For this assessment task, you will be required to integrate neurogenic communication case information to identify one aim for a client and two associated targets and context hierarchies. One target will also require a corrective feedback hierarchy. You will follow the TACSI Framework (Target, Aspect & measure, Context hierarchy, Success criterion, Ingredients), which will be taught in class, to fully develop the two intervention targets. You will be provided with a version of the TACSI Framework Planning Template you will use in class, and you will complete the specified sections and additionally justify your choices in each section.

There are 5 cases from which you may choose:

• Post-stroke Broca’s aphasia
• Post-stroke Wernicke’s aphasia
• Post-stroke dysarthria
• Post-stroke apraxia
• Dysarthria due to Parkinson’s Disease

Each case includes a brief case history, clinical interview results, a summary of formal and informal assessment results, and information about the services available at the client’s service delivery setting. The cases will be posted for review in Moodle at 12:00pm (noon) on Tuesday 9th July 2024. Case selection sign up will open in Moodle on Friday 12th July 2024 at 6:00am and close on Friday 12th July 2024 at 6:00pm. A maximum of 2 students may select any given case study. Any students who do not sign up will be assigned an available case study.

The full Task Description will be provided in Moodle.

There are 4 marking criteria that will be used to assess Assessment 1 for SPCH13008:

1. The first criterion focuses on your generation and justification of one aim and two associated general targets for intervention, which all clearly reflect a holistic, person-centred, and integrated analysis of the client’s condition, needs, and general circumstances. This criterion is worth 30% of this assessment grade.
2. The second criterion focuses on the accuracy and justification of your completion of the A-C-S-I elements of the TACSI Framework for your first target. This criterion is worth 30% of this assessment grade.
3. The third criterion focuses on the accuracy and justification of your completion of the A-C-S-I elements of the TACSI Framework for your second target. This criterion is worth 30% of this assessment grade.
4. The fourth criterion focuses on the accuracy and clarity of your writing style, including vocabulary choice, sentence formulation, and paragraph cohesion. This criterion is worth 10% of this assessment grade.

Given the nature of this task, there is not a separate criterion relating to referencing, however, any inappropriate or omitted referencing will result in loss of marks for any or all impacted criteria above.

For this assessment task, you will first be required to identify and appraise two possible intervention approaches to meet a target area of need for a client. The approaches may come from those discussed in the unit or from your own independent research, but if from your own independent research, you must ensure the approach is supported by adequate research evidence. You must compare the strengths and limitations of the research evidence behind each approach and conclude if one has more support than the other to address the client need or if they are equivalent. Your choice must flow logically from your analysis of strengths and limitations from the research.

You must then compare both approaches to the client characteristics, circumstances, and target area of need and determine which is the better choice or if they are equivalent. Your choice must flow logically from your analysis of how well or poorly each approach matches the client characteristics, circumstances, and specified need.

Finally, you will identify your ultimate choice of intervention for the client’s specified need, explaining how you balanced the information from the research literature with the information from the client characteristics and circumstances. You must ensure your final choice flows logically and is justified from your analyses in the two sections above. You must choose one of the options, you may not choose both.

There are 5 cases from which you may choose, covering a range of clients with either aphasia, dysarthria, or apraxia. They are the same cases as used in Assessment 1 in this unit, however you must select a different case than you completed for Assessment 1. The cases can be accessed with the Assessment 1 information in Moodle, starting on 9th July 2024 at noon. Case selection sign up will open in Moodle on Monday 5th August 2024 at 6:00am and close on Monday 5th August 2024 at 6:00pm. A maximum of 2 students may select any given case study. Any students who do not sign up will be assigned an available case study. If conflicts occur relating to case selection from Assessment 1, the unit coordinator will adjust case assignments to ensure students do not have the same case for both assessments.

The full Task Description will be provided in Moodle.

There are 4 marking criteria that will be used to assess Assessment 2 for SPCH13008:

• The first criterion focuses on your selection of reasonable intervention approaches for the target area you identified for the client and your appraisal of strengths and weaknesses in the research evidence for each approach. This criterion is worth 30% of this assessment grade.
• The second criterion focuses on your mapping of the two interventions to the client’s characteristics and circumstances, taking a holistic, person-centred approach to your analysis. This criterion is worth 30% of this assessment grade.
• The third criterion focuses on your analysis and justification of your final choice of intervention to address the target area of need you identified. This criterion is worth 25% of this assessment grade.
• The fourth criterion focuses on the accuracy of your referencing and the clarity of your writing style, including vocabulary choice, sentence formulation, within-paragraph cohesion, and across-paragraph coherence. This criterion is worth 15% of this assessment grade, however reduced clarity and inadequate referencing may additionally impact marks for the other three criteria above.

