Aphasia and Cognitive Communication disorders (11982.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| Flexible
| Bruce, Canberra
|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 outcomesUpon successful completion of this unit, students will be able to:
1. Understand the changes in neuroanatomy and brain function after acquired brain injury;
2. Apply theoretical frameworks to identify the nature of the communication impairment in individuals with acquired brain injuries;
3. Select and evaluate formal and informal speech pathology assessments using a holistic and client centred approach for adults with complex communication issues after acquired brain injury, considering cultural and linguistic diversity;
4. Apply evidence-based practice and ICF principles to the treatment of adults with acquired language or cognitive communication disorders to optimise functional communication and quality of life within a collaborative, client-centred model of treatment;
5. Understand the nature of the interdisciplinary team involved in the management of individuals with acquired brain injury; and
6. Modify assessments and interventions for Aboriginal and Torres Strait Islander people.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
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 - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
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
Prerequisites10272 Clinical Speech Pathology 2
Corequisites10267 Principles of Dysphagia
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||Bruce, Canberra||Semester 2||31 July 2023||Flexible||Dr Helen Southwood|
|2024||Bruce, Canberra||Semester 2||29 July 2024||Intensive||Dr Helen Southwood|
Whitworth, A., Webster, J., & Howard, D. (2014). A cognitive neuropsychological approach to assessment and intervention in aphasia (2nd Ed). Hove, East Sussex: Psychology Press. https://web.s.ebscohost.com/ehost/detail/detail?vid=0&sid=1a0378cf-9afe-4b72-a997-e227ba369073%40redis&bdata=#AN=685326&db=nlebk
Kimbarow, M. L. (2021). Cognitive Communication Disorders (3rd Edition). San Diego: Plural Publishing. https://ebookcentral.proquest.com/lib/canberra/detail.action?docID=5839404
Helm-Estabrooks, N., Albert, M. L. & Nicholas, M. (2014.) Manual of Aphasia and Aphasia Therapy (3rd Ed.) Austin Texas: Pro-ed.
Lehman Blake, M. (2018). The right hemisphere and disorders of cognition and communication: Theory and clinicalpractice. San Diego, USA: Plural Publishing. https://ebookcentral.proquest.com/lib/canberra/detail.action?docID=5589470
Submission of assessment items
Extensions & Late submissions
Moderation: Assessments will be moderated according to the Faculty of Health moderation guidelines before they are returned to students
Special assessment requirements
Students are required to submit their evidence portfolio with the 25 required annotations. If students do not submit their portfolio the will fail this unit and be required to retake it when it is next offered.
Students are not entitled to a supplementary assessment for this unit.
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.
Students are required to attend either face-to-face or online synchronously 80% of the workshops.
Required IT skills
Work placement, internships or practicums