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The information below is relevant from 06/03/2017 to 04/03/2018
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SPCH13010 - Dysphagia across the Lifespan

General Information

Unit Synopsis

This unit advances the student's competency in the assessment, analysis, planning and treatment of swallowing disorders across the lifespan. The aetiology, diagnosis and treatment of swallowing will be considered in the context of the International Classification of Functioning, Disability and Health (ICF) framework. Evidence based practice provides the foundation for student learning in all stages of diagnosis and treatment.


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

ALLH12006 Evidence Based Practice in Speech Pathology AND

Successfully completed 42 credit points in SPCH coded units.

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 1 - 2018 Profile
Term 1 - 2019 Profile
Term 1 - 2020 Profile
Term 1 - 2021 Profile
Term 1 - 2022 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. Practical Assessment 50%
2. 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

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Previous Feedback

Term 1 - 2021 : The overall satisfaction for students in the last offering of this course was 4.8 (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
The Moodle website was easy to navigate.
It is recommended that the updated 2020 Moodle format of the presentation of information for this unit continue to be reviewed and adjusted to make navigation as streamlined as possible for students.
Action Taken
Moodle presentation for this unit was changed to the tiles format and the Speech Pathology team agreed on a set naming format of labels used in each tile section for 2021 for consistency and ease navigation for students.
Source: Have Your Say
The balance between the time spent on practical paediatric components and lecture material requires reviewing.
It is recommended that the paediatric content for the unit be reviewed to ascertain how the balance between practical activities and theoretical information can be adjusted to better suit student learning needs.
Action Taken
The paediatric content of this unit was revised to ensure more practical content was included such as additional modelling, role play and experiential material.
Source: Have Your Say Casual conversation In class
The changed focus in this unit was really beneficial as students found this practical approach to learning helped them put theory into practice.
It is recommended that the lecturer continue to weave in practical activities with theoretical application to enhance and deepen students' understanding and knowledge of the practice area.
Action Taken
Source: Have Your Say
The paediatric component of this unit would benefit from some adjustment to the PowerPoints in order to gain better flow of information.
It is recommended that the lecturer review the PowerPoint content material for paediatric dysphagia to reduce repetition and ensure information is building on previously covered material.
Action Taken
Unit learning Outcomes

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

  1. Explain the mechanism and course of a safe swallow across the lifespan.
  2. Analyse and interpret swallowing behaviour from both formal and informal assessment techniques and make appropriate recommendations for the management and rehabilitation of a swallowing disorder.
  3. Provide information and necessary counselling to patients and families about the implications, for safety, nutrition and hydration of swallowing difficulties.
  4. Summarise the speech pathologist's entry-level role, as defined by Speech Pathology Australia, and how to work within the interprofessional team so that ethical decisions are made.

Range of Practice Area:

  • Adult - swallowing
  • Paediatric - swallowing

Competency-based Occupational Standards for Speech Pathology (CBOS, 2011):

  • Unit 1 Assessment - Elements 1.1, 1.2, 1.3, 1.4 (adult and paediatric) to intermediate level.
  • Unit 2 Analysis and Interpretation - Elements 2.1, 2.2, 2.3, 2.4, 2.5 (adult and paediatric) to intermediate level.
  • Unit 3 Planning evidence based speech pathology intervention - Elements 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 (paediatric and adult) to intermediate level
  • Unit 4 Implementation of speech pathology practice - Elements 4.1, 4.2, 4.3, 4.4, (paediatric and adult) to novice level
  • Unit 5: Planning, Providing and managing speech pathology services - Elements 5.4, 5.5, 5.6 and 5.8 to intermediate standard
  • Unit 7 Lifelong learning and reflective practice - 7.2 and 7.4 to intermediate standard

Competency Assessment in Speech Pathology (COMPASS)Generic Professional Competencies

  • Unit 1 Reasoning - Units 1.1, 1.2, 1.3 (adult and paediatric) to intermediate standard
  • Unit 2 Communication - Units 2.1, 2.2, 2.3 (adult and paediatric) to intermediate standard
  • Unit 3 Learning - Units 3.1, 3.2, 3.3, 3.4 (adult and paediatric) to intermediate standard
  • Unit 4 Professionalism - Units 4.1, 4.2, 4.3, 4.4, 4.5 (adult and paediatric) to intermediate standard

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical Assessment
2 - 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
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
1 - Practical Assessment
2 - Practical Assessment