CQUniversity Unit Profile

SPCH13003 - Neurogenic Communication Disorders 1

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All details in this unit profile for SPCH13003 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

General Information

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

Career Level: Undergraduate

Unit Level: Level 3

Credit Points: 6

Student Contribution Band: 8

Fraction of Full-Time Student Load: 0.125

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 2SPCH13009 Hearing and Multimodal CommunicationALLH11009 Research Methods for Health Professionals OR ALLH12007 Research Methods for Health ProfessionalsALLH12006 Evidence Based Practice for Allied HealthCo-RequisitesSPCH13010 Dysphagia Across the LifespanSPCH13012 Voice Disorders and Clinical Practice

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

Rockhampton

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).

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Please visit Moodle for more information.

Class and Assessment Overview

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

Regional Campuses

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville

Metropolitan Campuses

Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Practical Assessment

Weighting: 50%

2. Oral Examination

Weighting: 50%

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.

CQUniversity Policies

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.

Previous Student Feedback

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

Feedback

The student evaluations indicated that students were very satisfied with the unit content and the learning materials provided.

Recommendation

It is recommended that the unit coordinator continue to provide the students with learning materials that clearly align with the unit learning outcomes and assessment tasks.

Feedback from Have your Say

Feedback

The students particularly enjoyed the practical activities and time allocated to revision of the unit content.

Recommendation

It is recommended that practical and real-life learning activities occur as much as possible in future iterations of this unit, regardless of whether the classes are face-to-face or Zoom delivered.

Feedback from Have your Say

Feedback

The students indicated that they didn't have enough time for the online quiz which replaced the formal examination assessment item.

Recommendation

It is recommended that the unit coordinator review the assessments when it is known in what format the unit will be delivered in 2021 (i.e. face-to-face or Zoom).

Unit Learning Outcomes

On successful completion of this unit, you will be able to:

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.

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 Learning Outcomes, Assessment and Graduate Attributes

N/A Level

Introductory Level

Intermediate Level

Graduate Level

Professional Level

Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks	Learning Outcomes
	1	2	3
1 - Practical Assessment - 50%
2 - Oral Examination - 50%

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 - Practical Assessment - 50%
2 - Oral Examination - 50%

Textbooks and Resources

Textbooks

Prescribed

Aphasia and Related Neurogenic Communication Disorders

Edition: 2nd edn (2017)
Authors: Papathanasiou, I. and Coppens, P.
Jones and Bartlett Learning (now Cengage Learning)
Binding: Paperback

Prescribed

Motor Speech Disorders: Substrates, Differential Diagnosis and Management

Edition: 4th ed. (2019)
Authors: Duffy, J.
Mosby
USA
ISBN: 9780323530545
Binding: Hardcover

View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:

CQUniversity Student Email
Internet
Unit Website (Moodle)

Referencing Style

No referencing style set.

Teaching Contacts

Tina Janes Unit Coordinator
t.janes@cqu.edu.au

Schedule

Week 1

Begin Date: 08 Mar 2021

Module/Topic

Introduction to the unit

Assessments
Textbooks
Quiz
Terminology
Cognition vs Speech vs Language
Phonetics review
Neurology review (neuroanatomy and neurophysiology) including cranial nerves, Brodmann’s areas, neurology of language and speech

Chapter

PRE-READING:

Justice, L. & Redle, E. (2014). Communication sciences and disorders. A clinical evidence based approach (3rd ed.). Pearson.

Chapter 8 Adult language disorders and cognitive-based dysfunction
Chapter 12 Motor speech disorders

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

WEEK 1 READING:

Duffy, J. (2019). Motor speech disorders: substrates, differential diagnosis and management. (4th ed.). Mosby.

Chapter 2 Neurologic bases of motor speech disorders and its pathologies

Papathanasiou, I. & Coppens, P. (2017). Aphasia and related neurogenic communication disorders. (2nd ed.). Jones & Bartlett Learning.

