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

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Oral exam ?	Case-based viva Case-based viva	45%	Formal exam period Due date: 09 Jun 2025 at 08:00 Closing date: 20 Jun 2025	15 minutes (oral)
Outcomes assessed:
In-class quiz	Phonemic transcription test Phonemic transcription task	5%	Week 01 Due date: 27 Feb 2025 at 13:00	20 minutes
Outcomes assessed:
In-class quiz	Phonological processes quiz Phonological Processes quiz	20%	Week 05 Due date: 27 Mar 2025 at 09:00	30 minutes
Outcomes assessed:
Case studies	Paired assessment case study analysis Completion of phonological analysis on proformas	30%	Week 09 Due date: 30 Apr 2025 at 23:59	Completion of proformas
Outcomes assessed:
= hurdle task ? = early feedback task ?

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 9 of Semester
Case-based viva exam: up to 25 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. A second fail will result in a failure of the entire unit of study.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy (Schedule 1).

Result name	Mark range	Description
High Distinction	85 - 100	Work of an exceptional standard.
Distinction	75 - 84	A very high standard of work.
Credit	65 - 74	A good standard of work.
Pass	50 - 64	An acceptable standard of work.
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.

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 case study assignment. Please note that 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.

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
Multiple weeks	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)
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 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 05	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	Phonology intervention	Lecture and tutorial (3 hr)
Week 10	Phonology Intervention	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. Lectures and demonstrations are recorded for later review but are not provided online in real time. Tutorials are not recorded.

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. There is no required text.

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
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
3.1		Develop shared understanding of speech pathology
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments

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. Various changes have been made to assessment tasks to reduce assessment burden but retain the learning outcomes.

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

CSCD5061: Speech 1: Phonological Impairment

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