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We are aiming for an incremental return to campus in accordance with guidelines provided by NSW Health and the Australian Government. Until this time, learning activities and assessments will be planned and scheduled for online delivery where possible, and unit-specific details about face-to-face teaching will be provided on Canvas as the opportunities for face-to-face learning become clear.

Unit of study_

CSCD3076: Lifelong Disability and AAC

Students will acquire knowledge of theoretical and practical issues related to working with individuals with complex communication needs across the lifespan and in a variety of residential, educational, employment, and community settings. Students will learn about common developmental disabilities including cerebral palsy, intellectual disability, and autism spectrum disorders, their impact on communication and the use of augmentative and alternative communication systems. This unit prepares students to work in a collaborative team and apply a client-focused functional approach to assessment and intervention for people with complex communication needs.

Details

Academic unit Communication Sciences
Unit code CSCD3076
Unit name Lifelong Disability and AAC
Session, year
? 
Semester 1, 2020
Attendance mode Normal day
Location Cumberland, Sydney
Credit points 6

Enrolment rules

Prohibitions
? 
None
Prerequisites
? 
CSCD1032
Corequisites
? 
None
Available to study abroad and exchange students

No

Teaching staff and contact details

Coordinator Andy Smidt, andy.smidt@sydney.edu.au
Tutor(s) Aylin Huzmeli , aylin.huzmeli@sydney.edu.au
Type Description Weight Due Length
Tutorial quiz Online Quizzes
Quiz (adult/child)
30% Multiple weeks 4
Outcomes assessed: LO2 LO3 LO6 LO13
Presentation group assignment Zoom presentation
Oral examination (adult/child)
25% Week 08 15 minutes
Presentation group assignment Case study presentation
Recorded presentation (adult/child)
20% Week 13 15 mins
Assignment Case report
Case study (adult/child)
25% Week 13 2000
Outcomes assessed: LO6 LO7 LO13 LO14 LO15 LO17 LO23
group assignment = group assignment ?
  • Viva in week 8 This is a group assignment viva task.  Groups of students will work together to identify goals for a client case.  The group will present their goals and justify their choice of goals in a 15 minute group viva.  The vivas will occur during class and tutorial time in week 8. 
  • Quizzes – quizzes will take place during tutorials in weeks 4, 6, 9 and 11. Each one will involve watching some video clips or reading a case study and responding to multiple choice or short answer questions
  • Case Based Assignment – group part – this assignment will involve presenting your case study to your peers for marking and feedback.
  • Case Based Assignment – individual part – this assignment involves submitting a client report about your case as an individual. 

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.

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:

• If your assignment is submitted after 11.59 pm on the due date 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. o 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.

Special consideration

If you experience short-term circumstances beyond your control, such as illness, injury or misadventure or if you have essential commitments which impact your preparation or performance in an assessment, you may be eligible for special consideration or special arrangements.

Academic integrity

The Current Student website provides information on academic honesty, academic dishonesty, 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 dishonesty or plagiarism seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic dishonesty. If such matches indicate evidence of plagiarism or other forms of dishonesty, your teacher is required to report your work for further investigation.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to disability frameworks and continuum of intentionality Lecture (2 hr) LO1 LO2 LO3 LO10 LO11
Frameworks Tutorial (1 hr)  
Week 02 Assessment Part 1:Informant report tools Potential Communicative Acts Lecture (1 hr) LO2 LO3 LO5 LO6
Informant report tools Tutorial (1 hr)  
Week 03 Assessment of people with disability 2 Lecture (2 hr) LO3 LO5 LO6 LO13
Observational assessment tools Tutorial (1 hr)  
Week 04 Introduction to AAC Lecture (2 hr) LO4 LO14 LO18 LO21
In class quiz - intentionality Tutorial (1 hr) LO2
Week 05 1. Introduction to cases; 2. NDIS plan; 3. Goal planning Lecture (2 hr) LO6 LO8 LO9 LO13 LO14
Introduction to your client Tutorial (1 hr)  
Week 06 Introduction to Autism Lecture (2 hr) LO9
In class quiz - assessment tools Tutorial (1 hr) LO6
Week 07 Intervention 1: potential communicative acts and intervention pathways Lecture (2 hr) LO5 LO7 LO10 LO15 LO17 LO18 LO19
Prepare for vivas Tutorial (1 hr)  
Week 08 Vivas replace classes Lecture and tutorial (3 hr)  
Week 09 Dysphagia and mealtime management Lecture (2 hr)  
In class assessment - dysphagia Tutorial (1 hr) LO6
Week 10 Intervention 2: KWS Lecture (2 hr) LO15 LO22
KWS Tutorial (1 hr)  
Week 11 Intervention 3: AAC intervention Lecture (2 hr) LO4 LO12 LO14 LO15 LO16 LO17
Week 12 Working with parents and carers/training staff Lecture (2 hr) LO7 LO11 LO14 LO18 LO19 LO21 LO23
Consultation time with lecturer Tutorial (1 hr)  
Week 13 Presentations Lecture (2 hr)  
Presentations continued Tutorial (1 hr)  

Attendance and class requirements

  • Attendance: Students are expected to attend all weekly lectures and 1 group tutorial each week. Tutorials are compulsory and 80% attendance is expected. Tutorials will provide essential activities in smaller groups to facilitate student learning. Students will be allocated to a tutorial group and provided with dates of each required tutorial in the first week of the semester. The Faculty of Health Sciences Faculty Resolutions specifies that students are expected to attend 90% of activities for any unit of study. The Dean, head of school or professor most concerned may determine that a student fails a unit of study because of inadequate attendance.
  • Required materials: A workbook has been produced for use in this unit of study. It contains key readings, information, assessment forms and worksheets. You will need to purchase this from the faculty. To get the workbook, you can go online and pay here: http://sydney.edu.au/ups/ucc/student_notes/. You can then collect them from Cumberland campus. The outlet, in B block, will be open from the beginning of orientation week.
  • Other requirements: For assignments, it is expected that students participate in their groups at agreed meeting times outside of scheduled lecture times, and that students share the task of completing the group 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.

