CQUniversity Unit Profile
SPCH13003 Neurogenic Communication Disorders 1
Neurogenic Communication Disorders 1
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).

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

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

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:
  1. Administer and evaluate evidence-based assessments relevant to neurogenic communication disorders at entry level standard
  2. Analyse diagnostic features of the presenting acquired neurogenic communication disorders at an entry level standard
  3. 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

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Practical Assessment - 50%
2 - Oral Examination - 50%
Textbooks and Resources

Textbooks

Prescribed

Aphasia and Related Neurogenic Communication Disorders 2nd edn (2017)

Authors: Papathanasiou, I. and Coppens, P.
Jones and Bartlett Learning (now Cengage Learning)
ISBN:
Binding: Paperback
Prescribed

Motor Speech Disorders: Substrates, Differential Diagnosis and Management 4th ed. (2019)

Authors: Duffy, J.
Mosby
USA
ISBN: 9780323530545
Binding: Hardcover

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.

What can you do to act with integrity?