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

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD1034 and CSCD1032
Corequisites ?	CSCD2064 or CSCD2065
Prohibitions ?	None
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
	Maja Ibric, maja.ibric@sydney.edu.au
	Sarah Masso, sarah.masso@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

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	Transcription of typical child speech Early Feedback Task. Students will phonemically transcribe 10 words spoken by a typically developing child.	0%	Week 03	30 mins in tutorials
Outcomes assessed:
Supervised test ?	Phonological patterns test This pen and paper task has two parts: Part A: Identify which phonological process/es are present in each of 10 phonemically transcribed words. Part B: Apply the stated phonological processes to each of 10 words, using HCE transcription Pass = 65%	20%	Week 05 Due date: 25 Mar 2025 at 09:00	30 minutes
Outcomes assessed:
Assignment	Phonological Intervention Assignment: Part A Written Component Group assignment involving analysis of child's speech and planning intervention. The group submits a CHIRPA, management plan, and session plan for the allocated case study. All students in the group receive the same mark for Part A: Written submission	20%	Week 10 Due date: 09 May 2025 at 23:59	Completion of templates provided
Outcomes assessed:
Oral test ?	Phonological Intervention Assessment: Part B - Oral component Interactive oral assessment. Students attend with their Community of Practice (group of 4) and are individually asked to role play therapy for their case study client and to verbally explain their clinical decisions. Students are assessed individually	20%	Week 11	30 minutes
Outcomes assessed:
= hurdle task ? = group assignment ? = AI allowed ? = restricted AI ? = early feedback 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

Transcription of child speech. This supervised assessment requires students to transcribe 10 words spoken by a child. One mark will be deducted for each incorrect answer. This is an early feedback task with 0% weighting to the overall grade.
Phonological processes test: This is a supervised assessment 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 13/20. 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.
Phonological Intervention assignment: Part A- Written submission. 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 and required to complete a written submission. Students must complete this assessment task 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.
Phonological Intervention assignment: Part B - Oral component. Students will attend the interactive oral assessment in in community of practice groups (tutorial sub- groups of approx. 4 students). During the interactive oral assessment students will individually role play phonological intervention and explain the reasoning for their clinical decisions. Students are assessed individually on this task. Students must complete this assessment task 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 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:

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. Phonological Intervention 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.

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	Introduction and classification, causes and co-occurence	Lecture (1 hr)
Week 01	Classification, causes and co-occurrence	Tutorial (2 hr)
Week 02	Typical speech acquisition	Independent study (1 hr)
Week 02	Phonological processes, typical speech acquisition	Tutorial (2 hr)
Week 03	Assessment	Independent study (1 hr)
Week 03	Assessment	Tutorial (2 hr)
Week 04	Phonological analysis	Independent study (1 hr)
Week 04	Phonological analysis	Tutorial (2 hr)
Week 05	Goal setting	Independent study (1 hr)
Week 05	Goal setting	Tutorial (2 hr)
Week 06	Intervention principles and plans	Independent study (1 hr)
Week 06	Intervention planning	Tutorial (2 hr)
Week 07	Phonological Intervention: Contrastive approaches	Independent study (1 hr)
Week 07	Intervention procedures	Tutorial (2 hr)
Week 08	Intervention evaluation	Independent study (1 hr)
Week 08	Intervention, clinical data collection	Tutorial (2 hr)
Week 09	Phonological intervention: Non-contrastive approaches	Independent study (1 hr)
Week 09	Intervention: Non-contrastive approaches; assignment preparation	Tutorial (2 hr)
Week 10	Articulation and motor speech intervention principles	Independent study (1 hr)
Week 10	Treatment for articulation and dysarthria; assignment preparation	Tutorial (2 hr)
Week 11	Phonological intervention: Choosing between approaches	Independent study (1 hr)
Week 11	Phonological Intervention Assessment: Part B Verbal Component. Attend in groups, time TBA	Presentation (1 hr)
Week 12	CAS and motor speech	Independent study (1 hr)
Week 12	Intervention for childhood apraxia of speech	Tutorial (2 hr)
Week 13	Emergent literacy, problem-solving slow progress, exam preparation	Independent study (1 hr)
Week 13	Emergent literacy, slow progress, revision.	Tutorial (2 hr)

Attendance and class requirements

Attendance: Students are required to attend the in-person lecture in Week 1 and to engage with the online lectures in Weeks 2-13. Students are expected to attend their allocated weekly tutorial and 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 class 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.

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 diagnosing speech sound disorder, 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 and demonstrate implementation of this plan
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 working 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: - introduced an interactive oral component to the Phonology Intervention Assignment. This will enable students to explain their clinical decisions and role play phonology intervention. - Changed the proportion of time spent in lectures vs tutorials. We have moved from 2 hours of lecture and 1 hour of tutorial per week, to one hour of lecture and 2 hours of tutorial each week. - Changed the format of the lecture for weeks 2-13 from an in-person session to online recorded presentation. Please note, the Week 1 lecture is still in-person - 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

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

CSCD2068: Speech Sound Disorders

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