SPCH13003 - Neurogenic Communication Disorders
Term 1 - 2017


All details in this unit profile for SPCH13003 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 will focus on assessment, interpretation, differential diagnosis and management of clients presenting with acquired motor speech disorders associated with a variety of neurological conditions. Within the unit, students will develop competency in the comprehensive assessment and treatment planning of such conditions. Students will need to consider the speaker/client from a holistic perspective by demonstrating and applying knowledge of the principles of the International Classification of Functioning, Disability and Health (ICF) framework and evidence based practice. Students will also consider the role of the speech pathologist in managing such conditions in relation to working with other professionals and working within the Speech Pathology Australia Code of Ethics.

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 35%
2. Written Assessment 25%
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
Responses related to assessment tasks were mixed with some students liking the tasks and others requiring more support with the tasks. Have Your Say and In-Class Feedback The structure of the assessments will remain the same but the course coordinator will endeavour to ensure that all students are clear on assessment tasks by including dedicated times in tutorials for assessment clarification and support.
The feedback central to course improvement was around commencing tutorials from early in the term between the two intensives and included comments such as - "Regular tutorials from the beginning of the term (after the first intensive) would be useful." Have Your Say and In-Class Feedback The structure was a tutorial in week 1 to provide pre-reading and activities prior to intensive 1 in week 2. There was a tutorial in week 3 to clarify assessments. Weeks 4, 5 and 6 were structured as self-directed learning with the availability of the lecturer. Week 7 was the second intensive and then the remaining weeks were tutorial classes. The recommendation is to have all weeks other than intensives as dedicated tutorial classes as students were not availing of the self-directed learning times.
The response to the practical nature of the lectures and the tutorials was positive and included comments such as - "Given this subject has a history of being really scary and difficult, I think it was great to have Emma come so early in the term to show us just how practical it actually is. Without this practical approach I don't think I would have understood the course content. A practical approach to this subject is so important. The tutorials in the second half of term were great and really helped me to learn." And "Guest lecturer and tutor were enthusiastic and helpful throughout the semester." Have Your Say and In-Class Feedback In 2017 the course structure will remain similar with the specialist lecturer visiting from Melbourne and local tutorial support. This will therefore maintain the more practical nature of this course as it is one that can be quite challenging for students.
Responses related to the textbook used included - "Maybe the textbook - Duffy is so overwhelming. The parts of the Freed textbook that I saw were so much more readable and relatable." And "Although it may be expensive I would suggest to make both Duffy and Freed textbook compulsory for following year levels as both had really good information." Have Your Say and In-Class Feedback The course coordinator will consider the viability of two prescribed textbooks for next term. Consultation will be held with the students who will be enrolling in this course next year regarding the addition of a second text.
On successful completion of this unit, you will be able to:
  1. Discuss acquired motor speech disorders in adults and paediatric populations including their causes, characteristics, and impact on the speaker and communication partners across International Classification of Functioning, Disability and Health (ICF) domains.
  2. Competently conduct speech pathology assessment of speech production as relevant to the assessment of acquired motor speech disorders in adult clients and explain the rationale behind such assessment.
  3. Analyse, interpret and integrate information from relevant sources and present justified hypotheses regarding clinical description and diagnosis of acquired motor speech disorders.
  4. Apply principles of evidence based practice and the International Classification of Functioning, Disability and Health (ICF) in identifying, planning, and implementing appropriate management and treatment when working with clients with acquired motor speech disorders.

