Overview
This unit is divided into two elements - hearing and multimodal communication. In the hearing section, students will cover aetiology, assessment and management of hearing disorders. In the multimodal section students will cover oral, manual, augmentative and alternative communication strategies and assistive technology according to the multimodal communication range of practice. Both sections will require practical demonstration of assessment, therapy techniques and communication strategies. The International Classification of Functioning, Disability and Health (ICF) framework and principles of evidence based and interprofessional practice will be applied throughout the unit.
Details
Pre-requisites or Co-requisites
Pre-requisites: Students have successfully completed 42 credit points of SPCH coded units.
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 - 2017
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 and in class feedback
Positive assessment comments included the following - "I quite enjoyed the assessment pieces that were worth 10% during the term. I feel I learned best from from these tasks as they were more practical." And "The best aspects of the course were definitely the practical components and assessments - the hearing screening test, signing test and multimodal resource test."
The practical assessment tasks will remain, however the content of the written assessments will be reviewed.
There continued to be practical elements such as hearing screening assessments, a key word signing test and making PODD (Pragmatic Organisation Dynamic Display) books. The written assessment for the Hearing section was a report directly related to a client from the hearing screening assessments. A final exam convering both hearing and multimodal communication sections of the unit was introduced and the students performed extremely well on this final exam.
Feedback from Have your say and in class feedback
The negative comments relating to assessment tasks revolved around the similarity of the two tasks.
The two written assessment tasks - one related to hearing and one related to multimodal communication will be reviewed as far as content and depth of research required.
These assessments were reviewed and changed. A formal examination was included. All students responded very positively to the changes and achieved highly.
Feedback from Have your say and in class feedback
A frequent comment in the feedback was that the lecturer was timely in her feedback. One such comment was - "Tina is fantastic in providing support and giving constructive and timely feedback."
The course coordinator will ensure that feedback continues to be timely and is constructive.
The unit coordinator has in general received positive feedback regarding the timeliness of feedback. Students are always kept informed as to the likely return date and feedback is provided and posted onto Moodle in the grades section. This has not changed for 2017 and student feedback to assessment return was rated a 5.
Feedback from Have your say and in class feedback
Comments relating to the textbooks for the course were mixed with the central theme being that they were good textbooks but a little difficult.
The textbooks will remain the same but the course coordinator is cognisant of the fact that this cohort found them a little complex to read, therefore this will be monitored closely with the next group of students.
The unit coordinator monitored the progress of the students with the prescribed texts and the 2017 cohort did not find the texts difficult to read and understand. One of the texts is also required in other third year units as well a the fourth year unit SPCH14001 and will remain. It is still under consideration as to whether the audiology textbook will be prescribed or recommended as it is specific to this unit only and there are potentially suitable course resources online (CRO) and "e" options.
- Discuss the various types of hearing impairment including aetiology, characteristics, impact and participation restrictions imposed on the speaker and others in the environment of the speaker using the International Classification of Functioning, Disability and Health (ICF) framework.
- Identify and describe the concept of multimodal communication using appropriate terminology including assistive technology, manual communication and augmentative and alternative communication (AAC).
- Administer and interpret hearing screening assessments.
- Demonstrate the use of formal and informal assessment methods to recommend appropriate multimodal communication strategies for individuals with complex communication needs.
- Design best practice speech pathology intervention plans for individuals with complex communication needs and/or hearing impairment considering individual needs and the multidisciplinary nature of service delivery.
Speech Pathology Range of Practice covered:
- Adult - Multimodal communication, Speech and Language
- Child - Multimodal communication, Speech and Language
Competency-based Occupational Standards for Speech Pathology (CBOS 2011):
- Unit 1 Assessment - Elements 1.1. 1.2, 1.3 and 1.4 to Intermediate standard
- Unit 2 Analysis and interpretation - Elements 2.1, 2.2, 2.3, 2.4 and 2.5 to Intermediate standard
- Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.2, 3.5 and 3.7 to Intermediate standard
- Unit 4 Implementation of speech pathology practice - Elements 4.2 and 4.5 to Intermediate standard
- Unit 5 Planning, providing and managing speech pathology services - Elements 5.4, 5.5, 5.6 and 5.8 to Intermediate 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 - 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 | 5 | |
| 1 - Practical and Written Assessment - 30% | |||||
| 2 - Practical and Written Assessment - 30% | |||||
| 3 - Examination - 40% | |||||
| 4 - On-campus Activity - 0% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - Practical and Written Assessment - 30% | ||||||||||
| 2 - Practical and Written Assessment - 30% | ||||||||||
| 3 - Examination - 40% | ||||||||||
| 4 - On-campus Activity - 0% | ||||||||||
Textbooks
Augmentative and Alternative Communication. Supporting Children and Adults with Complex Communication Needs.
