Overview
In this unit you will commence your study of neurogenic communication conditions in children and adults. You will learn about the aetiology, symptomatology and prognosis of neurogenic communication conditions that result in speech, language and cognitive communication difficulties. You will assess and classify neurogenic communication conditions using holistic decision making. You will apply the principles of evidence-based 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 Thorax SPCH13004 Communication Goals and Needs Across the School Years SPCH12007 Speech Pathology Work-Integrated Learning 2 ALLH12006 Evidence Based Practice for Allied Health
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 - 2023
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 Email
The student reported that the unit was well organised and supported her learning to ensure she was confident in administering neurological based assessments.
It is recommended that students continue to be supported in their learning and confidence to administer neurological communication assessments.
Feedback from Email
The student reported that some more time working on verbal reflections would assist the reflective components of assessment tasks.
It is recommended that future iterations of this unit explicitly detail the reflective practice requirements of the assessment tasks.
- Administer and evaluate evidence-based assessments relevant to neurogenic communication conditions
- Analyse and synthesise assessment findings of the presenting neurogenic communication condition to provide a differential diagnosis
- Justify clinical decisions using the International Classification of Functioning, Disability and Health framework and evidence-based practice
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Practical Assessment - 50% | |||
| 2 - In-class Test(s) - 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
Motor Speech Disorders: Substrates, Differential Diagnosis and Management
Edition: 4th ed. (2019)
Authors: Duffy, J.
Mosby
USA
Binding: Hardcover
A Cognitive neuropsychological approach to assessment and intervention in aphasia: A clinician’s guide.
Edition: 2nd (2014)
Authors: Whitworth, A., Webster, J. and Howard, D.
Psychology press
UK
Binding: Paperback
Aphasia and Related Neurogenic Communication Disorders
Edition: 4th (2020)
Authors: Papathanasiou, I. and Coppens, P.
Jones & Bartlett Learning
USA
Binding: Paperback
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
WEEK 1 CONTENT:
- Neurology review
- Practical application of neurology to speech pathology
Chapter
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
Events and Submissions/Topic
Module/Topic
WEEK 2 CONTENT:
RECORDED/ONLINE:
- · Aphasia
- Causes and theories of aphasia
TUTORIAL:
- Aphasia
- Theories of aphasia
-
Aphasia assessments
Chapter
WEEK 2 READING:
Whitworth, A., Webster, J. and Howard, D. (2014). A Cognitive neuropsychological approach to assessment and intervention in aphasia: A clinician’s guide. (2nd ed.). Psychology Press. Permalink to this text is: http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=nlebk&AN=685326&scope=site&authtype=sso&custid=s3716178&ebv=EB&ppid=pp_Cover
Part 1 Theories and Principles:
- Chapter 1 A Cognitive neuropsychological approach
- Chapter 2 Identifying and characterising impairments
Events and Submissions/Topic
Module/Topic
WEEK 3 CONTENT:
RECORDED/ONLINE:
- Aphasia
- Cognitive Neuropsychological (CNP) Model of Language Processing
- Inclusion of paediatric and adult differences
TUTORIAL:
- Aphasia
- Cognitive Neuropsychological (CNP) Model of Language Processing
- Aphasia assessments
Chapter
Any readings for this week will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
WEEK 4 CONTENT:
RECORDED/ONLINE:
- Reading and writing difficulties in aphasia
TUTORIAL:
- Assessments that incorporate reading and writing subtests
Chapter
Any readings for this week will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
WEEK 5 CONTENT:
RECORDED/ONLINE:
- Right Hemisphere Dysfunction (RHD)
- Aetiology
- Inclusion of paediatric and adult differences
TUTORIAL:
- Right Hemisphere Dysfunction (RHD) assessments
Chapter
Any readings for this week will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
WEEK 6 CONTENT:
RECORDED/ONLINE:
- Traumatic Brain Injury (TBI)
- Aetiology
- Inclusion of paediatric and adult differences
TUTORIAL:
- IN-CLASS TEST 1 (1 hour - 1pm-2pm)
- TBI assessments (2pm-4pm)
Chapter
Any readings for this week will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
WEEK 7 CONTENT:
RECORDED/ONLINE:
- Dementias
- A personal story
- Types/Aetiology
- Prognosis
TUTORIAL:
- Assessments
Chapter
Any readings for this week will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
WEEK 8 CONTENT:
RECORDED/ONLINE:
- Motor Speech Disorders (MSD)
- Neurology of MSD
- Classifications of MSD
TUTORIAL:
-
Motor Speech Disorders (MSD)
o Assessments/Examination of MSD
Chapter
WEEK 8 READING:
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
WEEK 9 CONTENT:
RECORDED/ONLINE:
- Motor Speech Disorders (MSD)
- Continue classification of MSD and differential diagnosis
TUTORIAL:
-
Motor Speech Disorders (MSD)
- Student presentations of chapters on MSD
-
Assessments
Chapter
Any readings for this week will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
WEEK 10 CONTENT:
RECORDED/ONLINE:
- Differential diagnosis
- Other neurogenic communication conditions
TUTORIAL:
- Revision of assessments
Chapter
WEEK 10 READING:
Duffy, J. (2019). Motor speech disorders: substrates, differential diagnosis and management. (4th ed.). Mosby.
