Overview
This unit is divided into two elements - hearing and multi-modal communication. In the hearing section, you will cover aetiology, assessment and management of hearing disorders. In the multi-modal section, you will cover oral, manual, assistive technology and augmentative and alternative communication strategies. Both sections will require you to identify and explain assessment approaches, therapy techniques and communication strategies. Theoretical frameworks, principles of evidence based and interprofessional practice will be applied throughout the unit.
Details
Pre-requisites or Co-requisites
Pre-requisites: SPCH12006 Linguistics SPCH13005 Acoustics and Phonetics SPCH12002 Communication Development and Disorders in Early Childhood SPCH12004 Speech Pathology Work Integrated Learning 1Co-requisites: SPCH12003 Functional Anatomy of Head, Neck and Thorax SPCH13004 Communication Disorders in School-Aged Children
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
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 Survey
Students reported that having time to practice using AAC systems was beneficial to their learning.
Practical sessions engaging with Alternative and/or Augmentative Communication (AAC) devices should continue to be embedded within the subject.
Feedback from Have Your Say Survey
Students reported that they would have liked to engage in more activities, to assist in consolidating and applying content taught in 'Hearing' to clinical scenarios.
Lectures covering 'hearing' content should be aligned with interactive learning activities, where students have the opportunity to apply the content to clinical/practical scenarios.
Feedback from Have Your Say Survey
Students reported that the hearing content was not clearly linked week to week.
Lectures covering 'hearing' content should be redesigned to ensure they clearly link with the learning outcomes and assessment tasks.
- Use current theoretical frameworks to discuss the various types of hearing impairment, as well as the impact of hearing impairment on the speaker and their community
- Interpret hearing screening assessments results and apply to intervention plans for individuals with hearing impairment
- Discuss the application of multi-modal communication in the assessment and treatment of children and adults
- Design best practice speech pathology intervention plans for individuals with complex communication needs.
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 Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Test - 50% | ||||
| 2 - Written Assessment - 50% | ||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | ||||
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 - Online Test - 50% | ||||||||||
| 2 - Written Assessment - 50% | ||||||||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | ||||||||||
Textbooks
Augmentative and Alternative Communication. Supporting Children and Adults with Complex Communication Needs
Edition: 4th (2013)
Authors: Beukelman, D & Mirenda, P
Brookes Publishing
Baltimore Baltimore , MD , USA
ISBN: 978-1-59857-196-7
Binding: Hardcover
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
c.conlon@cqu.edu.au
b.zupan@cqu.edu.au
Module/Topic
Online lectures/activities
Structure and function of the outer and middle ears
Face-to-face tutorials
Disorders of the outer and middle ear
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Online lectures/activities
Structure and function of the inner ear
Face-to-face tutorials
Disorders of the inner ear and the impact of different degrees of hearing loss
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Online lectures/activities
Hearing assessment and introduction to audiological management
Face-to-face tutorials
Hands-on-practice with hearing assessment and more on audiological management
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Online lectures/activities
Auditory habilitation
Face-to-face tutorials
Hearing assistive devices and more on auditory habilitation
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Online lectures/activities
Auditory rehabilitation
Face-to-face tutorials
Video examples for auditory habilitation and communication strategies for auditory rehabilitation
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Online lectures/activities
Introduction to Multi Modal Communication and Augmentative and/or Alternative Communication (AAC)
Face to face tutorial
Practical application of AAC systems
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Online lectures/activities
Principles of intervention within AAC
Face to face tutorial
Practical application of AAC systems
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Online lectures/activities
Principles of intervention with AAC
Face to face tutorial
Practical application of AAC systems
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Online lectures/activities
Principles of intervention and assessment with AAC
Face to face tutorial
Practical application of AAC systems
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Online lectures/activities
Principles of assessment with AAC
Face to face tutorial
Practical application of AAC systems
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Online lectures/activities
AAC in the school and adult rehabilitation/acute settings
Face to face tutorial
AAC trials and prescriptions
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Online lectures/activities
Personalising the AAC experience
Face to face tutorial
AAC trials and prescriptions
Chapter
Readings are listed on Moodle with relevant links
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Test
This assessment task includes an online test that will assess your learning on all content related to the Hearing component of the unit including content covered in readings, recorded lectures, interactive activities, and tutorial. This test will include a range of question types (e.g., multiple choice; true/false; short answer).
The test will be available to you on Moodle during Week 6, beginning Monday 23 August, 2021 at 8:00am until Thursday 26 August, 2021 at 11:59am. The test will be timed. That is, only you begin the test on Moodle, you will have a maximum time to complete the test. Further details regarding the test, including the maximum time allotted, will be provided to you in your Assessment 1 Discussion Forum on Moodle at least two weeks prior to 23 August.
This is a must-pass assessment task. You must attain a minimum grade of 25/50 (50%) to pass this assessment task and the unit.
Your test will be available to you for completion on Moodle from 8:00am 23 August, 2021 until 11:59am on 26 August, 2021
Results will be returned within two weeks of the test closing.
Your test will include a range of question types (e.g., multiple choice, true/false, short answer).
- Use current theoretical frameworks to discuss the various types of hearing impairment, as well as the impact of hearing impairment on the speaker and their community
- Interpret hearing screening assessments results and apply to intervention plans for individuals with hearing impairment
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Ethical practice
2 Written Assessment
This assessment task contains two parts.
For Part A you will be required to:
- Carefully read all the case study materials.
- Write a multi-modal communication report that can be understood by a parent which:
- Summarises the background information provided.
- Describe the assessment that was completed.
- Outline the client's communication profile.
- Describe the client's communication access including any barriers present.
- Summarise and interpret the client's assessment results.
- Outline any recommendations for the client regarding need for further assessment and/or treatment and/or referrals to other health professionals.
For Part B you are required to:
- Outline one gap in information including how you would source this information.
- Select one issue/problem identified by the parent in relation to the communication behaviour and outline why you believe this communication behaviour is occurring and how you would approach this problem.
Exam Week Thursday (21 Oct 2021) 9:00 am AEST
This assessment task must be uploaded to Moodle by the due date/time.
Exam Week Friday (22 Oct 2021)
Feedback will be uploaded to Moodle.
The first criterion assesses your ability to interpret assessment information accurately and generate a multimodal communication report that can be understood by a parent.
The second criterion assess your ability to identify gaps in information and apply assessment results to the treatment of a client requiring multimodal communication support.
The third criterion focusses on use of appropriate writing style and conventions and use of APA referencing.
- Discuss the application of multi-modal communication in the assessment and treatment of children and adults
- Design best practice speech pathology intervention plans for individuals with complex communication needs.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
3 Electronic Focused Interactive Learning (eFIL)
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., nongraded) Moodle quizzes.
Review/Exam Week Monday (11 Oct 2021) 9:00 am AEST
Students are to complete the activities allocated through Moodle.
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.
- 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).
- 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.
- Use current theoretical frameworks to discuss the various types of hearing impairment, as well as the impact of hearing impairment on the speaker and their community
- Interpret hearing screening assessments results and apply to intervention plans for individuals with hearing impairment
- Discuss the application of multi-modal communication in the assessment and treatment of children and adults
- Design best practice speech pathology intervention plans for individuals with complex communication needs.
- Communication
- Problem Solving
- Critical Thinking
- Ethical practice
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?
