Outline

Overview

Speech 1: Phonological Impairment aims to provide students with the theoretical background to speech development and impairment in children. The nature of speech impairments in children; techniques for assessment, analysis and intervention or service response are considered using a case based approach to learning.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Phonemic transcription of Australian English; and, normal head and neck anatomy
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Tricia McCabe, tricia.mccabe@sydney.edu.au
Lecturer(s)	Tricia McCabe, tricia.mccabe@sydney.edu.au
Tutor(s)	Milan Przulj, milan.przulj@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Online Case-based viva Online Case-based viva - two questions	40%	STUVAC Due date: 30 Jun 2023 at 23:59	10 minutes
Outcomes assessed:
Tutorial quiz	Phonemic transcription test Phonemic transcription task	0%	Week 01 Due date: 20 Feb 2023 at 09:00	20 minutes
Outcomes assessed:
Tutorial quiz	Online Phonological processes quiz Phonological quiz	20%	Week 05 Due date: 23 Mar 2023 at 09:00	30 minutes
Outcomes assessed:
Assignment	Paired assessment case study analysis Completion of phonological analysis on proformas	20%	Week 08 Due date: 17 Apr 2023 at 23:59	Completion of proformas
Outcomes assessed:
Assignment	Paired Management Plan Case Study Paired written group assignment	20%	Week 12 Due date: 15 May 2023 at 23:59	10 pages
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Phonemic transcription test: Students will transcribe an adult Australian English speaker talking in connected speech. The passage will be broken up into smaller utterances and each utterance will be repeated. You must pass this assessment task to pass the entire unit. Failure to complete it will result in you being awarded a Fail grade, regardless of your cumulative marks in the unit of study. Week 1 of Semester
Phonological processes quiz: Students will complete a quiz on identification and prediction of phonological processes typically found in the speech of developing children. You must pass this the assessment task to pass the entire unit. Pass mark is 12.5/20. Resits will be available if you fail the first attempt until you pass. Week 5 of Semester
Case study assessment analysis: In pairs, you will analyse the speech errors of a child and summarise the assessment findings. Week 8 of Semester
Case study management plan: Using the previously analysed case, pairs of students will establish a management plan which could be used to guide therapy over a 12 week block of treatment. Week 12 of Semester
Case-based viva exam: up to 20 case based questions covering content from weeks 4-13 will be provided in week 12. Students will be required to individually answer 2 of these questions in the 10 minute online viva exam. This is a closed book exam in week 15 or 16. You must pass this viva. If you fail you will be provided with a second opportunity before semester 2 commences.

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.

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:

Subject to timely special consideration application, the standard university late penalties apply to the two case study assignment tasks. Please note that (1) late submission of the case study analysis will not be a reasonable excuse for late submission of the management plan without a special consideration application and (2) extension for group assignments is only given where both members of the group have cause for extension.

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.

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

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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
Pre-semester	Phonemic transcription	Lecture and tutorial (4 hr)
Pre-semester	Phonemic transcription	Lecture and tutorial (4 hr)
Week 01	1. Phonemic transcription 2. Evidence based practice 3. Epidemiology for SLP	Lecture and tutorial (7 hr)
Week 01	Across the semester, students will observe one of the teaching staff treat a paediatric speech client. This will be done in real time and the client will be discussed in class as part of the case-based learning pedagogy.	Studio (12 hr)
Week 02	1. Introduction to the unit; 2. Phonological theory and processes	Lecture and tutorial (3 hr)
Week 03	Phonological Processes	Lecture and tutorial (3 hr)
Week 04	Causes and consequences of speech disorders in children	Lecture and tutorial (3 hr)
Week 05	1. Causes continued 2. Assessment of speech disorders	Lecture and tutorial (3 hr)
Week 06	1. Classification systems and diagnoses; 2. Speech Analysis	Lecture and tutorial (3 hr)
Week 07	1. Analysis cont 2. Target selection if time permits	Lecture and tutorial (3 hr)
Week 08	Therapy planning, goal setting, generalisation, data collection	Lecture (3 hr)
Week 09	Evidence and phonology treatments	Lecture and tutorial (3 hr)
Week 10	Evidence and phonology treatments	Lecture and tutorial (3 hr)
Week 12	1. Introduction to motor speech, 2. Objective assessment and 3. articulation intervention	Lecture and tutorial (3 hr)
Week 13	Childhood apraxia of speech and paediatric dysarthria	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance Requirements: Students are required to attend all lectures, demonstrations and tutorials.

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 through the Library eReserve, available on Canvas or through the library.

Required textbook is: McLeod, S. & Baker, E. (2017) Children’s Speech: An Evidence‐Based Approach to Assessment and Intervention. Pearson: Boston, MA. This book is available online and in paperback.

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 knowledge of speech sound disorders in children including acquisition, aetiology, prognosis, assessment, analysis, diagnosis, intervention, and discharge
LO2. Demonstrate skills in speech assessment including: transcribe typical and disordered speech; conduct and interpret an oral musculature assessment; administer and interpret standardised single-word speech sampling tests; collect connected speech samples; formulate relevant case history interviews and understand answers provided.
LO3. Analyse speech samples manually and with appropriate technology to determine speech inventory and phonological processes
LO4. Differentially diagnose paediatric speech sound disorders and clearly and concisely explain your reasoning to a range of audiences
LO5. Exercise critical judgement to plan and evaluate treatment including data collection for phonological, motor speech and articulation impairments, ensuring child and carer participation in planning and evaluating treatment.
LO6. Use rigorous independent thinking when evaluating published literature on speech acquisition, disorder aetiology, assessment, analysis, diagnosis and intervention and implement evidence-based practice in relation to paediatric speech disorders, balancing the evidence from the literature, clinician skills and data, and clients (E3BP).
LO7. In relation to speech sound disorders, accommodate personal, cultural, and linguistic difference in clinical decision making, communication and support of people from diverse backgrounds and circumstances
LO8. When working with others (colleagues or consumers), acknowledge personal responsibility for value judgements and ethical behaviour and account for clinical decisions in the management of speech impairments
LO9. Effectively and professionally communicate with a range of audiences, both orally and in writing, about the management of a child or children with speech sound disorders
LO10. Demonstrate ethical understanding and professional integrity in all aspects of managing speech sound disorders including incorporating the ICF-CY, informed consent and child assent, privacy, and child protection and other relevant frameworks
LO11. Demonstrate effective problem solving in the management of speech impairments such as differential diagnosis, failure to progress in therapy or complex goal setting (e.g., identify a range of solutions to a variety of clinical scenarios).

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) - 1.1. Provide ethical and evidence-based practice 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs
	Speech Pathology Australia Professional Standards (2021) - 1.3. Provide safe and quality services 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 3.1. Develop shared understanding of speech pathology 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 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 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 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
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping
	Speech Pathology Australia Professional Standards (2021) - 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.2		Comply with legislation, standards, policies and protocols
1.3		Provide safe and quality services
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
1.7		Advocate for optimal communication and swallowing
2.1		Demonstrate self-awareness
2.2		Use critical reflection to inform professional development and practice
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.

This unit is usually well received. Previous students have liked the relevance of the unit, the academic rigor of the unit, the accompanying podcast and the case based pedagogy.

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

CSCD5061: Speech 1: Phonological Impairment

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