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SPCH12002 - Communication Development and Disorders in Early Childhood

General Information

Unit Synopsis

This unit investigates the communication development of children from birth to four years of age; 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. Students will also be introduced to the development of, and disorders in, swallowing and feeding skills. The International Classification of Functioning, Disability and Health (ICF) framework and principles of evidence based 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:

  • SPCH11001 - Introduction to Speech Pathology
  • PSYC11010 - Fundamentals of Psychology
  • ALLH11006 - Life Course Development for Health Professionals
  • ALLH11001 - Introduction to Allied Health Practice

Co-requisites:

  • SPCH12004 Speech Pathology Skills and Practice 1
  • SPCH12006 Linguistics and Phonetics 1

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 - 2016

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. Presentation and Written Assessment 40%
3. In-class Test(s) 30%
4. On-campus Activity 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 - 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 of the development of children’s communication and swallowing and feeding skills in the first 4 years of life.
  2. Evaluate children’s global communication skills using informal and formal assessment measures and strategies.
  3. Identify the impact of communication delay or disorder on children and families, especially in relation to issues of community diversity and the International Classification of Functioning Disability and Health (ICF) framework.
  4. Apply principles of evidence based 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 - Written Assessment
2 - Presentation and Written Assessment
3 - In-class Test(s)
4 - On-campus Activity
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
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 10
1 - Written Assessment
2 - Presentation and Written Assessment
3 - In-class Test(s)
4 - On-campus Activity