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

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

All University policies are available on the Policy web site, however you may wish to directly view the following policies below.

This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .

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.

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

1. Administer, analyse and interpret formal assessments and conduct interviews which investigate and document the client's communication condition and explore primary areas of concern for the client.
2. Employ evidence based strategies which facilitate the client's participation in speech pathology assessment and intervention.
3. Develop written therapy and treatment session plans, and prioritise goals which reflect the client's needs and current evidence based practice for the client's condition.
4. Utilise reflective practices to report on your work observing the individual's care.
5. Discuss the impact of communication 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.

The learning outcomes are in line with Speech Pathology Australia CBOS and Compass requirements. The Professional Framework states - "It is expected that an entry-level speech pathologist in Australia will be familiar with the ICF framework and competently apply the social health principles of individual functioningand well-being to their speech pathologypractice. Applying the ICF to the clinical practice of speech pathology, practitioners can incorporate both the diagnosis of impairment (body function and structure) and the activity and participation of the individual to assess the impact of the communication and/or swallowing disorder on quality of life. A guiding principle of speech pathology assessment, habilitation and/or rehabilitation is a thorough evaluation of an individual’s functional abilities. Using the ICF framework, including the contextual factors (environmental and personal) and activity and participation levels, allows speech pathologists to collaboratively set goals with an individual and their caregivers." 

The Learning Outcomes for this course reflect this principal as well as reflect Units 1, 2, 3 and 4 of the competency based occupational standards (CBOS).

Unit 1 relates to Assessment, Unit 2 relates to Analysis and Interpretation and Unit 3 relates to Planning Evidence-Based Speech Pathology Practices and Unit 4 relates to Implementation of Speech Pathology Practice.

These are more specifically:

Unit 1: Assessment

1.1 Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.

1.2 Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.

1.3 Administer speech pathology assessments relevant to the communication and/or swallowing condition

Unit 2: Analysis and interpretation

2.1 Analyse and interpret speech pathology assessment data.

2.2 Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.

2.4 Report on analysis and interpretation.

Unit 3: Planning evidence-based speech pathology practices

3.1 Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.

3.2 Seek additional information required to plan evidence-based speech pathology practice.

3.7 Document speech pathology intervention plans, goals and outcome measures

Unit 4: Implementation of Speech Pathology Practice

4.1 Establish rapport and facilitate participation in speech pathology intervention.

4.5 Identify the scope and nature of speech pathology practice in a range of community and work place contexts.

The range of practice areas in this course include speech, language and multimodal for children and adults.

Students will be cognisant of the generic competencies as outlined in Compass (reasoning, communication, lifelong learning and professionalism.

• Assessment Tasks to Learning Outcomes
• Graduate Attributes to Learning Outcomes
• Assessment Tasks to Graduate Attributes