Outline

Overview

This unit introduces students to spoken language disorders from birth to the end of preschool. The nature of child developmental language disorders together with principles and practices for assessment, diagnosis, planning and intervention or service response are covered for the following paediatric populations: pre-linguistic infants, toddlers and preschoolers.

Unit details and rules

Unit code	CSCD5060
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	An understanding of basic linguistics including traditional grammatical analysis
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Anita MY Wong, anitamy.wong@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Cultural competence online module 1: Journey of Self Discovery Completion of Cultural competency module 1 -	0%	Formal exam period Due date: 16 Jun 2023 at 23:59	~20 minutes
Outcomes assessed:
Assignment	Child Language Intervention Plan Case Study and written task	40%	Formal exam period Due date: 09 Jun 2023 at 23:59	1500 words
Outcomes assessed:
Tutorial quiz	Child communication development quiz Online quiz on Canvas: Multiple-choice and or short answer questions	10%	Week -04 Due date: 13 Mar 2023 at 00:00	45 minutes
Outcomes assessed:
Tutorial quiz	Grammar test Competency assessment	0%	Week 01	30 minutes
Outcomes assessed:
Assignment	Child language assessment plan part A: individual reflection Reflective essay	10%	Week 08 Due date: 21 Apr 2023 at 23:59	200 words
Outcomes assessed:
Assignment	Child language assessment plan part B: assessment plan Case study and written task	40%	Week 10 Due date: 05 May 2023 at 23:59	1500 words, not including references
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Grammar test: Students will be examined on the grammatical analysis of a language sample from a preschool child. Competence in quantitative as well as qualitative language sample analysis will prepare them for clinical practice units-of-study.
Child communication development quiz: Students will be examined on their knowledge of developmental theories and language and communication development in typically developing children. The quiz will ensure that all students have adequate foundation knowledge before they learn how to apply this knowledge in the assessment and intervention of children with language disorders, including those with Developmental Language Disorder (DLD)
Child language assessment plan part A:Students will be evaluated on a 200-word reflection of their group work for this assessment plan. Students are required to reflect upon their contribution to the assessment plan and toevaluate their role within the group and group dynamics. This individual reflection supports students to identify their personal and professional strengths as a team member. Furthermore, the reflection provides the opportunity for students to receive feedback and advice from the UOS coordinator if they have concerns about the assignment or group processes. Hence, the process of reflection may lead to improved learning and skills in professional project management and teamwork.
Child language assessment plan part B:
Students are examined on their ability to make evidence-based decisions on the appropriate assessment of clients taking individual differences into consideration. A child language case and an assessment plan template will be provided to students a few weeks before the assignment is due.
Students from the same tutorial will form into groups for this assignment. There should be between three to four students in each group. In each small group, students are required to develop an assessment plan for the provided case. Based on evidence-based practice, students are required to justify the selected clinical procedures in their assessment plan as they relate to the child’s language/communication status, his/her cultural and social practices and family-centred practice.
Child language intervention plan:
Students are examined on their ability to integrate all assessment information and make use of their theoretical knowledge and the three sources of evidence to make intervention decisions on a case at the 0-5 year level of development. Students will develop a a session plan for this case and provide

justification of their selection and prioritization of goals, and intervention approaches.
Justification of their choice of the intervention approach
Definition of a dose and specify the dose number and other components of intervention
Description of their data collection plan

Cultural competence online module 1: Students need to complete The University of Sydney’s online cultural competence online module 1: Journey of Self-discovery.

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.

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	Grammar Essentials (Bootcamp)	Lecture and tutorial (4 hr)
Week -02	Grammar Essentials (Bootcamp)	Lecture and tutorial (4 hr)
Week 02	Overview of unit and overview of normal development	Lecture (2 hr)
Week 02	Using milestones of normal development and understanding individual variabilities	Tutorial (1 hr)
Week 03	Introduction to language disorders and developmental language disorder (DLD)	Lecture (2 hr)
Week 03	Applying the CATALSE diagnostic terminologies to clinical cases	Tutorial (1 hr)
Week 04	Language assessment: Overview and evidence-based practice	Lecture (2 hr)
Week 04	Planning an assessment	Tutorial (1 hr)
Week 05	Assessment of language and communication in babies and toddlers	Lecture (2 hr)
Week 05	Exploring assessment for babies and toddlers with clinical cases	Tutorial (1 hr)
Week 06	Assessment of language and communication in preschoolers	Lecture (2 hr)
Week 06	Exploring assessment for preschoolers with clinical cases	Tutorial (1 hr)
Week 07	Child language intervention: Fey's model, frameworks and pathways	Lecture (2 hr)
Week 07	Examining different intervention procedures and approaches	Tutorial (1 hr)
Week 08	Language intervention with children at the prelinguistic stage	Lecture (2 hr)
Week 08	Practicing intervention procedures and making intervention decisions for children at the prelinguistic stage	Tutorial (1 hr)
Week 09	Language intervention with children at the emerging language stage	Lecture (2 hr)
Week 09	Practicing intervention procedures and making intervention decisions for children at the emerging language stage	Tutorial (1 hr)
Week 10	Language intervention with children at the developing language stage	Lecture (2 hr)
Week 10	Practicing intervention procedures and making intervention decisions for children at the developing language stage	Tutorial (1 hr)
Week 11	Coaching parents in early intervention	Lecture (2 hr)
Week 11	Working with parents: what works?	Tutorial (1 hr)
Week 12	Assessment and intervention with children from CALD backgrounds and family centred practice	Lecture (2 hr)
Week 12	Overview of unit and discussion	Tutorial (1 hr)
Week 13	Preliteracy development and preventive support	Lecture (2 hr)
Week 13	Practicing procedures in preventive support for pre-literacy development	Tutorial (1 hr)

