SPCH13003 - Neurogenic Communication Disorders 1

General Information

Unit Synopsis

In this unit you will commence your study of acquired neurogenic communication disorders in children and adults. In Neurogenic Communication Disorders 1, you will learn about the aetiology, symptomatology and prognosis of the major diseases of the central and peripheral nervous systems that generate deficits in speech, language and cognitive communication. During this unit, you will use evidence-based practices to assess and classify acquired neurogenic communication disorders. You will apply the principles of interprofessional and reflective practice and the International Classification of Functioning, Disability and Health framework throughout the unit.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisites:

  • SPCH12003 Functional Anatomy of the Head, Neck and Thorax
  • SPCH13004 Communication Disorders across the School Years
  • SPCH12007 Speech Pathology Work-Integrated Learning 2
  • ALLH12006 Evidence Based Practice for Allied Health
  • ALLH12007 Research Methods for Therapy


Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2019

Term 1 - 2019 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. Practical Assessment 30%
3. Examination 40%

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 Procedures for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2018 : The overall satisfaction for students in the last offering of this course was 4.8 (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: Evaluation following intensive week. In class evaluation in week 12. Have Your Say feedback.
Feedback
The feedback provided on all three sources listed was overwhelmingly positive regarding the practical and interactive nature of the unit. This included the intensive week and the weekly scheduled classes.
Recommendation
Maintaining the interactive and engaging nature of this unit will continue to be a priority for the unit coordinator. The intensive (residential) week will no longer be required due to an increase in Speech Pathology teaching staff.
Action Taken
The unit coordinator maintained the interactive and engaging nature of this unit in the format of twice weekly classes.
Source: Evaluation following intensive week. In class evaluation in week 12. Have Your Say feedback.
Feedback
The students provided extremely positive feedback on the quality of teaching by both the visiting lecturer and unit coordinator. This was also the case for the level of support provided by the unit coordinator.
Recommendation
The unit coordinator will continue to provide quality teaching and support for the students in this unit. Student evaluations at various points in the term will again be implemented to facilitate ongoing quality teaching and student engagement.
Action Taken
The unit coordinator provided quality teaching and support as reflected in the high ratings and positive feedback for this unit. Student evaluations at various points in the unit were conducted.
Source: Have Your Say feedback.
Feedback
The structure of the assessment tasks for 2107 and the timeliness of assessment return received positive feedback from the students. One suggestion for improvement was to include a video analysis task in the assessment battery.
Recommendation
The students' suggestion of a video analysis task in the assessment battery will be considered by the teaching team for 2018. Assessment tasks will continue to align strongly with the content taught to facilitate ongoing positive feedback regarding all aspects of assessments.
Action Taken
Assessment tasks continued to be aligned to real life experiences. Students completed a simulated practical assessment rather than the video analysis option as this provided a more dynamic structure that closely aligns with clinical expectations.
Source: Have Your Say In-class evaluation
Feedback
Students provided positive feedback about the practical nature of the unit and the different modes of teaching and learning. This is reflected in the comment - "I really enjoyed the practical aspects because I felt I learnt better".
Recommendation
Varied and interactive activities will continue to be embedded in this unit to facilitate student engagement and learning.
Action Taken
Nil.
Source: Have Your Say In-class evaluation
Feedback
Students provided positive feedback regarding the authenticity of the assessments, the clarity of the information about the assessments and the feedback provided on assessment tasks. This comment is representative of the feedback received - "I also really enjoyed the practical assessment as it has given me such a great opportunity to get exposure to the different types of assessments".
Recommendation
Assessments will continue to be closely aligned to teaching and real life scenarios. Students will be provided with timely feedback and clear instructions regarding the assessment structure.
Action Taken
Nil.
Source: Have Your Say In-class evaluation
Feedback
Students were appreciative of the support provided by the teaching staff. "The staff were excellent - providing us with lots of support!!"
Recommendation
The teaching staff will continue to engage with, and support students.
Action Taken
Nil.
Source: Have Your Say In-class evaluation
Feedback
Feedback was received regarding the lack of time available in term 1 due to public holidays, but it was also acknowledged that this was difficult to do. One student commented - "Obviously time was a big factor for this term- I felt like we weren't able to properly learn about the assessments and the actual exam content within the time we had".
Recommendation
Teaching staff will continue to be cognisant of the public holidays in Term 1, and discuss with the students ways to minimise the impact of these.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Describe the aetiology and prognosis for the major diseases of the central and peripheral nervous systems that result in neurogenic communication disorders
  2. Administer and evaluate evidence-based assessments relevant to neurogenic communication disorders at entry level standard
  3. Analyse diagnostic features of the presenting acquired neurogenic communication disorders at an entry level standard
  4. Apply the International Classification of Functioning, Disability and Health framework, and the principles of reflective, and interprofessional practice in relation to acquired neurogenic communication disorders at an entry level standard.

Speech Pathology Range of Practice covered:

Adult - Speech, Language and Multimodal Communication

Child - Speech, Language and Multimodal Communication

Competency-based Occupational Standards for Speech Pathology (CBOS 2011):

  • Unit 1 Assessment - Elements 1.1 and 1.2 at Entry level
  • Unit 2 Analysis and interpretation - Elements 2.1, 2.2, 2.3, 2.4 and 2.5 at Entry level
  • Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.3, 3.4, 3.5, 3.6 and
    3.7 at Entry level
  • Unit 7 Lifelong learning and reflective practice - Elements 7.2 at Entry level
Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:
  • Unit 1 Reasoning - Elements 1.1, 1.2 and 1.3 at Entry level
  • Unit 2 Communication - Elements 2.1, 2.2 and 2.3 at Entry level
  • Unit 3 Learning - Elements 3.1, 3.2, 3.3 and 3.4 at Entry level
  • Unit 4 Professionalism - Elements 4.1, 4.2, 4.4 and 4.5 at Entry level

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment
2 - Practical Assessment
3 - Examination
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
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
1 - Written Assessment
2 - Practical Assessment
3 - Examination