Overview
In this unit, you will apply theoretical knowledge, ethical standards and evidence-based practice to the assessment and management of communication and swallowing disorders in the school-aged population (approximately 5 to 18 years of age). Using the International Classification of Functioning, Disability and Health (ICF) framework, you will conduct and interpret assessments, and plan intervention strategies for the management of delays and disorders across all range of practice areas in this population. Service delivery models that encompass interprofessional practice principles and cross-cultural service provision in metropolitan, rural and remote communities will be discussed.
Details
Pre-requisites or Co-requisites
Pre-Requisites: SPCH12002 Communication Development and Disorders in Early ChildhoodSPCH12006 Linguistics and Phonetics 1 SPCH13005 Linguistics and Phonetics 2
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 2 - 2018
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 Week 12 In Class Evaluations
The feedback received regarding the literacy clinic was very positive in relation to the learning experiences and relevance to clinical practice, but negative concerning the amount of work required.
In 2018, the literacy clinic will be embedded into the Speech Pathology Child and Youth Clinic as part of CB87's curriculum realignment. The intense workload is acknowledged and it is therefore forming part of the third year work-integrated learning units, rather than this second year academic unit.
Feedback from Have Your Say Week 12 In Class Evaluations
The general response to assessment tasks was positive, particularly in relation to the prompt and constructive feedback provided. However, there was an isolated concern expressed over clarity of assessment requirements.
Particular attention will be given to the assessment requirements to ensure that all students are understanding the tasks. Feedback around the assessment requirements will be sought from students at various points in the term to monitor the level of understanding of tasks.
Feedback from Have Your Say Week 12 In Class Evaluations
Students provided positive feedback on the interactive and supportive nature of the learning environment.
Experiential learning and student engagement will continue to be a priority for this unit.
- Explain the impact of communication and swallowing disorders on academic learning and lifelong achievement for the school aged population
- Identify, administer and interpret formal and informal communication assessments appropriate to the school aged population
- Describe evidence based therapy models appropriate for the school aged population
- Present a structured therapy program for school aged children.
Speech Pathology Range of Practice covered:
Paediatric - Speech, Language, Voice, Fluency, Swallowing, Multimodal Communication.
Competency-based Occupational Standards for Speech Pathology (CBOS 2011):
Unit 1 Assessment - Elements 1.1, 1.2 and 1.3 to Novice standard.
Unit 2 Analysis and interpretation - Elements 2.1, 2.2, 2.3, 2.4 and 2.5 to Novice standard
Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 and 3.7 to Intermediate standard
Unit 4 Implementation of speech pathology practice - Elements 4.1, 4.2, 4.3, 4.4 and 4.5 to Novice standard
Unit 5 Planning, providing and managing speech pathology services – Elements 5.1, 5.2, 5.3, 5.4, 5.5, 5.6 and 5.7 to Intermediate standard
Unit 6 Professional and Supervisory Practice - Elements 6.1, 6.2, 6.3 to Novice standard
Unit 7 Lifelong learning and reflective practice – Elements 7.1, 7.2, 7.3 and 7.4 to Intermediate standard
Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:
Unit 1 Reasoning - Elements1.1, 1.2 and 1.3 to Intermediate standard
Unit 2 Communication - Elements 2.1, 2.2 and 2.3 to Intermediate standard
Unit 3 Learning - Elements 3.1, 3.2, 3.3 and 3.4 to Intermediate standard
Unit 4 Professionalism - Elements 4.1, 4.2, 4.3, 4.4 and 4.5 to Intermediate standard
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 30% | ||||
| 2 - Presentation - 30% | ||||
| 3 - Examination - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 - Written Assessment - 30% | ||||||||||
| 2 - Presentation - 30% | ||||||||||
| 3 - Examination - 40% | ||||||||||
Textbooks
Articulatory and Phonological Impairment. A Clinical Focus.
