Overview
In this unit you will continue your study of acquired neurogenic communication disorders in children and adults. You will need to apply and integrate the concepts learned in SPCH13003 Neurogenic Communication Disorders 1 to the holistic management of neurogenic communication disorders. This unit specifically addresses the evidence-based intervention approaches for acquired neurogenic speech, language, and cognitive communication disorders. You will evaluate the principles of interprofessional and reflective practice, and the International Classification of Functioning, Disability and Health framework throughout your study in this unit.
Details
Pre-requisites or Co-requisites
Pre-requisites: SPCH13003 - Neurogenic Communication Disorders 1
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 students appreciated the nature of the feedback provided by the unit coordinator. Students reported that the feedback provided was comprehensive, supported learning and "enabled me to expand my skills, not simply realise my mistakes as a student".
Continue to provide timely and constructive feedback.
Feedback from Have Your Say Week 12 In Class Evaluations
The assessment tasks for this unit were very well received by the students. Students reported the tasks to be relevant and useful and transferable across the years from theory to practical environments.
The assessment tasks will continue to support students' different learning styles with relevance to contemporary clinical practice.
Feedback from Have Your Say Week 12 In Class Evaluations
Students identified that the content of this unit is demanding, but appreciated the interactive style of learning and teaching provided by the teaching team within a supportive environment.
Students will continue to be provided with experiential and interactive learning utilising teaching and assessing methods within a supportive environment.
Feedback from Have Your Say Week 12 In Class Evaluations
The comment "This unit could be improved by linking with the first neurogenic communication disorders unit" highlighted an aspect that needs improving in this unit.
In 2018 the Neurogenic Communication Disorders units will flow from one term to the next, so that the concepts taught in term 1 are consolidated and extended in term 2.
- Analyse and interpret case information in a holistic manner
- Plan treatment for acquired neurogenic communication disorders using evidence-based practice principles
- Critically appraise a range of therapy approaches and outcome measures designed for the management of acquired neurogenic communication disorders
- Discuss the International Classification of Functioning, Disability and Health framework, and the principles of reflective, and interprofessional practice in relation to the management of acquired neurogenic communication disorders.
Speech Pathology Range of Practice covered:
Adult - Speech, Language and Multimodal Communication
Child - Speech, Language and Multimodal Communication
Competency-based Occupational Standards for Speech Pathology (CBOS 2011):
- Unit 1 Assessment - Elements 1.1 and 1.2 to Intermediate standard
- Unit 2 Analysis and Interpretation - Elements 2.1, 2.2, 2.3 and 2.4 to Intermediate standard
- Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.2, 3.3, 3.4, 3.5 and 3.7 to Intermediate standard
- Unit 5 Planning, providing and managing speech pathology services – Elements 5.4 to Intermediate standard
- Unit 7 Lifelong learning and reflective practice – Elements 7.2 to Intermediate standard
Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:
- Unit 1 Reasoning - Elements 1.1, 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, 4.4 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 - Practical Assessment - 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 - Practical Assessment - 30% | ||||||||||
| 3 - Examination - 40% | ||||||||||
Textbooks
A Cognitive Neuropsychological Approach to Assessment and Intervention in Aphasia : A Clinicians Guide
Edition: 2nd Revised (2013)
Authors: Whitworth , Anne
Taylor and Francis
London London , UK
ISBN: 9781848721425
Binding: Paperback
Aphasia & Related Neurogenic Communication Disorders
Edition: 2nd revised (2016)
Authors: Papathanasiou , Coppens & Potagas
Jones and Bartlett
Sudbury Sudbury , MA , USA
ISBN: 9781284077315
Binding: Paperback
Motor Speech Disorders : Substrates , Differential Diagnosis, and Management
Edition: 3rd revised (2012)
Authors: Duffy , Joseph R.
Elsevier Health
Philadelphia Philadelphia , PA , USA
ISBN: 9780323072007
Binding: Paperback
Additional Textbook Information
Students may have purchased all of the above textbooks in the previous course SPCH13003 in Term 1.
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.
t.janes@cqu.edu.au
Module/Topic
- Integration of what you have learnt in SPCH13003 (neurological bases, aetiology of neurogenic communication disorders (NCDs) and assessment of NCD’s) and the relationship to evidence based practice.
- Evidence based practice; ICF
- Current research in EBP and assessment/intervention
Chapter
- Revision of notes / readings from T1 - SPCH13003 - bring to class.
- Bring all 3 textbooks to class
- Download INCOG guidelines & Stroke Foundation Clinical Guidelines (2017).
-
Other readings will be posted on Moodle and you will be advised in class.
