Viewing Unit History

The information below is relevant from 09/03/2015 to 06/03/2016
Click Here to view current information

SPCH12002 - Communication Development and Disorders in Early Childhood

General Information

Unit Synopsis

This course provides students with the theoretical knowledge to understand the communication development of children from birth to four years of age. Evidence-based speech pathology practice is explored in terms of identifying children at risk for delayed or disordered speech and language development and the implementation of appropriate management approaches. Students are familiarised with the professional knowledge, skills and values needed in clinical contexts. An emphasis is placed on child and family-centred practice and working in partnership with other professionals.

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
 
Prerequisite   ALLH 11004    Anatomy and Physiology for Health Professionals 2
Prerequisite   PSYC11010    Fundamentals of Psychology
Prerequisite    PSYC11009    Social Foundations of Psychology
 
Co-requisite    SPCH12004   Speech Pathology Skills and Practice 1
Co-requisite    SPCH12006   Linguistics and Phonetics I
 

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 1 - 2017 Profile
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
Rockhampton
Term 1 - 2023 Profile
Rockhampton
Term 1 - 2024 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 30%
2. Written Assessment 30%
3. In-class Test(s) 30%
4. Group Discussion 10%

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

To view Past Exams,
please login
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 70.00% 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 comments and SUTE comments
Feedback
Students commented positively on the layout and design of the recorded lectures.
Recommendation
It is recommended that the unit coordinator should continue to utilise recorded lectures to teach the theory associated with this unit.
Action Taken
Recorded lectures were used to teach the theory associated with this unit.
Source: In-class comments and SUTE comments
Feedback
Students commented on the large volume of content taught in this unit and that they would like more time for discussion in tutorials
Recommendation
It is recommended that the speech pathology team reviews the type and volume of content taught in this unit and co-requisite units to enhance the student experience.
Action Taken
The content of this unit was reviewed and re-distributed to ensure that tutorials provided adequate time for student discussion.
Source: SUTE comments
Feedback
Students would like more feedback on assessment task 1 to support their learning.
Recommendation
It is recommended that the unit coordinator ensure that specific and constructive feedback is provided to students for assessment task 1.
Action Taken
Nil.
Source: SUTE comments
Feedback
Students enjoyed the use of real-life case studies to generalise their learning to the real world.
Recommendation
It is recommended that the unit coordinator continues to use real-life case studies as part of this unit.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Cite basic knowledge and theoretical understanding about the development of children’s speech and language in the first 4 years of life.
  2. Analyse and interpret children’s non-verbal communication, speech, receptive and expressive language, both informally and formally.
  3. Identify the impact of communication delay/disorder on children and families, especially in relation to issues of community diversity and the International Classification of Functioning (ICF) framework.
  4. Apply research literacy skills to professional reasoning and clinical practices.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment • • • •
2 - Written Assessment • • • •
3 - In-class Test(s) • • • •
4 - Group Discussion • • • •
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 - In-class Test(s) • • • • • • • •
4 - Group Discussion • • • • • • • •