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 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
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
The student evaluations indicated that students were very satisfied with the unit content and the learning materials provided.
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
The students particularly enjoyed the practical activities and time allocated to revision of the unit content.
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
The students indicated that they didn't have enough time for the online quiz which replaced the formal examination assessment item.
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).
- 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 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 - 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 - Practical Assessment - 50% | ||||||||||
2 - Oral Examination - 50% |
Textbooks
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
Motor Speech Disorders: Substrates, Differential Diagnosis and Management
Edition: 4th ed. (2019)
Authors: Duffy, J.
Mosby
USA
ISBN: 9780323530545
Binding: Hardcover
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
No referencing style set.
t.janes@cqu.edu.au
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
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
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
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
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
Module/Topic
Chapter
Events and Submissions/Topic
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
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
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
Module/Topic
PRACTICAL ASSESSMENT (SIMULATION) 50%
- Times and pairs will be discussed in class and posted on Moodle
Chapter
Events and Submissions/Topic
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
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
Module/Topic
ORAL EXAMINATION (VIVA) – 50%
- Times will be discussed in class and posted on Moodle
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
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.
1 Practical Assessment
- 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.
Week 9 Monday (10 May 2021) 11:45 pm AEST
Times will be negotiated in class and posted on Moodle
Week 10 Friday (21 May 2021)
Marks will be uploaded to Moodle with the accompanying feedback rubric
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.
- 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
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
2 Oral Examination
- 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
Week 12 Monday (31 May 2021) 11:45 pm AEST
Times will be discussed in class and posted on Moodle
Week 12 Monday (31 May 2021)
Your grade and feedback will be uploaded to Moodle one week after completion of assessment
- 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
- 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.
- Communication
- Critical Thinking
- Ethical practice
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.