Outline

Unit code	CSCD3074
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	BIOS1165
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Coordinator	Maree Doble, maree.doble@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assignment case studies Short answer case studies. CBOS: Child	40%	STUVAC Due date: 07 Jun 2020 at 23:00	1800 words
Outcomes assessed:
Assignment	Cultural Competence Module (Online) Online training module CBOS: Adult & child	0%	Week -05 Due date: 02 Apr 2021 at 14:00	30 minutes
Outcomes assessed:
Assignment	Assessment and management plan of an Aboriginal child Management plan and Resource for an Aboriginal child CBOS: Child	30%	Week 07 Due date: 23 Apr 2021 at 23:00	1500 words
Outcomes assessed:
Assignment	Paediatric feeding video submission Video demonstrating parent feedback CBOS: Child	30%	Week 11 Due date: 21 May 2021 at 23:00	3 minutes
Outcomes assessed:
= hurdle task ?

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.

WK	Topic	Learning activity
Week 01	1. Introduction to Unit of Study; 2. Aboriginal children with conductive hearing loss I	Lecture (2 hr)
Audiograms - case studies	Tutorial (1 hr)
Week 02	Aboriginal children with conductive hearing loss II	Lecture (2 hr)
Audiological Testing I	Tutorial (1 hr)
Week 03	Aboriginal children with conductive hearing loss III	Lecture (2 hr)
Audiological Testing II	Tutorial (1 hr)
Week 04	Aboriginal children with conductive hearing loss IV	Lecture (2 hr)
Aboriginal children - planning intervention	Tutorial (1 hr)
Week 05	Sensorineural hearing loss I	Lecture (2 hr)
Sensorineural hearing loss - speech perception	Tutorial (1 hr)
Week 06	Sensorineural hearing loss II	Lecture (2 hr)
Sensorineural hearing loss - case studies	Tutorial (1 hr)
Week 07	Sensorineural hearing loss III	Lecture (2 hr)
Sensorineural hearing loss - service decisions	Tutorial (1 hr)
Week 08	Sensorineural hearing loss IV	Lecture (2 hr)
Sensorineural hearing loss - planning therapy	Tutorial (1 hr)
Paediatric feeding (Thursday 2pm-6pm)	Lecture and tutorial (4 hr)
Week 09	Cleft palate I	Lecture (2 hr)
Cleft palate -OMA	Tutorial (1 hr)
Paediatric feeding II (Friday 9am - 1pm)	Lecture and tutorial (4 hr)
Week 10	Cleft palate II	Lecture (2 hr)
Cleft palate - resonance	Tutorial (1 hr)
Week 11	Cleft palate III	Lecture (2 hr)
Cleft palate - further assessment	Tutorial (1 hr)
Week 12	Cleft palate IV	Lecture (2 hr)
Cleft palate - speech & language assessment	Tutorial (1 hr)
Week 13	National conference - Revision	Lecture (2 hr)

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. analyse and explain audiological reports for Aboriginal and non-Aboriginal children for professional practice and contrast different hearing device options
LO2. compare different communication types and intervention services available for children with hearing loss
LO3. critically evaluate facial and oral structures
LO4. demonstrate an understanding of typical and disordered feeding in infants and children
LO5. use EBP principles and the ICF framework to compare and select appropriate objective and perceptual tools, and protocols to fully evaluate and develop appropriate management plans to improve i) communication ability in Aboriginal and non-Aboriginal children with hearing loss, and children with craniofacial anomalies and/or syndromes for professional practice; and ii) mealtime and feeding in infants and children with feeding and swallowing issues
LO6. understand the factors impacting Aboriginal children with hearing loss and apply culturally safe and appropriate practice with Aboriginal children with communication impairment and their families
LO7. apply culturally appropriate practice with children with communication impairment and their families from non-dominant cultural contexts
LO8. demonstrate generic professional competencies of ethical management of cases and professionalism
LO9. hypothesise possible communication impairment as a result of different types and degrees of hearing loss, and degrees of craniofacial anomalies and/or syndromes and use broader knowledge to determine best management of children with hearing loss or craniofacial anomalies
LO10. demonstrate an understanding of the scope of other professionals in the management of children with hearing loss, craniofacial anomalies, or feeding issues
LO11. demonstrate requirements of competent professional communication: written and oral English.

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 - 1.1. 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. 2.1. 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. 3.3. 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 3.7. Document speech pathology intervention plans, goals and outcome measurement.
	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. 2.5. 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. 3.4. Establish goals for intervention in collaboration with the client and significant others. 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).
	Competency-based Occupational Standards for Speech Pathologists - 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. 2.1. 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. 2.4. 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 - 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. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 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.
	Competency-based Occupational Standards for Speech Pathologists - 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. 2.1. Analyse and interpret speech pathology assessment data. 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. 4.1. Establish rapport and facilitate participation in speech pathology intervention. 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). 4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary. 4.4. Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans. 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts. 4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
	Competency-based Occupational Standards for Speech Pathologists - 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. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 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. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management. 4.1. Establish rapport and facilitate participation in speech pathology intervention. 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts. 4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals. 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 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. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps. 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. 3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition. 4.1. Establish rapport and facilitate participation in speech pathology intervention. 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 - 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 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). 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts. 5.6. Adhere to professionally accepted scientific principles in work practices. 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 - 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. 2.1. 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. 2.5. 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.
	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. 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. 3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition. 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts. 4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals. 5.5. Consult and coordinate with professional groups and services. 5.6. Adhere to professionally accepted scientific principles in work practices.
	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. 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. 3.3. 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. 4.4. Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans. 4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
2.1		Analyse and interpret speech pathology assessment data.
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.
3.5		Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.7		Document speech pathology intervention plans, goals and outcome measurement.
7.4		Advocate for self, client and the speech pathology profession.

National Standard of Competency for Architects -

Competency code	Taught, Practiced or Assessed	Competency standard
3.1		Design response integrates the objectives of brief, user intent and built purpose.
3.3		Design response incorporates assessment of the physical location and relevant wider regional, contextual and environmental issues.
3.4		Design response incorporates assessment of relevant legislation, codes and industry standards.
4.1		Evaluation of design options in relation to project requirements.
4.2		Evaluation of design options against values of physical, environmental and cultural contexts.

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