Speech Pathology Range of Practice covered:

Adult - Speech and Multimodal

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

Unit 1 Assessment - Elements 1.1 and 1.2 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, 3.3, 3.4, 3.5, 3.6 and
3.7 to Intermediate standard

Unit 7 Lifelong learning and reflective practice - Elements 7.2 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
1 - Practical and Written Assessment
2 - 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
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 - Written Assessment  
3 - Examination  
4 - On-campus Activity

Prescribed Textbooks

Motor Speech Disorders: Substrates, Differential Diagnosis and Management
Author/s: Duffy, J Year: 2013
Edition: 3rd Publisher: Mosby
City: St Louis State: Missouri
Country: United States
View textbooks at the CQUniversity Bookshop

Other Resources

These are not compulsory, but may assist you:
Motor Speech Disorders: Diagnosis and Treatment
Author/s: Donald B. Freed Year: 2011
Edition: Second Edition Publisher: Cengage Learning
State: California
Country: US
Other resources may be available at CQUniversity Library. Note:
The required text is an important reference resource which will be used throughout the course and in future clinical practice in speech pathology.
There is a supplementary text listed as well which will also be a valuable resource for diagnosis and treatment of motor speech disorders.It is not compulsory for you to purchase this but it will be beneficial. Included within textbook purchase are additional online learning resources that will be invaluable for developing students' skills in perceptual speech evaluation.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Online materials to support learning are available when purchasing the prescribed course textbook (Duffy, 2013). These are only accessible via unique registration.
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

Please note that the residential school is the week prior to week 1. You are required to attend Monday 27th February to Friday 3rd March from 8:30am to 4:30pm. Dr Emma McLaughlin is the key lecturer for this week.

WEEK 1 CLASS (with Tina Janes):

  • Review of Assessment Requirements
  • Review of content from Monday 27.02.17 - Motor speech Assessment and Diagnosis of Motor Speech Disorders (including OPE)
  • Practical activities related to assessment of MSD’s.

Introductory readings: (Please note that these readings do not need to be completed in week 1 - but they are listed to provide you with a guide regarding 'easy' readings for this topic)

  • Justice, L. and Redle, E. (2014). Communication Sciences and Disorders. A Clinical Evidence Based Approach (3rd ed.). Boston; USA: Pearson.Chapter 12 - Motor Speech Disorders - pp 394-437

  • Cummings, L. (Ed.) (2014). The Cambridge Handbook of Communication Disorders. Chapters 11 and 12 - pps 185-223.
  • Webb, W.G. and Adler, R.K. (2008) Neurology for the Speech Language Pathologist. Fifth Edition. Chapters 7 and 8.
  • Manasco, M.H. (2017). Introduction to Neurogenic Communication Disorders. Chapters 6 and 7.
  • Duffy, J.( 2013). 3rd Edition. Motor Speech Disorders: Substrates, Differential Diagnosis and Management. USA: Mosby Read Chapters 1 and 2.
Please ensure you have the relevant notes from Dr McLaughlin's lectures for each tutorial as well as any readings that were associated with those topics.
Week 2 13-03-2017

WEEK 2 CLASS (with Tina Janes):

  • Review of content from Monday 27.02.17 – Taking and interpreting case histories
  • Review of content from Tuesday 28.02.17 - Impact of Motor Speech disorders on the speaker and those around them
  • Practical activities related to assessment of MSD’s and other consolidation activities

Readings will be specified - please ensure you have your textbook for each class:

  • Duffy, J.( 2013). 3rd Edition. Motor Speech Disorders: Substrates, Differential Diagnosis and Management. USA: Mosby

Please ensure you have the relevant notes from Dr McLaughlin's lectures for each tutorial as well as any readings that were associated with those topics.

Week 3 20-03-2017

WEEK 3 CLASS (with Tina Janes):

  • Review of content from Tuesday 28.02.17:
    • Perceptual Assessment of Dysarthric Speech
    • Intelligibility Assessment of Dysarthric Speech
  • Continue with Practical activities related to assessment and interpretation of MSD’s and other consolidation activities

Readings will be specified - please ensure you have your textbook for each class:

  • Duffy, J.( 2013). 3rd Edition. Motor Speech Disorders: Substrates, Differential Diagnosis and Management. USA: Mosby

Please ensure you have the relevant notes from Dr McLaughlin's lectures for each tutorial as well as any readings that were associated with those topics.

