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 1 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 - 2024
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 Unit and teaching evaluations
Students reported that they found the videos of the communication assessments that they were required to administer in class and assessment very helpful for their learning.
It is recommended that videos of all the neurogenic communication assessments be available for self-study by the students each year.
Feedback from Unit and teaching evaluations
Students reported that at times the slides needed to be more succinct to avoid repetition of information.
It is recommended that the unit coordinator review all slides prior to the next iteration of this unit to ensure they are comprehensive but succinct.
- Select evidence-based assessments relevant to the given neurogenic communication condition and interpret the results of such assessments
- 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 - In-class Test(s) - 25% | |||
| 2 - Practical Assessment - 25% | |||
| 3 - 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
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
ONLINE CONTENT:
- Welcome to the unit
- Assessments
- Neurology review
- What is speech?
- What is language?
- H5P activities
- Test yourself (Moodle Quiz)
TUTORIAL CONTENT:
- General introduction to the unit
- Quiz
- Dys’s game
- CNs game
- Activities on Brodmann’s map
- Duffy tables
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
ONLINE CONTENT:
Aphasia
- Causes of aphasia (aetiology)
- Definitions
- Theories of aphasia - classification systems
- Video clips
- Test yourself
TUTORIAL CONTENT:
- Practical activities reinforcing the concepts of aphasia
- WAB - Western Aphasia Battery
- CAT – Comprehensive Aphasia Test
- BDAE (including BNT Boston Naming Test) – Boston Diagnostic Aphasia Examination
- EBLT – Evidence Based Language Test
- Mt Wilga
- AST – Aphasia Screening Test
Chapter
Download free copies of:
- Mt Wilga High Level Language Test - To obtain a copy of the 2016 Edition, send an email to referral.mwp@ramsayhealth.com.au
- EBLT (Evidence based language test) - https://brisbanetest.org/
Other readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
ONLINE CONTENT:
Aphasia
- Theories of aphasia - classification systems continued
- Cognitive neuropsychological (CNP) model of language processing
- Assessments of aphasia continued
- Paediatric aphasia (stroke)
- Test yourself
TUTORIAL CONTENT:
- Practical activities
- Aphasia assessments
- Brisbane EBLT – Evidence based language test
- Mt Wilga
- Pyramids and palm trees
- CADL – Communication activities of daily living
- AST – Aphasia screening test
- + BDAE; WAB; CAT
Chapter
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
ONLINE CONTENT:
Reading and writing disorders
- Papathanasiou & Coppens (2020)
- Chapters 11 & 12
- Whitworth, Webster & Howard (2014)
- Chapters 6 & 7
- Test yourself
TUTORIAL CONTENT:
Practical activities:
- Assessments that incorporate reading and writing
- Reading comprehension battery for aphasia RCBA-2
- PALPA – Psycholinguistic assessment of language processing in aphasia
- Preparation of tasks for reading and writing based on Webster, Whitworth and Howard (2014)
Chapter
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.
Chapters 6 & 7
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
Events and Submissions/Topic
Module/Topic
ONLINE CONTENT:
Right hemisphere dysfunction (RHD)
- Aetiology
- Assessments
- Inclusion of paediatric and adult differences
- Test yourself
TUTORIAL CONTENT:
Right hemisphere dysfunction (RHD) assessments:
- CLQT – Cognitive linguistic quick test
- FAVRES – Functional assessment of verbal reasoning and executive strategies – Adults
- MEC – Montreal protocol for the evaluation of communication
- MIRBI – Mini inventory of right brain injury
- RIPA – P & 2. Ross information processing assessment
- TEA – Test of everyday attention
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
ONLINE CONTENT:
TBI – Traumatic brain injury:
- Aetiology
- Assessments
- Paediatric TBI
- Test yourself
TUTORIAL CONTENT:
TBI assessments and activities:
- BTHI – Brief test of head injury
- CLQT – Cognitive linguistic quick test
- FAVRES – Functional assessment of verbal reasoning and executive strategies – Adults
- MEC – Montreal protocol for the evaluation of communication
- RIPA – P & 2. Ross information processing assessment
- SCATBI – Scale of cognitive ability for TBI
- TEA – Test of everyday attention
- + EFNEU – Executive functioning for paediatrics
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
ONLINE CONTENT:
Dementias:
- A personal story
- Types / aetiology
- Prognosis
- Paediatric dementia
- Test yourself
TUTORIAL CONTENT:
Activities
Assessments:
- ABCD – Arizona battery of communication in dementia
- CLQT – Cognitive linguistic quick test
- RUDAS - Rowland universal dementia scale
- FLCI – Functional linguistic communication inventory
Chapter
Download free copy of the RUDAS - Rowland universal dementia scale - https://www.dementia.org.au/resources/rowland-universal-dementia-assessment-scale-rudas
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
ONLINE CONTENT:
Motor Speech Disorders (MSDs)
- Neurology of MSDs
- Classifications of MSDs
- Phonatory abnormalities
- John. E. Pierce – videos
- Test yourself
TUTORIAL CONTENT:
Assessment - 1pm-2pm
Class 2pm - 4pm
Motor Speech Disorders (MSDs)
