SPCH12004 - Speech Pathology Skills and Practice 1
Term 1 - 2017


All details in this unit profile for SPCH12004 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit students will begin to develop the practical skills required for speech pathology practice, through interaction with children and adults in a structured, interprofessional setting. Students will have the opportunity to engage with both children and adults and develop skills in informal assessment, case history taking, test administration and therapy program delivery. Clinical reasoning and reflective practice are embedded throughout the unit. There is an emphasis on the integration of theoretical knowledge and the development of clinical skills, with a focus on working within the International Classification of Functioning, Disability and Health (ICF) framework and understanding the importance of using evidence based practice. In order to commence this unit, students must have completed all pre-clinical requirements, as outlined in the 'Professional Practice Guide for Allied Health Students - Pre Practice Requirements' handbook, and maintain these requirements throughout the unit.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Pre-requisite: SPCH11001 Introduction to Speech Pathology

Co-requisite: SPCH12002 Communication Development and Disorders in Early Childhood

Co-requisite: SPCH12006 Linguistics and Phonetics 1

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).

Offerings

Term 1 - 2017
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

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.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Practical Assessment 40%
2. Written Assessment 40%
3. Portfolio 20%
4. On-campus Activity Pass/Fail

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 Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

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.

Feedback Source Recommendation
Learning resources and experiences can be difficult to access, especially if you have not met all the pre-clinical requirements. 'Have a Say' staff feedback The Moodle site will continue to be strengthened. All students enrolling in this course are reminded to check that they currently meet all the pre-clinical requirements before the beginning of term. Students transferring from other courses will be reminded of the clinical pre-requisite requirements during SPCH11001 Introduction to Speech Pathology and when they transfer into the CB87 Bachelor of Speech Pathology (Honours).
The practical learning and shared experiences with the occupational therapy students, continue to be identified as strengths of this course. 'Have a Say' verbal feedback from industry partners and students staff feedback The practical learning and shared experiences with the occupational therapy students will continue to be provided. Industry based experiences will continue to be a feature of the course.
On successful completion of this unit, you will be able to:
  1. Describe the basic principles of professional clinical practice: information gathering, diagnostic decision making, management planning, implementation and evaluation.
  2. Administer and evaluate formal and informal measures of communication in adults and children.
  3. Demonstrate the development of reflective practice skills by addressing each of the four generic professional competencies, as described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool.
  4. Deliver a structured therapy program.

Speech Pathology Range of Practice covered:

  • Adult - Voice
  • Child - Speech, Language, Multimodal Communication

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

  • Unit 1 Assessment - Elements 1.1, 1.2 and 1.3 to Novice standard
  • Unit 2 Analysis and interpretation - Elements 2.1, 2.2 and 2.4 to Novice standard
  • Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.2, 3.3, 3.4, 3.6 and 3.7 to Novice standard
  • Unit 4 Implementation of speech pathology practice - Elements 4.1, 4.2, 4.3, 4.5 and 4.6 to Novice standard

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

  • Unit 1 Reasoning - Elements 1.1, 1.2 and 1.3 to Novice standard
  • Unit 2 Communication - Elements 2.1, 2.2 and 2.3 to Novice standard
  • Unit 3 Learning - Elements 3.1, 3.2, 3.3 and 3.4 to Novice standard
  • Unit 4 Professionalism - Elements 4.1, 4.2, 4.4 and 4.5 to Novice standard

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical Assessment    
2 - Written Assessment    
3 - Portfolio  
4 - 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
1 - Practical Assessment  
2 - Written Assessment  
3 - Portfolio  
4 - On-campus Activity

Prescribed Textbooks

Language disorders in children: Fundamental concepts of assessment and intervention
Author/s: Joan Kaderavek Year: 2015
Edition: 2 Publisher: Pearson
Country: USA
View textbooks at the CQUniversity Bookshop

Other Resources

These are not compulsory, but may assist you:
Communication Sciences and Disorders: A clinical evidence-based approach
Author/s: Laura Justice and Erin Redle Year: 2014
Edition: 3 Publisher: Pearson
City: Boston
Country: USA
Other resources may be available at CQUniversity Library. Note:

The Justice & Redle (2014) text is the same textbook prescribed for SPCH11001, so you should already have a copy of this.