Week 4 27-03-2017

WEEK 4 CLASS (with Tina Janes):

  • Review of content from Wednesday 01.03.17:
    • Apraxia of Speech Assessment and Diagnosis
    • Differential Diagnosis of MSDs
  • Continue with Practical activities related to assessment and interpretation of MSD’s and other consolidation activities

Readings will be specified - please ensure you have your textbook for each class:

  • Duffy, J.( 2013). 3rd Edition. Motor Speech Disorders: Substrates, Differential Diagnosis and Management. USA: Mosby

Please ensure you have the relevant notes from Dr McLaughlin's lectures for each tutorial as well as any readings that were associated with those topics.


Week 5 03-04-2017

WEEK 5 CLASS (with Tina Janes):

  • Revision test – in class
  • Continue with Practical activities related to assessment and interpretation of MSD’s and other consolidation activities

Readings will be specified - please ensure you have your textbook for each class:

  • Duffy, J.( 2013). 3rd Edition. Motor Speech Disorders: Substrates, Differential Diagnosis and Management. USA: Mosby

Please ensure you have the relevant notes from Dr McLaughlin's lectures for each tutorial as well as any readings that were associated with those topics.

Vacation Week 10-04-2017

No class.

Week 6 17-04-2017

Practical and Written Assessment - Times to be arranged for PRACTICAL component of assessment 1.

PRACTICAL component of assessment 1.

Week 7 24-04-2017

Practical and Written Assessment Written component of assessment 1 due Monday 24th at 9am.

WEEK 7 CLASS (with Tina Janes):

  • Decision to be made as to what topics need to be covered – any revision needed or commence with week 8 topics.

Readings will be specified - please ensure you have your textbook for each class:

  • Duffy, J.( 2013). 3rd Edition. Motor Speech Disorders: Substrates, Differential Diagnosis and Management. USA: Mosby

Please ensure you have the relevant notes from Dr McLaughlin's lectures for each tutorial as well as any readings that were associated with those topics.

ASSESSMENT 1 – PRACTICAL AND WRITTEN ASSESSMENT – 35% Due Monday (24 Apr 17) 09:00 AM AEST
Week 8 01-05-2017

WEEK 8 CLASS (with Tina Janes):

  • Review of content from Thursday 02.03.17:
    • Intervention for MSDs – Intro and General principles
    • Management and intervention for respiratory impairments in dysarthria
    • Management and intervention for Phonatory impairments in dysarthria
  • Practical activities related to intervention planning for MSD’s and other consolidation activities

Readings will be specified - please ensure you have your textbook for each class:

  • Duffy, J.( 2013). 3rd Edition. Motor Speech Disorders: Substrates, Differential Diagnosis and Management. USA: Mosby

Please ensure you have the relevant notes from Dr McLaughlin's lectures for each tutorial as well as any readings that were associated with those topics.

Week 9 08-05-2017

WEEK 9 CLASS (with Tina Janes):

  • Review of content from Thursday 02.03.17:
    • Management and intervention for resonatory impairments in dysarthria
    • Management and intervention for articulatory impairments in dysarthria
  • Review of content from Friday 03.03.17:
    • Management and intervention for prosodic impairments in dysarthria
  • Practical activities related to intervention planning for MSD’s and other consolidation activities


Readings will be specified - please ensure you have your textbook for each class:

  • Duffy, J.( 2013). 3rd Edition. Motor Speech Disorders: Substrates, Differential Diagnosis and Management. USA: Mosby

Please ensure you have the relevant notes from Dr McLaughlin's lectures for each tutorial as well as any readings that were associated with those topics.

Week 10 15-05-2017

WEEK 10 CLASS (with Tina Janes):

  • Review of content from Friday 03.03.17:
    • Management and intervention for apraxia of speech
    • Acquired MSDs in Paediatric Populations
    • Speech Pathology Management of progressive motor speech disorders
  • Practical activities related to intervention planning for MSD’s and other consolidation activities

Readings will be specified - please ensure you have your textbook for each class:

  • Duffy, J.( 2013). 3rd Edition. Motor Speech Disorders: Substrates, Differential Diagnosis and Management. USA: Mosby

Please ensure you have the relevant notes from Dr McLaughlin's lectures for each tutorial as well as any readings that were associated with those topics.

