SPCH13009 - Hearing and Multi-Modal Communication
Term 1 - 2017


All details in this unit profile for SPCH13009 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

This unit is divided into two elements - hearing and multimodal communication. In the hearing section, students will cover aetiology, assessment and management of hearing disorders. In the multimodal section students will cover oral, manual, augmentative and alternative communication strategies and assistive technology according to the multimodal communication range of practice. Both sections will require practical demonstration of assessment, therapy techniques and communication strategies. The International Classification of Functioning, Disability and Health (ICF) framework and principles of evidence based and interprofessional practice will be applied throughout the unit.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

    Pre-requisites:

    Students have successfully completed 42 credit points of SPCH coded units.

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 and Written Assessment 30%
2. Practical and Written Assessment 30%
3. On-campus Activity Pass/Fail
4. Examination 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 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
Positive assessment comments included the following - "I quite enjoyed the assessment pieces that were worth 10% during the term. I feel I learned best from from these tasks as they were more practical." And "The best aspects of the course were definitely the practical components and assessments - the hearing screening test, signing test and multimodal resource test." Have your say and in class feedback The practical assessment tasks will remain, however the content of the written assessments will be reviewed.
The negative comments relating to assessment tasks revolved around the similarity of the two tasks. Have your say and in class feedback The two written assessment tasks - one related to hearing and one related to multimodal communication will be reviewed as far as content and depth of research required.
Comments relating to the textbooks for the course were mixed with the central theme being that they were good textbooks but a little difficult. Have your say and in class feedback The textbooks will remain the same but the course coordinator is cognisant of the fact that this cohort found them a little complex to read, therefore this will be monitored closely with the next group of students.
A frequent comment in the feedback was that the lecturer was timely in her feedback. One such comment was - "Tina is fantastic in providing support and giving constructive and timely feedback." Have your say and in class feedback The course coordinator will ensure that feedback continues to be timely and is constructive.
On successful completion of this unit, you will be able to:
  1. Discuss the various types of hearing impairment including aetiology, characteristics, impact and participation restrictions imposed on the speaker and others in the environment of the speaker using the International Classification of Functioning, Disability and Health (ICF) framework.
  2. Identify and describe the concept of multimodal communication using appropriate terminology including assistive technology, manual communication and augmentative and alternative communication (AAC).
  3. Administer and interpret hearing screening assessments.
  4. Demonstrate the use of formal and informal assessment methods to recommend appropriate multimodal 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 considering individual needs and the multidisciplinary nature of service delivery.

Speech Pathology Range of Practice covered:

  • Adult - Multimodal communication, Speech and Language
  • Child - Multimodal communication, Speech and Language

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

  • Unit 1 Assessment - Elements 1.1. 1.2, 1.3 and 1.4 to Intermediate standard
  • Unit 2 Analysis and interpretation - Elements 2.1, 2.2, 2.3, 2.4 and 2.5 to Intermediate standard
  • Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.2, 3.5 and 3.7 to Intermediate standard
  • Unit 4 Implementation of speech pathology practice - Elements 4.2 and 4.5 to Intermediate standard
  • 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 - Elements .7.1, 7.2, 7.3 and 7.4 to Intermediate standard

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

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

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Practical and Written Assessment    
2 - Practical and Written Assessment    
3 - Examination    
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 5
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 and Written Assessment  
2 - Practical and Written Assessment  
3 - Examination    
4 - On-campus Activity

Prescribed Textbooks

Augmentative and Alternative Communication. Supporting Children and Adults with Complex Communication Needs.
Author/s: Beukelman, D & Mirenda, P Year: 2013
Edition: Fourth Edition Publisher: Brookes Publishing
City: Baltimore State: MD
Country: USA
Clinical Audiology: An Introduction.
Author/s: Brad A. Stach Year: 2010
Edition: Second Edition Publisher: Cengage Learning
Country: US
View textbooks at the CQUniversity Bookshop
Note: Please note: This includes one text for the Multimodal Communication section of the course and one text for the Hearing section of the course.

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 CoordinatorTina Janes (t.janes@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

Multimodal Communication (MMC) 1:

  • General Unit Information:
    • Class structure and expectations
    • Assessment Items

MMC 1:

  • Definitions/Terminology
  • Practical Activities central to AAC / MMC
  • Who needs AAC / MMC Complex Communication needs (CCN)
  • ICF framework and AAC
  • Introduce Key Word Sign
  • Introduce PODD
MULTIMODAL:
  • Justice and Redle - Chapter 4 - Augmentative and Alternative Communication
  • Speech Pathology Australia Position Paper
Week 2 13-03-2017

Multimodal Communication (MMC) 2:

  • The assessment process
  • Explore some assessments & issues around assessing informally and formally
  • Evidence based practice in AAC
  • Continue Key Word Sign
  • Continue PODD
  • Introduce ALS
  • Introduce PECS

Readings will be posted throughout the term, but make sure you have your Beukelman and Mirenda textbook with you for each class of the MMC section.