Chapter 3 Elements of neurology essential for understanding the aphasias

Events and Submissions/Topic

Week 2

Begin Date: 15 Mar 2021

Module/Topic

APHASIA

Causes of aphasia (aetiology)
Definitions
Theories of aphasia - classification systems

Chapter

Knecht, S., Drager, B., Deppe, M., Bobe, L., Lohmann, H., Flel, A., . . . Henningsen, H. (2000). Handedness and hemispheric language dominance in healthy humans. Brain, 123(12), 2512-2518. doi:10.1093/brain/123.12.2512.

Sign up to the INFORM ME section on the STROKE FOUNDATION website and read the CLINICAL GUIDELINES - https://strokefoundation.org.au/What-we-do/Treatment-programs/Clinical-guidelines

Whitworth, A., Webster, J. & Howard, D. (2014). A Cognitive neuropsychological approach to assessment and intervention in aphasia: A clinician’s guide. (2nd ed.). Psychology Press.

Part 1 Theories and Principles:

Chapter 1 A Cognitive neuropsychological approach
Chapter 2 Identifying and characterising impairments

Papathanasiou, I. & Coppens, P. (2017). Aphasia and related neurogenic communication disorders. (2nd ed.). 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

Events and Submissions/Topic

Week 3

Begin Date: 22 Mar 2021

Module/Topic

APHASIA continued

Classification systems continued
Cognitive neuropsychological (CNP) model of language processing
Assessments of aphasia

Inclusion of paediatric and adult differences

Chapter

Papathanasiou, I. & Coppens, P. (2017). Aphasia and related neurogenic communication disorders. (2nd ed.). Jones & Bartlett Learning.

Chapter 5 Formal and informal assessment of aphasia
Chapter 8 Disorders of auditory comprehension - pp. 151-160
Chapter 9 Disorders of word production - pp. 169-182
Chapter 10 The acquired disorders of reading - pp. 195-203
Chapter 11 Written language and its impairments - pp. 219-232
Chapter 12 Disorders of sentence processing in aphasia - read sections on assessment only

Whitworth, A., Webster, J. & Howard, D. (2014). A Cognitive neuropsychological approach to assessment and intervention in aphasia: A clinician’s guide. (2nd Edition). Psychology Press.

Part 2 Deficits and Assessment:

Chapter 3 Introduction to assessment
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

Week 4

Begin Date: 29 Mar 2021

Module/Topic

RHD – Right Hemisphere Dysfunction

Aetiology
Assessments

Inclusion of paediatric and adult differences

Chapter

Papathanasiou, I. & Coppens, P. (2017). Aphasia and related neurogenic communication disorders. (2nd ed.). Jones & Bartlett Learning.

Chapter 17 Nature and assessment of right hemisphere disorders

Events and Submissions/Topic

Week 5

Begin Date: 05 Apr 2021

Module/Topic

TBI – Traumatic Brain Injury

Aetiology
Assessments

Inclusion of paediatric and adult differences

Chapter

Papathanasiou, I. & Coppens, P. (2017). Aphasia and related neurogenic communication disorders. (2nd ed.). Jones & Bartlett Learning.

Chapter 19 Traumatic brain injury in adults

Events and Submissions/Topic

Vacation Week

Begin Date: 12 Apr 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 6

Begin Date: 19 Apr 2021

Module/Topic

NCDs (Neurocognitive disorders) aka DEMENTIAS

Types of dementias
Differential diagnosis
Assessment of dementias

Chapter

Papathanasiou, I. & Coppens, P. (2017). Aphasia and related neurogenic communication disorders. (2nd ed.). Jones & Bartlett Learning.

Chapter 20 Dementia and related cognitive disorders

Events and Submissions/Topic

Week 7

Begin Date: 26 Apr 2021

Module/Topic

MOTOR SPEECH DISORDERS (MSDs)

Revise neurology of MSDs
Types of MSDs
Aetiology of MSDs
Diagnosis of MSDs

Inclusion of paediatric and adult differences

Chapter

Duffy, J. (2019). Motor speech disorders: substrates, differential diagnosis and management. (4th ed.). Mosby.