- Chapter 15 Differential diagnosis
Events and Submissions/Topic
Module/Topic
WEEK 11 CONTENT:
TUTORIAL:
- IN-CLASS TEST 2 (1pm to 2pm)
- Revision of assessments (2pm-4pm)
Chapter
Events and Submissions/Topic
Module/Topic
WEEK 12 CONTENT:
TUTORIAL:
- Revision of assessments
- Preparation for simulation assessment
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
You will be allocated a time for your practical assessment four weeks prior to this assessment task.
Chapter
Events and Submissions/Topic
Welcome to SPCH13003 for 2023. Tina Janes is your unit coordinator and lecturer. This year there is only one prescribed text: Duffy, J. (2019). Motor speech disorders: Substrates, differential diagnosis and management. (4th ed.). This text is used for both SPCH13003 and SPCH13008 (Management of neurogenic communication conditions). Our class time is Wednesday 1pm to 3pm. As this unit is operating on a hybrid teaching model, you will be required to access the online lecture materials and any prescribed activities prior to the class on a Wednesday. You will notice that for weeks 6 and 11 when the in-class tests are held, your class time is 1pm to 4pm to allow for the first hour completing the in-class test. You will require access to the speech pathology assessment cupboard (located in Building 7) throughout the term to prepare for assessment tasks. A timetable will be posted on Moodle outlining the days that you may access the assessment cupboard throughout the term.
1 In-class Test(s)
This assessment task consists of two in-class tests. The first test is in week 6 (class time) and the second test is in week 11 (class time). These tests are designed to assess your knowledge of the content taught both in class and online and prescribed readings. The tests are one hour in duration and each comprises 25% of the unit grade. You must achieve an overall pass grade of 50% for the both tests combined.
The in-class tests are conducted in week 6 and week 11
The results of the in-class tests will be available to students one week after the tests are conducted
You will be graded according to the examiner's answer guide in order to apply consistent methods of grading. The mark that is allocated to each question is displayed on the test sheet. A feedback summary will be provided to you following completion of each test.
No submission method provided.
- Analyse and synthesise assessment findings of the presenting neurogenic communication condition to provide a differential diagnosis
- Justify clinical decisions using the International Classification of Functioning, Disability and Health framework and evidence-based practice
2 Practical Assessment
This is a practical assessment that will occur on Monday 12 June (exam week). You will each be allocated a time on this date. Each assessment session is allocated one hour. You will have 15 minutes to read the case information and select the assessments (formal and informal) you will conduct with your simulated 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. Following administration of the assessments you will be required to respond to the examiner's questions regarding your selection and administration of the assessments and how you would adjust the selected assessments for populations other than your specific case. This is a must-pass assessment task. In order to pass, you must obtain a minimum grade of 50% (i.e., minimum mark of 25/50).
Exam Week Monday (12 June 2023) 8:00 am AEST
You will each be allocated a time for Monday 12 June
You will be provided with your grade and feedback no later than Monday 19 June
The complete details are provided on the rubric for this assessment task, but in summary you will be assessed on the following:
- Your independence in selection and administration of the assessments
- The fluency with which you administer the assessments and maintain client engagement
- The accuracy of your selection and administration of the assessments relative to the case history you are provided with
- Your ability to record the results of your assessments whilst maintaining client engagement
- Your justification of your selection of assessments and explanation of how you would adjust these assessment for a population other than your specific case
- Appropriate use of pragmatics throughout the assessment task
- Your organisation skills which reflects thorough preparation for the assessment task
No submission method provided.
- Administer and evaluate evidence-based assessments relevant to neurogenic communication conditions
- Justify clinical decisions using the International Classification of Functioning, Disability and Health framework and evidence-based 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.
What can you do to act with integrity?
