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SPCH12005 - Introduction to Sensorimotor Disorders

General Information

Unit Synopsis

This course introduces students to knowledge of the aetiology, nature, prognosis, mechanisms and course of sensorimotor disorders (fluency, voice and swallowing) and explores management of such conditions in the context of the World Health Organisation (WHO) International Classification of Functioning, Disability and Health (ICF) framework. Students will integrate knowledge of structure and function of sensorimotor systems for clinical management of fluency, voice, and swallowing disorders. Relevant interventions will be explored and treatment hierarchies, rationales and appropriate outcome measures will be outlined.

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

 

SPCH12XXX

Communication Development and Disorders in Early Childhood and

Prerequisite

SPCH12XXX

Speech Pathology Skills and Practice 1and

Prerequisite

SPCH12XXX

Linguistics and Phonetics 1 and

Prerequisite

SPCH12XXX

Introduction to Research and

Prerequisite

SPCH12XXX

Speech Pathology Skills and Practice 2 and

Co-requisite

SPCH12XXX

Evidence Based Practice and

Co-requisite

SPCH12XXX

Functional Anatomy of the Head, Neck and Thorax

Co-requisite

 

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 - 2010

There are no availabilities for this unit on or after Term 1 - 2010

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 and Written Assessment 35%
2. Group Work 30%
3. Examination 35%
4. Group Discussion 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 - 2019 : The overall satisfaction for students in the last offering of this course was 4.3 (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 In-class evaluation
Feedback
Students responded positively to the practical and interactive nature of this unit for both Voice and Fluency. The comment - "I found the practical components of both the fluency and voice section to be very beneficial to my learning" is reflective of the overall responses to this unit.
Recommendation
It is recommended that the practical nature of teaching and learning will continue for both Voice and Fluency in 2019 as students actively engage with this process.
Action Taken
Students were provided with varied and 'real-life' practical learning experiences for both voice and fluency in 2019.
Source: Have Your Say In-class evaluation
Feedback
Students provided positive feedback about the practical and 'real life' learning they experienced as a result of the assessment tasks. Comments such as "the assessment tasks were very practical and supported my learning well" and "the practical assessments - putting our knowledge into useful resources" supports the alignment of assessments, teaching and lifelong learning experiences.
Recommendation
As students responded well to the authenticity of assessments in SPCH12005, these assessments will continue to map to real life expectations for entry level speech pathologists.
Action Taken
Students were provided with 'real-life' (authentic) assessment tasks appropriate to the topics of voice and fluency in 2019.
Source: Have Your Say
Feedback
Positive comments were received about the quality and timeliness of feedback including "my feedback was delivered quickly and helped me understand what I could do better in future".
Recommendation
As per student requests, it is recommended that quality feedback continue to be provided in a timely fashion to support learning experiences.
Action Taken
Students were provided with timely and relevant feedback from both lecturers in SPCH12005 in 2019.
Source: Have Your Say
Feedback
The students enjoyed peer learning strategies employed in this unit which is reflected by the comment - "I felt working together and having groups of us students explain aspects really helpful".
Recommendation
Due to students' positive responses to peer learning strategies, it is recommended to continue experiential learning opportunities in future iterations of the unit.
Action Taken
The lecturers continued to implement peer learning strategies for both voice and fluency in 2019.
Source: Have Your Say
Feedback
Students commented that although the assessment tasks were intensive they provided authentic learning opportunities that mapped to real-life experiences.
Recommendation
It is recommended that students will continue to be provided with assessment tasks that are authentic and align with the learning outcomes for the separate voice and fluency units in 2020.
Action Taken
Nil.
Source: Have Your Say
Feedback
The students enjoyed the interactive nature of teaching and learning such as role plays and practical activities that were interspersed with theoretical content to consolidate learning.
Recommendation
It is recommended that interactive and 'real-life' activities continue to be an integral part of learning and teaching in the separate voice and fluency units in 2020.
Action Taken
Nil.
Source: Have Your Say
Feedback
Students commented that separating the two topics of voice and fluency in future years is a positive change as it will provide more time to comprehensively cover content and assessment and consolidate their learning.
Recommendation
It is recommended that both lecturers and unit coordinators for the separate voice and fluency units provide students with increased opportunities for consolidation of learning across the entire term for both of these topics.
Action Taken
Nil.
Source: Have Your Say
Feedback
Students indicated that they were satisfied with the level of support provided by the lecturers and their approachable nature.
Recommendation
It is recommended that the lecturers and unit coordinators for voice and fluency in 2020 continue to provide students with support to complete the unit requirements.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Explain the aetiology, nature, incidence, prevalence, prognosis, mechanisms and course of various fluency, voice and swallowing disorders.
  2. Explain how social, gender and emotional factors can influence voice and fluency.
  3. Explain the perceptual, acoustic and physiologic components of normal voice and fluency.
  4. Discuss the normal variations in swallowing as a function of variables, including positioning, age and bolus characteristics.
  5. Discuss implications for safety, nutrition and hydration of swallowing difficulties.
  6. Develop a management plan for promotion of healthy voice use and prevention of voice problems in specific groups.
  7. Describe and apply the processes involved in evaluation of fluency, voice and swallowing difficulties.
  8. Discuss the different approaches required for the management of organic and functional voice disorders.
  9. Formulate, justify and evaluate client centred, collaborative interventions for sensorimotor disorders using the World Health Organisation International Classification of Functioning, Disability and Health framework, and taking into account information from relevant others, the client's needs, cultural and linguistic background, presenting symptoms, published theoretical models and available evidence of efficacy.
  10. Select appropriate progress and outcome measures to demonstrate change in the individual's communication or swallowing condition in response to treatment or disease progression.
  11. Use family centred and collaborative models of intervention to determine roles and responsibilities of the speech pathologist, the client, significant others and relevant other professionals in the management of the disorders.
  12. Discuss the ethical and medico-legal implications of clinical decision making in the area of feeding and swallowing assessment and management.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12
1 - Practical and Written Assessment
2 - Group Work
3 - Examination
4 - Group Discussion
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12
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 - Practical and Written Assessment
2 - Group Work
3 - Examination
4 - Group Discussion