Chapter 1 Defining, understanding and categorising motor speech disorders
Chapter 2 Neurologic bases of motor speech disorders and its pathologies
Chapter 3 Examination of motor speech disorders

Events and Submissions/Topic

Week 8

Begin Date: 03 May 2021

Module/Topic

MOTOR SPEECH DISORDERS (MSDs) continued

The dysarthrias
Assessment of dysarthria
Differential diagnosis

Chapter

Duffy, J. (2019). Motor speech disorders: substrates, differential diagnosis and management. (4th ed.). Mosby.

Chapter 4 Flaccid dysarthria
Chapter 5 Spastic dysarthria
Chapter 6 Ataxic dysarthria
Chapter 7 Hypokinetic dysarthria
Chapter 8 Hyperkinetic dysarthria
Chapter 9 Unilateral Upper Motor Neuron (UUMN) dysarthria
Chapter10 Mixed dysarthria

Events and Submissions/Topic

Week 9

Begin Date: 10 May 2021

Module/Topic

PRACTICAL ASSESSMENT (SIMULATION) 50%

Times and pairs will be discussed in class and posted on Moodle

Chapter

Events and Submissions/Topic

PRACTICAL ASSESSMENT - SIMULATION - 50% Due: Week 9 Monday (10 May 2021) 11:45 pm AEST

Week 10

Begin Date: 17 May 2021

Module/Topic

MOTOR SPEECH DISORDERS (MSDs) continued

Apraxia
Assessment of apraxia
Differential diagnosis – apraxia vs aphasia vs dysarthria

Chapter

Duffy, J. (2019). Motor speech disorders: substrates, differential diagnosis and management. (4th ed.). Mosby.

Chapter 11 Apraxia of speech
Chapter 15 Differential diagnosis

Papathanasiou, I. & Coppens, P. (2017). Aphasia and related neurogenic communication disorders. (2nd ed.). Jones & Bartlett Learning.

Chapter 21 Acquired apraxia of speech

Events and Submissions/Topic

Week 11

Begin Date: 24 May 2021

Module/Topic

Other neurogenic disorders – such as neurogenic mutism
Continue differential diagnosis of neurogenic speech and language disorders
General revision and preparation for oral examination (Viva)

Chapter

Duffy, J. (2019). Motor speech disorders: substrates, differential diagnosis and management. (4th ed.). Mosby.

Chapter 12 Neurogenic mutism
Chapter 13 Other neurogenic speech disturbances
Chapter 14 Acquired psychogenic and related nonorganic speech disorders

Events and Submissions/Topic

Week 12

Begin Date: 31 May 2021

Module/Topic

ORAL EXAMINATION (VIVA) – 50%

Times will be discussed in class and posted on Moodle

Chapter

Events and Submissions/Topic

ORAL EXAMINATION - VIVA (50%) Due: Week 12 Monday (31 May 2021) 11:45 pm AEST

Review/Exam Week

Begin Date: 07 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week

Begin Date: 14 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

Welcome to SPCH13003 for Term 1, 2021. And especially, welcome back to face-to-face contact. This is a challenging, but interesting and enjoyable unit that focuses on assessment of neurogenic communication disorders. Term 2, SPCH13008 focuses on intervention for neurogenic communication disorders. Previously the unit has had three textbooks which are for both SPCH13003 and SPCH13008, but this year you are only prescribed two of these three textbooks, with the third book optional and available in the library to complete your readings. It is essential you have your textbooks, which are:

Duffy, J. (2019). Motor speech disorders: substrates, differential diagnosis and management. (4th ed.). Mosby.

Papathanasiou, I. & Coppens, P. (2017). Aphasia and related neurogenic communication disorders. (2nd ed.). Jones & Bartlett Learning.