Week 11 22-05-2017

Written Assessment. Assessment 2 due 9am Monday 22nd May.

WEEK 11 CLASS (with Tina Janes):

  • Review of content from Friday 03.03.17:
    • Outcome Measures when working with clients with MSDs
  • General revision and consolidation activities

Readings will be specified - please ensure you have your textbook for each class:

  • Duffy, J.( 2013). 3rd Edition. Motor Speech Disorders: Substrates, Differential Diagnosis and Management. USA: Mosby

Please ensure you have the relevant notes from Dr McLaughlin's lectures for each tutorial as well as any readings that were associated with those topics.

ASSESSMENT 2 –WRITTEN ASSESSMENT – 25% Due Monday (22 May 17) 09:00 AM AEST
Week 12 29-05-2017

WEEK 12 CLASS (with Tina Janes):

  • Revision Test and general revision.
Review/Exam Week 05-06-2017

Examination may be scheduled in this week or next week.

Exam Week 12-06-2017

Examination may be scheduled in this week.

Welcome to SPCH13003 Neurogenic Communication Disorders. This unit is often referred to as "Motor Speech" or "Motor Speech Disorders" as this is the core content of SPCH13003. In 2014 and 2015 this unit was conducted by Dr Chris Plant as the lecturer and the format was a combination of intensive on-campus delivery and online lectures, with tutorial support provided in 2015 by Tina Janes. In 2016 it consisted of two intensive blocks of 3 days each delivered by Dr Emma McLaughlin and tutorials delivered by Tina Janes (coordinator).

In 2017 Tina Janes continues as your coordinator and tutor and Dr Emma McLaughlin will provide one whole week of lectures in the format of a residential school in Orientation week. Tina Janes will then run regular weekly classes from week 1 through to week 12.

Please ensure you have the prescribed text - Duffy, J. (2013). Motor Speech Disorders: Substrates, Differential Diagnosis and Management (3rd ed.). USA: Mosby.

Dr Emma McLaughlin specialises in Motor Speech Disorders and Dysphagia and is a senior clinician in Victoria.

Both Emma and myself look forward to working with you during this unit.

Correspondence is either to be via the news forum or emailed to Tina - t.janes@cqu.edu.au - as the coordinator.

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.

1 Practical and Written Assessment

Assessment Title ASSESSMENT 1 – PRACTICAL AND WRITTEN ASSESSMENT – 35%
Task Description

Your tasks are as follows:

PRACTICAL component:

You will independently administer sections or subtests from the following assessments of Motor Speech Disorders (MSDs):

o ABA-2: Apraxia Battery for Adults–Second Edition

o Frenchay Dysarthria Assessment 2 Edition (FDA-2)

o Assessment of Intelligibility of Dysarthric Speech (AIDS)

o Oral Peripheral or Oral Motor Examination

o Case History

You will not know what subtests or sections that you will be required to administer until the assessment commences. The number of sections or subtests per student will vary depending on the detail required and the competence demonstrated. You will administer the assessments to the examiner as if the examiner were a client with a suspected motor speech disorder. Following your administration of the assessments, the examiner will ask questions in relation to the particular test items so that you can demonstrate your knowledge of this test.

This will occur in week 6 class time as much as possible. One hour will be allocated for each student.

WRITTEN component:

Following the practical session you will submit a written reflection on your performance in the task and describe a plan for how you will develop your knowledge and skills of assessment and diagnosis of acquired motor speech disorders. You will also reflect upon how the assessment subtests you administered provided you with valuable information towards intervention planning. For this assessment task you will also be required to use appropriate writing conventions, including accurate spelling, grammar, and punctuation, and demonstrate cohesion, clarity, and organisation.

