Outline

Overview

Students will acquire knowledge about speech sound disorders and cover techniques for assessment, analysis, intervention, and related service level responses through case-based and project-based learning activities. Students will learn skills of phonological analysis and learn to evaluate and critically reflect on research evidence for best practice in assessment, diagnosis, and intervention of speech sound disorders in children. This unit of study provides students with essential theoretical background to begin speech pathology clinical practice units.

Unit details and rules

Unit code	CSCD2068
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	CSCD1034 and CSCD1032
Corequisites ?	CSCD2064 or CSCD2065
Assumed knowledge ?	Ability to phonetically transcribe Australian English speech
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Donna Thomas, donna.thomas@sydney.edu.au
Lecturer(s)	Donna Thomas, donna.thomas@sydney.edu.au
Tutor(s)	Maja Ibric, maja.ibric@sydney.edu.au

Type	Description	Weight	Due	Length
Supervised exam ?	Case-based exam Individual, invigilated case-based exam	40%	Formal exam period	2 hours
Outcomes assessed:
Small test	Phonological processes test In class paper-based task applying knowledge of phonological processes	20%	Week 05 Due date: 18 Mar 2024 at 09:00	30 minutes
Outcomes assessed:
Assignment	Case study assignment Planning evidence based intervention for an individual case study client	40%	Week 11 Due date: 06 May 2024 at 23:59	Completion of templates provided.
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Phonological processes test: This is a class test focused on the identification and application of phonological processes. A total of 20 marks will be possible. One mark will be deducted for each incorrect answer. A pass mark will be equivalent to 10/20. This is a barrier task. If a student does not pass on the first attempt they will be given up to two additional attempts to pass a similar test with different questions, however they will retain their mark for the initial attempt. Failure to pass the task on one of two additional attempts will result in the student being awarded a Fail grade, regardless of their cumulative marks in the unit of study.
Case study assignment: This assignment will be completed in regular meetings in community of practice groups (tutorial sub- groups of approx. 4 students). Students will be given case-based data for one child with a phonological impairment. Students must complete this assessment tasks to pass the entire unit. Failure to complete it will result in the student being awarded a Fail grade, regardless of their cumulative marks in the unit of study.
Final exam: This will be a problem-based exam which will require students to integrate knowledge learned throughout the unit of study to clinical cases. A total of 40 marks will be possible. One mark will be deducted for each incorrect answer. Failure to complete this task will result in the student being awarded a Fail grade, regardless of their cumulative marks in the unit of study.

NOTE: All assessments must be completed in order to pass 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	Exceptional standard
Distinction	75 - 84	Very high standard
Credit	65 - 74	Good standard
Pass	50 - 64	Acceptable standard
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:

Tests and exams: you are required to apply for special consideration and have your request approved in order to have a replacement test or exam on another day. Without an approved special consideration application you will be given a score of zero for the task. Assignment: 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.

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.

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

Weekly schedule

WK	Topic	Learning activity
Week 01	Children with speech sound disorders	Lecture (2 hr)
Week 01	Phonemic transcription, phonological processes	Tutorial (1 hr)
Week 02	Classification, causes, and co-occurrence	Lecture (2 hr)
Week 02	Phonemic transcription, determining features of different SSDs, phonological processes	Tutorial (1 hr)
Week 03	Children’s speech acquisition	Lecture (2 hr)
Week 03	Differentiating typical from disordered speech.	Tutorial (1 hr)
Week 04	Assessment	Lecture (2 hr)
Week 04	Assessment tolls and interpretation	Tutorial (1 hr)
Week 05	Phonological analysis	Lecture (2 hr)
Week 05	Phonological analysis	Tutorial (1 hr)
Week 06	Phonological analysis and goal setting	Lecture (2 hr)
Week 06	Goal setting	Tutorial (1 hr)
Week 07	Intervention principles and plans	Lecture (2 hr)
Week 07	Intervention planning	Tutorial (1 hr)
Week 08	Intervention procedures and phonological interventions	Lecture (2 hr)
Week 08	Intervention procedures	Tutorial (1 hr)
Week 09	Phonological interventions and intervention evaluation	Lecture (2 hr)
Week 09	Intervention, clinical data collection	Tutorial (1 hr)
Week 10	Phonological interventions	Lecture (2 hr)
Week 10	Intervention, assignment queries	Tutorial (1 hr)
Week 11	Articulatory and motor speech intervention approaches	Lecture (2 hr)
Week 11	Treatment for articulation and dysarthria.	Tutorial (1 hr)
Week 12	CAS and motor speech	Lecture (2 hr)
Week 12	Intervention for childhood apraxia of speech	Tutorial (1 hr)
Week 13	Emergent literacy, problem-solving slow progress	Lecture (2 hr)
Week 13	Emergent literacy, slow progress, revision.	Tutorial (1 hr)

Attendance and class requirements

Attendance: Students are required to attend all weekly lectures, and your allocated tutorial. You are also expected to contribute to online discussion topics, as directed by the unit coordinator. For your assignment, you are expected to participate in your group at agreed meeting times outside of scheduled lecture times, and that you share the task of completing the assignment.

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 key readings for this unit can be accessed through the Library eReserve, available on Canvas.

Required textbook is available in hard-copy and e-book versions:

McLeod, S., and Baker, E., (2017). Children’s speech: An evidence-based approach to assessment and intervention. Boston, MA: Pearson Education.

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. Demonstrate an understanding of speech sound disorder, the prevalence, impact, potential outcomes, risk and protective factors associated with speech sound disorder, using appropriate language for a range of people including parents and health or education professionals
LO2. Assess and diagnose different types of speech sound disorders in children including phonological impairment, articulation impairment, inconsistent phonological disorder, childhood apraxia of speech (CAS), and childhood dysarthria to inform service provision
LO3. Analyse speech samples from children with typical speech acquisition and speech sound disorders
LO4. Demonstrate critical thinking and problem solving when prioritising intervention targets, and selecting evidence-based intervention approaches suited to individual children with different types and severities of speech sound disorder
LO5. Demonstrate an understanding of evidence-based intervention approaches for phonological and motor-based speech sound disorders, and the application of these to case studies.
LO6. Create a session plan for a child with speech sound disorder that includes appropriate dialogue, activities, and data collection
LO7. Use information technology to locate peer reviewed research evidence, locate and create innovative and person-centred resources for children with speech sound disorder, their families and communities
LO8. Demonstrate knowledge of culturally safe and responsive services to children with speech sound disorder, and their families
LO9. Describe strategies for interprofessional collaboration and coaching with early childhood educators, and the families of children with speech sound disorder, to provide effective services to children with speech sound disorder

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 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
	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 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 2.5. Acquire, critique and integrate knowledge from a range of sources 3.2. Assess communication and swallowing needs 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 1.6. 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 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.4.c. We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice. 2.5.a. We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements. 3.1.a. We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual. 3.4. Plan speech pathology intervention or service response
	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 3.4. 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 2.7. Contribute to the speech pathology evidence base
	Speech Pathology Australia Professional Standards (2021) - 1.2. Comply with legislation, standards, policies and protocols 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 2.1. Demonstrate self-awareness
	Speech Pathology Australia Professional Standards (2021) - 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 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

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professional Conduct
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
1.6.b		We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities.
1.7		Advocate for optimal communication and swallowing
2.1		Demonstrate self-awareness
2.2		Use critical reflection to inform professional development 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
3.1		Develop shared understanding of speech pathology
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.4		Plan speech pathology intervention or service response
3.5		Implement and evaluate intervention or service response

Responding to student feedback

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

Based on student feedback, we have: - adjusted the weighting of assessment tasks to give reduce the weight of the group assignment - reduced the number of tasks to be completed in the assignment - included time in tutorials to work on the assignment

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

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

Media

Student links

About us

Connect

Current students

CSCD2068: Speech Sound Disorders

Semester 1, 2024 [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

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

Media

Student links

About us

Connect