The third textbook which is optional and available in the library is:

Whitworth, A., Webster, J. & Howard, D. (2014). A Cognitive neuropsychological approach to assessment and intervention in aphasia: A clinician’s guide. (2nd Edition). Psychology Press.

You will also be referring to texts from previous years including:

Justice, L. & Redle, E. (2014). Communication sciences and disorders. A clinical evidence based approach (3rd ed.). Pearson.
Seikel, J.A., Drumwright, D.G., & King, D.W. (2016). Anatomy & physiology for speech, language and hearing (5th ed). Cengage Learning.

I look forward to working with you this term and hope that you enjoy neurogenic communication disorders.

Assessment Tasks

1 Practical Assessment

Assessment Title

PRACTICAL ASSESSMENT - SIMULATION - 50%

Task Description

This assessment relates to the following learning outcomes (LO):

LO1: Administer and evaluate evidence-based assessments relevant to neurogenic communication disorders at entry level standard
LO2: Analyse diagnostic features of the presenting acquired neurogenic communication disorders at an entry level standard

SIMULATION

You will be assigned a partner to complete this assessment task, so that you will rotate your roles from client to clinician

This is a PRACTICAL assessment which will occur in Week 9 during scheduled class times as much as possible. 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 a plan for your client following assessment. You will also be required to reflect upon how you would adjust this process to accommodate the needs of a paediatric client. The time frame will be one hour with the first 15 minutes for case information review and selection of assessments; 30 minutes for assessment administration and 15 minutes for your reflection.

Assessment Due Date

Week 9 Monday (10 May 2021) 11:45 pm AEST

Times will be negotiated in class and posted on Moodle

Return Date to Students

Week 10 Friday (21 May 2021)

Marks will be uploaded to Moodle with the accompanying feedback rubric

Weighting

50%

Minimum mark or grade

This assessment task is a MUST PASS assessment which means the minimum grade is 50% which equates to 25/50

Assessment Criteria

The complete assessment criteria are found on the rubric for this assessment task. In summary you will be graded on the following:

How independently, accurately and fluently you can administer the assessments; your ability to record responses from your client; your pragmatics during the task; your ability to justify assessment selection and respond to any questions by the examiner; and your ability to critically reflect upon your performance.

Submission

Offline

Submission Instructions

You are not required to submit any documents

Learning Outcomes Assessed

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

Graduate Attributes

Communication
Problem Solving
Critical Thinking
Cross Cultural Competence
Ethical practice

2 Oral Examination

Assessment Title

ORAL EXAMINATION - VIVA (50%)

Task Description

This assessment relates to the following learning outcomes (LO):

LO2: Analyse diagnostic features of the presenting acquired neurogenic communication disorders at an entry level standard
LO3: Apply the International Classification of Functioning, Disability and Health framework (ICF), and the principles of reflective, and interprofessional practice in relation to acquired neurogenic communication disorders at an entry level standard.

You will each be provided with a time in Week 12 to complete this oral examination / viva
You are allocated one hour but it is likely to only take 45 minutes
During this time you will be asked questions and required to discuss or reflect on any aspect of the content covered in weeks 1 to 11 of the term

Assessment Due Date

Week 12 Monday (31 May 2021) 11:45 pm AEST

Times will be discussed in class and posted on Moodle

Return Date to Students

Week 12 Monday (31 May 2021)

Your grade and feedback will be uploaded to Moodle one week after completion of assessment

Weighting

50%

Minimum mark or grade

This assessment task is a MUST PASS assessment which means the minimum grade is 50% which equates to 25/50

Assessment Criteria

Following completion of the viva you will be provided with a feedback sheet that maps your performance across each aspect of the viva
During class you will be given examples of the types of questions that will be in the viva

Submission

Offline

Submission Instructions

You are not required to submit any documents for this assessment task

Learning Outcomes Assessed

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.

Graduate Attributes

Communication
Critical Thinking
Ethical practice

Academic Integrity Statement

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.