APA referencing style must be used accurately and in accordance with the CQUniversity’s Academic Misconduct Procedure. For further information regarding this procedure, see: http://policy.cqu.edu.au/. Information regarding the APA Referencing Style can be found at: https://www.cqu.edu.au/?a=14033

Assessment Due Date Week 7 Monday (24-Apr-2017) 09:00 AM AEST
The above date is when the WRITTEN component is due. The PRACTICAL component will occur in Week 6.
Return Date to Students Week 9 Monday (08-May-2017)
Both Practical and Written Components will be returned by this due date.
Weighting 35%
Assessment Criteria

The complete rubric which details the requirements for both the PRACTICAL and WRITTEN components of this assessment task is on MOODLE. In brief, you will be marked on the following criteria:

SECTION 1 – PRACTICAL ADMINISTRATION OF ASSESSMENTS (17.5 total marks):

  • Delivery
  • Content / Preparation

SECTION 2 – WRITTEN SUBMISSION (17.5 total marks):

  • Accuracy / Evaluation / Action Plan
  • Use of spelling, grammar, syntax and punctuation.
  • Clarity of expression and ease of reading, including overall structure and organisation
  • the use of APA referencing style in line with CQUniversity policy

Conditions Minimum mark or grade - This is a MUST PASS task. A minimum 50% grade (i.e. 17.5 out of 35) must be achieved.
Referencing Style American Psychological Association (APA)
Submission Online
Hard copy

The PRACTICAL component does not require a submission, however the WRITTEN component is an online submission through MOODLE.

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

1. Discuss acquired motor speech disorders in adults and paediatric populations including their causes, characteristics, and impact on the speaker and communication partners across International Classification of Functioning, Disability and Health (ICF) domains.

2. Competently conduct speech pathology assessment of speech production as relevant to the assessment of acquired motor speech disorders in adult clients and explain the rationale behind such assessment.

3. Analyse, interpret and integrate information from relevant sources and present justified hypotheses regarding clinical description and diagnosis of acquired motor speech disorders.

4. Apply principles of evidence based practice and the International Classification of Functioning, Disability and Health (ICF) in identifying, planning, and implementing appropriate management and treatment when working with clients with acquired motor speech disorders.

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 Written Assessment

Assessment Title ASSESSMENT 2 –WRITTEN ASSESSMENT – 25%
Task Description

Your tasks are as follows:

You will be provided with a case study and will be required to devise a management plan for your client. Your management plan will demonstrate that you have integrated the information gleaned from the case study with the principles of evidence based practice (EBP), the International Classification of Functioning, Disability and Health (ICF) framework and have considered the value of interprofessional practice in developing an effective management plan.

For this assessment task you will also be required to use appropriate writing conventions, including accurate spelling, grammar, and punctuation, and demonstrate cohesion, clarity, and organisation.

APA referencing style must be used accurately and in accordance with the CQUniversity’s Academic Misconduct Procedure. For further information regarding this procedure, see: http://policy.cqu.edu.au/. Information regarding the APA Referencing Style can be found at: https://www.cqu.edu.au/?a=14033

Assessment Due Date Week 11 Monday (22-May-2017) 09:00 AM AEST
Return Date to Students Week 12 Friday (02-Jun-2017)
Weighting 25%
Assessment Criteria

The complete rubric is on MOODLE but in brief you will be marked on the following:

Content - Including: (50% of grade)

  • Summary of the background information including aetiology and diagnosis
  • Inclusion of the ICF framework within the management plan
  • Evidence based practice (EBP) principles apparent in management plan
  • Appropriate selection of therapeutic strategies in the management plan
  • Consideration of the role of other health professionals in the management plan

Research Quality - Including: (25% of grade)

  • Use of existing literature and research evidence to support decision-making

Conventions - Including: (25% of grade)

  • Use of spelling, grammar, syntax and punctuation.
  • Clarity of expression and ease of reading, including overall structure and organisation
  • The use of APA referencing style in line with CQUniversity policy

Conditions Minimum mark or grade - This is a MUST PASS task. A minimum 50% grade (i.e. 12.5 out of 25) must be achieved.
Referencing Style American Psychological Association (APA)
Submission Online

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

1. Discuss acquired motor speech disorders in adults and paediatric populations including their causes, characteristics, and impact on the speaker and communication partners across International Classification of Functioning, Disability and Health (ICF) domains.

