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SPCH14001 - Complex Disorders in Speech Pathology

General Information

Unit Synopsis

This unit will expose students to clients with more complex disorders in communication and/or swallowing, allowing them to explore current models of best practice in assessment and intervention. The International Classification of Functioning, Disability and Health (ICF) framework, Speech Pathology Code of Ethics, reflective practice and principles of evidence based practice will be applied at entry level.

Details

Level Undergraduate
Unit Level 4
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-Requisites:

    • Students will have successfully completed 84 credit points of 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
Rockhampton
Term 1 - 2019 Profile
Rockhampton
Term 1 - 2020 Profile
Rockhampton
Term 1 - 2021 Profile
Rockhampton
Term 1 - 2022 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. In-class Test(s) 50%
2. Presentation and Written Assessment 50%
3. On-campus Activity 0%

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 (on a 5 point Likert scale), based on a 75% 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 Student Survey
Feedback
Students felt they were not prepared for the viva and were not clear about the expectations for this task.
Recommendation
It is recommended that the viva expectations be thoroughly reviewed with students in class, including emphasis on reviewing unit content from prior units on paediatric and adult clinical practice.
Action Taken
Students were provided with a video describing the viva task. An additional information session was also held to provide students the opportunity to ask any questions they might have about the assessment task.
Source: Have Your Say Student Survey
Feedback
Students enjoyed the guest lectures that were implemented into the unit.
Recommendation
It is recommended that the lecturer continue to source guest lecturers to support the content in this unit where appropriate.
Action Taken
Five guest lecturers were sourced to contribute to the content across the term.
Source: Have Your Say Student Survey
Feedback
The students appreciated having a lecturer with current and relevant clinical experience who could provide authentic examples through the lectures.
Recommendation
Given that this unit is focused on the current clinical practice in speech pathology, it is recommended that the course continue to include an industry speech pathologist in its delivery in as much as possible.
Action Taken
The unit included five guest lecturers, all of whom were actively working as speech pathologists in the field. In addition, the recorded lecture content was created by two academics who continue to engage in clinical practice.
Source: Have Your Say
Feedback
The adult cases provided in the OSCE did not seem to be of equal difficulty.
Recommendation
It is recommended that the lecturer closely review case studies used for the OSCE to ensure the cases can be considered equivalent.
Action Taken
Nil.
Source: Have Your Say
Feedback
Feedback on assessment tasks were vague at times.
Recommendation
It is recommended that the lecturer explore ways to provide more detailed feedback to students that does not compromise the integrity of the assessment and external accreditation requirements that students not be provided with a detailed rubric of criteria.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Provide an overview of the nature, causes, maintaining factors, opportunities and barriers arising in relation to clients with complex communication and swallowing needs.
  2. Apply current models of best practice in assessment and intervention for a client with complex communication and/or swallowing needs.
  3. Discuss the role and scope of practice of speech pathologists and other professionals involved in the multidisciplinary management of a client with complex communication and/or swallowing disorders.
  4. Demonstrate entry level reflective practice as a skill crucial to lifelong learning and professional practice in speech pathology.

Speech Pathology Range of Practice covered:

  • Adult - Dysphagia, Language, Speech, Voice, Multimodal communication and potentially Fluency (depending on the case allocated)
  • Child - Dysphagia, Language, Speech, Multimodal communication and potentially Fluency (depending on the case allocated)

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

  • Unit 1 Assessment: Elements 1.1, 1.2, 1.3 and 1.4 to Entry level
  • Unit 2 Analysis and interpretation: Elements 2.1, 2.2, 2.3, 2.4 and 2.5 to Entry level
  • Unit 3 Planning evidence based speech pathology practices: Elements 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 and 3.7 to Entry level
  • Unit 4 Implementation of speech pathology practice: Elements 4.2 and 4.5 to Entry level
  • Unit 5 Planning, providing and managing speech pathology services - Elements 5.4, 5.5, 5.6 and 5.8 to Entry level
  • Unit 7 Lifelong learning and reflective practice - Elements .7.1, 7.2, 7.3 and 7.4 to Entry level

Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:

Unit 1 Reasoning: Elements 1.1, 1.2 and 1.3 to Entry level

Unit 2 Communication: Elements 2.1, 2.2 and 2.3 to Entry level

Unit 3 Learning: Elements 3.1, 3.2, 3.3 and 3.4 to Entry level

Unit 4 Professionalism: Elements 4.1, 4.2, 4.4 and 4.5 to Entry level


Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - In-class Test(s)
2 - Presentation and Written Assessment
3 - On-campus Activity
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 - In-class Test(s)
2 - Presentation and Written Assessment
3 - On-campus Activity