Week 3 20-03-2017

Multimodal Communication (MMC) 3:

  • Continue assessment
  • Intervention / Implementation strategies
  • Continue Key Word Sign
  • Continue PODD
  • Continue PECS
  • Continue ALS
  • Exploration of devices / strategies / access / resources

Readings will be posted throughout the term, but make sure you have your Beukelman and Mirenda textbook with you for each class of the MMC section.

Week 4 27-03-2017

Multimodal Communication (MMC) 4:

  • Paediatric Case analysis tasks (including “Riley” case study)
  • Adult case studies
  • Continue Key Word Sign
  • Continue Exploration of devices / strategies / access / resources

Readings will be posted throughout the term, but make sure you have your Beukelman and Mirenda textbook with you for each class of the MMC section.

Week 5 03-04-2017

Multimodal Communication (MMC) 5:

  • Continue with case studies
  • MASS funding
  • CAEATI funding
  • Revise content
  • Signing practice

Readings will be posted throughout the term, but make sure you have your Beukelman and Mirenda textbook with you for each class of the MMC section.

Vacation Week 10-04-2017

Recess

Week 6 17-04-2017

Multimodal Communication (MMC) 6:

ASSESSMENT week (30%):

PRACTICAL (10%):

The practical component - key word signing demonstration will be held during scheduled class times or other timetabled allocations.

WRITTEN (20%):

DUE WEDNESDAY 19th APRIL 5pm - WEEK 6. Instruction booklet to be submitted via Moodle and the PODD resource is to be handed into the unit coordinator in hard copy. PODD electronic data to be emailed to coordinator.

30% - PRACTICAL and WRITTEN ASSESSMENT - MULTIMODAL COMMUNICATION Due Wednesday (19 Apr 17) 05:00 PM AEST
Week 7 24-04-2017

Hearing 1:

  • Hearing development
  • Anatomy and physiology of the hearing mechanisms
  • Types / Nature of hearing disorders
  • Causes / Aetiology of Hearing Disorders
  • Paediatric Hearing Disorders
  • Adult Hearing Disorders

Readings will be posted throughout the term but please make sure you have your Clinical Audiology textbook with you in class for the hearing section.

Week 8 01-05-2017

Hearing 2:

  • Simon McCormack - Audiologist - Deadly Ears team (TBC)
  • Hearing Assessment
  • Interpretation of assessment data
  • Hearing loss and the ICF framework
  • Evidence based practice principles
  • Practice conducting hearing screens
Readings will be posted throughout the term but please make sure you have your Clinical Audiology textbook with you in class for the hearing section.
Week 9 08-05-2017

Hearing 3:

  • Simon McCormack - Audiologist - Deadly Ears team (TBC)
  • Practice conducting hearing screens
  • Impact on communication and strategies for hearing loss
  • Intervention for hearing loss
  • Communication Indigenous hearing health
  • Cochlear Implant
  • Katherine Huntly from Australian Hearing (TBC)

Readings will be posted throughout the term but please make sure you have your Clinical Audiology textbook with you in class for the hearing section.

Week 10 15-05-2017

Hearing 4:

PRACTICAL COMPONENT OF ASSESSMENT DURING CLASS TIME

  • Conducting hearing screens for assessment
  • Case analysis

Readings will be posted throughout the term but please make sure you have your Clinical Audiology textbook with you in class for the hearing section.

Week 11 22-05-2017

Hearing 5:

  • Auditory Processing
  • Case based analysis tasks

Readings will be posted throughout the term but please make sure you have your Clinical Audiology textbook with you in class for the hearing section.

Week 12 29-05-2017

Hearing 6:

WRITTEN COMPONENT OF HEARING ASSESSMENT DUE 29th May at 9am.

  • Revision of Hearing and MMC content.
30% - PRACTICAL and WRITTEN ASSESSMENT - HEARING Due Monday (29 May 17) 09:00 AM AEST
Review/Exam Week 05-06-2017

Exam will be scheduled either this week or next week.

Exam Week 12-06-2017

Exam will be scheduled either this week or last week.

Welcome to the third year unit - SPCH13009 - Hearing and Multimodal Communication (MMC). This unit was introduced in 2015 to cover the specialist areas of hearing and multimodal communication.

