SPCH13008 - Management of Neurogenic Communication Conditions

General Information

Unit Synopsis

In this unit you will continue your study of neurogenic communication conditions in children and adults. You will apply and integrate the concepts learned in SPCH13003 Assessment of Neurogenic Communication Conditions to the holistic management of neurogenic communication conditions, including the principles of the International Classification of Functioning, Disability and Health framework throughout the unit. You will learn current evidence-based management approaches for neurogenic speech, language, and cognitive communication conditions throughout this unit.

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:

  • SPCH13003 - Assessment of Neurogenic Communication Conditions

 

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 1 - 2025

Term 2 - 2025 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 20%
2. Case Study 30%
3. Practical Assessment 50%

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

To view Past Exams,
please login
Previous Feedback

Term 2 - 2024 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 85.71% 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: In-class discussion with students, high ratings of the value of feedback, self reflection.
Feedback
Students commented that having 2 assessments, each weighted at 50%, resulted in high stress.
Recommendation
It is recommended that the unit coordinator review assessments to consider whether the requirements and tasks that form the current two assessments can be re-distributed across a minimum of three assessment tasks, with one due early in the term.
Action Taken
The first assessment was split into two smaller assessments, with one due earlier in the term.
Source: SUTE ratings.
Feedback
Students indicated that requirements for the unit weren't always clear.
Recommendation
It is recommended that the unit coordinator engage students in discussion about the assessment requirements described in written and video task instructions on Moodle in the first in-person tutorial.
Action Taken
Assessment requirements were reviewed in tutorial at the beginning of the term and in the lead-up to each assessment's due date, in addition to written and video instructions.
Source: In-class discussion with students.
Feedback
Students commented that the flipped classroom model can result in skipping week to week readings and lectures until an assessment requiring that knowledge is due.
Recommendation
It is recommended that the unit coordinator continue to reinforce the value of the flipped classroom model and consider adding knowledge checks at the beginning of each in-person tutorial.
Action Taken
The flipped classroom model, and the associated requirements for preparatory work before attending tutorial, was reviewed at the beginning of term. Knowledge checks at the beginning of tutorial were added to some tutorials.
Source: SUTE ratings.
Feedback
Students indicated that they valued the usefulness of the content taught and the helpfulness of the feedback provided.
Recommendation
It is recommended that the unit coordinator continue to use practical materials to apply evidence-based practice and continue to provide specific feedback on assessments.
Action Taken
Existing practical materials were retained and new video demonstrations for the more complex interventions were added. Detailed feedback continued to be provided.
Source: SUTE comment and lecturer self-reflection
Feedback
Volume of content was sometimes heavy.
Recommendation
It is recommended that distribution of content across the unit be reviewed by the Unit Coordinator to improve the balance of workload week-to-week.
Action Taken
In Progress
Source: SUTE comment
Feedback
Some readings were lengthy and audio recordings may have been preferable.
Recommendation
It is recommended that length of readings be reviewed by the Unit Coordinator and that students be reminded of free text-to-speech readers to support the cognitive load associated with reading.
Action Taken
In Progress
Source: SUTE comment and lecturer self-reflection
Feedback
Content and assessments were enjoyable.
Recommendation
It is recommended that the Unit Coordinator retain the three forms of assessment and continue applying a hands-on, problem-based learning approach within tutorials.
Action Taken
In Progress
Unit learning Outcomes

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

  1. Analyse and interpret case information in a holistic manner
  2. Plan management for neurogenic communication conditions using evidence-based practice principles
  3. Critically appraise a range of management approaches and outcome measures designed for the management of neurogenic communication conditions
  4. Integrate the International Classification of Functioning, Disability and Health framework, in the management of neurogenic communication conditions

 

 

 

 

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Case Study • •
2 - Case Study • •
3 - Practical 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 • • • •
7 - Cross Cultural Competence • • • •
8 - Ethical practice • • • •
10 - Aboriginal and Torres Strait Islander Cultures • • • •
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