Events and Submissions/Topic
Module/Topic
- Integration of what you have learnt in SPCH13003 (neurological bases, aetiology of neurogenic communication disorders (NCDs) and assessment of NCD’s) and the relationship to evidence based practice
- Evidence based practice; ICF
- Current research in EBP and assessment/intervention
Chapter
- Revision of notes / readings from T1 - SPCH13003 - bring to class
- Bring all 3 textbooks to class
- Download INCOG guidelines & Stroke Foundation Clinical Guidelines (2017)
- Other readings will be posted on Moodle and you will be advised in class
Events and Submissions/Topic
Module/Topic
- EBP in holistic management of Motor Speech Disorders
Chapter
- Duffy textbook is required for this week
- Other readings will be posted on Moodle and you will be advised in class
Events and Submissions/Topic
Module/Topic
- EBP in holistic management of Motor Speech Disorders
Chapter
- Duffy textbook is required for this week
- Other readings will be posted on Moodle and you will be advised in class
Events and Submissions/Topic
Module/Topic
- EBP in holistic management of aphasia
Chapter
- Pappathanasio & Coppens; Webster, Whithworth & Howard textbooks are required for this week
- Other readings will be posted on Moodle and you will be advised in class
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
30% - WRITTEN ASSESSMENT (REPORT) – DUE Wednesday 22nd August – 11:55pm AEST
- EBP in holistic management of aphasia
Chapter
- Pappathanasio & Coppens; Webster, Whithworth & Howard textbooks are required for this week
- Other readings will be posted on Moodle and you will be advised in class
Events and Submissions/Topic
Module/Topic
- EBP in holistic management of dementia (neurocognitive disorders)
Chapter
- Pappathanasio & Coppens textbook is required for this week
- Other readings will be posted on Moodle and you will be advised in class
Events and Submissions/Topic
Module/Topic
- EBP in holistic management of dementia (neurocognitive disorders)
Chapter
- Pappathanasio & Coppens textbook is required for this week
- Other readings will be posted on Moodle and you will be advised in class
Events and Submissions/Topic
Module/Topic
- EBP in holistic management of TBI and RHD (Cognitive communication disorders)
Chapter
- Pappathanasio & Coppens textbook is required for this week
- Other readings will be posted on Moodle and you will be advised in class
Events and Submissions/Topic
Module/Topic
- EBP in holistic management of TBI and RHD (Cognitive communication disorders)
Chapter
- Pappathanasio & Coppens textbook is required for this week
- Other readings will be posted on Moodle and you will be advised in class
Events and Submissions/Topic
Module/Topic
30% - PRACTICAL ASSESSMENT VIDEO DUE and PRESENTATION in CLASS
Chapter
Events and Submissions/Topic
Module/Topic
- Integration of content
- Reflection on learning
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
SPCH13008 - Neurogenic Communication Disorders 2 continues your learning from SPCH13003 - Neurogenic Communication Disorders 1. Therefore you will require all your notes, readings and textbooks from this unit.
Tina Janes is your unit coordinator and lecturer for this unit.
1 Written Assessment
WRITTEN ASSESSMENT - You are provided with assessment data in week 1 on an individual with an acquired neurogenic communication disorder. You are required to finalise the scoring of the assessments, analyse the results, and interpret these results in the format of a written report. Appropriate evidence based management strategies are included in this report.
Range of practice areas (ROPAs) assessed are:
- Language
- Speech
- Multimodal communication
Week 6 Wednesday (22 Aug 2018) 11:55 pm AEST
This assignment is to be uploaded to Moodle.
Week 8 Wednesday (5 Sept 2018)
Feedback will be uploaded to Moodle.
The full assessment criteria is included on the rubric in Moodle.
In summary you are marked on the following:
- Accuracy of scoring
- Critical appraisal of data (includes analysis and interpretation)
- Integration of results with evidence based practice intervention strategies
- Development of contingency plans
- Identifying gaps in the information and researching the significance of this
- Conventions (including grammar, spelling and syntax etc.)
