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SPCH13009 - Hearing and Multi-Modal Communication

General Information

Unit Synopsis

This unit is divided into two elements - hearing and multi-modal communication. In the hearing section, you will cover aetiology, assessment and management of hearing disorders. In the multi-modal section, you will cover oral, manual, assistive technology and augmentative and alternative communication strategies. Both sections will require you to explain and demonstrate assessment, therapy techniques and communication strategies. Theoretical frameworks, principles of evidence based and interprofessional practice will be applied throughout the unit.


Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites


    SPCH12006 Linguistics

    SPCH13005 Acoustics and Phonetics


    SPCH12003 Functional Anatomy of Head, Neck and Thorax

    SPCH13004 Communication Disorders in School-Aged Children

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 - 2019

Term 2 - 2019 Profile

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. Written Assessment 30%
2. Case Study 30%
3. In-class Test(s) 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 - 2018 : The overall satisfaction for students in the last offering of this course was 4.4 (on a 5 point Likert scale), based on a 71.43% 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 evaluations
As indicated by an overall rating of 5, the students enjoyed this unit immensely. The comments received were all related to the 'real-life' nature of the unit, the inclusion of relevant guest speakers and the provision of practical resources. This is one such comment. " I really liked the practical nature of this course and it has been highly interactive, with lots of information around assessments and plenty of preparation for not only exams but using it in the real world".
It is recommended that the structure for 2018 remain as it was for 2017 due to the success of the unit. The community speakers from 2017 are committed to continued contribution to this unit.
Action Taken
While the overall structure remained the same (experiential learning and authentic assessment), community speakers were not relied upon to deliver primary content in the 2018 offering. The unit was delivered by academics with a wealth of clinical experience in either hearing or multimodal communication. These changes in delivery were explained to the students at the beginning of the term.
Source: Have Your Say evaluations
Students responded positively to the inclusion of a final exam as an assessment task but feedback suggested that the content was too much for a three hour exam.
The unit coordinator will review the examination content for 2018 as it was apparent that students did have difficulty in completing it in the 3 hours.
Action Taken
The examination was reduced from 3 hours to 2 hours and the number of questions was also reduced from 24 questions to 8 questions. Questions from both hearing and multimodal communication continued to be included in the examination.
Source: Have Your Say evaluations
Whilst the students did enjoy the assessment task of creating a 'real-life' resource such as the PODD (Pragmatic Organisation Dynamic Display) book it was very time consuming and accessing the program and printing resources was problematic at times.
The creation of a communication resource as an assessment task will be revised for 2018. It is recommended that this continue, but the format is subject to change based on student feedback.
Action Taken
The creation of a multimodal communication resource remained as an assessment task. Adjustments to the nature of the task focused the assessment explicitly on clinical competency.
Source: Have Your Say In-Class Feedback
The experiential learning and authentic assessment continue to receive positive feedback from students.
Experiential learning and authentic assessment should remain as characteristics of this unit.
Action Taken
Source: Have Your Say
Students commented that the timeframe between learning of multimodal communication content and the examination was too great.
The unit coordinator should review the types of assessments and align the assessment to each component so that the knowledge testing of multimodal communication occurs mid-term.
Action Taken
Unit learning Outcomes

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

  1. Use current theoretical frameworks to discuss the various types of hearing impairment, as well as the impact of hearing impairment on the speaker and their community
  2. Interpret hearing screening assessments
  3. Discuss the application of multi-modal communication in the assessment and treatment of children and adults
  4. Demonstrate the use of formal and informal assessment methods to recommend appropriate multi-modal communication strategies for individuals with complex communication needs
  5. Design best practice speech pathology intervention plans for individuals with complex communication needs and/or hearing impairment.

The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia.The Speech pathology range of practice areas covered in this unit are:

  • Adult - Mulit-modal communication, Speech and Language, and
  • Child - Mulit-modal communication, Speech and Language.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Case Study
3 - In-class Test(s)
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation
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 - Written Assessment
2 - Case Study
3 - In-class Test(s)