Pearson New International Edition; fourth edition (2014)
Authors: Jacqueline Bauman-Waengler
Pearson
Harlow Harlow , Essex , England
ISBN: 10: 1-292-04163-3
Binding: Paperback
Language Disorders from Infancy through Adolescence
Edition: Fourth (2012)
Authors: Rhea Paul & Courtenay F. Norbury
Elsevier
St Louis St Louis , Missouri , USA
ISBN: 978-0-323-07184-0
Binding: Hardcover
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
j.broadhurst@cqu.edu.au
Module/Topic
Orientation to unit and theoretical frameworks
- Orientation to learning resources and assessment tasks
- Texts and how they relate across the curriculum
- Pre-clinic briefing and tasks
- Personal goal setting for the term
- Revision of ROPAs and relevance to school-aged population
- Scope of practice
- Vocabulary and acronyms
- Clinical guidelines and frameworks
Chapter
Paul, R., Norbury, C.E. & Gosse (2018) Language Disorders from Infancy through Adolescence (5th Ed.). St Louis, Missouri: Elsevier, USA. Chapter 1, pp 1-22; Chapter 10, pp 410-439.
Events and Submissions/Topic
You are required to attend the Term 2 orientation to the CQU Health Clinic.
Small groups of students will be observing sessions on Monday afternoons across the term.
The attendance schedule for sessions will be posted on Moodle.
Module/Topic
Exploring assessment of the school-aged child
- Screening versus diagnosis: what is the purpose of the test?
- How are language, learning and reading connected?
- What is the role of speech pathology in schools?
- Principles of intervention for school-aged children.
Chapter
Paul, R., Norbury, C.E. & Gosse (2018) Language Disorders from Infancy through Adolescence (5th Ed.). St Louis, Missouri: Elsevier, USA. Chapter 7, pp 249-254; Chapter 8, pp 296-300.
Justice L.M.& Redle E.E (2014) Communication Sciences and Disorders: A Clinical Evidence Based Approach. Upper Saddle River NJ: Pearson. Ch 9 pp 270-309.
Events and Submissions/Topic
Clinic Task: complete language sampling task.
Module/Topic
Assessment of speech disorders
Differential diagnosis of speech disorders – interpreting test results
What defines each disorder?
- Structural
- Auditory processing
- Motor planning
Chapter
Paul, R., Norbury, C.E. & Gosse (2018) Language Disorders from Infancy through Adolescence (5th Ed.). St Louis, Missouri: Elsevier, USA. Chapter 8, pp 296-300.
Events and Submissions/Topic
Module/Topic
Treatment of speech disorders
Explore interventions for :
- Structural issues
- Processing disorders
- Motor planning disorders
- Multiple diagnoses
Chapter
Events and Submissions/Topic
Clinic Task: Recording data in a formal assessment
Module/Topic
Assessment of Language disorders
Components of language for learning
Components of advanced language
Behavioural observation of:
- Semantics
- Vocabulary
- Syntax and morphology
Chapter
Paul, R., Norbury, C.E. & Gosse (2018) Language Disorders from Infancy through Adolescence (5th Ed.). St Louis, Missouri: Elsevier, USA. Chapter 11, pp 440-481; Chapter 13, pp 565-606.
Events and Submissions/Topic
Module/Topic
There are no classes scheduled for this unit in Break Week.
Chapter
Events and Submissions/Topic
Module/Topic
Assessment of language in context
Behavioural observation of language:
- Pragmatics
- Metalinguistics
Curriculum based language assessment
Chapter
Paul, R., Norbury, C.E. & Gosse (2018) Language Disorders from Infancy through Adolescence (5th Ed.). St Louis, Missouri: Elsevier, USA. Chapter 11, pp 440-481.
Events and Submissions/Topic
Clinic Task: interpreting data from therapy or assessment.
Module/Topic
Language for Learning Intervention 1
- Integrating language with reading a writing
- Scaffolding learning
- Emergent literacy
- Phonological awareness
- Voice and fluency
Chapter
Paul, R., Norbury, C.E. & Gosse (2018) Language Disorders from Infancy through Adolescence (5th Ed.). St Louis, Missouri: Elsevier, USA. Chapter 10, pp427-437; Chapter 12, pp 503-557.
Events and Submissions/Topic
Clinic Task: interpreting data from therapy or assessment.
Module/Topic
Language for Learning Intervention 2
- Intervention delivery models in schools
- RTI – Response to Intervention
- Verification processes in Qld schools
- Oral language in classrooms
- Discourse and narratives
- Considering the needs of students with severe disability
Chapter
Paul, R., Norbury, C.E. & Gosse (2018) Language Disorders from Infancy through Adolescence (5th Ed.). St Louis, Missouri: Elsevier, USA. Chapter 12, pp 503-557
Additional readings will be placed on Moodle.
Events and Submissions/Topic
Clinic Task: Analysing how the cues that are applied in the therapy session influence performance.
Module/Topic
Advanced Language Assessment
- Observation of advanced language
- Functional versus academic curriculum
- Contexts of assessment
- Approaches to assessment in schools.
Chapter
Paul, R., Norbury, C.E. & Gosse (2018) Language Disorders from Infancy through Adolescence (5th Ed.). St Louis, Missouri: Elsevier, USA. Chapter 13, pp 565-606.
Events and Submissions/Topic
Check you have uploaded Assessment 1 by the due date.
Paediatric Observations Due: Week 9 Wednesday (12 Sept 2018) 9:00 am AEST
Module/Topic
Advanced language intervention
- Language and advanced reasoning
- Contexts of intervention
- Approaches to intervention in schools.
Chapter
Paul, R., Norbury, C.E. & Gosse (2018) Language Disorders from Infancy through Adolescence (5th Ed.). St Louis, Missouri: Elsevier, USA. Chapter 14, pp 630-679.
Events and Submissions/Topic
Assessment 2 presentations will occur during class time.
Focus Person Presentation Due: Week 10 Friday (21 Sept 2018) 2:00 pm AEST
Module/Topic
Integration of range of practice areas
- Voice and fluency
- Speech and language
- Literacy and oral communication
- Multimodal communication
Chapter
Additional readings will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
Case studies integrating learning for students with multiple issues.
- What do I need to know?
- Why is this important?
- How does the evidence direct my actions
Preparation for Exam
Chapter
Additional resources will be posted on Moodle.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Your end of term exam will be scheduled during the exam period 11-19 October.
Module/Topic
Chapter
Events and Submissions/Topic
Your end of term exam will be scheduled during the exam period 11-19 October.
Welcome to Term 2 and your study in SPCH13004 Communication Disorders across the School Years.
In preparation for your study this term, you are strongly encouraged to review the following materials from earlier in your curriculum, especially physical and cognitive changes in the school years as discussed in ALLH11006 Lifecourse Development for Health Professionals.
Your textbook for this term (Paul etal, 2018) will be an important part of your learning and you are encouraged to access to Evolve Study Resources that accompany the text.
Your unit coordinator for this term is Judy Broadhurst. You can contact Judy on email j.broadhurst@cqu.edu.au or by phoning 4930 6481.
1 Written Assessment
This assessment is a compilation of checklists, data collection and analysis sheets, and resources you will develop during your observations at on-campus clinical activities. The observations are scheduled for Weeks 1- 8.
Specifically you will be required to submit the following, fully completed documents:
- signed clinical observation attendance sheet
- observation of clinician interactions checklist
- language sample of 25 utterances. This will need to include: the list of utterances, scoring method, calculations and interpretation.
- table of 10 assessments (available in the test cupboard) suitable school aged children. The table will need to include: name of the test; publisher; suitable age; relevant communication domains (range of practice areas); strengths and limitations.
- formal assessment record form consistent with subtests administered during the session. All relevant data needs to be completed although the form must be de-identified.
- copies of at least one resource you developed for a therapy session
- description of cues and prompts used in a therapy session and analysis of how these influenced performance in the session.
Week 9 Wednesday (12 Sept 2018) 9:00 am AEST
Your assessment must be uploaded through Moodle by the due date and time.
Week 9 Friday (14 Sept 2018)
Feedback and the marking rubric will be provided through Moodle.
This assessment will be marked out of 100. This mark will form 30% of your overall grade. You must pass (achieve a mark of at least 50/100) this assessment task to pass SPCH13004.
A comprehensive marking rubric will be provided through Moodle.
The assessment task will be marked according to the following criteria:
- APA referencing accurately, appropriately and consistently applied (5 marks)
- signed clinical observation attendance sheet (5 marks)
- all forms have been de-identified (5 marks)
- observation of clinician interactions checklist accurately completed (10 marks)
- language sample contains 25 utterances and clear scoring method (10 marks)
- accurate and clear calculations and interpretation of the language sample. (10 marks)
- clear and concise description of the strengths and limitations of each test (10 marks)
- formal assessment record form includes all relevant data with a clear explanation of missing data (10 marks).
- analysis of the scores on the record form is accurate (10 marks)
- copies of at least one resource you developed for a therapy session (10 marks)
- description of cues and prompts used in one therapy session (5 marks)
- analysis of how these cues and prompts influenced performance in the session. (10 marks)
- Identify, administer and interpret formal and informal communication assessments appropriate to the school aged population
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Presentation
You will prepare and deliver a 15 minute presentation to the class which is supported by audiovisual resources (such as powerpoint slides). There will be 5 minutes for questions at the end of your presentation.
You will be provided with a scenario (based on a typical scenario that speech pathologists working with the school aged population are likely to encounter). The scenario includes general context and some preliminary assessment data that requires interpretation. You will need to thoroughly research the context of the scenario and:
- identify and explain the factors that impact on the person, their development and academic learning
- determine the range of practice areas that are involved (primary and secondary)
- analyse and interpret any existing results
- identify gaps in knowledge and recommend further assessments
- present an evidence based therapy program appropriate to the scenario.
The oral presentation occurs during class time. The audiovisual resources and planned script (presentation notes) must be uploaded to Moodle prior to the oral presentation. The oral presentation is 15 minutes in duration with a further 5 minutes for questioning and comments by the audience.
Week 10 Friday (21 Sept 2018) 2:00 pm AEST
The oral presentation occurs during class time. The audiovisual resources and planned script (presentation notes) must be uploaded to Moodle by 5pm on Wednesday19th September.
Week 11 Friday (28 Sept 2018)
Feedback and the marking rubric will be provided through Moodle.
You will receive a mark out of 100. This mark will form 30% of your overall grade. You must pass (achieve a mark of at least 50/100) in this assessment task to pass SPCH13004.
A comprehensive marking rubric will be provided through Moodle.
The assessment task will be marked according to the following criteria:
- academic presentation style is consistently applied throughout the assessment task. (5 marks)
- active engagement with the audience (5 marks)
- APA referencing is accurately and consistently applied throughout the assessment task. (5 marks)
- quality research from journals and texts is consistently and appropriately selected. (5 marks)
- accurate identification of all factors that impact on the person, their development and their academic learning (5 marks)
- clear and concise explanation of all factors that impact on the person, their development and their academic learning (10 marks)
- accurate, clear and concise analysis of the range of practice areas that are involved (10 marks)
- accurate analysis of any existing results (10 marks)
- clear and concise explanation of how these results inform intervention decisions (10 marks)
- clear and concise identification of gaps in knowledge (5 marks)
- clear and concise justification for further assessments (5 marks)
- highly appropriate choice of structured, evidence based therapy program (5 marks)
- engaging presentation of an evidence based therapy program (10 marks)
- thorough description and explanation of the evidence based therapy program (10 marks)
- Explain the impact of communication and swallowing disorders on academic learning and lifelong achievement for the school aged population
- Describe evidence based therapy models appropriate for the school aged population
- Present a structured therapy program for school aged children.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
Examination
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?
