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SPCH11001 - Introduction to Speech Pathology

General Information

Unit Synopsis

Introduction to Speech Pathology provides students new to the discipline, or considering entering the discipline, with a broad overview of the types of disorders Speech Pathologists can encounter in their varied professional career. In this course you will learn about how Speech Pathologists work with a wide variety of clientele over the lifespan and their families, across a broad spectrum of settings (including health, community, disability, schools, aged care, family homes, private organisations etc.) and presenting with different communication, cognitive, literacy and swallowing/feeding needs. Students are also introduced to the National Professional Body - Speech Pathology Australia - which sets the standard for graduating Speech Pathologists and will guide you in your professional development.

Details

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

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2015

Term 2 - 2017 Profile
Distance
Rockhampton
Term 1 - 2018 Profile
Rockhampton
Term 1 - 2019 Profile
Rockhampton
Term 1 - 2020 Profile
Rockhampton
Term 1 - 2021 Profile
Rockhampton
Term 1 - 2022 Profile
Online
Rockhampton
Term 1 - 2023 Profile
Online
Rockhampton
Term 1 - 2024 Profile
Online
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. Written Assessment 30%
2. Written Assessment 30%
3. Portfolio 20%
4. Presentation 20%

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 - 2023 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 66.67% 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: Student evaluations
Feedback
One student commented that it would suite her learning style to have an outline of the unit at the start of term. This would allow her to have clarity on the content being taught across the term.
Recommendation
It is recommended that consideration be given to making the unit profile clearer.
Action Taken
The unit profile was written in a clear and concise manner. The unit profile also clearly aligned with the content included on Moodle.
Source: Student evaluations
Feedback
One student reported that the content is engaging but that sometimes the PowerPoints weren't clear.
Recommendation
It is recommended that the unit coordinator review PowerPoints prior to 2023 to ensure their clarity.
Action Taken
This unit was redesigned for the 2023 offering. PowerPoint followed a consistent format to ensure clarity.
Source: Student evaluations
Feedback
One student commented that the feedback provided by the lecturer to any concerns was helpful to her learning.
Recommendation
It is recommended that timely and constructive feedback continue to be provided to students.
Action Taken
Timely and constructive feedback was provided to students during the in-class tutorials, in response to emails and after assessment submissions.
Source: Student Unit Evaluation data
Feedback
Students commented that they enjoyed the group activities in the tutorials as a way to engage with peers and consolidate their learning.
Recommendation
It is recommended that the tutorials continue to contain group activities to allow students to put theory into practice.
Action Taken
Nil.
Source: Student Unit Evaluation data
Feedback
Online students commented that the tutorial activities require more specificity on the PowerPoint slides for required tasks.
Recommendation
It is recommended that the tutorial PowerPoint slides are reviewed to ensure specific instructions are provided for each tutorial activity.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Identify the scope of practice for Speech Pathologists.
  2. Describe the different types of clientele speech pathologists work with and the types of disorders of communication and swallowing that will be encountered.
  3. Use the International Classification of Functioning, Disability and Health (ICF) (WHO, 2001) framework to identify the impact of communication and swallowing disorders on the client, family and broader community.
  4. Use the Speech Pathology Australia Competency and Occupational Standards (CBOS) to commence your professional portfolio.

These learning outcomes will contribute to the foundational knowledge required by Speech Pathology Australia within the accreditation process - this includes an awareness of the ICF and the obligation of Speech Pathologists to practise within this framework and to commence developing an understanding of the requirements under CBOS (Competency Based Occupational Standards) and Compass. 

As this course is an introductory course into Speech Pathology it will introduce students to All Range of Practice Areas as stipulated in CBOS and to introduce students to the standards that will be expected of them upon graduation at entry level standard. The Range of practice areas that will be outlined in this course include - Speech, Fluency, Voice, Swallowing, Language and Multimodal for both children and adults.

The students will also be introduced to the concept of "COMPASS" - 'Competency Assessment in Speech Pathology’ which is used by the Central Queensland University and other universities in Australia in the clinical assessment of speech pathology students.
The generic competencies included in COMPASS are:
• reasoning
• communication
• lifelong learning
• professionalism.

The students will be made aware of these competencies as an ongoing requirement of their enrolment in the Speech Pathology Program.

 

 
 

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment • • •
2 - Written Assessment • • •
3 - Portfolio • • • •
4 - Presentation • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Communication • • •
2 - Problem Solving • • • •
3 - Critical Thinking • • •
4 - Information Literacy • •
5 - Team Work • •
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 10
1 - Written Assessment • • • • • •
2 - Written Assessment • • • • • •
3 - Portfolio • • • • •
4 - Presentation • • • •