Overview
In this unit you will advance your knowledge in the aetiology, assessment, diagnosis, prognosis, and management of voice for children and adults. The use of interprofessional practice will be emphasised and you will explore evidence-based practice in the diagnosis and management of voice. The International Classification of Functioning, Disability, and Health framework and current research evidence will provide context and structure to assist you in assessment, prevention, and management planning.
Details
Pre-requisites or Co-requisites
Pre-Requisites ALLH12006 Evidence Based Practice for Health ProfessionalsSPCH12003 Functional Anatomy of the Head, Neck, and ThoraxSPCH12007 Speech Pathology Work Integrated Learning 2SPCH13004 Communication Goals and Needs Across the School Years
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 - 2023
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 Verbal feedback from student in class.
A focus in class on developing students' ability to accurately develop their listening skills for completing perceptual voice profiles is greatly appreciated.
It is recommended to continue with tasks which focus on students' listening skills to ensure accurate perception of a range of voice qualities.
Feedback from Self-reflection
Consider reviewing the topic of psychogenic voice disorders to increase students' clinical confidence and competence in this area.
It is recommended that the research evidence about treatment of psychogenic voice disorders is reviewed together with the inclusion of a case study for students to work through in class to increase depth of understanding.
- Explain the vocal mechanism and the multifactorial elements impacting voice production in children and adults
- Conduct a holistic assessment to differentially diagnose voice conditions in children and adults
- Analyse and synthesise assessment data to create a holistic prevention and management plan for various voice conditions
- Justify your clinical decisions using the International Classification of Functioning, Disability and Health framework and current evidence based practice
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Objective Structured Clinical Examinations (OSCEs) - 50% | ||||
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 | ||||
Textbooks
There are no required textbooks.
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.
w.gardiner@cqu.edu.au
t.janes@cqu.edu.au
Module/Topic
Reflux, Therapy Planning, and Other Factors: Part 1
(Learning resources are located in Week 6 of Moodle)
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
NOTE: Content posted on Moodle for Weeks 1 to 5 will be covered in a pre-term intensive on February 28, March 1, and March 3 as described in the Term Specific Information section on the e-profile, as well as in the Unit Introduction section of Moodle. This schedule outlines the topics that will be covered in your weekly 2-hour tutorials with a note on where to locate the content on Moodle.
Module/Topic
Reflux, Therapy Planning, and Other Factors: Part 2
(Learning resources are located in Week 6 of Moodle)
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
Neurological and Geriatric Voice: Part 1
(Learning resources are located in Week 7 of Moodle)
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
Neurological and Geriatric Voice: Part 2
(Learning resources are located in Week 7 of Moodle)
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
Assessment 1 will take place during your scheduled tutorial this week.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chronic Cough and Paradoxical Vocal Fold Movement: Part 1
(Learning resources are located in Week 8 of Moodle)
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
Chronic Cough and Paradoxical Vocal Fold Movement: Part 2
(Learning resources are located in Week 8 of Moodle)
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
No Tutorial Due to Public Holiday
Chapter
Events and Submissions/Topic
Module/Topic
Surgical Management of Voice: Part 1
(Learning resources are located in Week 9 of Moodle)
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
Surgical Management of Voice: Part 2
(Learning resources are located in Week 9 of Moodle)
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
Psychosocial Considerations and Using Vocal Energy
(Learning resources are located in Week 10 of Moodle)
Chapter
Readings will be outlined on Moodle.
Events and Submissions/Topic
Module/Topic
Review of Unit Content and Preparation for OSCE
(Some learning resources are located in Weeks 11 and 12 of Moodle but you should review content across the full term)
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This is a 12-week unit that includes two practical assessment tasks. Part of the unit will be delivered via a pre-term intensive and the remainder of the unit will be delivered in weekly two hour tutorials. Please note that the tutorial in Week 5 has been extended to three hours to accommodate completion of your first assessment task.
The learning resources for this unit (e.g., powerpoint slides, readings, video examples, etc.) can be found on Moodle across Weeks 1 to 12. However, Weeks 1 to 5 of your unit will be taught via a pre-term intensive and weeks 6 to 12 in weekly 2-hour tutorials across the full term. Additional information is provided below.
Pre-term Intensive
Weeks 1 to 5 of your unit will be taught across a 2.5 day intensive (on-campus) in the week before term. A list of the dates and times is below. This list also includes which content will be covered on each of these days and where to find your learning content and resources on Moodle.
- Tuesday 28 February 2023 - 8am-11am (Week 1 Moodle content - Introduction to Voice)
- Wednesday 1 March 2023 - 8am - 4.30pm (Weeks 2 and 3 Moodle content - Case history, breathing, deconstriction, professional demand on voice, and vocal warm-ups)
- Friday 3 March 2023 - 8am - 4.30pm (Weeks 4 and 5 Moodle content - Paediatrics and puberty).
Weekly Tutorials Across Term
The unit content for weeks 6 to 12 material will be delivered face-to face on a weekly basis across Term 1 during your two-hour tutorial. Given you will have already completed the content for Weeks 1 to 5 prior to term, your weekly schedule on this e-profile lists the content relevant to Weeks 6 to 12 with information on where to find the learning resources on Moodle.
1 Written Assessment
You will be presented with two novel case histories and recorded voice samples (one of a child and one of an adult) during this assessment task. The case 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.
Week 5 Monday (3 Apr 2023) 5:00 pm AEST
This assessment is conducted in class time during Week 5 with all paperwork handed in to the lecturer at the end of the allocated assessment time.
Week 7 Monday (24 Apr 2023)
Results and feedback will be available via Moodle gradebook within two weeks of the assessment.
A detailed task description and rubric is available on Moodle. Overall, you need to demonstrate that you can:
- 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)
- 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 to 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.
- Explain the vocal mechanism and the multifactorial elements impacting voice production in children and adults
- Analyse and synthesise assessment data to create a holistic prevention and management plan for various voice conditions
- Justify your clinical decisions using the International Classification of Functioning, Disability and Health framework and current evidence based practice
2 Objective Structured Clinical Examinations (OSCEs)
You will be given a brief case history/referral outlining details regarding a child or an adult who has dysphonia and who has been referred for a voice assessment. After listening to a recorded voice sample of the client’s voice, you will be assessed in a simulated (roleplay) setting with an actor as the client / caregiver and / or a simulated patient for the purpose of assessing and treating dysphonia. You will then be asked to explain a treatment program for a client with similar voice characteristics but of a different age (i.e., if you initially receive an adult case, you will need to explain treatment for a paediatric case). After finishing your ‘client’ session you will complete the documentation part of your assessment in the write‐up room.
Review/Exam Week Thursday (8 June 2023) 9:00 am AEST
You will be assigned a specific time for your assessment via Moodle. The assessment will take place on campus.
Exam Week Friday (16 June 2023)
You will receive assessment feedback via Moodle.
A detailed task description and rubric is available on Moodle. Overall, you need to demonstrate 'proficient clinical competency requiring minimal support' in the following areas:
- Accurately describe, analyse and complete a Perceptual Voice Profile for a client's voice
- Identify an appropriate evidence-based intervention plan for direct and indirect therapy, including developing a range of contingency plans
- Conduct a case history and implement client-centred intervention
- Explain and demonstrate intervention with a client
- Concisely document assessment impression and accurately record short- and long-term goals using appropriate terminology
- Explain the vocal mechanism and the multifactorial elements impacting voice production in children and adults
- Conduct a holistic assessment to differentially diagnose voice conditions in children and adults
- Analyse and synthesise assessment data to create a holistic prevention and management plan for various voice conditions
- Justify your clinical decisions using the International Classification of Functioning, Disability and Health framework and current evidence based 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?