Fourth Edition (2013)
Authors: Beukelman, D & Mirenda, P
Brookes Publishing
Baltimore Baltimore , MD , USA
ISBN: 978-1-59857-196-7
Binding: Hardcover
Clinical Audiology: An Introduction.
Second Edition ( 2010)
Authors: Brad A. Stach
Cengage Learning
US
ISBN: 9780766862883
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.
t.janes@cqu.edu.au
Module/Topic
Multimodal Communication (MMC) 1:
- General Unit Information:
- Class structure and expectations
- Assessment Items
MMC 1:
- Definitions/Terminology
- Practical Activities central to AAC / MMC
- Who needs AAC / MMC Complex Communication needs (CCN)
- ICF framework and AAC
- Introduce Key Word Sign
- Introduce PODD
Chapter
- Justice and Redle - Chapter 4 - Augmentative and Alternative Communication
- Speech Pathology Australia Position Paper
Events and Submissions/Topic
Module/Topic
Multimodal Communication (MMC) 2:
- The assessment process
- Explore some assessments & issues around assessing informally and formally
- Evidence based practice in AAC
- Continue Key Word Sign
- Continue PODD
- Introduce ALS
- Introduce PECS
Chapter
Readings will be posted throughout the term, but make sure you have your Beukelman and Mirenda textbook with you for each class of the MMC section.
Events and Submissions/Topic
Module/Topic
Multimodal Communication (MMC) 3:
- Continue assessment
- Intervention / Implementation strategies
- Continue Key Word Sign
- Continue PODD
- Continue PECS
- Continue ALS
- Exploration of devices / strategies / access / resources
Chapter
Readings will be posted throughout the term, but make sure you have your Beukelman and Mirenda textbook with you for each class of the MMC section.
Events and Submissions/Topic
Module/Topic
Multimodal Communication (MMC) 4:
- Paediatric Case analysis tasks (including “Riley” case study)
- Adult case studies
- Continue Key Word Sign
- Continue Exploration of devices / strategies / access / resources
Chapter
Readings will be posted throughout the term, but make sure you have your Beukelman and Mirenda textbook with you for each class of the MMC section.
Events and Submissions/Topic
Module/Topic
Multimodal Communication (MMC) 5:
- Continue with case studies
- MASS funding
- CAEATI funding
- Revise content
- Signing practice
Chapter
Readings will be posted throughout the term, but make sure you have your Beukelman and Mirenda textbook with you for each class of the MMC section.
Events and Submissions/Topic
Module/Topic
Recess
Chapter
Events and Submissions/Topic
Module/Topic
Multimodal Communication (MMC) 6:
ASSESSMENT week (30%):
PRACTICAL (10%):
The practical component - key word signing demonstration will be held during scheduled class times or other timetabled allocations.
WRITTEN (20%):
DUE WEDNESDAY 19th APRIL 5pm - WEEK 6. Instruction booklet to be submitted via Moodle and the PODD resource is to be handed into the unit coordinator in hard copy. PODD electronic data to be emailed to coordinator.
Chapter
Events and Submissions/Topic
Module/Topic
Hearing 1:
- Hearing development
- Anatomy and physiology of the hearing mechanisms
- Types / Nature of hearing disorders
- Causes / Aetiology of Hearing Disorders
- Paediatric Hearing Disorders
- Adult Hearing Disorders
Chapter
Readings will be posted throughout the term but please make sure you have your Clinical Audiology textbook with you in class for the hearing section.
Events and Submissions/Topic
Module/Topic
Hearing 2:
- Simon McCormack - Audiologist - Deadly Ears team (TBC)
- Hearing Assessment
- Interpretation of assessment data
- Hearing loss and the ICF framework
- Evidence based practice principles
- Practice conducting hearing screens
Chapter
Events and Submissions/Topic
Module/Topic
Hearing 3:
- Simon McCormack - Audiologist - Deadly Ears team (TBC)
- Practice conducting hearing screens
- Impact on communication and strategies for hearing loss
- Intervention for hearing loss
- Communication Indigenous hearing health
- Cochlear Implant
- Katherine Huntly from Australian Hearing (TBC)
Chapter
Readings will be posted throughout the term but please make sure you have your Clinical Audiology textbook with you in class for the hearing section.
Events and Submissions/Topic
Module/Topic
Hearing 4:
PRACTICAL COMPONENT OF ASSESSMENT DURING CLASS TIME
- Conducting hearing screens for assessment
- Case analysis
Chapter
Readings will be posted throughout the term but please make sure you have your Clinical Audiology textbook with you in class for the hearing section.
Events and Submissions/Topic
Module/Topic
Hearing 5:
- Auditory Processing
- Case based analysis tasks
Chapter
Readings will be posted throughout the term but please make sure you have your Clinical Audiology textbook with you in class for the hearing section.
Events and Submissions/Topic
Module/Topic
Hearing 6:
WRITTEN COMPONENT OF HEARING ASSESSMENT DUE 29th May at 9am.
- Revision of Hearing and MMC content.
Chapter
Events and Submissions/Topic
30% - PRACTICAL and WRITTEN ASSESSMENT - HEARING Due: Week 12 Monday (29 May 2017) 9:00 am AEST
Module/Topic
Exam will be scheduled either this week or next week.
Chapter
Events and Submissions/Topic
Module/Topic
Exam will be scheduled either this week or last week.
Chapter
Events and Submissions/Topic
Welcome to the third year unit - SPCH13009 - Hearing and Multimodal Communication (MMC). This unit was introduced in 2015 to cover the specialist areas of hearing and multimodal communication.
In 2015 the format consisted of the first 6 weeks dedicated to "Multimodal Communication" and the second 6 weeks dedicated to "Hearing". This changed in 2016 to the 12 weeks split into one class for MMC and one class for Hearing. Having conducted the unit in the two different formats, 2017 sees us reverting to the original format of the first six weeks devoted to the teaching of the MMC content and the second 6 weeks teaching the Hearing section.
The hearing section includes lectures from guest audiologists including Simon McCormack from Deadly Ears and Katherine Huntly from Australian Hearing in Rockhampton.
As this unit comprises two distinct subjects, there are two textbooks required:
- Augmentative and Alternative Communication. Supporting Children and Adults with Complex Communication Needs. Fourth Edition. David R. Beukelman and Pat Mirenda.
- Clinical Audiology. An Introduction. Second Edition. Brad A. Stach, Ph.D.
Throughout this unit whilst Moodle is your "modular object-oriented dynamic learning environment" where all the unit information is provided, please expect that you will be receiving emails from the coordinator regarding alerts, updates to classes, reminders and other important information to "keep you in the loop". Policies and procedures around email communications can be found on your Moodle site and it is important that you are familiar with these and respond or act upon emails received accordingly.
Tina Janes is your unit coordinator and educator and I look forward to working with you throughout the term.
1 Practical and Written Assessment
This assessment task reflects the learning outcomes related to the hearing section of SPCH13009 Hearing and Multimodal Communication. The practical component involves conducting hearing screening assessments and the written assessment is a report based on a hearing assessment. This is a must pass assessment task.
Week 12 Monday (29 May 2017) 9:00 am AEST
The written section is submitted via Moodle. The practical session times will be arranged for week 10.
Monday (12 June 2017)
Feedback will be returned in writing via Moodle.
The complete rubrics are on Moodle, but in summary you are graded on the following:
Practical – 10%
You are graded on your ability to do the following:
Conduct a case history
Conduct an otoscopy and explain results
Conduct tympanometry and record results
Conduct a Pure Tone Audiometry Hearing Screen and record results.