- Duffy chapter 3
- Duffy table 1-1
- Paediatric assessments
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
ONLINE CONTENT:
Motor Speech Disorders (MSDs)
- Continue classification of MSDs and differential diagnosis
- Test yourself
TUTORIAL CONTENT:
Motor Speech Disorders (MSDs) continued:
- Presentation of Duffy chapters
Chapter
You will be assigned one of the following chapters to read, summarise and present to the class
Duffy (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 (AOS)
Events and Submissions/Topic
Module/Topic
ONLINE CONTENT:
- Assessments:
- AIDS – Assessment of intelligibility of dysarthric speech
- Frenchay dysarthria assessment
- ABA – Apraxia battery for adults
- Differential diagnosis
- Other neurogenic communication disorders
- Test yourself
TUTORIAL CONTENT:
- Revision of assessments
- Revision activities in preparation for differential diagnosis video assessment
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
ONLINE CONTENT:
No online content this week
TUTORIAL CONTENT:
- Assessment 2 will be held in class time this week (1pm-2pm)
- Revision of assessments
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
ONLINE CONTENT:
No online content
TUTORIAL CONTENT:
- Final preparation for viva assessment (assessment 3)
Chapter
Events and Submissions/Topic
Module/Topic
Assessment 3 is on Monday 3 June. You will be allocated times for this assessment task. The assessment will be held in Building 7/1.18.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Welcome to SPCH13003 for 2024. 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 in Building 7/1.18. As this unit is operating on a flipped classroom 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 week 8 when the in-class test is held, your class time is 1pm to 4pm to allow for completing the in-class test in the first hour, followed by two hours for class content. 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.
Ensure you access the CB87 Moodle site for all relevant course wide information to assist you with your studies.
1 In-class Test(s)
This first assessment is an in-class test which will be conducted in week eight. This test is designed to assess your knowledge of the content taught both in class and online and prescribed readings from week one through to week seven (inclusive). The test is one hour in duration and comprises 25% of the unit grade. You must achieve an overall pass grade of 50% (i.e. 12.5/25) to pass this assessment and the unit.
Week 8 Wednesday (1 May 2024) 1:00 pm AEST
The test will be completed in class within the allocated time frame
Week 9 Wednesday (8 May 2024)
Results will be uploaded to Moodle
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 the test.
- Justify clinical decisions using the International Classification of Functioning, Disability and Health framework and evidence-based practice
2 Practical Assessment
For this assessment task you will be required to analyse videos of individuals presenting with a variety of speech, language and/or cognitive features. Assessment 2 will be conducted in class time during week 11. You will be provided with an answer booklet that will guide you as to the features to observe from the videos. The videos will be played three times and time provided in between each for you to write your answers.
Week 11 Wednesday (22 May 2024) 1:00 pm AEST
The assessment will occur in class time
Week 12 Wednesday (29 May 2024)
Results will be uploaded to Moodle
This assessment task will occur in class time in week 11. You will be required to analyse video clips of individuals with neurogenic speech, language and/or cognitive difficulties. The marks for each question will be displayed on your answer booklet. Your answer booklet will detail the responses that are required of you for each task. Differential diagnosis will be a key feature of these video clips. The clips will be played three times and you will be given time after each playing to write your responses.
- 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
3 Oral Examination
The complete task description will be detailed on the task description sheet posted on Moodle. In summary, this assessment has two parts. Part A involves interpreting assessment information provided to you at the outset of the assessment. You will have time to explore the results prior to discussing your interpretation of these with the examiner. Part B involves reading a case history and selecting the relevant assessments that you would use with such a client. The examiner will require you to justify your selection of assessments.
Review/Exam Week Monday (3 June 2024) 8:00 am AEST
You will be allocated times for this assessment task.
Exam Week Monday (10 June 2024)
Results will be uploaded to Moodle
The complete assessment criteria are detailed on the task description and marking rubric but in summary you will be graded on the following:
Part A:
- Accurate interpretation of the results of speech, language and/or cognitive assessments
Part B:
- Selection and justification of assessments based on the case history information you are provided with
- Select evidence-based assessments relevant to the given neurogenic communication condition and interpret the results of such assessments
- Analyse and synthesise assessment findings of the presenting neurogenic communication condition to provide a differential diagnosis
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?