Digital versions are an option for both texts. Please ensure that you are purchasing a full digital version of the text.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorJudith Broadhurst (j.broadhurst@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Observational Assessment

  1. Introduction to the course, assessment, shared content and observations
  2. Observation and assessment with children
  3. Models and frameworks of practice
  4. Observing and clinical assessment of oral peripheral skills

JusticeL.M.&RedleE.E (2014) Communication Sciences and Disorders: A Clinical Evidence Based Approach. Upper Saddle River NJ:Pearson. Ch 2, pp36-77; Ch 3, pp 83-104.

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
Week 2 13-03-2017

Gathering Information

  1. Developing reflective practice.
  2. Medicolegal approach to writing: opinion, fact and fiction
  3. Clinical practice of documentation
  4. Gathering information.
  • ethical practice and working with families
  • culturally sensitive interviews
  • interview structures

Reflection formats and information will be available on Moodle

Ages and Stages 3 Assessment information will be in Moodle

Kaderavek, J.N. (2015) Language Disorders in Children. Upper Saddle River, New Jersey: Pearson Education. Chapter 2, pp15-43.

JusticeL.M.&RedleE.E (2014) Communication Sciences and Disorders: A Clinical Evidence Based Approach. Upper Saddle River NJ:Pearson. Chapter 6, pp167-183.

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
Week 3 20-03-2017

Administering Standardised Assessments

  1. Standardised assessment in speech pathology
  2. How to administer assessments in a reliable and valid way
  3. Integrating interviewing and recording skils
  4. Scoring standardised assesments

Paul, R & Norbury, C.F. (2012) Language Disorders from Infancy to Adolescence. St Louis, Missouri: Elsevier Mosby. Chapter 2. pp22-60.

Kaderavek, J.N. (2015) Language Disorders in Children. Upper Saddle River, New Jersey: Pearson Education. Chapter 3, pp45-59.

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
Week 4 27-03-2017

Writing and Setting Collaborative Goals

  1. Writing SMART goals and behavioural objectives
  2. Collaborative goal setting and behavioural objectives
  3. Family goals and priorities
  4. Differences between long and short term objectives

Read Competency-Based Occupational Standards for Speech Pathology, which can be accessed through the Speech Pathology Australia Web site.

Darrah, J. J., Wiart, L. L., Magill-Evans, J. J., Ray, L. L., & Andersen, J. J. (2012). Are family-centred principles, functional goal setting and transition planning evident in therapy services for children with cerebral palsy?. Child: Care, Health & Development, 38(1), 41-47.

Bovend'Eerdt, T., Botell, R., & Wade, D. (2009). Writing SMART rehabilitation goals and achieving goal attainment scaling: a practical guide. Clinical Rehabilitation, 23(4), 352-361.

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
Week 5 03-04-2017

Motor Skills Assessment and Intervention Planning

  1. Interpreting assessment findings
  2. Task analysis
  3. Grading and adapting tasks: hierarchy of cues and prompts
  4. Integrating play, communication and motor skills in developmental assessment
  5. Communicating findings from assessment and therapy to different audiences

Kaderavek, J.N. (2015) Language Disorders in Children. Upper Saddle River, New Jersey: Pearson Education. Ch4 & 5, pp97- 170.

Paul, R & Norbury, C.F. (2012) Language Disorders from Infancy to Adolescence. St Louis, Missouri: Elsevier Mosby. Chapter 8. pp 286-333; Chapter 9. pp 247-377.

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
(40%) Practical Assessment: Screening Report and Intervention Plan Due Friday (07 Apr 17) 08:00 AM AEST
Vacation Week 10-04-2017


Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
Week 6 17-04-2017

Understanding Diagnostic Processes

  1. Assessment criteria for developmental conditions
  2. Understanding diagnostic processes
  3. Communicating findings from assessment and therapy to different audiences
  1. Westby, Carol E. (1980). Assessment of Cognitive and Language Abilities Through Play. Language, Speech, and Hearing Services in Schools, 11(3), 154-168. doi: 10.1044/0161-1461.1103.154
  2. JusticeL.M.&RedleE.E (2014) Communication Sciences and Disorders: A Clinical Evidence Based Approach. Upper Saddle River NJ:Pearson. Chapter 6, pp54-57.
  3. Kaderavek, J.N. (2015) Language Disorders in Children. Upper Saddle River, New Jersey: Pearson Education. Ch 6, pp171-179; Ch 7, pp 203-209; Ch 8, pp 235-253; Ch 9, pp271-278.

