SPCH12002 - Communication Development and Disorders in Early Childhood

General Information

Unit Synopsis

In this unit you will investigate the communication development of children in the first five years of life, the disorders and delays in all aspects of communication development in early childhood, and the potential management strategies for children with communication delays or disorders. You will also be introduced to the development of, and disorders in, swallowing and feeding skills. The International Classification of Functioning, Disability and Health framework, and the principles of evidence-based, reflective, and interprofessional practice will be applied throughout the unit.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisites:

  • ALLH11001 - Introduction to Allied Health Practice
  • SPCH11001 - Introduction to Communication and Swallowing Disorders
  • SPCH12006 - Linguistics
  • PSYC11010 - Fundamentals of Psychology
  • ALLH11006 - Life Course Development for Health Professionals

Co-requisites:

  • SPCH13005 - Acoustics and Phonetics

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 3 - 2021

Term 1 - 2022 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. Written Assessment 50%
2. Oral Examination 50%
3. Electronic Focused Interactive Learning (eFIL) 0%

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 - 2021 : The overall satisfaction for students in the last offering of this course was (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
Feedback
The unit was very organised with clear presentation of content and unit/lecture goals.
Recommendation
The unit coordinator should continue to present the unit and lectures in a clear and goal-orientated manner.
Action Taken
The content was presented in a clear and goal-orientated manner throughout the unit.
Source: Have Your Say
Feedback
Hands on access to speech pathology assessments would have assisted bridging the gap between content and practice.
Recommendation
The unit coordinator should ensure that students have practical time to engage with a range of speech pathology assessments as part of this unit.
Action Taken
Students were provided with opportunities throughout the unit to engage in hands on practice with a range of assessments.
Source: Have Your Say
Feedback
Detailed and critical feedback from assessment tasks assisted students to improve their knowledge and learning.
Recommendation
The unit coordinator should continue to provide detailed feedback on assessment tasks which will assist students to prepare for future assessments.
Action Taken
Students were provided with timely and detailed feedback on all assessment tasks through 'turn it in'.
Source: Verbal feedback from students.
Feedback
Students enjoyed the ability to learn half the unit content through pre-recorded lectures and online activities as it provided flexibility in their learning.
Recommendation
It is recommended that the unit should continue to be run 50% online and 50% face to face to allow students flexibility in their learning.
Action Taken
Nil.
Source: Lecturer's reflection
Feedback
Students benefited from the use of 'real-life' case study videos to depict assessment administration and therapy.
Recommendation
It is recommended that the lecturer should continue to build a library of video cases to support student learning.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Discuss the development of children’s communication, swallowing and feeding skills in the first 5 years of life
  2. Examine children’s global communication skills using informal and formal assessment measures and strategies
  3. Identify the impact of communication disorders within the context of the International Classification of Functioning Disability and Health framework
  4. Apply principles of evidence-based, reflective and interprofessional practice when planning management strategies for young children with communication disorders or delays.

The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia's Professional standards.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment
2 - Oral Examination
3 - Electronic Focused Interactive Learning (eFIL)
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
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 - Written Assessment
2 - Oral Examination
3 - Electronic Focused Interactive Learning (eFIL)