Outline

Overview

This unit introduces students to language disorders from birth to the end of preschool. The nature of developmental language disorders together with principles and practices for assessment, diagnosis, planning, intervention and different levels of service support are covered for the following paediatric populations: pre-linguistic infants, toddlers and preschoolers. This unit provides students essential knowledge and skills for speech pathology clinical units and for practice as a speech pathologist.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	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
Lecturer(s)	Gregory Flannery, gregory.flannery@sydney.edu.au
Lecturer(s)	Lauren Chaitow, lauren.chaitow@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Child Language Intervention Plan Part A Case Study and written task	35%	Formal exam period Due date: 09 Jun 2025 at 23:59	1500 words
Outcomes assessed:
Assignment	Child language intervention plan part B: individual reflection Reflective essay	10%	Formal exam period Due date: 13 Jun 2025 at 23:59	400 words
Outcomes assessed:
Tutorial quiz	Grammar test Competency assessment	0%	Week 01	30 minutes
Outcomes assessed:
Tutorial quiz	Child communication development quiz Online quiz on Canvas: Multiple-choice and or short answer questions	10%	Week 03	15 minutes
Outcomes assessed:
Assignment	Cultural competence online module 1: Journey of Self Discovery the module 1 and submission of a 200 word discussion post	5%	Week 05 Due date: 28 Mar 2025 at 23:59	200 word discussion post on canvas
Outcomes assessed:
Assignment	Child language assessment plan Case study and written task	40%	Week 10 Due date: 09 May 2025 at 23:59	1500 words, not including references
Outcomes assessed:
= hurdle task ? = group assignment ? = AI allowed ?

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 (individual): 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.

Child language intervention plan: Part A-group work:
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 intervention or service plan for this case and provide

justification of their selection and prioritization of goals, and intervention approaches or service levels.
Justification of their choice of the intervention approach or service level
Description of the different components of intervention
Description of their data collection plan to document progress

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 intervention plan for the provided case. Based on evidence-based practice, students are required to justify decisions in their intervention plan as they relate to the need of the case. Students also need to illustrate culturally and socially responsive practices and family-centred practice.

Child language intervention plan part B: Students will be evaluated on a 400-word reflection of their group work for this intervention plan. Students are required to reflect upon their contribution to the plan and to evaluate 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.

Cultural competence online module 1: Online modules to be completed by week 5. Students are then required to post a discussion on Canvas integrating knowledge from the online modules with lecture/tutorial content about child language development and/or disorders during the semester.

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 guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

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 introduction to theories and milestones of language and communication development	Lecture (2 hr)
Week 02	case-based application of language and communication milestones	Tutorial (1 hr)
Week 03	Introduction to language disorders and a biopsychosocial view of human functioning (the ICF)	Lecture (2 hr)
Week 03	case-based discussion of risk factors and red flags; identifying language disorders	Tutorial (1 hr)
Week 04	Language and communication assessment: an overview of purposes, tools, ethics and evidence-based practice	Lecture (2 hr)
Week 04	case-based discussion of family-centred, linguistically and culturally responsive, functional and evidence-based assessment	Tutorial (1 hr)
Week 05	language intervention: an overview of the three-tier support framework, procedures, approaches and goals	Lecture (2 hr)
Week 05	case-based discussion of family-centred, linguistically and culturally responsive, functional and evidence-based intervention	Tutorial (1 hr)
Week 06	No class: reflection and consolidation	Lecture (2 hr)
Week 06	No class: reflection and consolidation	Tutorial (1 hr)
Week 07	Assessment and intervention of children in the prelinguistic communication stage	Lecture (2 hr)
Week 07	case-based assessment and intervention planning for children in the prelinguistic communication stage; Helpdesk for Assessment assignment	Tutorial (1 hr)
Week 08	Assessment and intervention of children in the emerging language stage	Lecture (2 hr)
Week 08	case-based assessment and intervention planning for children in the emerging language stage	Tutorial (1 hr)
Week 09	Assessment and intervention of children in the developing language stage across language modalities and domains	Lecture (2 hr)
Week 09	case-based assessment and intervention planning for children in the developing language stage; design of outcome measure probes	Tutorial (1 hr)
Week 10	Assessment and intervention of children with a biomedical condition	Lecture (2 hr)
Week 10	case-based assessment and intervention planning for children with a biomedical condition	Tutorial (1 hr)
Week 11	Coaching of parents and teachers in early intervention	Lecture (2 hr)
Week 11	case-based discussion of a coaching plan for parents/teachers; Helpdesk for intervention assignment	Tutorial (1 hr)
Week 12	Preliteracy development and preventive support	Lecture (2 hr)
Week 12	case-based discussion of assessment and preventive support for preliteracy development	Tutorial (1 hr)
Week 13	DLD and transition to school	Lecture (2 hr)
Week 13	Review of unit and learning outcomes	Tutorial (1 hr)

Attendance and class requirements

Students are expected to attend all timetabled learning activities. 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

This is the recommended text book. Five hard copies are available in the library. Plans are being made to put them on short-term loan.

Paul, R, Norbury, C. and Gosse, C. (2025) Language Disorders: From infancy through adolescence (6th 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 2024 has been integrated into this Unit. We 1. have revised the organization of lecture content to ensure continuity and application to clinical practice and to minimize repetition 2. will review the marking rubrics, especially the alignment of marks with grades 3. have reviewed the assignments in terms of topics, weighting and proportion of group work

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

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

CSCD5060: Language 1: Developmental Disorder

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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