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
Week 7 24-04-2017

Self-Care Occupations

  1. Communication needs of children for self-care occupations
  2. Teaching strategies: chaining, modelling and adapting
  3. Writing Case Histories
  4. Hand function in childhood occupations - what does this mean for speech pathology?
  5. Development of oral motor functioning and implications for speech and mealtime skills
  6. Recognising gaps in information

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
Week 8 01-05-2017

Sensory and Cognitive Functioning

  1. Neurophysiology of sensory and cognitive functioning.
  2. Neurophysiology pathway disruption
  3. Sensory and cognitive functioning and the implications in speech pathology practice
  4. Data collection: speech and language sampling

Kaderavek, J.N. (2015) Language Disorders in Children. Upper Saddle River, New Jersey: Pearson Education. Chapter 2, pp15-26; Ch 9, pp278-279.

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
  • between Vacation Week and Week 12.
Week 9 08-05-2017

Fine-motor Functioning in Childhood Occupations

  1. Facilitating physical functioning for children with cerebral palsy and other neurogenic conditions.
  2. Debrief and write reflection on observation.
  3. Self Care occupations and the implications in speech pathology practice
  4. Managing the clinical setting for assessment and treatment

JusticeL.M.&RedleE.E (2014) Communication Sciences and Disorders: A Clinical Evidence Based Approach. Upper Saddle River NJ:Pearson. Chapter 6, pp 166-197.

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
Week 10 15-05-2017

Play and Communication: Behaviour adults find challenging

  1. Cultural definitions of play
  2. Effects of disability on play and interaction
  3. Being an effective adult playmate to facilitate learning and communication
  4. Features of therapeutic play: play as a means to an end
  5. Symbolic play and communication
  6. Debrief and write reflection on observation.
  7. Play and challenging behaviour
  8. The implications of challenging behaviour in the assessment and therapy context
  9. Strategies to manage the child's behaviour in therapy
  10. Data collection techniques: realiability and barriers to their effectiveness
Kaderavek, J.N. (2015) Language Disorders in Children. Upper Saddle River, New Jersey: Pearson Education. Chapter 6, pp179-201.

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
Week 11 22-05-2017

Eating and Feeding Occupations

  1. Development of self-feeding skills
  2. Mealtimes and social eating
  3. Sensory approaches to eating
  4. Debrief and write reflection on observation.
  5. Practise articulation and phonology tests
  6. Practise phonological awareness tests and managing the dynamic environment of therapy.
  7. Eating and feeding occupations
  8. Integrating information from paediatric communication and swallowing assessments

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
Week 12 29-05-2017

Review

  1. Debrief and write reflection on observation.
  2. Review the process creating a portfolio.
  3. Integrated learning
  4. Considering therapy from the customer's perspective.

Observations:

This unit requires your participation in clinical workplace learning experiences. Information about your schedule will be explained at the class in Week 1.

These experiences and associated assessment include:

  • Early childhood facilities. You will be required to attend mornings in Week 1-5.
  • Paediatric Therapy Services - You will be required to participate in some paediatric therapy sessions between Vacation Week and Week 12.
  • Practical learning experiences - More information about other practical actitvities will be provided in Week 1. These experiences will be scheduled throughout the term.
(40%) Written Scripts for Assessment and Treatment Due Friday (02 Jun 17) 05:00 PM AEST
(P/F) On-campus Activity Due Friday (02 Jun 17) 05:00 PM AEST
Review/Exam Week 05-06-2017
(20%) Portfolio Due Friday (09 Jun 17) 05:00 PM AEST
Exam Week 12-06-2017

Welcome to SPCH12004 Speech Pathology Skills and Practice 1.

This unit of study is the beginning of your transition from student to clinician and requires you to participate in community activities involving childrenand adults.

Please ensure that your clinical pre-requisites have been met and all certificates are current for the full duration of the term. If you have any concerns about the clinical pre-requisites, please contact Leisa Skinner by email l.skinner@cqu.edu.au.