For this assessment task, you will be required to prepare and deliver a 20-23 minute PowerPoint presentation that explains and demonstrates intervention to support a client with a traumatic brain injury (TBI). You will have 8 cases from which to choose:

• Case A (Shannon, returning to work after mild TBI): Using a cognitive strategy to address reading comprehension needs
• Case A (Shannon, returning to work after mild TBI): Using a cognitive strategy to address prospective memory needs
• Case A (Shannon, returning to work after mild TBI): Using an external aid to address reading comprehension needs
• Case A (Shannon, returning to work after mild TBI): Using an external aid to address prospective memory needs
• Case B (Samuel, returning to school/leisure after moderate TBI): Using a cognitive strategy to address social communication needs
• Case B (Samuel, returning to school/leisure after moderate TBI): Using a cognitive strategy to address self regulation needs
• Case B (Samuel, returning to school/leisure after moderate TBI): Using an external aid to address social communication needs
• Case B (Samuel, returning to school/leisure after moderate TBI): Using an external aid to address self regulation needs

Each case includes a summary of the client’s characteristics and needs as well as a list of resources to help you initiate your research and planning for this assessment. The Samuel case information is provided in written form while the Shannon case information includes a short video segment as well as written notes. The cases will be posted for review on Moodle at 12:00pm (noon) on Wednesday 7th August 2024. Case selection sign up will open on Moodle on Monday 19th August 2024 at 6:00am and close on Monday 19th August 2024 at 6:00pm. Only 1 student may select any given case. Any students who do not sign up will be assigned an available case.

Your presentation must include:

• A brief introduction to your client and the treatment need you are addressing
• A description of your chosen strategy or aid and the rationale for choosing it
• The steps involved in using the strategy or aid
• A 4-5-minute video role-play of the first session with your client, during which your classmates will track client performance data (please bring blank copies of your desired data tracking form for your classmates to write on)
• Your completed data tracking form and a brief discussion with your classmates to compare their data tracking with yours and clarify any discrepancies
• A plan to ensure your client will eventually be able to generalise the strategy or aid into use in the required functional context, including:
  • A context hierarchy (see TACSI Framework manual for options)
  • A plan for how to involve important others in the client’s rehabilitation
• An example of one Goal Attainment Scale to measure outcome on a possible aim for the client (see Week 2 content in SPCH13006)
• A reference list

Presentations must be at least 20 minutes and no more than 23 minutes in length. You will be alerted when there are 10 minutes remaining. If applicable, you will additionally be alerted when there are 2 minutes remaining. There will be a Q&A period lasting approximately 3 minutes at the completion of your presentation, during which time your classmates and/or the instructor will ask questions about your presentation. All presentations will be recorded for marking purposes.

The full Task Description will be provided in Moodle.

There are 4 marking criteria that will be used to assess Assessment 3 for SPCH13008:

• The first criterion focuses on your justification for your choice of strategy/aid for the need you identified for your client, considering both evidence from the literature and a person-centred approach that reflects the ICF. This criterion is worth 20% of this assessment grade.
• The second criterion focuses on the clarity of your explanation and demonstration of the strategy/aid, accuracy of documentation of results from training the strategy/aid, and effectiveness in addressing questions, such that classmates could easily replicate implementing the strategy/aid themselves. This criterion is worth 40% of this assessment grade.
• The third criterion focuses on your generalisation planning, including a hierarchy to move your client toward functional independence, a partner training plan, and a Goal Attainment Scale that reflects a real-world outcome that is meaningful to the client. This criterion is worth 20% of this assessment grade.
• The fourth criterion focuses on presentation style, including speech rate, verbal/vocal/nonverbal engagement with audience, effectiveness of spoken content, effectiveness of written (PowerPoint) content including referencing, and overall time management. This criterion is worth 20% of this assessment grade, however reduced clarity and inadequate referencing may additionally impact marks for the other three criteria above.