SPCH13009 - Multi-Modal Communication

General Information

Unit Synopsis

In this unit you will learn how to apply the models and principles of Multi-Modal Communication for people with complex communication needs across the lifespan. You will also learn about Augmentative and Alternative Communication Systems including oral, manual and assistive technologies. You will be required to identify and explain assessment approaches, therapy techniques and management strategies for children and adults. Theoretical frameworks, principles of evidence based practice and interprofessional practice will be applied throughout the 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:

    SPCH13001 Work Integrated Learning 3

    SPCH13003 Neurogenic Communication Disorders 1

    Co-requisites:

    SPCH13008 Neurogenic Communication Disorders 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 2 - 2022

There are no availabilities for this unit on or after Term 2 - 2022

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. Oral Examination 50%
2. Written 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

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Previous Feedback

Term 2 - 2021 : The overall satisfaction for students in the last offering of this course was 4 (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 Survey
Feedback
Students reported that having time to practice using AAC systems was beneficial to their learning.
Recommendation
Practical sessions engaging with Alternative and/or Augmentative Communication (AAC) devices should continue to be embedded within the subject.
Action Taken
Weekly practical sessions were offered to students to engage with Augmentative and/or Alternative (AAC) devices.
Source: Have Your Say Survey
Feedback
Students reported that they would have liked to engage in more activities, to assist in consolidating and applying content taught in 'Hearing' to clinical scenarios.
Recommendation
Lectures covering 'hearing' content should be aligned with interactive learning activities, where students have the opportunity to apply the content to clinical/practical scenarios.
Action Taken
The lectures and interactive learning activities were reviewed and redesigned with a lecturer who had specialist knowledge in 'hearing' to ensure there was sufficient opportunity to apply theory to practice.
Source: Have Your Say Survey
Feedback
Students reported that the hearing content was not clearly linked week to week.
Recommendation
Lectures covering 'hearing' content should be redesigned to ensure they clearly link with the learning outcomes and assessment tasks.
Action Taken
The learning outcomes and assessment tasks were reviewed and updated to ensure there was a clear link between content and assessment.
Source: Student discussion and staff reflection
Feedback
Students benefited from reviewing real-life case studies as a way to apply theory to practice.
Recommendation
The unit should continue to embed real case studies focused on individuals who have complex communication needs.
Action Taken
Nil.
Source: Have Your Say Survey
Feedback
Students wanted more time spent on each topic to assist in their consolidation of new information.
Recommendation
The unit coordinator should review the content taught as part of Multi-Modal Communication and aim to update topics which may require more time or elaboration due to complexity.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Use current theoretical frameworks to discuss the different types of multi-modal communication and the impact of complex communication needs on the speaker and their community
  2. Discuss the application of multi-modal communication in the assessment and treatment of children and adults
  3. Design best practice speech pathology intervention plans for individuals with complex communication needs

The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia's Professional standards.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Oral Examination
2 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology 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