Outline

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	BIOS1166
Corequisites ?	CSCD3077 or CSCD3078 or CSCD3087
Prohibitions ?	None
Assumed knowledge ?	BIOS2062 and BACH2142
Available to study abroad and exchange students	No

Coordinator	Kirrie Ballard, kirrie.ballard@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Case-based assignment Individual case-based assignment short answer format (CBOS: Adult)	40%	Formal exam period Due date: 06 Jun 2022 at 23:59	n/a
Outcomes assessed:
Assignment	Assignment 1 Aphasia Assessment Plan (CBOS: Adult)	20%	Week 05 Due date: 25 Mar 2022 at 23:59	3 pages maximum
Outcomes assessed:
Assignment	Group Assignment 2 Aphasia report with management plan and video feedback (CBOS: Adult)	40%	Week 08 Due date: 15 Apr 2022 at 23:59	5 pages maximum 3 minutes max per video
Outcomes assessed:
= group assignment ?

Result name	Mark range	Description
High distinction	85 - 100	A high distinction indicates work of an exceptional standard.
Distinction	75 - 84	A distinction indicates work of a very high standard.
Credit	65 - 74	A credit indicates work of a good standard.
Pass	50 - 64	A pass indicates work of an acceptable standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

WK	Topic	Learning activity
Week 01	Introduction to neurogenic language disorders	Lecture and tutorial (3 hr)
Week 02	Aphasia Assessment 1	Lecture and tutorial (3 hr)
Week 03	Aphasia Assessment 2	Lecture and tutorial (3 hr)
Week 04	Aphasia Treatment 1	Lecture and tutorial (3 hr)
Week 05	Aphasia Treatment 2	Lecture and tutorial (3 hr)
Week 06	Aphasia Treatment 3	Lecture and tutorial (3 hr)
Week 07	Focus: Primary Progressive Aphasia	Lecture and tutorial (3 hr)
Week 08	Introduction to cognitive-communication disorders	Lecture and tutorial (3 hr)
Week 09	Assessment for cognitive-communication disorders 1	Lecture and tutorial (3 hr)
Week 10	Assessment for cognitive-communication disorders 2	Lecture and tutorial (3 hr)
Week 11	Treatment for cognitive-communication disorders 1	Lecture and tutorial (3 hr)
Week 12	Treatment for cognitive-communication disorders 2	Lecture and tutorial (3 hr)
Week 13	Focus: Dementia	Lecture and tutorial (3 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. describe the causes, characteristics and consequences of neurogenic language impairments and their consequences (depth of disciplinary expertise)
LO2. apply knowledge from learning outcomes 1, 3-9 to develop wholistic, person-centred assessment and treatment plans for people with neurogenic language impairments with consideration to: 1. Theories of language processing and recovery 2. Body function, activity and participation 3. Personal, social and environmental factors 4. Caseload and service delivery context 5. Evidence-based practice (critical thinking and problem-solving; cultural competence)
LO3. interpret assessment results for people with possible neurogenic language impairment and provide diagnoses and recommendations for further assessment and treatment (depth of disciplinary expertise; critical thinking and problem-solving)
LO4. identify, explain and critique key assessment and treatment approaches and tools that may be utilised with this population (depth of disciplinary expertise; critical thinking and problem-solving; information and digital literacy)
LO5. apply this knowledge from learning outcomes 1 and 2 to develop wholistic, person-centred treatment plans and activities for people with neurogenic language impairments (depth of disciplinary expertise; critical thinking and problem solving; cultural competence)
LO6. identify the role of speech pathologists and interdisciplinary professionals in the management of clients with neurogenic communication disorders and based on case data, apply this knowledge to determine appropriate client referrals and collaborators (interdisciplinary effectiveness; integrated professional, ethical, and personal identity)
LO7. operate ethically as a team member for learning activities and assessment tasks (interdisciplinary effectiveness; integrated professional, ethical, and personal identity)
LO8. identify and critique key assessment and treatment approaches and tools that may be applied to this population (critical thinking and problem solving)
LO9. critically interpret assessment results for people with possible neurogenic language impairment and provide diagnoses and recommendations for further assessment and treatment (critical thinking and problem solving)
LO10. identify and critically apply evidence based practice and implementation resources to support a best practice approach of rehabilitation for people with neurogenic language impairments (information and digital literacy)
LO11. effectively communicate assessment and treatment plans, provide rationales and recommendations to clients, families their families, associated health professionals and/or community members using tailored and appropriate formats (oral and written communication)
LO12. increase awareness of the restrictions imposed on the provision of rehabilitation services to clients with neurogenic language impairments by the nature of the service contexts and constraints, and devise plans that seek to overcome those restrictions (inventiveness)
LO13. advocate/present an argument for service provision for people with neurogenic language impairments utilising knowledge from learning outcomes 1-8 (influence)

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. 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. 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. 1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
	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. 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 - 3.2. Seek additional information required to plan evidence-based speech pathology practice. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 4.1. Establish rapport and facilitate participation in speech pathology intervention. 5.4. Update, acquire and/or develop resources.
	Competency-based Occupational Standards for Speech Pathologists - 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. 5.8. Participate in and collaborate on the evaluation of speech pathology services.
	Competency-based Occupational Standards for Speech Pathologists - 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. 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
	Competency-based Occupational Standards for Speech Pathologists - 5.2. Use and maintain an efficient information management system. 5.3. Manage own provision of speech pathology services and workload. 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
	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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 5.4. Update, acquire and/or develop resources.
	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.
	Competency-based Occupational Standards for Speech Pathologists - 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. 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. 3.7. Document speech pathology intervention plans, goals and outcome measurement. 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 - 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. 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.
	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. 7.4. Advocate for self, client and the speech pathology profession.

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.
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.
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.
5.1		Respond to service provider’s policies.
5.2		Use and maintain an efficient information management system.
5.3		Manage own provision of speech pathology services and workload.
5.4		Update, acquire and/or develop resources.
5.5		Consult and coordinate with professional groups and services.
5.6		Adhere to professionally accepted scientific principles in work practices.
6.1		Develop, contribute to, and maintain professional and team based relationships in practice contexts.
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.
7.2		Participate in professional development and continually reflect on practice.
7.4		Advocate for self, client and the speech pathology profession.

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

Study commitment

Required readings

Learning outcomes