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SPCH13011 - Fluency Disorders and Clinical Practice

General Information

Unit Synopsis

In this unit you will advance your knowledge in the aetiology, diagnosis, prognosis, and management of fluency disorders for children and adults. The use of interprofessional practice will be emphasised and you will explore evidence-based practice in the diagnosis and treatment of fluency disorders. The International Classification of Functioning, Disability, and Health framework and current research evidence will provide context and structure to assist you in developing interventions. The principles of cultural diversity and reflective practice will be embedded 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: 

ALLH11009 Research Methods for Health Professionals or ALLH12007 Research Methods for Therapy

ALLH12006 Evidence Based Practice for Allied Health

SPCH13004 Communication Disorders across the School Years

SPCH13001 Speech Pathology Work Integrated Learning 3

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 - 2020

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
Term 2 - 2025 Profile
Rockhampton
Term 2 - 2026 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. Written Assessment 40%
2. Practical Assessment 30%
3. Reflective Practice Assignment 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

No previous feedback available

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 ratings and in-person student feedback
Feedback
Students reported that the assessment questions and feedback on assessment tasks were not clear.
Recommendation
It is recommended that the unit coordinator review all assessments to ensure they support clarity of instruction as well as clarity of feedback.
Action Taken
This unit changed from 'stuttering and related conditions' to 'applied evidence-based practice for speech pathology'. All new assessment tasks were written to ensure the task instructions were clear.
Source: SUTE comment and instructor feedback
Feedback
Students commented that it would be helpful to have an overview of key similarities and difference across stuttering interventions.
Recommendation
It is recommended that the unit coordinator prepare a chart showing the similarities and differences across interventions to support efficiency of learning.
Action Taken
This unit changed from 'stuttering and related conditions' to 'applied evidence-based practice for speech pathology'. Therefore, stuttering interventions are no longer taught in this unit and this feedback was forwarded to the unit coordinator for the updated 'stuttering and voice across the lifespan' unit.
Source: SUTE comments
Feedback
Students commented that they liked the structure and organisation of weeks 1 to 6 and would prefer weeks 7 to 12 to follow the same format.
Recommendation
It is recommended that the unit coordinator review the lecture and tutorials to ensure all weeks follow the same structure.
Action Taken
In Progress
Unit learning Outcomes

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

  1. Discuss the different theories, behaviours, and characteristics of fluency disorders in children and adults
  2. Apply the International Classification of Functioning, Disability, and Health framework in the management of fluency disorders in children and adults
  3. Demonstrate and justify current evidence-based practice in the evaluation, interpretation, and treatment of fluency disorders in children and adults.

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


Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Written Assessment • •
2 - Practical Assessment • •
3 - Reflective Practice Assignment • •
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 •
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 10 10
1 - Written Assessment • • • • • • •
2 - Practical Assessment • • • • • •
3 - Reflective Practice Assignment • • • • • • •