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SPCH13003 - Neurogenic Communication Disorders

General Information

Unit Synopsis

This course introduces students to the aetiology, nature, course, prognosis, mechanisms, management and social and behavioural impact of a variety of neurogenic communication disorders. The theories and techniques associated with assessments and treatments specific to the disorders of sensorimotor integration, cognition and language will be introduced. Students must have an understanding of the conditions that cause neurogenic communication disorders and be able to determine the nature and extent of the communication disorder through clinical and instrumentation-based diagnosis and analysis. The course will also introduce the design and implementation of appropriate treatment regimes in a range of settings, across a culturally diverse population and explore management of such conditions in the context of the World Health Organisation (WHO) International Classification of Functioning, Disability and Health (ICF) framework.

Details

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

 

SPCH13XXX

Communication Development and Disorders across the School Years and

Prerequisite

SPCH13XXX

Speech Pathology Skills and Practice 3 and

Prerequisite

SPCH13XXX

Linguistics and Phonetics 2 and

Prerequisite

SPCH13XXX

Research in Practice 1 and

Prerequisite

SPCH13XXX

Research in Practice 2 and

Co-requisite

SPCH13XXX

Speech Pathology Skills and Practice 4 and

Co-requisite

SPCH13XXX

Neuroscience and cognitive models for speech pathology

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 3 - 2014

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. Practical and Written 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 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 71.43% 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: Email
Feedback
The student reported that the unit was well organised and supported her learning to ensure she was confident in administering neurological based assessments.
Recommendation
It is recommended that students continue to be supported in their learning and confidence to administer neurological communication assessments.
Action Taken
The unit coordinator provided the students with interactive learning opportunities to enable them to successfully conduct neurogenic communication assessments.
Source: Email
Feedback
The student reported that some more time working on verbal reflections would assist the reflective components of assessment tasks.
Recommendation
It is recommended that future iterations of this unit explicitly detail the reflective practice requirements of the assessment tasks.
Action Taken
The unit coordinator reinforced the principles of reflective practice throughout the term, such that assessment requirements were clearly conveyed to students.
Source: Unit and teaching evaluations
Feedback
Students reported that they found the videos of the communication assessments that they were required to administer in class and assessment very helpful for their learning.
Recommendation
It is recommended that videos of all the neurogenic communication assessments be available for self-study by the students each year.
Action Taken
Nil.
Source: Unit and teaching evaluations
Feedback
Students reported that at times the slides needed to be more succinct to avoid repetition of information.
Recommendation
It is recommended that the unit coordinator review all slides prior to the next iteration of this unit to ensure they are comprehensive but succinct.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Discuss the effects of normal aging on communication.
  2. Explain the difference between planning, programming and execution of speech.
  3. Describe the processes underlying language comprehension and production at word, sentence and discourse level.
  4. Explain the aetiology, nature, prognosis, mechanisms and course of various neurogenic communication disorders.
  5. Explain the impact on communication of specific cognitive deficits commonly associated with dementia, right hemisphere disorder, primary progressive aphasia, traumatic brain injury and/or mental illness.
  6. Describe the potential impact of neurogenic communication disorders on quality of life.
  7. Select and justify theoretically and empirically driven strategies for the assessment and treatment of individuals with neurogenic communication disorders.
  8. Identify and evaluate the cognitive, physical, behavioural and social factors which impact the client's prognosis and the effect of these on- goal-setting and overall progress.
  9. Apply models of learning to intervention with clients with neurogenic communication disorders.
  10. Devise a treatment plan that will enable demonstration of change in an individual’s communication or swallowing skills in response to treatment (outcome measures; treatment efficacy).
  11. Select appropriate treatment outcome measures.
  12. Determine the client's preferred treatment goals and select appropriate approaches and treatment tasks to meet those goals.

Per NPC1351

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12
1 - Written Assessment • • • •
2 - Practical and Written Assessment • • • • • •
3 - Examination • • • • • • • • • • • •
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 • • • • • • • • • • • •
6 - Information Technology Competence • • • • • • • • • • • •
7 - Cross Cultural Competence • •
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 - Practical and Written Assessment • • • • • •
3 - Examination • • • •