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 planning, navigating and applying the content independently learned in SPCH13012, your participation and engagement will be graded via three written reflections. If you feel it would be helpful, you can use the Description-Interpretation-Outcome framework with which you should already be familiar. Alternatively, you may prefer to structure your reflections differently. The reflections provide an opportunity for you to consider your learning style, identify your independent learning strategies and scheduling over the term using the various means available (i.e., Moodle, readings, textbooks, websites, home practice etc.) to educate yourself, and build your knowledge and confidence in Voice for class and the two main assessments for this unit.

Due Dates & Submission

Due dates are summarised below. Details regarding the reflective requirements of focus for each reflection will be available available in the Task Description and Marking Guide on Moodle in the Assessment section under On Campus Activity.

1. Reflection 1:

The first reflection is to be submitted after your first two weeks of learning by 8pm on Monday of Week 3 (maximum of 250 words in length).

2. Reflection 2:

The second reflection is to be submitted after seven weeks of learning by 8pm Monday of Week 8 (maximum of 250 words in length).

3. Reflection 3:

The third and final reflection will be due by 8pm Monday of Week 11 (maximum of 250 words in length). Further details regarding this task are provided on your Moodle page.

This is a MUST PASS task with PASS/FAIL marking criteria. You must meet the requirements of all three reflection tasks to meet the pass criteria for the On-Campus Activity.

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 three submissions have a maximum word count of 250 words each.
• Written reflections follow the Description-Interpretation-Outcome (DIO) framework if used. Alternatively, if the DIO framework is not used, reflections should follow a systematic approach answering the questions of “What did I do and why? How did I feel about this and why? What went well/badly and why? What did I learn and how did I learn it? How will I make changes and why? What shall I continue to do? What shall I stop doing? What shall I start doing?”
• 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.