Speech Disorders Across the Life Span (11980.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Intensive |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Health |
| Discipline | Study level | HECS Bands |
| Discipline Of Speech Pathology | Post Graduate Level | Band 2 2021 (Commenced After 1 Jan 2021) Band 3 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
Upon successful completion of this unit, students will be able to:1. Understand the changes in neuroanatomy and brain function after acquired brain injury;
2. Triangulate knowledge of normal speech sound development and typical developmental error patterns with data from interaction and assessment to determine a differential diagnosis of speech sound disorders in children and adolescents;
3. Select and evaluate formal and informal assessment processes for children and adults using a holistic and client-centred approach;
4. Work collaboratively with clients, caregivers and community to apply evidence-based practice and ICF principles to the management of children and adults with speech disorders to optimise functional communication and active participation; and
5. Modify assessments and interventions for diverse populations e.g. children with cerebral palsy, multilingual clients, Aboriginal and/or Torres Strait Islander peoples.
Graduate attributes
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways
Prerequisites
10272 Clinical Speech Pathology 2Corequisites
11981 Paediatric language and literacyIncompatible units
NoneEquivalent units
NoneAssumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | Intensive | Dr Jacqui McKechnie |
Required texts
McLeod, S. & Baker, E. (2017) Children's Speech: An evidence-based approach to assessment and intervention. Boston: Pearson.
Duffy, J. R. (2019). Motor Speech Disorders: Substrates, differential diagnosis, and management (4th Edition). St Louis Mo: Elsevier
Submission of assessment items
Extensions & Late submissions
Moderation
Assessments will be moderated in accordance with the Faculty of Health Moderation Guidelines before they are returned to students. A copy of the guidelines can be found on UCLearn.
Please DO NOT put your name on any assessment item.
Upload all assessment items via UCLearn.
Special assessment requirements
To pass this unit, students must achieve an overall grade above 50% AND must pass the phonological processes quiz with a minimum score of 70%. Students who do not achieve a minimum score of 70% for the phonological processes quiz will have one opportunity to retake the quiz and must achieve 70% accuracy. Failing the phonological processes quiz will result in a student being required to re-take the unit of study when it is next offered.
Supplementary assessment
The phonological processes quiz is a must pass assessments. Students who are unsuccessful on their first attempt will have one opportunity to retake the quiz and achieve competency. If you do not pass the resubmission, you will be required to retake the unit when next offered.
Academic integrity
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Learner engagement
This unit will require students to closely manage their workload: it requires considerable reading each week, which would be best managed by working collaboratively with a small study group to share the load of researching assessment and intervention strategies for clinical cases.
It is strongly advised that students plan their time effectively and set aside small blocks of time regularly to work towards core components of each assessment task (assessment planning, analysis, interpretation, goal setting, reasoning, demonstration) so that assessment items can be completed on time.
Participation requirements
Attendance at the intensive is compulsory.
Participation in workshops is mandatory so that students develop skills in assessment planning, data analysis, intervention planning, presenting case-based information, and giving and receiving feedback from peers and lecturers. Attendance in person or electronically at lectures is advised so that questions about theory and research evidence can be addressed ahead of the practical application activities which will be completed during the workshop.
Required IT skills
Real time meetings using Zoom may also be required when shared access to video and audio is required for clinical learning. Familiarity using YouTube to upload unlisted videos and share private links with the class is also advised.
In-unit costs
None.
Work placement, internships or practicums
None.