Demonstrate professionalism during the assessment
Written – 20%
You are graded on your ability to do the following:
Develop a case history form that you will use in the hearing screening process
Write a report concisely describing the results and information gathere
In the report make appropriate. Recommendations based on the results obtained.
Use appropriate conventions – including spelling, punctuation, grammar, referencing
Use accurate APA style referencing
- Identify and describe the concept of multimodal communication using appropriate terminology including assistive technology, manual communication and augmentative and alternative communication (AAC).
- Demonstrate the use of formal and informal assessment methods to recommend appropriate multimodal communication strategies for individuals with complex communication needs.
- Design best practice speech pathology intervention plans for individuals with complex communication needs and/or hearing impairment considering individual needs and the multidisciplinary nature of service delivery.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Practical and Written Assessment
This assessment task reflects the learning outcomes related to the multimodal section of SPCH13009 Hearing and Multimodal Communication. The practical component of this assessment task involves demonstration of key word signing. The written component is the creation of a PODD (Pragmatic Organisation Dynamic Display) resource with an instruction booklet to accompany this.
Week 6 Wednesday (19 Apr 2017) 5:00 pm AEST
This is the due date for the written submission. The unit coordinator will explain the specifics during class.
Week 7 Friday (28 Apr 2017)
Written Feedback will be uploaded to Moodle.
The complete rubrics are on Moodle but in summary you will be graded on the following:
Practical - 10%
You are graded on your ability to do the following:
Demonstration of single key word signs nominated by examiner
Determine and demonstrate the key signs to use in phrases provided by the examiner
Select relevant vocabulary and concepts to sign in a particular scenario provided by the examiner.
Written – 20%
You are graded on your ability to do the following:
Create a PODD resource that is suitable to the particular client and scenario that has been provided to you.
The PODD must meet all of the guidelines for PODD creation
Create an instruction booklet or leaflet that the targeted carers can use to assist them in successful implementation of the PODD.
- Discuss the various types of hearing impairment including aetiology, characteristics, impact and participation restrictions imposed on the speaker and others in the environment of the speaker using the International Classification of Functioning, Disability and Health (ICF) framework.
- Administer and interpret hearing screening assessments.
- Design best practice speech pathology intervention plans for individuals with complex communication needs and/or hearing impairment considering individual needs and the multidisciplinary nature of service delivery.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 On-campus Activity
As this is a practical course, you are required to participate in a wide variety of on-campus activities including hearing screening assessments, reflective practice, creation of AAC resources, implementation of AAC strategies, conducting AAC assessments, video analysis tasks and engage in class based discussions. This is a requirement of the course.
Attendance is required in lectures and tutorials to be able to complete these tasks. Attendance is recorded and an 80% rate is stipulated, with the EXCEPTION of explained absences with supporting documentation (e.g. medical certificate, funerals, family illness).
On campus activities occur throughout the term.
Students will be provided ongoing feedback but the final pass/fail grade will be provided in week 12.
You are allocated specific tasks that are to be completed for each week and demonstrated during class time. On-campus activities are designed to enhance students' learning opportunities, teamwork and engagement with the course.
Attendance is required in lectures and tutorials to be able to complete these tasks. Attendance is recorded and an 80% rate is stipulated, with the EXCEPTION of explained absences with supporting documentation (e.g. medical certificate, funerals, family illness).
- Discuss the various types of hearing impairment including aetiology, characteristics, impact and participation restrictions imposed on the speaker and others in the environment of the speaker using the International Classification of Functioning, Disability and Health (ICF) framework.
- Identify and describe the concept of multimodal communication using appropriate terminology including assistive technology, manual communication and augmentative and alternative communication (AAC).
- Administer and interpret hearing screening assessments.
- Demonstrate the use of formal and informal assessment methods to recommend appropriate multimodal communication strategies for individuals with complex communication needs.
- Design best practice speech pathology intervention plans for individuals with complex communication needs and/or hearing impairment considering individual needs and the multidisciplinary nature of service delivery.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
Examination
Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
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?