Prescribed readings

All readings for this unit can be accessed on the Library eReserve link available in the Canvas site for this unit.

  • Da Fonte, A & Boesch, M (2019) Effective Augmentative and Alternative Communication Practices: A handbook for School-Based Practitioners. Routledge

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. define the nature and incidence of common intellectual and physical disabilities with reference to the International Classification of Function, Disability and Health (ICF and ICF-CY) model and data published by the Australian Bureau of Statistics
  • LO2. identify the intentionality of a person’s communication from observations and case interview data
  • LO3. identify possible barriers to the participation of persons with lifelong disability, including those relating to policy, adopted practices and attitudes, knowledge and skills
  • LO4. describe current unaided and aided AAC systems including symbols, techniques for message transmission, and strategies for effective use of AAC to support expression and understanding
  • LO5. define the scope of practice for speech pathologists working with clients with lifelong disability, including multi-modal communication within a team setting and those with dysphagia
  • LO6. select appropriate assessment tools for persons with a lifelong disability, including those with challenging behaviours and dysphagia
  • LO7. evaluate the level of evidence for a range of interventions for people with lifelong disabilities, including persons with challenging behaviours and dysphagia
  • LO8. construct communication goals for persons with lifelong disability that include consideration of role of SLP within multidisciplinary teams
  • LO9. describe the features of a particular disorder in lay language, including the likely communication implications
  • LO10. explain key therapy approaches for people with lifelong disabilities and relate these to the ICF, participation model (Beukelman and Mirenda 2013), Communication Needs model (Light 1989) and Communicative Competence in AAC model (Light, Beukelman and Reichle, 2003)
  • LO11. summarise issues regarding quality of life for people with lifelong disability
  • LO12. compare features of aided and unaided AAC systems and recommend appropriate systems for people with lifelong disability dependent on their abilities and preferences
  • LO13. analyse the communication of a person with lifelong disability within the framework of ICF and the participation model
  • LO14. consider the implications of the person’s communication needs on activity and participation within their everyday environment
  • LO15. design appropriate AAC systems for persons with lifelong disability with reference to the participation model, and with consideration of funding issues using low tech and high tech tools which are culturally appropriate
  • LO16. utilise a range of technology in creating resources for a person with lifelong disability
  • LO17. plan intervention across various environments and train communication partners as needed
  • LO18. demonstrate awareness of appropriate cultural safety in goals and AAC systems
  • LO19. demonstrate respect for different values arising from cultural and linguistic diversity, and its impact on service provision for people with lifelong disability
  • LO20. define the scope of practice for speech pathologists working with clients with lifelong disability, including multi-modal communication within a team setting
  • LO21. display respect and professionalism with peers and lecturers including guest lecturers who have complex communication needs and their carers
  • LO22. demonstrate a commitment to lifelong learning
  • LO23. demonstrate familiarity with professional bodies, organisations and support groups appropriate for people with a range of developmental disabilities
  • LO24. demonstrate capacity to play a range of roles in teams (e.g. leader, member).

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
LO2
Competency-based Occupational Standards for Speech Pathologists - SPA
1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of 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.
2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
LO3
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
LO4
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
3.5. 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).
LO5
Competency-based Occupational Standards for Speech Pathologists - SPA
4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
LO6
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
LO7
Competency-based Occupational Standards for Speech Pathologists - SPA
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).
LO8
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
LO9
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
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 - SPA
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.
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 - SPA
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.
3.2. 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 - SPA
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 - SPA
1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of 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.
2.3. 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 - SPA
2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
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.
3.6. 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.
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
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).
4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary.
5.4. Update, acquire and/or develop resources.
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
4.6. 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 - SPA
5.5. Consult and coordinate with professional groups and services.
5.6. Adhere to professionally accepted scientific principles in work practices.
7.3. Demonstrate an awareness of formal and informal networks for professional development and support.
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary.
4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
Competency-based Occupational Standards for Speech Pathologists - SPA
7.2. Participate in professional development and continually reflect on practice.
7.3. Demonstrate an awareness of formal and informal networks for professional development and support.
Competency-based Occupational Standards for Speech Pathologists - SPA
4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
5.5. Consult and coordinate with professional groups and services.
7.3. Demonstrate an awareness of formal and informal networks for professional development and support.
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
Competency-based Occupational Standards for Speech Pathologists -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2 A 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 A Administer speech pathology assessment relevant to the communication and/or swallowing condition.
1.4 A Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
2.1 A Analyse and interpret speech pathology assessment data.
2.2 A Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3 A Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4 A Report on analysis and interpretation.
2.5 A Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1 A 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 A Seek additional information required to plan evidence-based speech pathology practice.
3.3 A 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 A Establish goals for intervention in collaboration with the client and significant others.
3.5 A Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6 A Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7 A Document speech pathology intervention plans, goals and outcome measurement.
4.2 A 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 A Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
5.4 A Update, acquire and/or develop resources.
7.3 A Demonstrate an awareness of formal and informal networks for professional development and support.
7.4 A Advocate for self, client and the speech pathology profession.
In 2020, the following changes have been made to this unit • Quizzes spread out rather than in consecutive weeks to allow for feedback prior to next quiz • Quizzes take place in class rather than online • The final case based assignment has fewer parts to it and is clearly split into two – to clearly delineate the group assignment parts and the individual parts.

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

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