The learning experiences in the unit will develop your early clinical skills in assessment and treatment. Many of these clinical skills are common across health professions. Therefore, SPCH12004 Speech Pathology Skills and Practice 1 provides you with an opportunity to learn with, alongside and from students studying other health professional courses.

This year you will have learning experiences each week to develop speech pathology specific skills. These classes and clinical activities will occur with other students enrolled in SPCH12004 Speech Pathology Skills and Practice 1. Some clinical experiences will occur with students enrolled in SPCH14003 Speech Pathology Skills and Practice 5.

You will also share some classes and learning experiences each week with occupational therapy students studying OCCT12003 Occupational Performance across the Lifespan. During the term you will have some learning experiences with students studying their Master of Clinical Psychology.

Your participation in these practical learning experiences and your completion of written tasks are linked to your unit assessment.

Your Unit Coordinator is Judy Broadhurst. You can contact Judy either email j.broadhurst@cqu.edu.au or phone 07 4930 6481.

1 Practical Assessment

Assessment Title (40%) Practical Assessment: Screening Report and Intervention Plan
Task Description

This assessment consists of a Screening Report and Appendices (Part A) and an Intervention Plan (Part B).

Both reports must be completed.

These reports are completed as part of your fieldwork experience in an early childhood facility.

Screening Report and Appendices (Part A)

Over a 3 week period you will develop a screening outcome report and appendices related to documentation from your fieldwork. The screening report will be submitted for marking, returned to you with suggested edits you need to make before being resubmitted by Wednesday Week 6 and sent to the school for distribution to teachers and parents. You will need to utilise consent forms approved by the educational facility to obtain prior written consent from the child’s parents or legal guardian to participate in the screening and any planned intervention.

You will need to gather information from a range of sources to complete this task. Ensure you present the information in an objective and factual manner. The screening report must have an overall Flesch-Kincaid readability level of Grade 5 or lower. This requires a score of <6.0. To lower a high readability score- one idea, one sentence; use short sentences; use words with fewer syllables; use dot points.

Your Screening Report and Appendices will inform the development of your Part B Intervention Plan.

Your screening report and appendices will include:

  1. A brief description of the facility you visited- physical environment, the culture and values of centre including expectations on children. (up to 75 words)
  2. A clinical profile (called strengths and concerns in the template) for a child in the facility including the child’s approximate chronological age in years and months. This profile will include a) the child's areas of strengths as identified by staff, parents, child and from your completion of the ASQ-3. b) any identified areas of concern from staff, parents, child or scored as needing monitoring or follow up in the ASQ-3. (500 words)
  3. Summary and analysis of the child’s ASQ-3 score (what the scores mean in relation to their expected level of participation and development). (75 words)
  4. Correctly and clearly identify which of the 3 follow up action options on the report template are relevant for this child.
  5. Appendix 1 & 2 with inclusions as noted below

Appendices for Screening Report

Appendix 1 will contain:

  1. A completed consent form from the child’s legal guardian
  2. The completed ASQ-3 forms and scores.
  3. Relevant comments or additional observations in the ASQ-3 age specific templates to help justify your scoring.
  4. All the child details accurately documented on the ASQ-3 first page and signed and dated scoring summary sheet.
  5. Evidence (screen shot) of your screening report Flesch-Kincaid readability level which must be less than 6.0.
  6. References for at least 2 professional sources that support your interpretation of the ASQ-3 results.
  7. The reference for the ASQ-3 screening tool

Appendix 2 will contain:

  1. The completed TOES form with clear comments about your observations justifying every rating.
  2. The reference for the TOES publication source

The Intervention Plan (Part B)

You will use the information from the screening outcome report to develop a tailored five X 60 minute session plan for intervention with the child. The plan will be submitted for marking, returned to you with suggested changes you need to make. These changes will need to be made before the implementation with a child at fieldwork in weeks 7-11.