In 2015 the format consisted of the first 6 weeks dedicated to "Multimodal Communication" and the second 6 weeks dedicated to "Hearing". This changed in 2016 to the 12 weeks split into one class for MMC and one class for Hearing. Having conducted the unit in the two different formats, 2017 sees us reverting to the original format of the first six weeks devoted to the teaching of the MMC content and the second 6 weeks teaching the Hearing section.

The hearing section includes lectures from guest audiologists including Simon McCormack from Deadly Ears and Katherine Huntly from Australian Hearing in Rockhampton.

As this unit comprises two distinct subjects, there are two textbooks required:

  1. Augmentative and Alternative Communication. Supporting Children and Adults with Complex Communication Needs. Fourth Edition. David R. Beukelman and Pat Mirenda.
  2. Clinical Audiology. An Introduction. Second Edition. Brad A. Stach, Ph.D.

Throughout this unit whilst Moodle is your "modular object-oriented dynamic learning environment" where all the unit information is provided, please expect that you will be receiving emails from the coordinator regarding alerts, updates to classes, reminders and other important information to "keep you in the loop". Policies and procedures around email communications can be found on your Moodle site and it is important that you are familiar with these and respond or act upon emails received accordingly.

Tina Janes is your unit coordinator and educator and I look forward to working with you throughout the term.

1 Practical and Written Assessment

Assessment Title 30% - PRACTICAL and WRITTEN ASSESSMENT - HEARING
Task Description
This assessment task reflects the learning outcomes related to the hearing section of SPCH13009 Hearing and Multimodal Communication. The practical component involves conducting hearing screening assessments and the written assessment is a report based on a hearing assessment. This is a must pass assessment task.
Assessment Due Date Week 12 Monday (29-May-2017) 09:00 AM AEST
The written section is submitted via Moodle. The practical session times will be arranged for week 10.
Return Date to Students Exam Week Monday (12-Jun-2017)
Feedback will be returned in writing via Moodle.
Weighting 30%
Assessment Criteria

The complete rubrics are on Moodle, but in summary you are graded on the following:

Practical – 10%

You are graded on your ability to do the following:

Conduct a case history

Conduct an otoscopy and explain results

Conduct tympanometry and record results

Conduct a Pure Tone Audiometry Hearing Screen and record results.

Demonstrate professionalism during the assessment

Written – 20%

You are graded on your ability to do the following:

Develop a case history form that you will use in the hearing screening process

Write a report concisely describing the results and information gathere

In the report make appropriate. Recommendations based on the results obtained.

Use appropriate conventions – including spelling, punctuation, grammar, referencing

Use accurate APA style referencing

Conditions Minimum mark or grade - This is a MUST PASS task. A minimum 50% grade (i.e. 15 out of 30) must be achieved.
Referencing Style American Psychological Association (APA)
Submission Online
Hard copy

The written component is submitted to Moodle.

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

2. Identify and describe the concept of multimodal communication using appropriate terminology including assistive technology, manual communication and augmentative and alternative communication (AAC).

4. Demonstrate the use of formal and informal assessment methods to recommend appropriate multimodal 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 considering individual needs and the multidisciplinary nature of service delivery.

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



2 Practical and Written Assessment

Assessment Title 30% - PRACTICAL and WRITTEN ASSESSMENT - MULTIMODAL COMMUNICATION
Task Description

This assessment task reflects the learning outcomes related to the multimodal section of SPCH13009 Hearing and Multimodal Communication. The practical component of this assessment task involves demonstration of key word signing. The written component is the creation of a PODD (Pragmatic Organisation Dynamic Display) resource with an instruction booklet to accompany this.

Assessment Due Date Week 6 Wednesday (19-Apr-2017) 05:00 PM AEST
This is the due date for the written submission. The unit coordinator will explain the specifics during class.
Return Date to Students Week 7 Friday (28-Apr-2017)
Written Feedback will be uploaded to Moodle.
Weighting 30%
Assessment Criteria

The complete rubrics are on Moodle but in summary you will be graded on the following:

Practical - 10%

You are graded on your ability to do the following:

Demonstration of single key word signs nominated by examiner

Determine and demonstrate the key signs to use in phrases provided by the examiner

Select relevant vocabulary and concepts to sign in a particular scenario provided by the examiner.

Written – 20%

You are graded on your ability to do the following:

Create a PODD resource that is suitable to the particular client and scenario that has been provided to you.

The PODD must meet all of the guidelines for PODD creation

Create an instruction booklet or leaflet that the targeted carers can use to assist them in successful implementation of the PODD.

