Outline

Overview

Students will develop knowledge and skills to provide assessment and intervention for children with language disorders from birth to the end of the preschool years. Topics covered include the nature of language disorder, the application of evidence-based practices in the assessment, diagnosis, and intervention of developmental language disorders. Different levels of service support will also be discussed. Age ranges covered include prelinguistic infants, toddlers, and pre-schoolers. This unit provides students essential knowledge and skills for speech pathology clinical units and for practice as a speech pathologist.

Unit details and rules

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

Teaching staff

Coordinator	Lauren Chaitow, lauren.chaitow@sydney.edu.au
Lecturer(s)	Lauren Chaitow, lauren.chaitow@sydney.edu.au
Lecturer(s)	Anita MY Wong, anitamy.wong@sydney.edu.au
Tutor(s)	Kate Short, kate.short@sydney.edu.au
Tutor(s)	Lauren Chaitow, lauren.chaitow@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Small test	Language Measures Quiz (EFT) In class quiz about DLD and interpreting language norms and measures	5%	Week -03 Due date: 13 Mar 2025 at 09:00	25 minutes
Outcomes assessed:
Small test	Language Sampling Measures and Analysis In class test about language sampling measures and analysis for children with possible language difficulties/disorder	15%	Week 06 Due date: 03 Apr 2025 at 09:00	35 minutes
Outcomes assessed:
Assignment	Child Language Assessment Plan Develop a language assessment plan for a child aged 0-5 years.	40%	Week 09 Due date: 04 May 2025 at 23:59	6 pages (excl. references)
Outcomes assessed:
Assignment	Case-based Intervention Assignment Develop a Tier 1 intervention for preschoolers in a community context	40%	Week 13 Due date: 01 Jun 2025 at 23:59	Max 8 pages (excl references)
Outcomes assessed:
= group assignment ? = AI allowed ?

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

Language Measures Quiz: In class quiz in Week 3 (5%) about developmental language disorder (DLD) and broadly interpretating language assessment scores and measures.
Language Sampling Measures and Analysis Test: In class test in Week 6 (15%) about different language sampling measures and thier analysis in relation to a child/children with language difficulties.
Child language assessment plan: 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: In a group of 3-4 students, you will be provided with a scenario from an early childhood education and care (ECEC) centre looking to faciliate optimal language development for their preschoolers who will be attending school in the 12 months time. Using the contextual information provided, the goals of the preschoolers' educators and families, and the knowledge you have learned throughout the unit, you will devlop a Tier 1 intervention plan, including rationales, intervention goals, and activities for home and the ECEC centre. This assignment will require you to integrate knowledge learned during this unit.

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 guide to grades.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

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.

Support for students

The Support for Students Policy 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. 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

Weekly schedule

WK	Topic	Learning activity
Week 01	Lecture 1: Overview of unit and introduction to language disorders	Lecture (2 hr)
Week 01	Tutorial Week 1: Case-based: Language disorder or not? Identifying DLD in children 0-5 years old	Tutorial (1 hr)
Week 02	Lecture 2: Language Assessment: Principles, ethics, and evidence-based practice	Lecture (2 hr)
Week 02	Tutorial Week 2: Case-based: Considering the child’s ecosystem when planning language assessment	Tutorial (1 hr)
Week 03	Lecture 3: Assessment of language in babies and toddlers	Lecture (2 hr)
Week 03	Tutorial Week 3: Case-based: Assessment planning for late talkers	Tutorial (1 hr)
Week 04	Lecture 4: Assessment of language in preschool children	Lecture (2 hr)
Week 04	Tutorial Week 4: Case-based: Assessment planning for preschoolers	Tutorial (1 hr)
Week 05	Lecture 5: Child Language intervention: Models, frameworks, and pathways	Lecture (2 hr)
Week 05	Tutorial Week 5: Examining intervention procedures and approaches across multiple tiers	Tutorial (1 hr)
Week 06	Lecture 6: Language intervention for children in the prelinguistic stage	Lecture (2 hr)
Week 06	Tutorial Week 6: Case-based: Resource provision and making intervention decisions for children at the prelinguistic stage	Tutorial (1 hr)
Week 07	Lecture 7: Language intervention for children in the emerging language stage	Lecture (2 hr)
Week 07	Tutorial Week 7: Case-based: Adult-child interactions and making intervention decisions in the emerging language stage	Tutorial (1 hr)
Week 08	Lecture 8: Language intervention for children in the developing language stage	Lecture (2 hr)
Week 08	Tutorial Week 8: Case-based: Direct instruction and making intervention decisions for children at the developing language stage	Tutorial (1 hr)
Week 09	Lecture 9: Coaching in early intervention	Lecture (2 hr)
Week 09	Tutorial Week 9: Case-based: Coaching techniques to support parents and carers to facilitate language at home	Tutorial (1 hr)
Week 10	Lecture 10: DLD and transitioning to school	Lecture (2 hr)
Week 10	Tutorial Week 10: Case-based: Narrative intervention for preschoolers	Tutorial (1 hr)
Week 11	Lecture 11: Early literacy assessment and intervention	Lecture (2 hr)
Week 11	Tutorial Week 11: Case-based: Early literacy intervention	Tutorial (1 hr)
Week 12	Lecture 12: Language intervention: Review and discussion	Lecture (2 hr)
Week 12	Tutorial Week 12: Helpdesk for Assignment	Tutorial (1 hr)
Week 13	Lecture 13: Language disorders associated with other disorders: Extra considerations for assessment and intervention	Lecture (2 hr)
Week 13	Tutorial Week 13: Case-based: Slow progress and transitioning between services.	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 a physical book through the library.

Required Text:

Paul, R, Norbury, C & Gosse, C 2025, Language disorders from infancy through adolescence : listening, speaking, reading, writing, and communicating. Sixth edition / Rhea Paul, PhD, CCC-SLP, Courtenay Norbury, DPhil, Carolyn Gosse, PhD, CCC-SLP., Elsevier, St. Louis, Missouri.

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 children aged 0-5 years.
LO2. Describe the prevalence, impact, potential outcomes, risk, and protective factors associated with DLD in accessible terms for parents and carers.
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 at risk of, or diagnosed 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. Identify as a speech pathologist when working in a variety of contexts including preschools, clinics, teams with multiple disciplines, and other community contexts
LO11. Demonstrate an understanding of interprofessional collaboration and team models, and the role of the speech pathologist across a variety of environments and contexts, working with children with or at-risk of DLD, their families and communities.

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) - 1.1. Provide ethical and evidence-based practice 3.2. Assess communication and swallowing needs
	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) -

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

Early feedback task

Assessment summary

Assessment criteria

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

CSCD2057: Child Language

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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