SPCH13004 - Communication Disorders across the School Years

General Information

Unit Synopsis

In this unit, you will apply theoretical knowledge, ethical standards and evidence-based practice to the assessment and management of communication and swallowing disorders in the school-aged population (approximately 5 to 18 years of age). Using the International Classification of Functioning, Disability and Health (ICF) framework, you will conduct and interpret assessments, and plan intervention strategies for the management of delays and disorders across all range of practice areas in this population. Service delivery models that encompass interprofessional practice principles and cross-cultural service provision in metropolitan, rural and remote communities will be discussed.

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:

  • SPCH12002 Communication Development and Disorders in Early Childhood
  • SPCH12006 Linguistics and Phonetics 1

  • SPCH13005 Linguistics and Phonetics 2
Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2018

Term 2 - 2018 Profile
Rockhampton
Term 2 - 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. Presentation 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 2 - 2018 : The overall satisfaction for students in the last offering of this course was 4.3 (on a 5 point Likert scale), based on a 66.67% 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: Have Your Say Week 12 In Class Evaluations
Feedback
The feedback received regarding the literacy clinic was very positive in relation to the learning experiences and relevance to clinical practice, but negative concerning the amount of work required.
Recommendation
In 2018, the literacy clinic will be embedded into the Speech Pathology Child and Youth Clinic as part of CB87's curriculum realignment. The intense workload is acknowledged and it is therefore forming part of the third year work-integrated learning units, rather than this second year academic unit.
Action Taken
The intensive literacy clinic was replaced with a less intense, task-focused assessment based on observations of clinical activities in the CQUniversity Health Clinic.
Source: Have Your Say Week 12 In Class Evaluations
Feedback
The general response to assessment tasks was positive, particularly in relation to the prompt and constructive feedback provided. However, there was an isolated concern expressed over clarity of assessment requirements.
Recommendation
Particular attention will be given to the assessment requirements to ensure that all students are understanding the tasks. Feedback around the assessment requirements will be sought from students at various points in the term to monitor the level of understanding of tasks.
Action Taken
The specific links between the learning activities and the assessment requirements were explicitly and repeatedly explained throughout the term.
Source: Have Your Say Week 12 In Class Evaluations
Feedback
Students provided positive feedback on the interactive and supportive nature of the learning environment.
Recommendation
Experiential learning and student engagement will continue to be a priority for this unit.
Action Taken
A range of active and experiential learning activities continued to be provided in 2018.
Source: Have Your Say In-class feedback
Feedback
The students commented positively on the learning provided during their observations at the CQU Health Clinic; and the task-focused assessment items related to these observations.
Recommendation
The unit coordinator should continue to arrange experiential learning experiences in class and at the CQU Health clinic which link to assessment tasks.
Action Taken
Nil.
Source: Have Your Say
Feedback
The general response to assessment tasks was positive, however there was an isolated concern expressed over the role of questions following the oral presentation.
Recommendation
In preparation for the presentation assessment, the unit lecturer should provide students with additional opportunities to practice responding to questions; and more carefully instruct invited audience members regarding the type and scope of their questions.
Action Taken
Nil.
Source: Have Your Say
Feedback
There was an isolated request for more frequent knowledge quizzes throughout the term to assist students to prepare for the examination.
Recommendation
Echo360 resources should be expanded to provide opportunities for students to practice knowledge questions regularly throughout the term.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Explain the impact of communication and swallowing disorders on academic learning and lifelong achievement for the school aged population
  2. Identify, administer and interpret formal and informal communication assessments appropriate to the school aged population
  3. Describe evidence based therapy models appropriate for the school aged population
  4. Present a structured therapy program for school aged children.

Speech Pathology Range of Practice covered:

Paediatric - Speech, Language, Voice, Fluency, Swallowing, Multimodal Communication.

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

Unit 1 Assessment - Elements 1.1, 1.2 and 1.3 to Novice standard.

Unit 2 Analysis and interpretation - Elements 2.1, 2.2, 2.3, 2.4 and 2.5 to Novice standard

Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 and 3.7 to Intermediate standard

Unit 4 Implementation of speech pathology practice - Elements 4.1, 4.2, 4.3, 4.4 and 4.5 to Novice standard

Unit 5 Planning, providing and managing speech pathology services – Elements 5.1, 5.2, 5.3, 5.4, 5.5, 5.6 and 5.7 to Intermediate standard

Unit 6 Professional and Supervisory Practice - Elements 6.1, 6.2, 6.3 to Novice standard

Unit 7 Lifelong learning and reflective practice – Elements 7.1, 7.2, 7.3 and 7.4 to Intermediate standard

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

Unit 1 Reasoning - Elements1.1, 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, 4.3, 4.4 and 4.5 to Intermediate standard

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment
2 - Presentation
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
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation
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 - Presentation
3 - Examination