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SPCH13004 - Communication Development and Disorders across the School Years

General Information

Unit Synopsis

This unit provides students with the theoretical knowledge of communication development across the spectrum of the school age population (from 4 to 18 years of age). Students will conduct assessments and plan intervention strategies for the management of delays and disorders across all range of practice areas in this population. The principles of evidence based practice and the International Classification of Functioning, Disability and Health (ICF) framework are embedded throughout the unit. Students will discuss a range of service delivery models such as rural and remote service provision, telehealth models, the response to intervention (RTI) framework and interprofessional practice principles as they relate to management of communication and swallowing disorders in the school age population.

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 will have successfully completed 24 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 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 35%
2. In-class Test(s) 30%
3. Presentation and Written Assessment 35%
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 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. Identify and explain the development and disorders of communication and swallowing in the school age population and the impact this will have on academic learning and lifelong achievement.
  2. Identify, administer and interpret appropriate formal and informal communication and swallowing assessment measures within the International Classification of Functioning, Disability and Health (ICF) framework.
  3. Adopt a collaborative decision making approach with relevant stakeholders to formulate diagnostic and intervention plans within an evidence based framework.
  4. Critically evaluate contemporary models of service delivery in relation to the school age population including the elements of interprofessional practice, work place ethics and rural and remote service provision.

Speech Pathology Range of Practice covered:

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

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, 3.2, and 3.6 to Intermediate standard

Unit 5 Planning, providing and managing speech pathology services – Elements 5.4, 5.5, and 5.8 to Intermediate 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, 4.4 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 - In-class Test(s) • • • •
3 - Presentation and Written Assessment • • • •
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 - Written Assessment • • • • • • •
2 - In-class Test(s) • • • • • • •
3 - Presentation and Written Assessment • • • • • • •
4 - On-campus Activity • • • • • • • •