SPCH11001 - Introduction to Communication and Swallowing Disorders

General Information

Unit Synopsis

In this unit you will be introduced to developmental and acquired communication and swallowing disorders across the lifespan. You will study the types of disorders that speech pathologists assess and manage across the lifespan and be familiarised with the range of intervention settings in which speech pathologists are employed. You will be oriented to the standards required, and terminology used in, contemporary speech pathology practice in Australia. The International Classification of Functioning, Disability and Health framework and the principles of evidence based, interprofessional and reflective practice are embedded throughout this unit.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.
Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2019

Term 1 - 2019 Profile
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Portfolio 0%
2. Reflective Practice Assignment 60%
3. Examination 40%

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

Past Exams

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Previous Feedback

Term 1 - 2018 : The overall satisfaction for students in the last offering of this course was 4.9 (on a 5 point Likert scale), based on a 100% response rate.

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.

Source: Have Your Say Week 12 In Class Evaluations
Feedback
The primary feedback received concerning assessment items was that the students saw the importance of reflective practice but found it difficult to grasp the concept and to write reflectively.
Recommendation
The reflective practice assignment will remain as it is an essential element of learning within the speech pathology course. Students will be given regular practice at writing reflections and provided with feedback on these practice reflections. The reflective practice assessment will be broken into smaller sections with overt guidelines and interim feedback provided.
Action Taken
Students were explicitly taught the concept of reflective practice and provided with regular opportunities to practise this skill. The reflective assignment was thoroughly explained and students were encouraged to regularly consult the guidelines and rubrics related to these tasks.
Source: Have Your Say Week 12 In Class Evaluations
Feedback
The inclusion of guest speakers received unanimous positive feedback, with all students acknowledging the value of their inclusion in this introductory unit. The students specifically mentioned that hearing from CQUniversity graduates and current speech pathology students was motivating and helpful.
Recommendation
The inclusion of guest speakers will continue to occur in this unit. This facilitates ongoing engagement with community and CQUniversity.
Action Taken
Guest speakers were included throughout the unit to enhance student engagement with local industry and community.
Source: Have Your Say Week 12 In Class Evaluations
Feedback
Students provided positive feedback regarding the interactive nature of the class, the content included, the knowledge of the principal lecturer and the supportive learning environment.
Recommendation
The unit coordinator will aim to deliver a high quality unit that provides students with interactive and engaged learning opportunities within a supportive environment.
Action Taken
In order to encourage student engagement and enhance student learning, a range of interactive learning opportunities were provided to students during classes throughout the term.
Source: Have Your Say In-class evaluation
Feedback
Students unanimously enjoyed the practical and 'real-life' examples that the lecturer and guest speakers brought to this unit.
Recommendation
The unit coordinator will continue to include community based guest speakers as well as continual examples of real-life scenarios, both of which are designed to enhance students' learning experiences.
Action Taken
Nil.
Source: Have Your Say In-class evaluation
Feedback
Students provided mostly positive feedback regarding the assessment tasks with the exception of one comment - "The only aspect of this course I did not enjoy was Assessment Part B I found the topic to be a bit convoluted and hard to wrap my head around". This comment reinforces the need to clearly explain the requirements to the students and encourage them to ask questions if they remain confused.
Recommendation
The unit coordinator will retain the assessment tasks (reflective assignments) as reflection is integral to success as a student and health practitioner, but will aim to be explicit with explanations of the tasks.
Action Taken
Nil.
Source: Have Your Say In-class evaluation
Feedback
Students resoundingly commented that the support provided by the lecturer/unit coordinator was one of the best features of the unit.
Recommendation
The unit coordinator will provide students with the same level of support and motivation to engage with the speech pathology course.
Action Taken
Nil.
Source: Have Your Say
Feedback
The textbook for this unit has remained the same since 2015 and this comment affirmed the continued suitability of the text - "The textbook is a perfect fit for this unit. It is written at a level easily understood by first year students and covers the range of practice within the field perfectly".
Recommendation
The textbook will remain the same for the 2019 iteration of SPCH11001, but Australian options will be considered if they arise.
Action Taken
Nil.
Source: Have Your Say In-class evaluation
Feedback
This was the first time clinical observations have been included in SPCH11001 and it was met favourably by the students.
Recommendation
Clinical observations will continue to be embedded into SPCH11001.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Describe the different types of communication and swallowing disorders
  2. Identify the scope of practice for speech pathologists in accordance with Speech Pathology Australia's guidelines
  3. Successfully complete all pre-clinical requirements
  4. Discuss the principles of evidence-based and interprofessional practice in the speech pathology context
  5. Apply the International Classification of Functioning, Disability and Health framework to simple cases involving communication and swallowing disorders
  6. Demonstrate the principles of reflective practice at an introductory level.

Range of Practice:

Adult - Speech, Fluency, Voice, Swallowing, Language and Multimodal Communication

Child - Speech, Fluency, Voice, Swallowing, Language and Multimodal Communication

Competency-based Occupational Standards for Speech Pathology (CBOS 2011):

Unit 1 Assessment - Elements 1.1 and 1.2 to Novice standard

Unit 2 Analysis and interpretation - Elements 2.1, 2.2, 2.3, 2.4 and 2.5 to Novice standard

Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.2 and 3.5 to Novice standard

Unit 5 Planning, providing and managing speech pathology services – Elements 5.4 to Novice standard

Unit 7 Lifelong learning and reflective practice – Elements 7.1, 7.2, 7.3 and 7.4 to Novice standard

Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:

Unit 1 Reasoning - Elements 1.1, 1.2 and 1.3 to Novice standard

Unit 2 Communication - Elements 2.1, 2.2 and 2.3 to Novice standard

Unit 3 Learning - Elements 3.1, 3.2, 3.3 and 3.4 to Novice standard

Unit 4 Professionalism - Elements 4.1, 4.2, 4.4 and 4.5 to Novice standard

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Portfolio
2 - Reflective Practice Assignment
3 - Examination
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Portfolio
2 - Reflective Practice Assignment
3 - Examination