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The information below is relevant from 24/02/2014 to 12/07/2015
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SPCH12007 - Speech Pathology Skills and Practice 2

General Information

Unit Synopsis

This course develops the professional skills required for students to practise as a speech pathologist with a particular focus on the knowledge and practical skills required to conduct assessment, arrive at differential diagnosis and plan and carry out therapeutic intervention with people with fluency, voice and swallowing disorders. Students will practise taking case histories, conducting assessments, make diagnoses and select intervention strategies for clients with fluency, voice and swallowing disorders. Students will gain practical skills in identifying and counting moments of stuttering and conducting perceptual analysis of voice. There is a Work-Integrated Learning (WIL) component to the course where students develop skills in interacting with and providing support to individuals in a structured setting, such as a nursing home.

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: SPCH12002 Communication Development and Disorders in Early Childhood and
    
Prerequisite: SPCH12004 Speech Pathology Skills and Practice 1 and
    
Prerequisite: SPCH12006 Linguistics and Phonetics 1 and
    
Prerequisite: SPCH12001 Introduction to Research and
    
Co-requisite: SPCH12003 Functional Anatomy of the Head, Neck and Thorax and
    
Co-requisite: SPCH12005 Introduction to Sensorimotor Disorders and
    
Co-requisite: ALLH12006 Evidence Based Practice
  

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 - 2015

Term 2 - 2017 Profile
Rockhampton
Term 2 - 2018 Profile
Rockhampton
Term 2 - 2019 Profile
Rockhampton
Term 2 - 2020 Profile
Rockhampton
Term 3 - 2021 Profile
Rockhampton
Term 2 - 2022 Profile
Rockhampton
Term 2 - 2023 Profile
Rockhampton
Term 2 - 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. Portfolio 30%
2. Group Work 35%
3. In-class Test(s) 35%

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 2 - 2023 : The overall satisfaction for students in the last offering of this course was 62.50% (`Agree` and `Strongly Agree` responses), based on a 72.73% 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: SUTE feedback, UC observation and informal feedback from students.
Feedback
Student contributions need to be encouraged and requested by unit coordinator.
Recommendation
It is recommended that innovative engagement strategies be explored to find additional ways of including input from students with various learning styles across different learning platforms.
Action Taken
In 2023 a multimodal approach to encouraging student contributions in tutorials was utilised.
Source: Student Unit Evaluation Data
Feedback
Students would like clearer expectations in relation to unit requirements.
Recommendation
It is recommended that the unit coordinator review the unit outline and provide an introduction video that clearly outlines the unit requirements.
Action Taken
Nil.
Source: Student Unit Evaluation Data
Feedback
Students would like useful learning materials.
Recommendation
It is recommended that content is reviewed to ensure relevancy and consistency with unit outcomes.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Develop a detailed case-history proforma relevant to sensorimotor disorders.
  2. Conduct a case history with a client with fluency, voice or swallowing disorders.
  3. Identify and count moments of stuttering and produce the prolonged speech pattern.
  4. Describe and manipulate their own voice.
  5. Describe, analyse and report findings from assessment of sensorimotor disorders.
  6. Analyse and report on the vocal mechanism using tools for perceptual, acoustic and Physiologic measurement.
  7. Determine and prioritise treatment goals at different stages of development, severity or disease progression.
  8. Select and implement appropriate intervention strategies to meet prioritised goals.
  9. Discuss the impact of sensorimotor disorders on quality of life for the person and /or their carers using the World Health Organisation/ International Classification of Functioning (WHO)/(ICF) model and appropriate measures.
  10. In the context of a supervised structured program report on their work assisting in the individuals’ care.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8 9 10
1 - Portfolio • • • • • • • • • •
2 - Group Work • • • • • •
3 - In-class Test(s) • • • •
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
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 - Portfolio • • • • • • • •
2 - Group Work • • • • •
3 - In-class Test(s) • • •