Attendance and class requirements

Students are expected to attend all timetabled learning activities (hybrid, online). Please do not schedule clinic activities during these times.

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

All readings for this unit can be accessed on the Library eReserve link available on Canvas, including e-version of the recommended text:

Paul, R, Norbury, C. and Gosse, C. (2017) Language Disorders: From infancy through adolescence (5th Ed) Mosby; NY.

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. Demonstrate competence in analysis of syntax/grammar
LO2. Critically apply knowledge of communication development, developmental theories and the International Classification of Functioning, Disability and Health to the assessment and intervention of children 0-5 years old.
LO3. Demonstrate an understanding of standardised and non-standardised assessment techniques and analysis tools to assess and interpret communication needs.
LO4. Exercise clinical knowledge in the interpretation of assessment results and implementation of intervention relating to preliteracy and oral language disorders with an emphasis on the preverbal to pre-school stages of development.
LO5. Describe health information orally and in writing (what DLD is, in addition to the prevalence, impact, potential outcomes, risk and protective factors associated with DLD) in lay terms for parents, in addition to other health and education professionals.
LO6. Demonstrate the ability to communicate with preschool children with DLD and their family, through suitable play-based activities and appropriate verbal therapeutic dialogue using appropriate English.
LO7. Select and justify procedures, such as assessments, goal setting, and intervention, related to the child’s communication needs, their cultural and social practices, family centred practice and evidence-based practice.
LO8. Use information technology to locate peer reviewed research evidence; locate and create clinical resources for children with DLD; and interact with public awareness resources about DLD (e.g., RADLD, twitter).
LO9. Select innovative, engaging and culturally appropriate clinical resources for children with DLD.
LO10. Learn about yourself as a cultural being, and how you relate to the world around you (Cultural Competence Online Module 1).
LO11. Demonstrate knowledge of the recommended best practices for the provision of culturally safe and responsive services to linguistically and culturally diverse children with DLD.
LO12. Outline the issues, importance and impact of early brain development, screening, intervention and family centred practice on children with DLD within a broader community of practice
LO13. Operate effectively and ethically as a team member for teaching/learning activities and assessment tasks
LO14. Learn to identify yourself as a speech pathologist when working in a variety of contexts including schools, clinics, teams with multiple disciplines, and other community contexts
LO15. Demonstrates the capacity to play a range of roles including being a leader and a valuable member of an interprofessional team in contexts such as schools, clinics, and other community settings.

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) - 3.2. Assess communication and swallowing needs
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 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 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 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 3.2. Assess communication and swallowing needs 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 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 3.3. Interpret, diagnose and report on assessments 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 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 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 3.2. Assess communication and swallowing needs 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 1.5. Maintain high standards of communication, information sharing and record keeping 2.5. Acquire, critique and integrate knowledge from a range of sources 3.3. Interpret, diagnose and report on assessments 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 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 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.1. Demonstrate self-awareness
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 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 3.2. Assess communication and swallowing needs 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 1.5. Maintain high standards of communication, information sharing and record keeping 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.6. Engage in learning with colleagues, students and the community
	Speech Pathology Australia Professional Standards (2021) - 1.5. Maintain high standards of communication, information sharing and record keeping 2.1. Demonstrate self-awareness 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.6. Engage in learning with colleagues, students and the community

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
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
2.3		Plan personal development goals
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

Responding to student feedback

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

Feedback from 2022 has been integrated into this Unit.

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD5060: Language 1: Developmental Disorder

Semester 1, 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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect