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

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 1 - 2020

Term 1 - 2020 Profile
Rockhampton
Term 1 - 2021 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 Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

No previous feedback available

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 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
The unit coordinator was proactive in encouraging students to access the assessment cupboard on a regular basis throughout the term which resulted in students successfully completing their assessment tasks.
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
The unit coordinator was successful in continuing to provide an interactive learning environment that catered to students' differing needs and preferences.
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
The unit coordinator provided students with a supported, engaged and motivating learning environment.
Source: Have Your Say
Feedback
The timeliness and constructiveness of the feedback on assessment and in-class tasks was met with positivity and enthusiasm by the students.
Recommendation
It is recommended that the unit coordinator continues to provide feedback in a timely and comprehensive manner to support students' learning.
Action Taken
Nil.
Source: Have Your Say
Feedback
The students responded positively to the interactive and creative ways to maintain engagement and motivation throughout the unit.
Recommendation
It is recommended that the unit coordinator continues to provide students with interactive learning and teaching experiences to maintain engagement with the content of the unit and the course as a whole.
Action Taken
Nil.
Source: Have Your Say
Feedback
Students appreciated the clarity and consistency with which the unit expectations and content were delivered to them.
Recommendation
It is recommended that the unit coordinator continues to present information to students in a clear, concise and consistent manner.
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.


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
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