Outline

Overview

This unit of study enables students to describe, analyse, reflect and apply their understanding of i) Anatomy and physiology of the laryngeal, articulatory, respiratory and neurological systems to assess, diagnose and plan intervention for individuals with a variety of voice disorders; ii) Evidenced-based practice to outline client centred assessment, and intervention or service level responses for individuals with a variety of voice disorders; iii) Principles of motor learning to facilitate vocal change for individuals with a variety of voice disorders.

Unit details and rules

Unit code	CSCD2069
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	BIOS1163
Corequisites ?	None
Assumed knowledge ?	CSCD1034 Linguistics and Phonetics or equivalent
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Cate Madill, cate.madill@sydney.edu.au
Lecturer(s)	Cate Madill, cate.madill@sydney.edu.au
Tutor(s)	Alisa Hawkins, alisa.hawkins@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Self-marked Quiz Students will complete up to 10 case-based questions	20%	Week 04 Due date: 25 Aug 2023 at 23:59	30 minutes
Outcomes assessed:
Skills-based evaluation	Entry level listening task Online listening & rating task via bridge2practice.com	0%	Week 06 Due date: 08 Sep 2023 at 10:30	15 minutes
Outcomes assessed:
Online task	Self-marked quiz Students will complete up to 10 case-based questions	20%	Week 08 Due date: 22 Sep 2023 at 23:59	30 minutes
Outcomes assessed:
Skills-based evaluation	Entry level video therapy technique Upload a 2 minute video of you explaining & demonstrating a voice technique	10%	Week 10 Due date: 13 Oct 2023 at 17:00	2 minute video
Outcomes assessed:
Assignment	Case-based assignment: Assessment Plan and GP Letter Work in pairs to submit an assessment plan and GP letter for a case	20%	Week 11 Due date: 20 Oct 2023 at 17:00	2 pages + references
Outcomes assessed:
Assignment	Case-based assignment: Management & Therapy Plan Write and submit a management and therapy plan for a case	30%	Week 13 Due date: 03 Nov 2023 at 17:00	2 pages plus references and appendix
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Entry level listening task: This is an online auditory-perceptual rating task where students are required to make judgements of provided voice recordings. Mastery of this skill is required and student are required to pass the task to pass the unit of study
Self-marked quizzes weeks 4 & 8 (20% each = 40%): Students complete 2 short-answer case-based quizzes within weeks 4 & 8. Feedback from each quiz will guide students in future assessment tasks in this unit.
Entry level video therapy technique (10%) : Students are required to upload a video demonstrating a voice therapy technique used to treat hyper-functional voice disorders. Students will be acting as the voice therapist in the video.
Assessment Plan & Report (20%): Students will work and submit in pairs to provide an assessment plan and report an individual with a voice disorder. Feedback from the assessment will guide students in the management and intervention plan task
Management & Intervention Plan (30%): Using the same provided case, students individually submit and management and intervention plan

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 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:

Assignments have a specific due date. This is to allow marked work to be returned to you in a time frame that allows you to continue to the next assignment. The faculty specifies the following penalty for late assignment submissions. • If your assignment is submitted after the due date and time it will be considered to have been submitted late. • 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. You are responsible for ensuring that your assignment is submitted on time. This includes planning to submit your assignment sufficiently before the time it is due. In the event that you have technical difficulties, you MUST email a copy of the assignment to the unit of study coordinator and continue to attempt to upload it. As long as the version you upload is identical to the one you emailed, a penalty will not be applied. All assignments must be submitted via the required LMS. Assignments that are emailed will not be marked.

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.

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 will be run live and recorded online via Zoom unless health orders preclude this.

Tutorials will be be run live not be recorded unless health orders preclude this.

Attendance and/or viewing recordings is recommended in order to pass this unit. Active participation on the canvas discussion page for this unit is also a encouraged.

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. Describe vocal function in terms of anatomical structures, physiological, and acoustic principles, and differentiate the categories of voice impairment based on their aetiology, associated signs and symptoms and communicate this with other professionals using ISBAR format.
LO2. Using evidence-based practice principles and ICF, select appropriate assessment tasks to diagnose voice disorders, then analyse and interpret assessment results in terms of anatomical structures, physiological, biomechanical, aerodynamic, acoustic and auditory perceptual features of voice
LO3. Identify and describe the needs of the professional voice user – e.g., teachers, personal trainers, performers – as differentiated from the non-professional voice user.
LO4. Explain and facilitate (incorporating instructions, modelling, and Principles of Motor Learning feedback) change in an individual’s voice production using a variety of vocal technique and develop intervention strategies and outcome measures (SMART goals) for individuals with a voice disorder taking into consideration the ICF and culturally responsive and safe practices.
LO5. Identify, using evidence-based practice principles and levels of evidence, what is known and unknown about voice production and distinguish between research findings, unproven theories, anecdotes and myths to select appropriate intervention.
LO6. Incorporate appropriate health professionals to individual assessment plans and intervention.
LO7. Use relevant information critically and ethically, including acknowledging sources and following citation conventions, as well as managing confidential information.

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) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology 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 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.6. 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
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 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 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 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 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 3.2. Assess communication and swallowing needs 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.5. Maintain high standards of communication, information sharing and record keeping 2.5. Acquire, critique and integrate knowledge from a range of sources

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
1.3		Provide safe and quality services
1.4		Collaborate with individuals, their supports, our colleagues and the community
1.5		Maintain high standards of communication, information sharing and record keeping
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
2.1		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.

The final case assignment (50%) has been broken up into a paired (20%) and individual (30%) assignment submission to reduce student burden at the end of semester.

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.

Work, health and safety

Please follow all COVID safety recommendations when on campus and in the Susan Waikil health Building.

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

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD2069: Voice and Voice Disorders

Semester 2, 2023 [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

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

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect