CQUniversity Unit Profile
SPCH13004 Communication Disorders across the School Years
Communication Disorders across the School Years
All details in this unit profile for SPCH13004 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 apply theoretical knowledge, ethical standards and evidence-based practice to the assessment and management of communication 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 interpret assessments, and plan intervention strategies for the management of delays and disorders 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

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: SPCH12002 Communication Development and Disorders in Early ChildhoodSPCH13005 Acoustics and Phonetics 

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 - 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. Case Study
Weighting: 50%
2. Oral Examination
Weighting: 50%
3. Electronic Focused Interactive Learning (eFIL)
Weighting: Pass/Fail

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 Survey

Feedback

Students enjoyed the weekly quizzes which revised content previously taught in the unit.

Recommendation

The Unit Coordinator should continue to include weekly quizzes to assist students in revising course content.

Feedback from Have Your Say Survey

Feedback

Students reported that they would have liked more time allocated to literacy and language intervention.

Recommendation

The Unit Coordinator should review the unit to identify how more time can be spent covering literacy and language intervention in 2021.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Explain the impact of communication disorders on academic learning and lifelong achievement for the school aged population
  2. Identify and interpret formal and informal communication assessments appropriate to the school aged population
  3. Describe evidence based therapy models appropriate for the school aged population and present a structured therapy program.

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 - Case Study - 50%
2 - Oral Examination - 50%
3 - Electronic Focused Interactive Learning (eFIL) - 0%

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 - Case Study - 50%
2 - Oral Examination - 50%
3 - Electronic Focused Interactive Learning (eFIL) - 0%
Textbooks and Resources

Textbooks

Prescribed

Articulatory and Phonological Impairment. A Clinical Focus 6th Revised (2020)

Authors: Bauman-Waengler, Jacqueline.
Pearson
Harlow Harlow , Essex , England
ISBN:
Binding: Paperback
Prescribed

Language Disorders from Infancy through Adolescence 5th (2018)

Authors: Paul, R., Norbury, C, & Gosse, C.
Elsevier
St Louis St Louis , Missouri , USA
ISBN: 978-0-323-07184-0
Binding: Hardcover

Additional Textbook Information

If you prefer to study with a paper text, you can purchase one at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

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.

Teaching Contacts
Clancy Conlon Unit Coordinator
c.conlon@cqu.edu.au
Schedule
Week 1 Begin Date: 12 Jul 2021

Module/Topic

Online lectures/activities:

  • Review of assessment and differential diagnosis of speech sound disorders.
  • Treatment of speech sound disorders.


Face to face tutorial:

  • Treatment of speech sound disorders.

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 2 Begin Date: 19 Jul 2021

Module/Topic

Online lectures/activities:

  • Treatment of speech sound disorders.


Face to face tutorial:

  • Treatment of speech sound disorders.

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 3 Begin Date: 26 Jul 2021

Module/Topic

Online lectures/activities:

  • Language development in the school years.


Face to face tutorial

  • Assessment of general language capabilities. 

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 4 Begin Date: 02 Aug 2021

Module/Topic

Online lectures/activities:

  • Informal assessment methods


Face to face tutorials:

  • Informal assessment methods



Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 5 Begin Date: 09 Aug 2021

Module/Topic

Online lectures/activities:

  • Differential diagnosis of language disorders.


Face to face tutorial:

  • Assessment of narrative language. 

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Vacation Week Begin Date: 16 Aug 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 23 Aug 2021

Module/Topic

Online lectures/activities:

  • Language intervention in the school years.


Face to face tutorial:

  • Language intervention in the school years. 

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

CASE STUDY Due: Week 6 Friday (27 Aug 2021) 9:00 am AEST
Week 7 Begin Date: 30 Aug 2021

Module/Topic

Online lectures/activities:

  • Literacy development.


Face to face tutorial:

  • Literacy assessment. 

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 8 Begin Date: 06 Sep 2021

Module/Topic

Online lectures/activities:

  • Literacy intervention.


Face to face tutorial:

  • Literacy intervention. 

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 9 Begin Date: 13 Sep 2021

Module/Topic

Online lectures/activities:

  • Inclusion in the school setting.
  • Intervention in the context of the Australian Curriculum. 


Face to face tutorial:

  • Intervention in the context of the Australian Curriculum. 

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 10 Begin Date: 20 Sep 2021

Module/Topic

Online lectures/activities:

  • Language assessment and intervention for the adolescent population.


Face to face tutorial:

  • Language assessment and intervention for the adolescent population. 

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 11 Begin Date: 27 Sep 2021

Module/Topic

Online lectures/activities:

  • Assessment and intervention for children with disabilities in the school years. 


Face to face tutorial:

  • Assessment and intervention for children with Autism Spectrum Disorder. 

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 12 Begin Date: 04 Oct 2021

Module/Topic

Online lectures/activities:

  • Assessment and intervention for Culturally and Linguistically Diverse clients.


Face to face tutorials:

  • Assessment and intervention for Culturally and Linguistically Diverse clients.

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Review/Exam Week Begin Date: 11 Oct 2021

Module/Topic

Chapter

Events and Submissions/Topic

eFil Due: Review/Exam Week Monday (11 Oct 2021) 9:00 am AEST
Exam Week Begin Date: 18 Oct 2021

Module/Topic

Chapter

Events and Submissions/Topic

VIVA Due: Exam Week Tuesday (19 Oct 2021) 8:00 am AEST
Assessment Tasks

1 Case Study

Assessment Title
CASE STUDY

Task Description

You will be provided with a real case study which includes:

    • Parent case history
    • Conversational sample (video) of client
    • Previous speech pathology report
    • Diagnostic letter
    • Recent report card from educational facility


    For Part A of this assessment task you will need to:

    1. Transcribe the first 50 utterances of the conversational sample.
    2. Analyse the language sample in relation to the domains of form, content and use.
    3. Write a summary of the results of the language sample with reference to the literature.


    For Part B of this assessment task you will need to:

    1. Compare and contrast your assessment results with the results from a previous speech pathology assessment to highlight the strengths and weaknesses present in the clients’ communication profile
    2. Based on the assessment results and information provided, outline the communication-based diagnosis you would give this client. Justify your choice with reference to the literature and background information on the client
    3. Explain the impact the client's communication condition and any other co-occurring difficulties will have on activity and participation with reference to the literature. 


    Assessment Due Date

    Week 6 Friday (27 Aug 2021) 9:00 am AEST

    This assessment task must be uploaded to Moodle by the due date/time.


    Return Date to Students

    Week 8 Friday (10 Sept 2021)

    Feedback will be uploaded to Moodle.


    Weighting
    50%

    Minimum mark or grade
    This is a must pass assessment task. Students must receive a minimum grade of 50% to pass this assessment task.

    Assessment Criteria

    Criteria 1 assesses your ability to analyse and interpret the results of a conversational sample in relation to form, content and use.

    Criteria 2 assesses your ability to integrate and interpret assessment results from informal and informal assessment measures to draw accurate and realistic conclusions about the client's communication condition and the impact it will have on participation. 

    Criteria 3 assesses your writing style including your ability to use appropriate word choice, grammar, sentence structure and APA referencing. 


    Referencing Style

    Submission
    Online

    Submission Instructions
    This assessment task must be uploaded to Moodle by the due date/time.

    Learning Outcomes Assessed
    • Explain the impact of communication disorders on academic learning and lifelong achievement for the school aged population
    • Identify and interpret formal and informal communication assessments appropriate to the school aged population


    Graduate Attributes
    • Communication
    • Problem Solving
    • Critical Thinking
    • Information Literacy
    • Information Technology Competence
    • Cross Cultural Competence
    • Ethical practice

    2 Oral Examination

    Assessment Title
    VIVA

    Task Description

    This oral exam will follow the following steps:

    1. You will be allocated a time to complete your Viva on your Moodle page.
    2. 48 hours prior to your viva, you will be provided with basic case history information and the assessment results of a paediatric client which can pertain to the developmental areas of speech, language, and/or literacy. In preparation for your viva, you are expected to research your case, and prepare to answer questions in relation to the following areas. You are permitted to bring an A4 (double-sided) page of notes with you to your viva (size 11, Calibri font, 1.5 spacing).
    3. Your examiner will commence your viva by asking questions in relation to the ‘analysis and interpretation’ of the background information and assessment results you were previously provided.
    4. Next, your examiner will ask questions in relation to the ‘planning of evidence-based speech pathology practices’. As part of this section you will be expected to explain your management of the case including goal setting and intervention strategies. You will also be posed with a question in relation to a change in the background information of your case.
    5. Last, your examiner will ask you to reflect on your performance within the viva to identify areas of strength and areas for improvement. You will also be asked to identify and justify strategies to support your learning and development.
    6. You will be given 60 minutes to complete your Viva.


    Assessment Due Date

    Exam Week Tuesday (19 Oct 2021) 8:00 am AEST

    Students will complete their Viva face to face on the Rockhampton North Campus. Students will be allocated a specific time to attend their Viva via Moodle.


    Return Date to Students

    Exam Week Friday (22 Oct 2021)

    Feedback will be uploaded to Moodle.


    Weighting
    50%

    Minimum mark or grade
    This is a must pass assessment task. Students must receive a grade of 50% to pass this assessment task.

    Assessment Criteria

    1. Criteria one assesses your ability to analyse and interpret informal and formal assessment results through integration of data.
    2. Criteria two assesses your ability to make an appropriate speech pathology plan including goal setting, intervention strategies/approaches and use of clinical reasoning.
    3. Criteria three assesses your ability to reflect upon your own performance, develop strategies to enhance clinical performance, communication effectively and demonstrate a professional orientation.


    Referencing Style

    Submission

    No submission method provided.


    Learning Outcomes Assessed
    • Explain the impact of communication disorders on academic learning and lifelong achievement for the school aged population
    • Identify and interpret formal and informal communication assessments appropriate to the school aged population
    • Describe evidence based therapy models appropriate for the school aged population and present a structured therapy program.


    Graduate Attributes
    • Communication
    • Problem Solving
    • Critical Thinking
    • Information Literacy
    • Cross Cultural Competence
    • Ethical practice
    • Social Innovation

    3 Electronic Focused Interactive Learning (eFIL)

    Assessment Title
    eFil

    Task Description

    As part of this unit, you are required to engage with interactive, online content to support your learning. This content is referred to as eFIL. eFIL refers to any activities included on your Moodle page in relation to course content. This may include (but is not limited to) recorded lectures, H5P interactive learning activities, discussion forums, tasks set by your lecturer requiring you to email or upload content including work samples or videos, surveys and formative (i.e., non-graded) Moodle quizzes.


    Assessment Due Date

    Review/Exam Week Monday (11 Oct 2021) 9:00 am AEST

    Students are to complete the activities allocated through Moodle.


    Return Date to Students

    Exam Week Friday (22 Oct 2021)

    Some online activities will provide you immediate feedback (e.g., H5P interactive learning activities). For other eFiL activities (e.g., work sample submissions, discussion forums), you will be provided feedback in the form of 1-2 comments by your lecturer, provided the activities are completed by 11:59pm on Sunday of the week the activity was set.


    Weighting
    Pass/Fail

    Minimum mark or grade
    This is a MUST PASS assessment task. Students must receive a grade of 100% on all Moodle quizzes and must complete 80% of eFIL activities.

    Assessment Criteria

    There are two requirements to pass this assessment task:

    1. You must complete a minimum of 80% of the eFIL activities. An activity will be considered ‘complete’, when it has met the task requirements set for the individual activity (e.g., completion of an H5P activity, meeting activity instructions and guidelines such as posting a reflection in the discussion forum).
    2. You must complete 100% of the formative Moodle Quizzes and must receive a mark of 100% on each quiz. You may re-attempt each quiz as many times as you need to achieve the minimum grade of 100%. Your Moodle quiz will appear on your Moodle page in the ‘Quiz’ section for each associated week.


    Referencing Style

    Submission
    Online

    Submission Instructions
    Students are to complete the activities allocated through Moodle.

    Learning Outcomes Assessed
    • Describe evidence based therapy models appropriate for the school aged population and present a structured therapy program.


    Graduate Attributes
    • Communication
    • Problem Solving
    • Critical Thinking
    • Information Literacy
    • Information Technology Competence
    • Cross Cultural Competence
    • Ethical practice
    • Social Innovation

    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?