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 interpret assessments, and plan intervention strategies for the management of delays and disorders 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
  • SPCH13005 Acoustics and Phonetics 

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 2 - 2020

Term 2 - 2020 Profile
Rockhampton
Term 2 - 2021 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. Case Study 30%
2. Presentation 30%
3. Written Assessment 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

No previous feedback available

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 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
The original unit coordinator had not arranged for any learning to occur at the CQUniversity Health Clinic according to the unit profile for SPCH13004 in Term 2, 2019. Following the resignation of this coordinator early in the term, the current coordinator and lecturer provided the students with in-class experiential learning activities for the remainder of the term. The students were engaged in real-life clinical experiences as a part of their WIL unit (SPCH12007).
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
Students were provided with regular opportunities to ask and respond to questions in a dynamic manner throughout the unit. Their engagement with the unit content and each other is reflected in the positive scores and feedback received for SPCH13004 in 2019.
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
Students were provided with quizzes throughout the term, but not in the format of ECHO360. These quizzes were completed in-class and then discussed as a group.
Source: Have Your Say Informal feedback
Feedback
Students commented positively on how the feedback received for their assessment tasks supported their learning needs.
Recommendation
It is recommended that feedback continue to be provided in a timely and constructive manner that furthers students' learning.
Action Taken
Nil.
Source: Have Your Say Informal feedback
Feedback
All students commented how the interactive teaching style with varied activities fosters engagement with the content being taught, their peers and the lecturer.
Recommendation
It is recommended that learning experiences continue to be provided in an interactive and engaging manner.
Action Taken
Nil.
Source: Have Your Say Informal feedback
Feedback
Mixed responses were received regarding the exam with one student reporting that it was a good length but another stating more time was required.
Recommendation
It is recommended that the exam be reviewed for 2020 and be returned to the three hours duration that it was prior to 2018 to be consistent with other CB87 examinations that are centrally scheduled.
Action Taken
Nil.
Source: Have Your Say Informal feedback
Feedback
One student reported that more time to look at school age speech and language assessments would be desirable, but also acknowledged that self-directed learning is necessary here.
Recommendation
It is recommended that the unit coordinator for 2020 and the students discuss ways in which the assessments for school age children can be explored both in an independent and supported manner.
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 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.

This unit is required learning for CB87 Bachelor of Speech Pathology (Honours). The learning outcomes are therefore linked to Speech Pathology Australia's external accreditation requirements.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Case Study
2 - Presentation
3 - Written Assessment
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
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 - Case Study
2 - Presentation
3 - Written Assessment