- Research and referencing
- Professional formatting and organisation of report
- Audience suitability
The generic professional competencies (GPCs) assessed are:
Unit 1 Reasoning:
- 1.1 Use effective thinking skills to ensure quality speech pathology practice
- 1.2 Integrate collaborative and holistic viewpoints into professional reasoning
- 1.3 Use sound professional reasoning strategies to assist planning for all aspects of service management
Unit 2 Communication:
- 2.1 Use interpersonal communication skills to facilitate the effective practice of speech pathology
- 2.2 Use oral and written reporting and presentation skills to successfully meet Speech Pathology objectives
Unit 3 Lifelong Learning:
- 3.2 Structure own learning
- 3.3 Demonstrate appropriate attitude to learning
- 3.4 Be able to change performance
Unit 4 Professionalism:
- 4.1 Display appropriate organisational skills
- 4.2 Conduct self in a professional manner
- 4.4 Possess a professional attitude / orientation
- 4.5 Demonstrate ethical behaviour
The CBOS units and elements assessed are:
Unit 1 Assessment:
- 1.1 Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client
- 1.2 Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client
Unit 2 Analysis and interpretation:
- 2.1 Analyse and interpret speech pathology assessment data
- 2.2 Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps
- 2.3 Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes
- 2.4 Report on analysis and interpretation
Unit 7 Lifelong learning and reflective practice:
- 7.2 Participate in professional development and continually reflect on practice
|
|
- Analyse and interpret case information in a holistic manner
- Critically appraise a range of therapy approaches and outcome measures designed for the management of acquired neurogenic communication disorders
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Practical Assessment
PRACTICAL ASSESSMENT 30%
You are provided with particular domains of cognitive linguistic deficits (e.g. orthographic phonological analysis, phonological input lexicon, central semantics, attention, executive functioning, social cognition etc.) and presentation of motor speech disorders to research. You will present three EBP therapy strategies/methods to treat the deficit/s in a holistic manner in a video format. The lecturer will discuss with you the logistics of uploading the video once the term commences. You are required to demonstrate and justify the difference in management strategies for paediatric and adult clients with acquired neurogenic communication disorders. You will need to have contingency plans to step up and step down in difficulty levels for each of the tasks.
In the class times in week 11, you will present your video, justify your selection of therapy strategies and engage in discussion of these with the lecturer/s and peers.
Range of practice areas (ROPAs) for both CHILDREN and ADULTS assessed are:
- Language
- Speech
- Multimodal communication
Week 11 Monday (24 Sept 2018) 9:00 am AEST
Video to be uploaded in the format discussed in class and presented during class time.
Exam Week Monday (15 Oct 2018)
Results are uploaded to Moodle with feedback
The full assessment criteria is included on the rubric in Moodle.
In summary you are marked on the following:
- Quality of evidence based practice research
- Critical reasoning demonstrated in justification of therapy strategies
- Professional presentation of video and quality of therapy resources
- Creativity in design of therapy resources
- Oral presentation skills
- Ability to independently answer questions from peers and lecturer/s
-
Inclusion of reflective practice and ICF principles
The generic professional competencies (GPCs) assessed are:
Unit 1 Reasoning:
- 1.1 Use effective thinking skills to ensure quality speech pathology practice
- 1.3 Use sound professional reasoning strategies to assist planning for all aspects of service management
Unit 2 Communication:
- 2.1 Use interpersonal communication skills to facilitate the effective practice of speech pathology
- 2.2 Use oral and written reporting and presentation skills to successfully meet Speech Pathology objectives
- 2.3 Communicate effectively with work teams
Unit 3 Lifelong Learning:
- 3.1 Reflect on performance
- 3.3 Demonstrate appropriate attitude to learning
- 3.4 Be able to change performance
Unit 4 Professionalism:
- 4.1 Display appropriate organisational skills
- 4.2 Conduct self in a professional manner
- 4.4 Possess a professional attitude / orientation
- 4.5 Demonstrate ethical behaviour
The CBOS units and elements assessed are:
Unit 1 Assessment:
- 1.1 Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client
- 1.2 Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client
Unit 2 Analysis and interpretation:
- 2.1 Analyse and interpret speech pathology assessment data
- 2.2 Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps
- 2.3 Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes
- 2.4 Report on analysis and interpretation
Unit 3 Planning evidence-based speech pathology practices:
- 3.1 Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice
- 3.3 Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
- 3.4 Establish goals for intervention in collaboration with the client and significant others
- 3.5 Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others
- 3.7 Document speech pathology intervention plans, goals and outcome measurement
Unit 5 Planning, providing and managing speech pathology services:
- 5.4 Update, acquire and/or develop resources
Unit 7 Lifelong learning and reflective practice:
- 7.2 Participate in professional development and continually reflect on practice
- Plan treatment for acquired neurogenic communication disorders using evidence-based practice principles
- Critically appraise a range of therapy approaches and outcome measures designed for the management of acquired neurogenic communication disorders
- Discuss the International Classification of Functioning, Disability and Health framework, and the principles of reflective, and interprofessional practice in relation to the management of acquired neurogenic communication disorders.
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
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?
