You will be presented with a previously unseen written case history and recorded voice sample of a child and an adult. This history will provide a context for the written components of this assessment. You will be able to listen to the voice sample multiple times within a set time period. For each case you will be required to independently:

• Complete the provided blank Oates Russell Perceptual Voice Profile template indicating the voice qualities you hear and the severity with which those qualities impact on the sample voice.
• Write a summary/overall impression of your perceptual voice results and document the goals and evidence-based recommendations and management strategies for intervention.

This assessment relates to the following learning outcomes (LO):

• LO1: Explain the vocal mechanism and the multifactorial elements impacting voice production in children and adults
• LO2: Demonstrate and justify current evidence based practice according to the International Classification of Functioning, Disability and Health framework in the evaluation, interpretation, and treatment of child and adult voice disorders.

The specific criteria will be outlined by the lecturer and be available on Moodle but includes the following:

• Accurately describe and analyse the audio recording of the child's voice during real time presentation (multiple opportunities to listen to the audio recording during the session are permitted consistent with learning theory)
• Accurately summarise the perceptual voice profile
• Accurately document the goals and recommendations for intervention using evidence-based management strategies
• Provide clear evidence of age appropriate holistic consideration of the person's voice issues
• Use clear, logical, grammatical and professional language following usual clinical documentation guidelines.

Late arrivals: You should aim to arrive at least 15 minutes prior to the assessment commencement time. In the extraordinary circumstance that you are late, you will be permitted late entry to your assessment of up at 10 minutes after the assessment commencement time. The period of lateness will be deducted from your overall assessment time. If you are denied access to the assessment due to lateness (i.e. arriving beyond the permitted late entry period), you should make an online application for a deferred assessment (which may or may not be granted in line with CQU policy). If your application for deferred assessment is denied, you will receive a score of zero percent (0%) for your assessment item and you may be eligible for a supplementary assessment in line with CQU policy.

This assessment involves a simulated treatment session in which you demonstrate the clinical skills required to independently treat a child/adult with a voice disorder. Each student will have a different case scenario (paediatric or adult) presented to them at the time of their assessment. The simulation assessment consists of the following:

Part 1: Assess the voice disorder, write and therapy plan with suitable contingencies and prepare for the client interview.

Part 2: Interview the client and/or carer and implement client-centred intervention.

Part 3: Reflect on the clinical session and explain and demonstrate voice therapy for an alternative scenario.

Part 4: Document your impression form the assessment and write recommendations/plans.

Details regarding the clinical competencies you are expected to demonstrate within each part are provided in the Voice Simulation Assessment Task Description & Rubric on Moodle.

This assessment relates to the following learning outcomes (LO):

• LO1: Explain the vocal mechanism and the multifactorial elements impacting voice production in children and adults
• LO2: Demonstrate and justify current evidence based practice according to the International Classification of Functioning, Disability and Health framework in the evaluation, interpretation, and treatment of child and adult voice disorders.

You will be assessed on criteria related to the clinical competencies expected of an entry-level clinician, as outlined in CBOS and in the updated Professional Standards. Details regarding these criteria will be included on Moodle. A list of the core competencies are provided below:

• Accurately describe and analyse the audio recording of the child's voice during real time presentation (multiple opportunities to listen to the audio recording during the session are permitted consistent with learning theory)
• Write an evidence-based voice intervention plan which is client-centred and includes a variety of direct and indirect voice therapy techniques
• Develop alternative voice therapy contingency plans for each targeted intervention
• independently manage the clinical situation in a dynamic way
• Accurately explain, demonstrate and shape a a variety of direct and indirect voice therapy techniques appropriate to both adult and paediatric scenarios
• Demonstrate clear, concise, logical clinical reasoning and insight during verbal reflection of the clinical session
• Accurately document the goals, and recommendations for intervention using evidence-based management strategies
• Provide clear documented evidence of age appropriate holistic consideration of the person's voice issues
• Use clear, logical, grammatical and professional language following usual clinical documentation guidelines.

