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Unit outline_

CSCD1035: Stuttering

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Participants will acquire the knowledge and skills to undertake the assessment and intervention of children and adults who stutter. Participants will learn about clinically relevant theories and research findings pertaining to stuttering, how to select, justify and implement clinical interventions, and demonstrate skills in researching and applying evidence-based practice to stuttering intervention. Participants will acquire skills in identifying and measuring stuttering and producing a speech restructuring speech pattern. This unit of study prepares students to evaluate research evidence for different assessment and intervention programs in stuttering.

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
CSCD2058
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Petra Avramovic, petra.avramovic@sydney.edu.au
Lecturer(s) Petra Avramovic, petra.avramovic@sydney.edu.au
Veronica Park, veronica.park@sydney.edu.au
The census date for this unit availability is 2 September 2024
Type Description Weight Due Length
Skills-based evaluation hurdle task Cardiopulmonary resuscitation certificate and first year screening
Cardiopulmonary resuscitation training and first year screening.
0% Formal exam period 30 minute meeting
Outcomes assessed: LO7
Small test Pre-school stuttering treatment skills
Completed individually. #earlyfeedbacktask
5% Week 04
Due date: 19 Aug 2024 at 16:59
15 minutes
Outcomes assessed: LO5
Assignment Paediatric Assessment and Intervention: Individual Assignment
Short answer case-based assignment based on a paediatric case.
30% Week 06
Due date: 06 Sep 2024 at 23:59
Four questions with multiple components.
Outcomes assessed: LO1 LO2 LO3 LO4 LO6 LO7
Assignment Service Level Interventions in Stuttering Populations: Group assignment
Multimedia group assignment
30% Week 11
Due date: 18 Oct 2024 at 11:59
Students create a 12 minute podcast
Outcomes assessed: LO1 LO7 LO6 LO4 LO3
Assignment Adult Assessment Analysis, Reporting, and Intervention: Individual Assignment
Provide Ax feedback, discuss appropriate Tx recommendations, and technique
35% Week 13
Due date: 03 Nov 2024 at 23:59
750 word summary report & 3 minute video
Outcomes assessed: LO1 LO2 LO4 LO5 LO6 LO7
hurdle task = hurdle task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

  • Pre-school treatment skills: Students watch a video and identify parent verbal contingencies for stuttering and stutter-free speech with a preschool aged child to entry level. Students are required to identify all five verbal contingencies correctly. 
  • Paediatric Assessment and Intervention (Individual Assignment): Compulsory take-home written, paediatric case-based assignment (completed individually). The format will be short answer responses. This assignment will require integration and synthesis of the course material in order to demonstrate clinical reasoning in terms of evaluation, assessment, and intervention planning and will incorporate the critique of Artificial Intelligence on this topic. Students must receive a score of 50% or higher to pass the assignment.
  • Service Level Interventions in Stuttering Populations (Group assignment): Students work in groups of four (4) to create a podcast (service level intervention) explaining stuttering and its interventions for adults who stutter. Students will develop an interview format podcast as “experts” outlining a) the impact of stuttering, b) how stuttering is assessed in adults, and c) what is involved when an adult who stutters comes to the service. Students must receive a score of 50% or higher to pass the assignment.
  • Adult Assessment Analysis, Reporting, and Intervention (Individual Assignment): Students must receive a score of 50% or higher to pass the assignment. Using case information from an adult person with stuttering, students are required to submit a summary report outlining the assessment results and recommendations for treatment, and a video demonstrating speech restructuring techniques. 
  • Cardiopulmonary resuscitation certificate: Must be completed to proceed to clinical placements. You will also meet with a fourth year Speech Pathology student prior to second year clinical placements.

You must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in you being awarded a Fail grade, regardless of your cumulative marks in the unit of study. 

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

All assessment tasks are compulsory and must be submitted to pass the unit of study. Assignments have a specific due date. Assignments are due 11.59pm on the day outlined in Canvas. The faculty specifies the following penalty for late assignment submissions: • If your assignment is submitted after the due date and time it will be considered a late submission. • For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work • The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. • For work submitted more than ten calendar days after the due date, a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work. • Any student unable to submit by the deadline should apply for Special Consideration. Further information can be found https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0 You are responsible for ensuring that your assignment is submitted on time via Canvas. This includes planning to submit your assignment sufficiently before the time it is due. In the event that you have technical difficulties at the time of your submission, you MUST email a copy of the assignment to the unit of study coordinator and continue to attempt to upload it. As long as the version you upload is identical to the one you emailed, a penalty will not be applied.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Defining, describing, diagnosing and controlling stuttering; Epidemiology, genetics, and effects of stuttering Lecture and tutorial (3 hr)  
Week 02 Cause of stuttering; Clinical measurement of stuttering Lecture and tutorial (3 hr)  
Week 03 Evidence-based practice in Speech Pathology; Evidence-based treatment of early stuttering 1 Lecture and tutorial (3 hr)  
Week 04 Evidence-based treatment of early stuttering 2 Lecture and tutorial (3 hr)  
Week 05 Evidence-based treatment of early stuttering 3 Lecture and tutorial (3 hr)  
Week 06 Evidence-based treatment of adult stuttering 1 Lecture and tutorial (3 hr)  
Week 07 Evidence-based treatment of adult stuttering 2 Lecture and tutorial (3 hr)  
Week 08 Evidence-based treatment for adult stuttering 3 Lecture and tutorial (3 hr)  
Week 09 Case study: Guest speaker Lecture and tutorial (3 hr)  
Week 10 Evidence-based treatment for school-age stuttering Lecture and tutorial (3 hr)  
Week 11 Evidence-based treatment for adolescent stuttering Lecture and tutorial (3 hr)  
Week 12 Anxiety and stuttering Lecture and tutorial (3 hr)  
Week 13 Cluttering and Acquired stuttering Lecture and tutorial (3 hr)  

Attendance and class requirements

Attendance: The course is designed so that attendance at all classes is needed to pass.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library and your reading list available on Canvas.

  • Onslow, M (2024). Stuttering and its treatment: Twelve lectures. https://www.uts.edu.au/sites/default/files/2024-01/Stuttering%20and%20its%20treatment%20-%20Twelve%20lectures_2024-01-19.pdf

 

 

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Identify, describe, and assess stuttering in adults and school aged children using appropriate assessment measures including those for severity, speech naturalness, and anxiety.
  • LO2. Interpret stuttering assessment results to identify the needs of the individual.
  • LO3. Identify and describe the cause, epidemiology, genetics, and the effects of stuttering and social anxiety and the other related mental health issues.
  • LO4. Develop and apply a protocol for selecting and implementing a sequence of intervention options for individuals who stutter and evaluate progress toward planned outcomes.
  • LO5. Observe, critique, and demonstrate the Camperdown restructuring model and five parent verbal contingencies from the Lidcombe Program, to entry level competency.
  • LO6. Critique the evidence base of key therapy approaches for individuals who stutter.
  • LO7. Demonstrate knowledge of the recommended best practices for the provision of culturally responsive and safe services to individuals with stuttering/motor speech disorders and their families and communicate intervention plans, rationales and recommendations to individuals and families.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
2.5. Acquire, critique and integrate knowledge from a range of sources
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
LO2
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
2.5. Acquire, critique and integrate knowledge from a range of sources
3.1. Develop shared understanding of speech pathology
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
LO3
Speech Pathology Australia Professional Standards (2021) - SPA
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
2.5. Acquire, critique and integrate knowledge from a range of sources
LO4
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
2.5. Acquire, critique and integrate knowledge from a range of sources
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO5
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO6
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.3. Provide safe and quality services
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
2.5. Acquire, critique and integrate knowledge from a range of sources
3.6. Support development of the profession
LO7
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
2.5. Acquire, critique and integrate knowledge from a range of sources
3.1. Develop shared understanding of speech pathology
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
Speech Pathology Australia Professional Standards (2021) -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A Provide ethical and evidence-based practice
1.2 A Comply with legislation, standards, policies and protocols
1.3 A Provide safe and quality services
1.4 A Collaborate with individuals, their supports, our colleagues and the community
1.6 A Consider the needs of individuals and communities in clinical decision-making and practice
2.5 A Acquire, critique and integrate knowledge from a range of sources
3.1 A Develop shared understanding of speech pathology
3.2 A Assess communication and swallowing needs
3.3 A Interpret, diagnose and report on assessments
3.4 A Plan speech pathology intervention or service response
3.5 A Implement and evaluate intervention or service response

This section outlines changes made to this unit following staff and student reviews.

The video assignments have been adapted in response to student feedback. The lecture schedule has been updated to reflect the needs of assignment completion. There has been an addition of a group assignment in response to previous student feedback.

More information can be found on Canvas

Additional costs

There are no additional costs for this unit

Site visit guidelines

There are no site visit guidelines for this unit

Work, health and safety

There are no specific WHS requirements for this unit

Disclaimer

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