Outline

Overview

Students will develop knowledge and skills to provide assessment and intervention for children with language disorders from birth to the end of primary school. Topics covered include the nature of language disorder, evidence-based practices, and techniques in assessment, interpretation, and diagnosis, planning and intervention or service response. Age ranges covered include prelinguistic infants, toddlers, pre-schoolers and primary school-aged children. This unit provides students essential knowledge and skills for speech pathology clinical units and practice as a speech pathologist.

Unit details and rules

Unit code	CSCD2057
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	CSCD1032 and CSCD1034
Corequisites ?	CSCD2064 or CSCD2065
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Kimberley Docking, kimberley.docking@sydney.edu.au
Lecturer(s)	Katrina Gott, katrina.gott@sydney.edu.au
Lecturer(s)	Anita MY Wong, anitamy.wong@sydney.edu.au
Tutor(s)	Katrina Gott, katrina.gott@sydney.edu.au
Tutor(s)	Anita MY Wong, anitamy.wong@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Language Measures quizzes Online Canvas quizzes on interpretation of language norms and measures	15%	Multiple weeks	Two (2) quizzes 30 minute each
Outcomes assessed:
Assignment	Child language assessment plan Develop a language assessment plan for a child in groups of 3-4 students.	40%	Week 09 Due date: 30 Apr 2023 at 23:59	8 pages (excl. references)
Outcomes assessed:
Assignment	Case-based Intervention Assignment Develop an intervention plan for a child based on assessment results.	45%	Week 13 Due date: 28 May 2023 at 23:59	Max 6 pages (excl references)
Outcomes assessed:
= group assignment ?

Assessment summary

Language Measures Quizzes: Two quizzes: 1 in Week 4 (7%) and 1 in Week 6 (8%) assessing your interpretation of language assessment scores and measures in relation to diagnosis of DLD.
Child language assessment plan: In a group of 3-4 students, you will be required to develop an assessment plan for one of two provided cases. Based on evidence-based practice, your assignment must justify the selected clinical procedures in your assessment plan as they relate to the child’s language/communication status, his/her cultural and social practices and family centred practice.
Case-based intervention assignment: This assignment will require you to integrate knowledge learned during this unit. You will be provided with the assessment results of a child to inform development an intervention plan, including rationales and intervention goals

Students must complete all tasks to pass this unit of study. Failure to complete all assessments will result in a Fail grade, regardless of the cumulative total of marks

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
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
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:

Assignments are due 11.59pm on the day outlined in Canvas. Submission after this time is deemed late. 5% is deducted from the mark for each day it is late. After 10 days the assignment is not marked. 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

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Lecture 1: Overview and introduction to Developmental Language Disorders	Lecture (2 hr)
Week 01	Tutorial 1: Applying diagnostic terms to clinical cases	Tutorial (1 hr)
Week 02	Lecture 2: Language Assessment: Overview and evidence-based practice	Lecture (2 hr)
Week 02	Tutorial 2: Planning assessment for DLD	Tutorial (1 hr)
Week 03	Lecture 3: Assessment of language in babies and toddlers	Lecture (2 hr)
Week 03	Tutorial 3: Case-based assessment planning for babies and toddlers	Tutorial (1 hr)
Week 04	Lecture 4: Assessment of language in preschool children	Lecture (2 hr)
Week 04	Tutorial 4: Case-based assessment planning for preschool-aged children	Tutorial (1 hr)
Week 05	Lecture 5: Assessment of DLD in school-aged children	Lecture (2 hr)
Week 05	Tutorial 5: Case-based assessment planning for school-aged children	Tutorial (1 hr)
Week 06	Lecture 6: Child Language intervention: models, frameworks and pathways	Lecture (2 hr)
Week 06	Tutorial 6: Examining intervention procedures and approaches	Tutorial (1 hr)
Week 07	Lecture 7: Language intervention for children in the prelinguistic stage	Lecture (2 hr)
Week 07	Week 7: Practicing intervention procedures and making intervention decisions for children at the prelinguistic stage	Tutorial (1 hr)
Week 08	Lecture 8: Language intervention for children in the emerging language stage	Lecture (2 hr)
Week 08	Tutorial 8: Practicing intervention procedures and making intervention decisions for children at the emerging language stage	Tutorial (1 hr)
Week 09	Lecture 9: Language intervention for children in the developing language stage	Lecture (2 hr)
Week 09	Tutorial 9: Practicing intervention procedures and making intervention decisions for children at the developing language stage	Tutorial (1 hr)
Week 10	Lecture 10: Language intervention for children in the advanced language stage	Lecture (2 hr)
Week 10	Tutorial 10: Practicing intervention procedures and making intervention decisions for children at the advanced language stage	Tutorial (1 hr)
Week 11	Lecture 11: Language intervention: Review and discussion	Lecture (2 hr)
Week 11	Tutorial 11: Translating classroom knowledge to clinical practice	Tutorial (1 hr)
Week 12	Lecture 12: Pre-literacy development and preventative support	Lecture (2 hr)
Week 12	Tutorial 12: Practicing procedures in preventative support for pre-literacy development	Tutorial (1 hr)
Week 13	Lecture 13: Assessment and intervention with children from culturally and linguistically diverse (CALD) backgrounds; family-centred practice and working with parents and education professionals	Lecture (2 hr)
Week 13	Tutorial 13: Overview of unit, discussion & assignment support	Tutorial (1 hr)

Attendance and class requirements

Attendance: Students are expected to attend all lectures and tutorials for the duration of the semester. According to University guidelines, students are expected to allocate 9 hours per week on this Unit of Study (3 hours class; 6 hours outside class)

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 are listed on Canvas and can be accessed through the library. The required text is available as an e-book through the library.

Required Text:

Paul, R., Norbury, C. & Gosse, C. (2018) Language disorders: From infancy through adolescence (5th ed) Mosby; NY. 618.92855/PAU.

Learning outcomes

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. describe the nature of spoken Developmental Language Disorder (DLD) in toddlers, preschooler, and school-aged children
LO2. describe the prevalence, impact, potential outcomes, risk, and protective factors associated with DLD) in accessible terms for parents
LO3. select and justify assessment procedures taking into account the child’s language/ communication cultural and social practices, family centered practice, and evidence-based practice
LO4. exercise critical judgement in the interpretation of assessment results, including selecting appropriate norms and health information (considering typical communication development), determining gaps in information, and integrating information from a range of sources, to inform service provision
LO5. develop written assessment plans and intervention management plans for children with DLD
LO6. describe key intervention approaches across the continuum of naturalness (clinician-directed, hybrid, and child centered), and select with appropriate rationales and interventions for children at-risk or diagnosed with DLD
LO7. create or utilise innovative, engaging, and culturally responsive resources for children with DLD
LO8. demonstrate knowledge of the recommended best practices for the provision of culturally competent and safe services to multilingual children with or at-risk of DLD
LO9. demonstrate awareness of cultural and linguistic difference in communication development in cultures relevant to the Australian context, and differentiate this from DLD
LO10. Demonstrates an understanding of interprofessional collaboration and team models, and the role of the speech pathologist within these environments, working with children with or at -risk of DLD, their families and communities
LO11. identify as a speech pathologist when working in a variety of contexts including schools, clinics, teams with multiple disciplines, and other community contexts

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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Speech Pathology Australia Professional Standards (2021) - 1.5. Maintain high standards of communication, information sharing and record keeping
	Speech Pathology Australia Professional Standards (2021) - 1.5. Maintain high standards of communication, information sharing and record keeping
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 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
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 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 2.2. Use critical reflection to inform professional development and practice 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.5. 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
	Speech Pathology Australia Professional Standards (2021) - 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 1.6. 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 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 2.5. Acquire, critique and integrate knowledge from a range of sources 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 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
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 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
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 3.2. Assess communication and swallowing needs

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
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
2.6		Engage in learning with colleagues, students and the community
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.4		Plan speech pathology intervention or service response

Responding to student feedback

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

Student feedback has facilitated a streamlining of the course content and delivery schedule, as well as a spread of the assessment weighting across three tasks. Student feedback on lectures and tutorials is welcome at any time.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD2057: Child Language

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect