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The information below is relevant from 27/10/2014 to 12/07/2015
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SPCH13008 - Neuroscience and Cognitive Models for Speech Pathology

General Information

Unit Synopsis

This course will focus on introducing students to cognitive-neuropsychological models of language and cognitive processing. This will be done within the context of describing how healthy speakers comprehend and produce language and also how such models may inform assessment and intervention for adults with acquired communication impairments, such as aphasia and cognitive-communication disorders. Students will also place such models within the context of holistic speech pathology management of such clients applying principles of the International Classification of Functioning, Disability and Health (ICF).

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

 

SPCH13003

Neurogenic Communication Disorders

Prerequisite

SPCH13001

Speech Pathology Skills and Practice 3 

Prerequisite

 

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. Practical and Written Assessment 30%
2. Written Assessment 40%
3. Written Assessment 30%

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 33.33% (`Agree` and `Strongly Agree` responses), based on a 50.00% 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 evaluations
Feedback
Upon reflection of the seven items on the SUTE evaluation, all were rated with 100% positivity indicating a high level of student satisfaction
Recommendation
It is recommended that the unit coordinator continue to strive towards high student satisfaction ratings in the next iteration of this unit
Action Taken
Evidence based teaching methods, including problem-based learning, were implemented into the unit this year to retain student satisfaction and engagement.
Source: Unit coordinator reflections
Feedback
It is the unit coordinator's reflection that the Moodle site for SPCH13008 be consistent with all other Speech Pathology units to facilitate ease of access for students
Recommendation
It is recommended that the Moodle site for SPCH13008 in 2023 reflect the hybrid teaching model adopted throughout the Speech Pathology course
Action Taken
The hybrid (i.e., flipped classroom) model as well as an eReading list were implemented in Moodle for 2023 unit delivery.
Source: SUTE evaluations
Feedback
On the SUTE evaluation, volume of content was noted as an area to improve for future iterations of the course
Recommendation
It is recommended that the unit coordinator review the content taught in 2023 with the aim to streamline the content whilst also aligning with the course overview and learning outcomes
Action Taken
Content was thoroughly reviewed against prior learning in the course to reduce duplication, improve flow, and retain alignment of content across the course.
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
Nil.
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
Nil.
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
Nil.
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
Nil.
Unit learning Outcomes

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

  1. Demonstrate knowledge of formal and informal methods for assessing acquired language impairments and apply this knowledge to identify appropriate assessment methods to gather further information.
  2. Apply knowledge of cognitive-neuropsychological models of language and cognitive processing for the purposes of analysing and interpreting speech pathology assessment data.
  3. Synthesise information from a variety of sources (e.g. case history, aetiology, and assessment data) in order to formulate communication profiles and clinical diagnoses.
  4. Develop evidence-based speech pathology intervention plans that are appropriate to clients with acquired disorders of language and cognitive-communication
  5. Summarise, report and evaluate outcomes of assessment and intervention and demonstrate ability to make recommendations for future speech pathology management
  6. Demonstrate awareness and competence in working with clients and their families/carers through applying principles of the ICF within a holistic context.

Per NPC1342

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Practical and Written Assessment • • • •
2 - Written Assessment • • • •
3 - Written Assessment • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
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 - Practical and Written Assessment • • • • •
2 - Written Assessment • • • • •
3 - Written Assessment • • • • •