this time you will reflect on your overall performance during the assessment tasks; justify your selection of assessments; respond to questions, interpret your client’s performance from an informal and observational perspective rather than formal scores and suggest your plan for these clients following assessment. You will also be required to reflect upon how you would adjust this process to accommodate the needs of a paediatric client.
Week 11 Tuesday (28 May 2019) 8:00 am AEST
Assessment two will occur in week 11 during scheduled class times as much as possible. Times will be allocated according to student, staff and volunteer availability.
Review/Exam Week Monday (10 June 2019)
Feedback will be uploaded to Moodle
You are assessed at ENTRY level according to Speech Pathology Australia (SPA) CBOS (Competency Based Occupational Standards) and GPC (General Professional Competencies) documents. The rubric details the complete assessment criteria and grading. In summary you are marked on Assessment Administration including independence, fluency, accuracy, recording responses and pragmatic elements of your assessment administration; Preparation / Content Knowledge including assessment justification, organisation and integration; and Reflection and Reasoning.
- Administer and evaluate evidence-based assessments relevant to neurogenic communication disorders at entry level standard
- Apply the International Classification of Functioning, Disability and Health framework, and the principles of reflective, and interprofessional practice in relation to acquired neurogenic communication disorders at an entry level standard.
- 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?