2. Competently conduct speech pathology assessment of speech production as relevant to the assessment of acquired motor speech disorders in adult clients and explain the rationale behind such assessment.

3. Analyse, interpret and integrate information from relevant sources and present justified hypotheses regarding clinical description and diagnosis of acquired motor speech disorders.

4. Apply principles of evidence based practice and the International Classification of Functioning, Disability and Health (ICF) in identifying, planning, and implementing appropriate management and treatment when working with clients with acquired motor speech disorders.

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 EXAMINATION - 40%
Task Description

An examination is held in the official examination period. This is worth 40% of your course grade and is a must-pass item.

Assessment Due Date Exam Week
Return Date to Students 10 Days following date of exam
Weighting 40%
Assessment Criteria

This is a must pass assessment item. You are required to achieve a minimum of 20/40 in order to pass the unit.

The marks allocated for each question or part of the question are included on the exam paper. You will be provided with feedback following the exam.

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

No submission required.

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

1. Discuss acquired motor speech disorders in adults and paediatric populations including their causes, characteristics, and impact on the speaker and communication partners across International Classification of Functioning, Disability and Health (ICF) domains.

2. Competently conduct speech pathology assessment of speech production as relevant to the assessment of acquired motor speech disorders in adult clients and explain the rationale behind such assessment.

3. Analyse, interpret and integrate information from relevant sources and present justified hypotheses regarding clinical description and diagnosis of acquired motor speech disorders.

4. Apply principles of evidence based practice and the International Classification of Functioning, Disability and Health (ICF) in identifying, planning, and implementing appropriate management and treatment when working with clients with acquired motor speech disorders.

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



4 On-campus Activity

Assessment Title ON-CAMPUS ACTIVITY
Task Description

Students’ participation in on-campus tasks reflects the practical nature of this course. The activities enhance achievement across all the learning outcomes. The activities include:

Video analysis tasks of people with motor speech disorders

Independent research and presenting this to the class

Reflecting on personal experiences with motor speech disorders

Administering and interpreting results of assessments

Assessment Due Date No submissions are required. Students participation and attendance is recorded throughout the term.
Return Date to Students A pass/fail grade is awarded at the end of the term.
Weighting Pass/Fail
Assessment Criteria

Students 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 - Hurdle - must pass task.
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 acquired motor speech disorders in adults and paediatric populations including their causes, characteristics, and impact on the speaker and communication partners across International Classification of Functioning, Disability and Health (ICF) domains.

2. Competently conduct speech pathology assessment of speech production as relevant to the assessment of acquired motor speech disorders in adult clients and explain the rationale behind such assessment.

3. Analyse, interpret and integrate information from relevant sources and present justified hypotheses regarding clinical description and diagnosis of acquired motor speech disorders.

4. Apply principles of evidence based practice and the International Classification of Functioning, Disability and Health (ICF) in identifying, planning, and implementing appropriate management and treatment when working with clients with acquired motor speech disorders.

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 assessment task. Students must achieve a minimum 50% (i.e. 20/40) to pass this unit.
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 acquired motor speech disorders in adults and paediatric populations including their causes, characteristics, and impact on the speaker and communication partners across International Classification of Functioning, Disability and Health (ICF) domains.

2. Competently conduct speech pathology assessment of speech production as relevant to the assessment of acquired motor speech disorders in adult clients and explain the rationale behind such assessment.

3. Analyse, interpret and integrate information from relevant sources and present justified hypotheses regarding clinical description and diagnosis of acquired motor speech disorders.

4. Apply principles of evidence based practice and the International Classification of Functioning, Disability and Health (ICF) in identifying, planning, and implementing appropriate management and treatment when working with clients with acquired motor speech disorders.

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


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