Late arrivals: You should aim to arrive at least 15 minutes prior to the assessment commencement time. In extraordinary circumstance that you are late, you will be permitted late entry to your assessment of up at 10 minutes after the assessment commencement time. The period of lateness will be deducted from your overall assessment time. If you are denied access to the assessment due to lateness (i.e. arriving beyond the permitted late entry period), you should make an online application for a deferred assessment (which may or may not be granted in line with CQU policy). If your application for deferred assessment is denied, you will receive a score of zero percent (0%) for your assessment item and you may be eligible for a supplementary assessment in line with CQU policy.

To assist you in applying the content learned in SPCH13012, you will be paired with a Year 4 student and will be required to assist in the planning and delivery of the Voice Care Clinic on campus. This clinic is four weeks in length, but you will be required to attend at least one other session for the purpose of planning and preparation. These sessions will take place between weeks 7 - 12. Your participation and engagement will be graded via three written reflections using the Description-Interpretation-Outcome framework with which you should already be familiar. You will also be required to submit an attendance register signed by your Clinical Educator.

Due Dates & Submission

Due dates will be provided on Moodle under the 'Assessment" tab once the dates for the Voice Care Clinic have been finalised.

Information about the required on-campus activity tasks, including the due dates and submission guidelines are described below. You must meet the requirements of all four of these tasks to meet the pass criteria for the On-Campus Activity

1. Reflection 1:

The first reflection is to be submitted following the orientation/preparation session to Voice Care Clinic by 8pm on the following Monday (maximum of 250 words in length).

2. Reflection 2:

The second reflection is to be submitted after the second Voice Care Clinic session with clients by 8pm Monday of the week following clinic (i.e., if the second Voice Care Clinic is on Tuesday afternoon in Week 9, your reflection for that session is due 8pm Monday of Week 10) (maximum of 250 words in length).

3. Reflection 3:

The third and final reflection will be due after the Voice Care Clinic has finished (i.e., if the final Voice Care Clinic session is on Tuesday afternoon in Week 11, your final reflection is due 8pm Monday of Week 12). You should discuss how your participation in the clinic assisted you in consolidating your knowledge regarding the concepts covered in lectures and how you will apply what you've learned this term when you are responsible to lead the sessions and mentor a Year 3 student next year. The word limit for Reflection 3 is 500 words. Further details regarding this task are provided on your Moodle page.

4. Clinic Attendance:

Attendance at the Voice Care Clinic is compulsory. If you are unable to attend clinic due to illness, you will be required to provide a medical certificate in conjunction with contacting your Clinical Educator regarding your absence prior to the clinic day. You will also be required to contact your lecturer within 24 hours to receive instructions for completing an alternative activity set by your lecturer. If you fail to contact your lecturer within this time frame or fail to complete the alternative activity you will receive a FAIL mark for the attendance component of this task. This will equate to a FAIL for the whole task.

This is a MUST PASS task with PASS/FAIL marking criteria.

This assessment relates to the following learning outcomes (LO):

• LO1: Explain the vocal mechanism and the multifactorial elements impacting voice production in children and adults
• LO2: Demonstrate and justify current evidence based practice according to the International Classification of Functioning, Disability and Health framework in the evaluation, interpretation, and treatment of child and adult voice disorders.

The PASS criteria for this assessment include the following:

• Provides a total of 3 written reflections which are submitted into the Moodle forum for SPCH13012 within the required timeframes
• The first two submissions have a maximum word count of 250 words each
• The third submission has a maximum of 500 words
• Written reflections follow the Description-Interpretation-Outcome framework
• Written reflections demonstrate evidence of an increasing independence and depth of understanding and knowledge of all aspects of voice assessment and intervention that reflect a standard considered approaching intermediate including clear awareness of personal development status and needs
• Written reflections are professionally, clearly and logically written with attention to grammar and spelling
• The student submits their completed attendance register by the due date (template to available on Moodle in the assessment section). The register indicates 100% attendance and has been signed by the Clinical Educator. In the event that the student misses a day of clinic, they will have: (1) emailed the lecturer within 24 hours; (2) completed the alternative activity set by the lecturer by the due date and; (3) provided a medical certificate.