Outline

Overview

This unit 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

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Oral exam	Case-based viva Case-based viva	40%	Formal exam period Due date: 08 Jun 2026 at 08:00 Closing date: 19 Jun 2026	15 minutes (oral)	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	Phonemic transcription test Phonemic transcription task	5%	Week 01 Due date: 26 Feb 2026 at 13:00	20 minutes	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	Phonological processes quiz Phonological Processes quiz	20%	Week 05 Due date: 26 Mar 2026 at 09:00	30 minutes	AI prohibited
Outcomes assessed:
Case studies	Paired assessment case study analysis Completion of phonological analysis on proformas	35%	Week 10 Due date: 06 May 2026 at 23:59	Completion of proformas	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = 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 10 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, verbally 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)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.	Practical (11 hr)
Week 02	1. Introduction to the unit; 2. Phonological theory and processes	Lecture (2 hr)
Week 02	1. Introduction to the unit; 2. Phonological theory and processes	Tutorial (1 hr)
Week 03	Phonological Processes	Lecture (2 hr)
Week 03	Phonological Processes	Tutorial (1 hr)
Week 04	Causes and consequences of speech disorders in children	Lecture (2 hr)
Week 04	Causes and consequences of speech disorders in children	Tutorial (1 hr)
Week 05	1. Causes continued 2. Assessment of speech disorders	Lecture (2 hr)
	1. Causes continued 2. Assessment of speech disorders	Tutorial (1 hr)
	1. Classification systems and diagnoses; 2. Speech Analysis	Lecture (2 hr)
	1. Classification systems and diagnoses; 2. Speech Analysis	Tutorial (1 hr)
Week 07	1. Analysis cont 2. Target selection if time permits	Lecture (2 hr)
Week 07	1. Analysis cont 2. Target selection if time permits	Tutorial (1 hr)
Week 08	Therapy planning, goal setting, generalisation, data collection	Lecture (2 hr)
Week 08	Therapy planning, goal setting, generalisation, data collection	Tutorial (1 hr)
Week 09	Phonology intervention	Lecture (2 hr)
Week 09	Phonology intervention	Tutorial (1 hr)
Week 10	Phonology Intervention	Lecture (2 hr)
Week 10	Phonology Intervention	Tutorial (1 hr)
Week 12	1. Introduction to motor speech, 2. Objective assessment and 3. articulation intervention	Lecture (2 hr)
Week 12	1. Introduction to motor speech, 2. Objective assessment and 3. articulation intervention	Tutorial (1 hr)
Week 13	Childhood apraxia of speech and paediatric dysarthria	Lecture (2 hr)
Week 13	Childhood apraxia of speech and paediatric dysarthria	Tutorial (1 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 skills in speech assessment and analysis including: transcribe typical and disordered speech; conduct and interpret an oral musculature assessment; administer and interpret speech samples (single-words and connected speech); formulate relevant case history interviews and understand answers provided; determine speech inventory, phonological processes and constraints.
LO2. Differentially diagnose paediatric speech sound disorders using diverse sources of information and clearly and concisely explain your reasoning to a range of audiences.
LO3. Exercise critical judgement and problem solving 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, and identify solutions for managing complexities such as failure to progress in therapy or complex goal setting.
LO4. Use rigorous independent thinking when evaluating published literature on speech acquisition, disorder aetiology, assessment, analysis, diagnosis and intervention and understand evidence-based practice in relation to paediatric speech disorders, balancing the evidence from the literature, clinician skills and data, and clients’ informed decisions (E4BP), incorporating the ICF into decision making.
LO5. In relation to speech sound disorders, demonstrate ethical standards and professional integrity including informed consent and child assent, privacy, and child protection and accommodate personal, cultural, and linguistic difference in clinical decision making, communication and support of people from diverse backgrounds and circumstances; acknowledge personal responsibility for value judgements and ethical behaviour.
LO6. 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

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 1.5.f. We maintain accurate, timely, complete and secure records of practice. 2.5. Acquire, critique and integrate knowledge from a range of sources 3.2.c. We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment.
	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 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 3.1. Develop shared understanding of speech pathology 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 1.2. 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.b. We demonstrate awareness of our personal and professional abilities and limitations and how they develop and change over time and across contexts. 2.2. Use critical reflection to inform professional development and practice 2.2.b. We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level. 2.2.c. We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities. 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 1.4. 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 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 2.5.a. We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements. 2.5.b. We recognise limitations in the speech pathology evidence base relevant to our areas of practice. 3.2.c. We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment. 3.3.a. We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description. 3.3.b. We use evidence to inform our understanding of why a need exists and to identify factors that may contribute to possible outcomes. 3.3.c. We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed. 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response
	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 1.1.e. We provide the individual, substitute decision makers or community with information on service options, their costs, evidence base and potential risks, benefits and outcomes to obtain informed consent. 1.1.f. We substantiate our decisions and take responsibility for our actions. 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.4.b. We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services. 1.4.d. We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner. 1.5. Maintain high standards of communication, information sharing and record keeping 1.5.a. We use accurate, accessible communication to respond to the needs of individuals and communities in all circumstances. 1.5.c. We gain informed consent from individuals, substitute decision-makers, family or extended family for information sharing and practice. 1.5.d. We maintain the confidentiality and privacy of individuals and communities in accordance with our professional duties and the law. 1.5.e. We recognise and respond when it is necessary to share information to safeguard individuals and the community in accordance with our professional duties and the law. 2.1. Demonstrate self-awareness 2.1.a. We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work. 2.1.b. We demonstrate awareness of our personal and professional abilities and limitations and how they develop and change over time and across contexts. 3.1.a. We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual. 3.2.a. We seek information (within the bounds of informed consent) from a range of sources to understand • the individual’s or community’s strengths and reasons and goals for seeking speech pathology services • the history and current status of communication and/or swallowing needs and concerns. 3.2.b. We use each contact with the individual and/or community to contribute to ongoing individual assessment or community needs assessment. 3.3. Interpret, diagnose and report on assessments

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

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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)

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: Developmental Disorders

Semester 1, 2026 [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)

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