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SPCH13004 - Communication Disorders across the School Years

General Information

Unit Synopsis

This unit provides you with the theoretical knowledge of communication development and disorders across the broad age range (approximately 5 to 18 years) that constitutes 'school age'. 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. You will be given the opportunity to implement structured therapy programs in a specific range of practice. The principles of evidence based practice, ethical standards and the International Classification of Functioning, Disability and Health (ICF) framework are embedded throughout the unit. A range of service delivery models such as rural and remote service provision, cross-cultural service provision, telehealth models, the response to intervention (RTI) framework and interprofessional practice principles will be discussed as they relate to the management of communication and swallowing disorders in the school aged 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:

  • SPCH12002 Communication Development and Disorders in Early Childhood

  • SPCH12004 Speech Pathology Skills and Practice 1
  • SPCH12006 Linguistics and Phonetics 1

Co-Requisites:

  • SPCH13005 Linguistics and Phonetics 2

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 - 2017

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

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. Presentation and Written Assessment 30%
2. Practical and Written Assessment 30%
3. On-campus Activity 0%
4. 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 Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2020 : The overall satisfaction for students in the last offering of this course was 4.6 (on a 5 point Likert scale), based on a 100% 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 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
All students were provided with written feedback within 2 weeks of their assessment submission.
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
Although the unit was taught online, the lecturer aimed to facilitate interactive and engaging learning experiences within the constraints of Zoom, including the use of real life case study videos.
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
Due to COVID-19, the centrally timetabled exam was replaced with an online quiz which was 3 hours in duration.
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
Due to COVID-19, students were not able to access the school-aged assessments outside of the 1 day residential school. As an alternative, the lecturer supplied real life case study videos on Moodle, for the students to access at any time.
Source: Have Your Say Survey
Feedback
Students enjoyed the weekly quizzes which revised content previously taught in the unit.
Recommendation
The Unit Coordinator should continue to include weekly quizzes to assist students in revising course content.
Action Taken
Nil.
Source: Have Your Say Survey
Feedback
Students reported that they would have liked more time allocated to literacy and language intervention.
Recommendation
The Unit Coordinator should review the unit to identify how more time can be spent covering literacy and language intervention in 2021.
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 aged population and the impact this will have on academic learning and lifelong achievement.
  2. Identify, administer and interpret formal and informal communication and swallowing assessments appropriate to the school aged population.
  3. Implement a structured therapy program with school aged children.
  4. Describe various therapy delivery models appropriate for the school aged population with consideration of evidence based practice principles, cross cultural differences, ethical standards, interprofessional practice and the International Classification of Functioning and Disability (ICF) framework.

Speech Pathology Range of Practice covered:

Paediatric - Speech and Language are the primary areas whilst Multimodal Communication, Voice, Fluency and Swallowing are secondary areas.

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 4 Implementation of speech pathology practice - Elements 4.1, 4.2, 4.3 and 4.4 to Novice standard (direct evidence)

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 - Presentation and Written Assessment
2 - Practical and Written Assessment
3 - On-campus Activity
4 - 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
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 - Presentation and Written Assessment
2 - Practical and Written Assessment
3 - On-campus Activity
4 - Examination