The Intervention Plan will require you to:

  1. Use the information you gather from the ASQ-3 & the Test of Occupational Supportiveness (TOES) (Parham & Fazio, 2008, p. 81) to list the physical, social and cultural supports and barriers to the child’s performance present in the context. Include your reasoning why these factors supported or hindered the child’s performance. (150 words)
  2. Complete information in a table that clearly outlines each of the five sessions you will carry out with the child. Provide details for each activity, the duration, resources (spaces, equipment, support) and preparation needed. Provide evidence that supports your choices. (600 words)
  3. Reflect on the knowledge and skills you still need to develop in relation to working with children. The knowledge gaps you identify here should relate to the priorities for goals you write in the table below. (150 words)
  4. Write 2 SMART goals for your own learning to improve your knowledge or skills. (50 words)
  5. For each goal, write 2 realistic, achievable and relevant strategies. Your strategies will clearly describe the steps and actions you will take to achieve your learning goals. (100 words)

Assessment Due Date Week 5 Friday (07-Apr-2017) 08:00 AM AEST
Return Date to Students Week 6 Friday (21-Apr-2017)
Weighting 40%
Assessment Criteria

Your assessment will be marked according to the following assessment criteria.

This assessment task is worth 40 % of your grade.

The total assessment will be marked out of 40,with Part A (including the Appendices) marked out of 15 Marks, and the Intervention Plan marked out of 25 Marks.

Part A Marking Criteria (15 Marks)

  • Clear and professional factual description of the environment where child was seen.(2 Marks)
  • Accurate, valid, clear, understandable and succinct description of the child’s strengths clearly indicating evidence for statements (4 Marks)
  • Accurate, valid, readable and succinct description of child’s areas of concern clearly indicating evidence for statements (4 Marks)
  • Accurate and valid recording in test forms and understandable, clear and professional analysis of the child’s ASQ-3 results.(5 Marks)

Part B Marking Criteria (25 Marks)

  • Succinct analysis of supports and barriers for child’s performance using observations & TOES (6 Marks)
  • Intervention plan clearly shows approach used, session plan activities, duration, resources and preparation needed. Choices synthesise high quality evidence for best practice. (10 Marks)
  • Analysis of own learning provides thoughtful insight and valid plan of action for learning needs identified (4 Marks)
  • Accurate referencing using APA Referencing Style (5 marks)
Conditions Minimum mark or grade - Students must pass each assessment piece to pass this course.
Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Describe the basic principles of professional clinical practice: information gathering, diagnostic decision making, management planning, implementation and evaluation.

2. Administer and evaluate formal and informal measures of communication in adults and children.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

7. Cross Cultural Competence

8. Ethical practice



2 Written Assessment

Assessment Title (40%) Written Scripts for Assessment and Treatment
Task Description

You will be provided with a clinical scenario which will include:

  • background information and
  • clinical data

You will be required to prepare and submit a written paper demonstrating:

  • your ability to design scripts that assist your clinical planning and interaction (you must submit the scripts in your paper). You will be required to develop 4 scripts. One script for each of the following aspects of clinic: greeting and explaining the process of the appointment; gathering information in an initial assessment; explaining and interpreting assessment results; and, acknowledging carer concerns.
  • your ability to explain the contents of your scripts in terms of theoretical frameworks for clinical assessment and treatment, including referencing your reasoning.
  • your awareness of issues relating to professional interactions with carers and staff

Students will have an opportunity in class to practise these skills before completing their assessment task.


Assessment Due Date Week 12 Friday (02-Jun-2017) 05:00 PM AEST
Friday June 5th at 5:00pm for final (submission) of case history
Return Date to Students Exam Week Friday (16-Jun-2017)
Friday, June 19th
Weighting 40%
Assessment Criteria

This assessment is worth 40% of your overall grade.

You will receive a mark out of 40 for this assessment with the marks being allocated as follows:

Script 1:Greeting and explaining the process of the appointment (out of 10 marks) which will be allocated according to the following criteria:

  1. Writing style (including appropriate use of grammar and spelling; accurate referencing, coherent ideas and information) (out of 2 marks)
  2. Appropriate use of lay and professional terminology (out of 2 marks)
  3. Script accurately interprets the background information from the scenario (out of 2 marks)
  4. Script accurately explains the process of the appointment (out of 2 marks)
  5. Provides clear, logical and evidence based reasoning for the choice of script (out of 2 marks)

Script 2: Gathering information in an initial assessment (out of 10 marks) which will be allocated according to the following criteria:

  1. Writing style (including appropriate use of grammar and spelling; accurate referencing, coherent ideas and information) (out of 2 marks)
  2. Appropriate use of lay and professional terminology (out of 2 marks)
  3. Script accurately interprets the background information from the scenario (out of 2 marks)
  4. Script accurately explains the process of the appointment (out of 2 marks)
  5. Provides clear, logical and evidence based reasoning for the choice of script (out of 2 marks)

Script 3: Analysing, explaining and interpreting assessment results (out of 10 marks) which will be allocated according to the following criteria:

  1. Writing style (including appropriate use of grammar and spelling; accurate referencing, coherent ideas and information) (out of 2 marks)
  2. Appropriate use of lay and professional terminology (out of 2 marks)
  3. Script accurately interprets the background information from the scenario (out of 2 marks)
  4. Script accurately explains the process of the appointment (out of 2 marks)
  5. Provides clear, logical and evidence based reasoning for the choice of script (out of 2 marks)

Script 4: Acknowledging Carer Concerns (out of 10 marks) which will be allocated according to the following criteria:

  1. Writing style (including appropriate use of grammar and spelling; accurate referencing, coherent ideas and information) (out of 2 marks)
  2. Appropriate use of lay and professional terminology (out of 2 marks)
  3. Script accurately interprets the background information from the scenario (out of 2 marks)
  4. Script accurately explains the process of the appointment (out of 2 marks)
  5. Provides clear, logical and evidence based reasoning for the choice of script (out of 2 marks)

Conditions Minimum mark or grade - Students must pass all pieces of assessment to pass this course.
Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Describe the basic principles of professional clinical practice: information gathering, diagnostic decision making, management planning, implementation and evaluation.

2. Administer and evaluate formal and informal measures of communication in adults and children.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



3 Portfolio

Assessment Title (20%) Portfolio
Task Description

As a requirement of graduation, each student must compile a portfolio demonstrating how they have met, through direct and indirect evidence the Competency Based Occupational Standards(CBOS) set out by Speech Pathology Australia. In SPCH12004 Speech Pathology Skills and Practice 1, you will be required to commence a portfolio in which you will need to:

  • demonstrate your own work and thinking
  • address the four generic professional competency areas of reasoning, communication, lifelong learning, and professionalism.For each of the 4 Generic Professional Competencies (reasoning, communication, lifelong learning, and professionalism) you will be required to:
    • Explain a different situation for each area of generic professional competency
    • Explain how you developed your competence across the term
  • demonstrate your professional reflections from field work and classes (this may include clinical experiences attached to other units of study in the term)
  • identify opportunities to further progress your competency in the future
  • provide assessed documents or resources which may assist in evidencing your development of clinical competence (such as assignment marks or assessed resources).

Your portfolio will need to have:

  • structure
  • clinical reasoning and reflection under each of the generic professional competencies
  • evidence
Assessment Due Date Review/Exam Week Friday (09-Jun-2017) 05:00 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
Electronic feedback will be available by the due date. Hard copies of portfolios wil be available for collection at the beginning of Term 2.
Weighting 20%
Assessment Criteria

This assessment is worth 20% of the grade for SPCH12004Speech Pathology Skills and Practice 1.

You will receive a mark (out of 100) using the following criteria:

Summary of Evidence for Range of Practice Areas form (out of 10 Marks)

  • the form is accurately completed with all assessments correctly entered under the appropriate range of practice area on the form.
  • the evidence referred to in the form is included in the portfolio.

Organisation of Portfolio (out of 10 Marks)

  • Clear indexing system with evidence generally easy to locate.
  • information logically and professionally organised

Professional Reasoning section (out of 20 marks) The 20 marks available for this section will be distributed as follows:

  • Language structures (out of 5 marks) - write a professional, coherent report that uses correct grammar and language structures
  • Reflective Thinking (out of 5 marks) - the reflection explains your own thinking and learning process, as well as the implications for future learning
  • Analysis (out of 5 marks) - the reflection is an in-depth analysis of the learning experience, the value of the derived learning to yourself, and the enhancement of your appreciation for the discipline of speech pathology
  • Making Connections (out of 5 marks) - the reflection articulates multiple connections between this learning experience and content from other courses, past learning, life experiences and/or future goals.

