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SPCH13003 - Neurogenic Communication Disorders

General Information

Unit Synopsis

This unit will focus on assessment, interpretation, differential diagnosis and management of clients presenting with acquired motor speech disorders associated with a variety of neurological conditions. Within the unit, students will develop competency in the comprehensive assessment and treatment planning of such conditions. Students will need to consider the speaker/client from a holistic perspective by demonstrating and applying knowledge of the principles of the International Classification of Functioning, Disability and Health (ICF) framework and evidence based practice. Students will also consider the role of the speech pathologist in managing such conditions in relation to working with other professionals and working within the Speech Pathology Australia Code of Ethics.

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

Pre-requisites:

Students have successfully completed 42 credit points of SPCH coded units.

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 - 2016

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. Practical and Written Assessment 30%
2. Written Assessment 30%
3. Examination 40%
4. On-campus Activity 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 - 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 acquired motor speech disorders in adults and paediatric populations including their causes, characteristics, and impact on the speaker and communication partners across International Classification of Functioning, Disability and Health (ICF) domains.
  2. Competently conduct speech pathology assessment of speech production as relevant to the assessment of acquired motor speech disorders in adult clients and explain the rationale behind such assessment.
  3. Analyse, interpret and integrate information from relevant sources and present justified hypotheses regarding clinical description and diagnosis of acquired motor speech disorders.
  4. Apply principles of evidence based practice and the International Classification of Functioning, Disability and Health (ICF) in identifying, planning, and implementing appropriate management and treatment when working with clients with acquired motor speech disorders.

Speech Pathology Range of Practice covered:

Adult - Speech and Multimodal

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

Unit 1 Assessment - Elements 1.1 and 1.2 to Intermediate standard

Unit 2 Analysis and interpretation - Elements 2.1, 2.2, 2.3, 2.4 and 2.5 to Intermediate standard
Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.3, 3.4, 3.5, 3.6 and
3.7 to Intermediate standard

Unit 7 Lifelong learning and reflective practice - Elements 7.2 to Intermediate standard


Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:

Unit 1 Reasoning - Elements 1.1, 1.2 and 1.3 to Intermediate standard
Unit 2 Communication - Elements 2.1, 2.2 and 2.3 to Intermediate standard
Unit 3 Learning - Elements 3.1, 3.2, 3.3 and 3.4 to Intermediate standard

Unit 4 Professionalism - Elements 4.1, 4.2, 4.4 and 4.5 to Intermediate standard

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical and Written Assessment • • • •
2 - Written Assessment • • • •
3 - Examination • • • •
4 - On-campus Activity • • • •
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 • • • •
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 - Practical and Written Assessment • • • • • • •
2 - Written Assessment • • • • • • •
3 - Examination • • • • • • •
4 - On-campus Activity • • • • • • • •