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Unit outline_

CSCD2062: Motor Speech and Dysphagia

Semester 2 Early, 2020 [Normal day] - Cumberland, Sydney

Students will acquire the knowledge and skills to conduct clinical assessment and management for clients with speech motor disorders such as dysarthria and apraxia, as well as assessment and management of feeding and swallowing impairments in children and adults. Students will learn to describe, evaluate, conduct and justify interventions for these populations. A focus on case-based problem solving will be emphasised to achieve integration of theory and practical skills. This unit of study prepares students to conduct appropriate and evidence-based clinical assessment and management for these populations.

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
BIOS2062
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

BIOS1163

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Hans Bogaardt, hans.bogaardt@sydney.edu.au
Lecturer(s) Hans Bogaardt, hans.bogaardt@sydney.edu.au
Kirrie Ballard, kirrie.ballard@sydney.edu.au
Tutor(s) Sophie Brassel, sophie.brassel@sydney.edu.au
Type Description Weight Due Length
Assignment Final Assessment
Video Assessment
40% Formal exam period 15 minutes
Outcomes assessed: LO2 LO4 LO5 LO6 LO7
In-semester test (Open book) Type C in-semester exam Mid-Semester Exam
Case-based assessment
50% Week 07
Due date: 17 Sep 2020 at 10:15

Closing date: 17 Sep 2020
50 minutes
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7
Assignment hurdle task Video assignment
Video assignment, written assignment
10% Week 09 2 minutes and 250 words
Outcomes assessed: LO1 LO2
hurdle task = hurdle task ?
Type C in-semester exam = Type C in-semester exam ?

Assessment summary

  • Mid-semester exam: This exam will mainly assess students’ understanding of the assessment of swallowing disorders, and compensatory interventions (including the use of diet modifications) as covered in the Weeks 1-5.
  • Video assignment: This will incorporate the instruction and execution of rehabilitative exercises used to treat swallowing disorders;
  • Final assessment: This test will assess students’ understanding of the assessment and treatment of motor speech disorders. The assessment will cover the contents as described for the lectures and tutorials held in Week 8-13.

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.

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.

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to dysphagia Lecture (2 hr)  
Asking questions Tutorial (1 hr)  
Week 02 Information gathering and interpreting oral motor assessment Lecture (2 hr)  
Clinical bedside assessment Tutorial (1 hr)  
Week 03 1. Modified barium swallow; 2. Flexible endoscopic evaluation of swallowing Lecture (2 hr)  
Modified barium swallow/fluoroscopy or flexible endoscopic evaluation and swallowing Tutorial (1 hr)  
Week 04 1. Aspiration pneumonia; 2. Dysphagia management 1 Lecture (2 hr)  
Compensation Tutorial (1 hr)  
Week 05 Dysphagia management 2 Lecture (2 hr)  
Texture modification Tutorial (1 hr)  
Week 06 Principles of therapy Tutorial (1 hr)  
Week 07 Dysphagia management 3 Lecture (2 hr)  
Rehabilitative exercises Tutorial (1 hr)  
Week 08 Introduction to motor speech disorders Lecture (2 hr)  
Mapping behaviour to brain Tutorial (1 hr)  
Week 09 Evaluating motor speech disorders Lecture (2 hr)  
Practice in diagnosis Tutorial (1 hr)  
Week 10 Evaluating motor speech disorders Lecture (2 hr)  
Practice in diagnosis Tutorial (1 hr)  
Week 11 1. Evaluating motor speech disorders; 2. Treatment - dysarthrias Lecture (2 hr)  
Practice in diagnosis and in treatment principles and design Tutorial (1 hr)  
Week 12 Treatment - dysarthrias Lecture (2 hr)  
Treatment approaches and design Tutorial (1 hr)  
Week 13 Treatment - apraxia of speech Lecture (2 hr)  
Treatment approaches and design Tutorial (1 hr)  

Attendance and class requirements

Attendance: Students are expected to attend all lectures and tutorials for the duration of the semester.

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 eReserve, available on Canvas. Readings will be published on Canvas

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. Depth of disciplinary expertise: a. Describe the anatomy and physiology of normal mature swallowing in adults; b. Describe the specific anatomical, neurophysiological and psychological problems of adults with genetic, developmental, congenital or acquired neurological or common systemic diseases; c. Make critical judgments in analysing and independently selecting appropriate assessment tasks relevant to specific clients in problem- or case-based assessments; d. Apply theory to making clinical diagnosis and management decisions from case history information and MBS/FEES footage regarding feeding and swallowing impairments in adults; e. Apply results of MBS/FEES analysis to problem-solving practical management solutions with reference to clients’ personal and social histories.
  • LO2. Oral and written communication a. Demonstrate the ability to work with others to complete a clinically related written task; b. Describe orally, and in writing, the management of an adult with a swallowing disorder; c. Collate, correlate, display, analyse and report observations as part of a speech pathology case-based analysis of modified barium swallow (MBS) fluoroscopy or flexible endoscopic evaluation of swallowing (FEES) videos.
  • LO3. Information and digital literacy a. Apply results of MBS/FEES analysis to problem-solving practical management solutions with reference to clients’ personal and social histories;
  • LO4. Integrated professional, ethical and personal identity a. Implement the principles of EBP in relation to swallowing disorders, balancing the evidence from the literature, clinician skills and data, and clients.
  • LO5. Cultural competence a. Accommodate personal, cultural and linguistic difference in clinical decision making in relation to swallowing disorders; b. Acknowledge personal responsibility for value judgements and ethical behaviour towards others.
  • LO6. Critical thinking and problem solving a. Exercise critical judgement in the assessment, analysis, diagnosis and planning of intervention for swallowing disorders; b. Use rigorous independent thinking when evaluating published literature on dysphagia, assessment, analysis, diagnosis and intervention; c. Account for clinical decisions in the management of swallowing impairments; d. Adopt a problem-solving approach to the management of swallowing impairments.
  • LO7. Depth of disciplinary expertise a. Describe the basic neurology of speech motor control and impairment; b. Describe symptomatology of the various dysarthria types and apraxia of speech; c. Describe and apply the concepts of ‘impairment’, 'activity limitation’, and ‘life participation’ in relation to neurological communication problems; d. Identify the non-language and psychosocial implications resulting from neurogenic communication disorders; e. Develop and apply a clinical examination protocol for motor speech disorders and make reliable diagnoses; f. Develop appropriate management recommendations tailored to each type of motor speech disorder and make modifications necessary to accommodate concomitant disorders such as aphasia or cognitive impairment; g. Show an awareness and understanding of common medical management procedures including common surgical, pharmaceutical, and prosthetic treatment approaches.

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
Competency-based Occupational Standards for Speech Pathologists - SPA
1. Assessments
2. Analysis and interpretation
3. Planning evidence-based speech pathology practices
3.4. Establish goals for intervention in collaboration with the client and significant others.
3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
4. Implementation of speech pathology practice
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
LO2
Competency-based Occupational Standards for Speech Pathologists - SPA
2.1. Analyse and interpret speech pathology assessment data.
2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4. Report on analysis and interpretation.
2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
LO3
Competency-based Occupational Standards for Speech Pathologists - SPA
2.4. Report on analysis and interpretation.
2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
LO4
Competency-based Occupational Standards for Speech Pathologists - SPA
3.1. Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.4. Establish goals for intervention in collaboration with the client and significant others.
3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7. Document speech pathology intervention plans, goals and outcome measurement.
LO5
Competency-based Occupational Standards for Speech Pathologists - SPA
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
LO6
Competency-based Occupational Standards for Speech Pathologists - SPA
1. Assessments
2. Analysis and interpretation
3. Planning evidence-based speech pathology practices
LO7
Competency-based Occupational Standards for Speech Pathologists - SPA
1. Assessments
2. Analysis and interpretation
3. Planning evidence-based speech pathology practices
4. Implementation of speech pathology practice
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
Competency-based Occupational Standards for Speech Pathologists -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A T P Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2 A T P Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
1.3 A T P Administer speech pathology assessment relevant to the communication and/or swallowing condition.
1.4 A T P Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
2.1 A T P Analyse and interpret speech pathology assessment data.
2.2 A T P Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3 A T Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4 A T P Report on analysis and interpretation.
2.5 A P T Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1 A T Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2 T Seek additional information required to plan evidence-based speech pathology practice.
3.3 T Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.4 A T Establish goals for intervention in collaboration with the client and significant others.
3.5 A T Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6 A Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7 A T Document speech pathology intervention plans, goals and outcome measurement.
4.1 A Establish rapport and facilitate participation in speech pathology intervention.
4.2 A Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
7.1 A T Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.

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

No changes (other than assessment modes) have been made since this unit was last offered.

More information can be found on Canvas or will be provided in class

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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