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 2ALLH11009 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 - 2022
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
Students appreciated the resources (e.g., exemplars of assessment forms and lists of types of assessments) they were provided for this unit.
The unit coordinator will aim to provide students with the resources and learning materials (e.g., lists of types of assessments) necessary to enhance their participation in this unit.
Feedback from Have Your Say
Students provided positive feedback regarding the interactive nature of the classes.
It is recommended that students continue to be provided with a variety of strategies and activities to support their learning of difficult content material.
Feedback from Have Your Say
Students commented that the PowerPoint slides often contained too much information on them.
It is recommended that the lecturer aim to reduce information on powerpoint slides for future offerings of this unit.
- 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 | |||
Textbooks
Aphasia and Related Neurogenic Communication Disorders
3rd edition (2021)
Authors: Papathanasiou, I. and Coppens, P.
Jones & Bartlett Learning
USA
ISBN: 9781284184099
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)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
t.janes@cqu.edu.au
Module/Topic
Introduction to the unit
- Assessments
- Textbooks
- Quiz
- Terminology
- Neurology review (neuroanatomy and neurophysiology) including cranial nerves, Brodmann’s areas, neurology of language and speech
Note: there are two classes this week.
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).
- Chapter 2 Neurologic bases of motor speech disorders and its pathologies
Papathanasiou, I. and Coppens, P. (2021).
- 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
Note: there are two classes this week.
Chapter
Whitworth, A., Webster, J. and Howard, D. (2014)
Part 1 Theories and Principles:
- Chapter 1 A Cognitive neuropsychological approach
- Chapter 2 Identifying and Characterising impairments
Papathanasiou, I. and Coppens, P. (2021).
- 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:
- Classification systems continued
- Cognitive Neuropsychological (CNP) Model of Language Processing
- Assessments of aphasia
- Inclusion of paediatric and adult differences
Note: there are two classes this week.
Chapter
Papathanasiou, I. and Coppens, P. (2021).
- 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 12 Disorders of sentence processing in aphasia - read sections on assessment only
Whitworth, A., Webster, J. and Howard, D. (2014).
Part 2 Deficits and Assessment:
- Chapter 3 Introduction to assessment
- Chapter 4 Auditory comprehension of spoken words
- Chapter 5 Spoken word production
- Chapter 8 Object and picture recognition
Events and Submissions/Topic
Module/Topic
APHASIA
- Specific focus on reading and writing disorders in aphasia
Note: there are two classes this week.
Chapter
Whitworth, A., Webster, J. and Howard, D. (2014)
- Chapter 6 Written Comprehension and reading
- Chapter 7 Written word production
Papathanasiou, I. and Coppens, P. (2021).
- Chapter 10 The acquired disorders of reading - pp. 195-203
- Chapter 11 Written language and its impairments - pp. 219-232
Events and Submissions/Topic
Module/Topic
RHD – Right Hemisphere Dysfunction
- Aetiology
- Assessments
- Inclusion of paediatric and adult differences
TBI – Traumatic Brain Injury
- Aetiology
- Assessments
- Inclusion of paediatric and adult differences
Note: there are two classes this week.
Chapter
Papathanasiou, I. and Coppens, P. (2021).
- Chapter 17 Nature and assessment of right hemisphere disorders
- 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
Note: there are two classes this week.
Chapter
Papathanasiou, I. and Coppens, P. (2021).
- 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
Note: there is only one class this week.
Chapter
Duffy, J. (2019)
- 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)
- The dysarthrias
- Assessment of dysarthria
- Apraxia of speech (AOS)
- Assessment of AOS
- Inclusion of paediatric and adult differences
Note: there is only one class this week.
Chapter
Duffy, J. (2019).
- 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
- Chapter 11 Apraxia of speech
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
DIFFERENTIAL DIAGNOSES
- Apraxia vs aphasia
- Apraxia vs dysarthria
- Cognitive disorder vs aphasia
- Revise the different types of dysarthria to differentiate
- Revise the different types of aphasia to differentiate
Note: there is only one class this week.
Chapter
Duffy, J. (2019)
- Chapter 15 Differential diagnosis
Papathanasiou, I. and Coppens, P. (2021).
- Chapter 21 Acquired apraxia of speech
Events and Submissions/Topic
Module/Topic
DEGENERATIVE NEUROLOGICAL DISEASES
- For example, Parkinson’s Disease (PD), Motor Neurone Disease (MND) & Huntington’s Disease.
- Revision activities and completion of any earlier content
Note: there is only one class this week.
Chapter
Specific readings will be posted on Moodle.
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)
Note: there is only one class this week.
Chapter
Duffy, J. (2019).
- 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
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Welcome to SPCH13003 for 2022. You will notice on your timetable that you have SPCH13003 every Tuesday morning from 9am to 11am and then again on Friday 11-1pm. However, the Friday class is only for weeks 1 to 6 and then on a Friday from 11am-1pm you will swap to have SPCH13012.
Your textbooks for this unit (and SPCH13008 next term) are:
Duffy, J. (2019). Motor speech disorders: Substrates, differential diagnosis and management. (4th ed.). Mosby.
Papathanasiou & Coppens (2021). Aphasia and related neurogenic communication disorders. (3rd ed.). Jones & Bartlett Learning.
1 Practical Assessment
SIMULATION
This is a PRACTICAL assessment which will occur in Week 9 during scheduled class time. 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 wish to 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 then commence administering the assessments you have chosen. 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 the 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 Tuesday (10 May 2022) 9:00 am AEST
This is a practical assessment scheduled in class time
Week 10 Friday (20 May 2022)
Feedback will be uploaded to Moodle
The complete rubric is posted on Moodle, however in summary you will be graded on the following:
- Your level of independence in conducting the assessments
- Your accuracy and fluency of delivery
- Your ability to record the client's responses
- Your pragmatics during the assessment session
- Your ability to justify assessment selection and respond to any questions posited by the examiner
- Your ability to accurately 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
2 Oral Examination
Your oral exam (viva) will occur in the review/exam week (week 13) on Tuesday 7 June at 9am. During your oral exam you will be asked questions and required to discuss or reflect on any aspect of the content covered in weeks 1 to 12 of the term. During class you will be given examples of the types of questions that will be in the viva.
Review/Exam Week Tuesday (7 June 2022) 9:00 am AEST
Exam Week Friday (17 June 2022)
Feedback will be uploaded to Moodle
You will be assessed on your ability to verbally respond to the examiner's questions and provide answers that address the problem/questions put to you. You are allocated one hour for this viva. At the completion you will be provided with a feedback summary.
- 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.
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?