Conditions Minimum mark or grade - This is a MUST PASS task. A minimum 50% grade (i.e. 15 out of 30) must be achieved.
Referencing Style American Psychological Association (APA)
Submission Online
Hard copy

Both online and offline submissions. Online is via Moodle and offline is to be directly handed to examiner.

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

1. Discuss the various types of hearing impairment including aetiology, characteristics, impact and participation restrictions imposed on the speaker and others in the environment of the speaker using the International Classification of Functioning, Disability and Health (ICF) framework.

3. Administer and interpret hearing screening assessments.

5. Design best practice speech pathology intervention plans for individuals with complex communication needs and/or hearing impairment considering individual needs and the multidisciplinary nature of service delivery.

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 Examination

Assessment Title 40% - EXAMINATION
Task Description

The exam is conducted in the central examination period and will cover all content taught in class across the term – both Multimodal Communication and Hearing content.

Assessment Due Date Central Examination week/s
Return Date to Students The exam will be marked and feedback provided to students according to examination release dates.
Weighting 40%
Assessment Criteria

The marks allocated are stated on the exam paper. Students will be provided with feedback based on meeting the criteria for each question.

Conditions Minimum mark or grade - This is a MUST PASS task. A minimum 50% grade (i.e. 20 out of 40) must be achieved.
Referencing Style American Psychological Association (APA)
Submission Hard copy

Examination

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

1. Discuss the various types of hearing impairment including aetiology, characteristics, impact and participation restrictions imposed on the speaker and others in the environment of the speaker using the International Classification of Functioning, Disability and Health (ICF) framework.

2. Identify and describe the concept of multimodal communication using appropriate terminology including assistive technology, manual communication and augmentative and alternative communication (AAC).

5. Design best practice speech pathology intervention plans for individuals with complex communication needs and/or hearing impairment considering individual needs and the multidisciplinary nature of service delivery.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice



4 On-campus Activity

Assessment Title 0% - ON CAMPUS ACTIVITY
Task Description

As this is a practical course, you are required to participate in a wide variety of on-campus activities including hearing screening assessments, reflective practice, creation of AAC resources, implementation of AAC strategies, conducting AAC assessments, video analysis tasks and engage in class based discussions. This is a requirement of the course.

Attendance is required in lectures and tutorials to be able to complete these tasks. Attendance is recorded and an 80% rate is stipulated, with the EXCEPTION of explained absences with supporting documentation (e.g. medical certificate, funerals, family illness).

Assessment Due Date On campus activities occur throughout the term.
Return Date to Students Students will be provided ongoing feedback but the final pass/fail grade will be provided in week 12.
Weighting Pass/Fail
Assessment Criteria

You are allocated specific tasks that are to be completed for each week and demonstrated during class time. On-campus activities are designed to enhance students' learning opportunities, teamwork and engagement with the course.

Attendance is required in lectures and tutorials to be able to complete these tasks. Attendance is recorded and an 80% rate is stipulated, with the EXCEPTION of explained absences with supporting documentation (e.g. medical certificate, funerals, family illness).

Conditions Minimum mark or grade - Must pass
Referencing Style American Psychological Association (APA)
Submission Hard copy

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

1. Discuss the various types of hearing impairment including aetiology, characteristics, impact and participation restrictions imposed on the speaker and others in the environment of the speaker using the International Classification of Functioning, Disability and Health (ICF) framework.

2. Identify and describe the concept of multimodal communication using appropriate terminology including assistive technology, manual communication and augmentative and alternative communication (AAC).

3. Administer and interpret hearing screening assessments.

4. Demonstrate the use of formal and informal assessment methods to recommend appropriate multimodal 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 considering individual needs and the multidisciplinary nature of service delivery.

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



Examination

Outline Complete an examination
Date During the University examination period
Weighting 40%
Condition Minimum percentage of examination marks required to pass course - This is a MUST PASS task. A minimum 50% grade (i.e. 20 out of 40) must be achieved.
Length 180 minutes
Details Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
No Calculators Permitted
Closed Book
Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Discuss the various types of hearing impairment including aetiology, characteristics, impact and participation restrictions imposed on the speaker and others in the environment of the speaker using the International Classification of Functioning, Disability and Health (ICF) framework.

2. Identify and describe the concept of multimodal communication using appropriate terminology including assistive technology, manual communication and augmentative and alternative communication (AAC).

5. Design best practice speech pathology intervention plans for individuals with complex communication needs and/or hearing impairment considering individual needs and the multidisciplinary nature of service delivery.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice


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