Communication section (out of 20 marks) The 20 marks available for this section will be distributed as follows:

  • Language structures (out of 5 marks) - write a professional, coherent report that uses correct grammar and language structures
  • Reflective Thinking out of 5 marks) - the reflection explains your own thinking and learning process, as well as the implications for future learning
  • Analysis (out of 5 marks) - the reflection is an in-depth analysis of the learning experience, the value of the derived learning to yourself, and the enhancement of your appreciation for the discipline of speech pathology
  • Making Connections (out of 5 marks) - the reflection articulates multiple connections between this learning experience and content from other courses, past learning, life experiences and/or future goals.

Lifelong Learning section (out of 20 marks) The 20 marks available for this section will be distributed as follows:

  • Language structures (out of 5 marks) - write a professional, coherent report that uses correct grammar and language structures
  • Reflective Thinking (out of 5 marks) - the reflection explains your own thinking and learning process, as well as the implications for future learning
  • Analysis (out of 5 marks) - the reflection is an in-depth analysis of the learning experience, the value of the derived learning to yourself, and the enhancement of your appreciation for the discipline of speech pathology
  • Making Connections (out of 5 marks) - the reflection articulates multiple connections between this learning experience and content from other courses, past learning, life experiences and/or future goals.

Professionalism section (out of 20 marks) The 20 marks available for this section will be distributed as follows:

  • Language structures (out of 5 marks) - write a professional, coherent report that uses correct grammar and language structures
  • Reflective Thinking (out of 5 marks) - the reflection explains your own thinking and learning process, as well as the implications for future learning
  • Analysis (out of 5 marks) - the reflection is an in-depth analysis of the learning experience, the value of the derived learning to yourself, and the enhancement of your appreciation for the discipline of speech pathology
  • Making Connections (out of 5 marks) - the reflection articulates multiple connections between this learning experience and content from other courses, past learning, life experiences and/or future goals.
Conditions Minimum mark or grade - Students must pass all pieces of assessment to pass this course.
Referencing Style American Psychological Association (APA)
Submission Online
Hard copy

The compiled portfolio needs to be directly submitted to either the instructor or administrative staff.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Describe the basic principles of professional clinical practice: information gathering, diagnostic decision making, management planning, implementation and evaluation.

2. Administer and evaluate formal and informal measures of communication in adults and children.

3. Demonstrate the development of reflective practice skills by addressing each of the four generic professional competencies, as described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



4 On-campus Activity

Assessment Title (P/F) On-campus Activity
Task Description

Many of the units in CB87 Bachelor of Speech Pathology (Honours) require your participation in experiential learning activities (apply theory to practice).

SPCH12004 Speech Pathology Skills and Practice 1 includes real life clinical experiences to enhance your achievement across all learning outcomes.

Your participation in on-campus tasks reflects the practical nature of SPCH12004 Speech Pathology Skills and Practice 1. The activities include:

  • Video analysis tasks of parent interviews
  • Reflecting on personal experiences throughout the term
  • Administering and interpreting results of assessments
  • Participating in scheduled clinics

Assessment Due Date Week 12 Friday (02-Jun-2017) 05:00 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
Weighting Pass/Fail
Assessment Criteria

On-campus activities are designed to enhance students' learning opportunities, teamwork and engagement with the course.

You will be allocated specific tasks to complete and demonstrate during class time and fieldwork. Attendance is required in lectures, tutorials and fieldwork to be able to complete these tasks.

You will be marked according to the following criteria:

Attendance is recorded and an 80% attendance rate at classes and fieldwork experiences is required to pass this assessment. Explained absences with supporting documentation (e.g. medical certificate, funerals, family illness) are not included in the attendance calculation.

Conditions Minimum mark or grade - 80% attendance in all scheduled tasks and activities. You must pass this assessment to pass the unit.
Referencing Style American Psychological Association (APA)
Submission Hard copy

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Describe the basic principles of professional clinical practice: information gathering, diagnostic decision making, management planning, implementation and evaluation.

3. Demonstrate the development of reflective practice skills by addressing each of the four generic professional competencies, as described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool.

4. Deliver a structured therapy program.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

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




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