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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
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. 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 - 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 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 10
1 - Presentation and Written Assessment
2 - Practical and Written Assessment
3 - On-campus Activity
4 - Examination