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SPCH13004 - Communication Development and Disorders across the School Years

General Information

Unit Synopsis

This course provides students with the theoretical knowledge to understand the communication development of children from the commencement of school through to adolescence. Relationships are explored between the ongoing development of oral language and phonological abilities with the development of literate language (including reading, writing and spelling), self-regulatory behaviour and higher level thinking and discourse. Evidence-based speech pathology research and practice are reviewed as to how children and adolescents at risk for delayed or disordered communication can be identified and appropriate management approaches implemented and evaluated. Management is explored in the context of the WHO International Classification of Functioning, Disability and Health (ICF) framework. A particular emphasis is placed on inter-professional work within the school and other appropriate settings.

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

Prerequisite: SPCH12005 Introduction to Sensorimotor Disorders and
    
Prerequisite: SPCH12007 Speech Pathology Skills and Practice 2 and
    
Prerequisite: SPCH12003 Functional Anatomy of the Head, Neck and Thorax and
    
Prerequisite: ALLH12006 Evidence-Based Practice for Allied Health and
    
Co-requisite: SPCH13002 Research in Practice 1 and
    
Co-requisite: SPCH13001 Speech Pathology Skills and Practice 3 and
    
Co-requisite: SPCH13005: Linguistics and Phonetics 2 and

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 2 - 2017 Profile
Rockhampton
Term 2 - 2018 Profile
Rockhampton
Term 2 - 2019 Profile
Rockhampton
Term 2 - 2020 Profile
Rockhampton
Term 2 - 2021 Profile
Rockhampton
Term 2 - 2022 Profile
Rockhampton
Term 2 - 2023 Profile
Rockhampton
Term 2 - 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. Written Assessment 30%
3. In-class Test(s) 30%
4. Group Discussion 10%

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 2 - 2023 : The overall satisfaction for students in the last offering of this course was 62.50% (`Agree` and `Strongly Agree` responses), 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: SUTE Unit Comments
Feedback
The students enjoyed the use of a guest speaker to support their understanding of multi-disciplinary work.
Recommendation
It is recommended that the unit coordinator continues to invite a guest lecturer from another discipline to run a face to face tutorial.
Action Taken
A guest lecturer was invited to present in 2023 however they were unavailable at the scheduled time of the tutorial.
Source: SUTE Unit Comments
Feedback
The students found the written feedback on assessment tasks helpful.
Recommendation
It is recommended that the unit coordinator continues to provide written feedback for all assessment tasks.
Action Taken
Written feedback was provided for all assessment tasks including strengths and areas for improvement.
Source: SUTE Comments
Feedback
The use of real-life case studies helped students to understand how content taught in the unit applied to clinical practice.
Recommendation
It is recommended that real life case studies are used throughout the unit to support application of theory to practice.
Action Taken
Nil.
Source: SUTE comments
Feedback
Further explanation and guidance was required for assessment one to support student understanding of task expectations.
Recommendation
It is recommended that the assessment one task description is revised to ensure the instructions are clear and thorough for students.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Demonstrate basic knowledge and the application of that knowledge to the development of school age and adolescent communication, both oral and written.
  2. Identify the interconnections made by theories of communication development as well as theories of learning to the assessment and management of communication delay/disorders.
  3. Independently sample, analyse and interpret oral and written communication, informally and formally.
  4. Identify the impact of communication delay/disorder in relation to issues of academic achievement, social and personal development and future work participation.
  5. Demonstrate appropriate independent and collaborative diagnostic decision making in relation to communication disorders presenting in school-aged children.
  6. Evaluate the evidence for strategies to encourage oral and written language development.
  7. Critically evaluate contemporary models of service delivery, especially in relation to the needs of specific groups.
  8. Administer, analyse and interpret standardised and informal assessments.
  9. Practice research literacy skills applying to professional reasoning and work practice.
  10. Demonstrate effective communication skills through appropriate oral and written professional reporting.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8 9 10
1 - Written Assessment
2 - Written Assessment
3 - In-class Test(s)
4 - Group Discussion
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
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
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 - Written Assessment
2 - Written Assessment
3 - In-class Test(s)
4 - Group Discussion