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 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
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. Practical Assessment 30%
2. Written Assessment 30%
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 Procedures 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 4.8 (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: In class evaluation in week 12. Have Your Say feedback.
Feedback
Students provided positive feedback regarding the engaging and interactive nature of this unit which they reported as enhancing their learning and retention of content material.
Recommendation
As working with communication in the early childhood population requires an interactive and dynamic approach, providing students with activities that support this concept will continue as an integral part of this unit.
Action Taken
Students were provided with a dynamic learning and teaching environment which involved interactive and varied activities to consolidate learning.
Source: In class evaluation in week 12. Have Your Say feedback.
Feedback
The assessment tasks for this unit received primarily positive feedback. Particular mention was made regarding how the assessments complemented the content taught in class.
Recommendation
The alignment between unit content and assessment tasks will continue to be implemented as good practice in teaching and learning.
Action Taken
The assessment tasks continued to align with the content taught throughout the term.
Source: In class evaluation in week 12. Have Your Say feedback.
Feedback
Students reported positively on the assessment tasks however some stated that assessments in general can be overwhelming and stressful.
Recommendation
The unit coordinator will monitor students' level of stress around assessment tasks and encourage them to express the concerns they are having and seek the appropriate support.
Action Taken
The unit coordinator encouraged students to seek support and ask questions regarding assessment tasks from week 1 and throughout the term.
Source: In class evaluation in week 12. Have Your Say feedback.
Feedback
Students provided positive feedback on the availability, approachability and responsiveness of the lecturer.
Recommendation
The unit coordinator will continue to enhance student engagement with the unit through the qualities identified in the feedback.
Action Taken
The unit coordinator provided effective feedback and was responsive and approachable throughout the term.
Source: Have Your Say In-class evaluation
Feedback
As this unit required students to participate in a simulated (practical) assessment for the first time in the speech pathology course, the general consensus was that this was a beneficial, but difficult assessment task. Students commented that they would have liked more practice with the assessments.
Recommendation
Whilst separate times outside of regular class times were set aside for students to borrow and practice assessments with the lecturer's support, this was often not availed of by students. Therefore, it is important for future iterations of this unit that the coordinator reinforces that borrowing the assessments from week 1 is essential to experiencing success in the practical simulated assessment task.
Action Taken
Nil.
Source: Have Your Say In-class evaluation
Feedback
Students respond positively to a dynamic and interactive learning environment that provided opportunities for peer assisted and practical learning.
Recommendation
The unit coordinator will continue to provide a dynamic learning and teaching environment that caters for students' varying needs and learning styles.
Action Taken
Nil.
Source: Have Your Say In-class evaluation
Feedback
Students reported that they felt supported throughout the unit by the unit coordinator which assisted their learning and enjoyment of the unit.
Recommendation
The unit coordinator will continue to provide students with the support needed to facilitate learning and engagement with the course and the profession of speech pathology.
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.

Speech Pathology Australia Range of Practice covered:

  • Child - Speech and Language - primary areas;
  • Child - Fluency, Voice, Multimodal and Dysphagia - secondary areas.

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 and 2.4 to Novice standard

Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.2, 3.4 and 3.5 to Novice standard

Unit 5 Planning, providing and managing speech pathology Services – Elements 5.4, and 5.8 to Novice standard

Unit 7 Lifelong learning and reflective practice – Elements 7.2 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 and 2.2 to Novice standard
  • Unit 3 Learning - Elements 3.1, 3.2 and 3.3 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
1 - Practical Assessment
2 - Written Assessment
3 - Examination
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
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation
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 - Practical Assessment
2 - Written Assessment
3 - Examination