Outline

Overview

This unit of study will enable students to describe, analyse and apply: i) the anatomical, physiological, aerodynamic, biomechanical, acoustic, physical and perceptual principles of vocal function; ii) principles and skills in the assessment and analysis of vocal function including basic principles of acoustic speech recording and analysis; iii) the nature of voice disorders; evaluation and management of individuals with a variety of phonatory disorders; iv) different voice techniques and facilitating vocal change in the non-disordered and disordered population.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	BIOS1163
Corequisites ?	None
Prohibitions ?	CSCD3086
Assumed knowledge ?	CSCD1034 Linguistics and Phonetics or equivalent�
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Katrina Blyth, katrina.blyth@sydney.edu.au
Lecturer(s)	Cate Madill, cate.madill@sydney.edu.au
Lecturer(s)	Katrina Blyth, katrina.blyth@sydney.edu.au
Tutor(s)	Cate Madill, cate.madill@sydney.edu.au
Tutor(s)	Katrina Blyth, katrina.blyth@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Entry level listening task Online listening & rating task via bridge2practice.com	0%	Week 06 Due date: 09 Sep 2020 at 11:00	15 minutes
Outcomes assessed:
In-semester test (Record+)	Mid-semester exam Examination online via canvas run remotely	40%	Week 08 Due date: 23 Sep 2020 at 10:00	1 hour
Outcomes assessed:
Skills-based evaluation	Entry level video therapy technique Upload a 2 minute video of you explaining & demonstrating a voice technique	0%	Week 10 Due date: 14 Oct 2020 at 17:00	2 minutes
Outcomes assessed:
Assignment	Peer review management plan Peer review of your anonymously allocated pair's management plan online	10%	Week 11 Due date: 23 Oct 2020 at 23:59	1 page
Outcomes assessed:
Assignment	Case-based assignment Case-based assessment plan, report, management and therapy	50%	Week 13 Due date: 04 Nov 2020 at 23:59	4 pages plus references and appendix
Outcomes assessed:
= hurdle task ? = group assignment ? = Type B in-semester exam ?

Assessment summary

Entry level listening task: Students will use an online rating tool to conduct an auditory-perceptual assessment of 5 selected voice recordings. Students are required to pass this task in order to pass the entire unit. Students who do not pass this assessment on the first attempt will be given 1 further opportunity to re-sit the assessment.
Mid-semester exam: Online case based examination with a variety of question formats.
Entry level vidoe therapy technique: Students are required to upload a video demonstrating a voice therapy technique used to treat hyper-functional voice disorders. Students ill be acting as the voice therapist speaking to their client in the video.
Case based written assignment: Students will provide a written assessment plan, assessment report to a GP, management plan (following peer review from assignment 4a), and therapy plan for a specific case.
Peer review management plan: Students will be allocated into pairs to anonymously peer-review.

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.

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

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Overview of course; 2. EBP, ICF, PML; 3. Quality of evidence; 4. Normal versus disordered; 5. What is a voice disorder?	Lecture (2 hr)
Week 01	Explain how the voice works	Tutorial (1 hr)
Week 02	1. Signs and symptoms; 2. Listening to voices: introduction to Bridge; 3. Voice screeners; 4. Categories of voice disorder	Lecture (2 hr)
Week 02	Identify signs and symptoms	Tutorial (1 hr)
Week 03	1. Voice assessment; 2. International guidelines; 3. QoL and patient reported outcome measures; 4. ICF; 5. Case history	Lecture (2 hr)
Week 03	Interview practice	Tutorial (1 hr)
Week 04	1. Auditory-perceptual assessment; 2. Functional assessment	Lecture (2 hr)
Week 04	1. Auditory-perceptual assessment; 2. Functional assessments	Tutorial (1 hr)
Week 05	Acoustic analysis and interpretation	Lecture (2 hr)
Week 05	Acoustic analysis: class cases and yourself	Tutorial (1 hr)
Week 06	1. Visual Ax nasal endoscopy stroboscopy; 2. ENT guest lecture	Lecture (2 hr)
Week 06	From ISBAR to GP report	Tutorial (1 hr)
Week 07	1. Differential diagnosis; 2. ISBAR handover	Lecture (2 hr)
Week 07	Differential diagnosis practice and using the ISBAR	Tutorial (1 hr)
Week 08	1. Introduction to therapy; 2. EBP in voice	Lecture (2 hr)
Week 08	1. Therapy technique demonstration and practice; 2. Practice identifying clinical teaching behaviours using bridge	Tutorial (1 hr)
Week 09	Management plans	Lecture (2 hr)
Week 09	1. Review management plans; 2. SMART goals	Tutorial (1 hr)
Week 10	Therapy plans	Lecture (2 hr)
Week 10	1. Practice therapy techniques; 2. Video assessment support; 3. PML steps	Tutorial (1 hr)
Week 11	1. Session planning; 2. Therapy problem-solving; 3. Maintenance and prevention of voice disorders; 4. Multidisciplinary team; 5. Discharge planning; 6. Service delivery EBP	Lecture (2 hr)
Week 11	1. Session plans; 2. Data collection schedule	Tutorial (1 hr)
Week 12	1. Assessment to discharge; 2. Special populations	Lecture (2 hr)
Week 12	Revision and help with the assignment	Tutorial (1 hr)
Week 13	1. Head and neck; 2. Laryngectomy and tracheostomy	Lecture (2 hr)

Attendance and class requirements

Lectures and tutorials will be run and recorded online via Zoom. You are required to attend or or listen to recordings. You will also be required to actively participate in canvas discussion pages for this unit.

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

Readings and resources will be detailed per week 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. Depth of disciplinary expertise: • Describe vocal function in terms of anatomical structures, physiological, biomechanical, aerodynamic and acoustic principles, including how we adjust pitch, volume and voice quality. • Describe and differentiate the four categories of voice impairment (organic, neurogenic, functional and psychogenic) based on their aetiology, associated signs and symptoms. • Conduct and document an auditory - perceptual evaluation of voice. • Conduct and document an acoustic analysis of voice. • Using E3BP principles and ICF, identify and select appropriate assessment tasks to diagnose voice disorders. • Analyse and interpret assessment results in terms of anatomical structures, physiological, biomechanical, aerodynamic and acoustic features of clients with voice disorders. • Identify and describe the needs of the professional voice user – e.g., singers, actors, teachers – as differentiated from the non-professional voice user. • Explain and facilitate (incorporating instructions, modelling and PML feedback) change in a client’s voice production using a variety common vocal techniques. • Consider ICF to generate SMART goals for a voice client and incorporate into management and therapy plans. • Identify appropriate client/patient outcome measures to undertake pre, during and post voice treatment to determine treatment effectiveness and incorporate these into management plans.
LO2. Critical thinking and problem solving: • Identify, using E3BP principles and levels of evidence, what is known and unknown about voice and production, and distinguish between research findings, unproven theories, anecdotes and myths. • Using E3BP principles and ICF, identify and select appropriate assessment tasks to diagnose voice disorders. • Address the specific requirements of the professional voice user when proposing assessment, management and therapy plans for this population
LO3. Communication (oral and written): • Communicate your analysis and conclusions in written and verbal form to another health professional and client respectively, using appropriate language and style. • Summarise your client to another health professional using the ISBAR format.
LO4. Information/digital literacy: • Recognise information needs and access appropriate information using search strategies. • Critically evaluate and analyse the reliability of information found. • Use information ethically, including acknowledging sources and following APA 6th citation conventions, as well as managing confidential information. • Develop and apply functional technology skills to use digital technologies for professional practice.
LO5. Inventiveness: • Using E3BP principles and ICF, identify and select appropriate assessment tasks to diagnose voice disorders. • Address the specific requirements of the professional voice user when devising assessment and treatment protocols for this population.
LO6. Cultural competence: • Able to adapt service delivery of assessment and treatment to best suit the diverse cultural, social, ethnic, and religious needs of clients • Aware of the need for diverse cross-cultural communication and interactions when delivering analysis and conclusions in written and verbal form to another health professional and patient.
LO7. Interdisciplinary effectiveness: • Identify appropriate interdisciplinary health and other professionals involved in care of the person with a voice disorder. • Include appropriate multidisciplinary health professionals in client assessment and management plans.
LO8. An integrated professional, ethical and personal identity: • Identify appropriate client/patient outcome measures to undertake pre-, during and post-voice treatment to determine treatment effectiveness and incorporate these into management plans. • Consider the ethical themes as outlined in the Speech Pathology Australia Code of Ethics when outlining management plans and liaising with other health professionals. • Demonstrate adapted professional language dependant on the audience with varied knowledge of voice and voice disorders – for example, client (child, professional voice user, adult, elderly adult) as well as a range of health professionals (ENT, psychologist, GP).
LO9. Influence: • Using E3BP principles to engage your client and other health professionals to follow your proposed voice management and therapy plans.

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
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client. 1.2. 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. 2. Analysis and interpretation 2.1. Analyse and interpret speech pathology assessment data. 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.
	Competency-based Occupational Standards for Speech Pathologists - 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. 3. Planning evidence-based speech pathology practices 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. 3.2. Seek additional information required to plan evidence-based speech pathology practice.
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 3. Planning evidence-based speech pathology practices
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
	Competency-based Occupational Standards for Speech Pathologists - 6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs. 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 - 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.

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2		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		Administer speech pathology assessment relevant to the communication and/or swallowing condition.
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.
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.
3.2		Seek additional information required to plan evidence-based speech pathology practice.
3.3		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		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.
4.2		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).

Responding to student feedback

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

No changes have been made since this unit was last offered.

Additional information

Special note regarding use of case based materials

In this unit of study, you will be working with case study materials based on real life clients and their families. The University has gained permission to use these materials in this unit of study. However, in order to protect the privacy of the persons involved, students must not (a) disclose information about these cases to persons not enrolled in this unit of study, (b) advertently or inadvertently provide other people with access to the case based materials, or (c) copy, reproduce, or distribute case based materials to any other person or for any other means. Students are advised to refer to the clinic policy regarding client confidentiality and privacy available on the clinic LMS.

You will also be required to look at several learning tasks and use the auditory-perceptual rating application on Bridge2practice which can be accessed via https://bridge2practice.com/. More information about how to use this will be presented in class.

Disclaimer

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

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

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

CSCD2069: Voice and Voice Disorders

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

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links