Outline

Overview

This unit of study will enable students to describe, analyse and apply their understanding of: i) Anatomy and physiology of the laryngeal, articulatory, respiratory and neurological systems to diagnose and plan therapy for individuals with a variety of voice and resonance disorders; ii) Evidence-based practice to outline client centered assessment, management and therapy with individuals with a variety of voice and resonance disorders; iii) Principles of motor learning to facilitate voice and resonance change for individuals with a variety of voice and resonance disorders.

Unit details and rules

Unit code	CSCD5062
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	Normal head and neck anatomy, and neurology of the speech system including the nervous system and motor control
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Katrina Blyth, katrina.blyth@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Entry level listening activity Listening and rating activity	0%	Week 06 Due date: 14 Apr 2021 at 09:30 Closing date: 14 Apr 2021	20 minutes
Outcomes assessed:
Assignment	Online Case-based scenario Short answer questions	45%	Week 08 Due date: 29 Apr 2021 at 12:00 Closing date: 30 Apr 2021	24 hours
Outcomes assessed:
Skills-based evaluation	Entry level voice therapy technique Video demonstrating voice technique	0%	Week 10 Due date: 12 May 2021 at 17:00	2 minutes
Outcomes assessed:
Assignment	Case-based assignment Case study and report	55%	Week 13 Due date: 04 Jun 2021 at 23:59	4 pages plus references and appendix
Outcomes assessed:
= hurdle task ?

Assessment summary

Entry level listening activity: This is an online auditory-perceptual rating task to make judgements of selected voice and resonance recordings. Students will listen to 5 samples from different clients and rate the quality and characteristics of their voice and resonance using provided rating scales. Each sample is to be rated before submitting it and rating the next sample. This is a barrier task.

Online Case based Scenario: This is a open-book online case based assignment run remotely via Canvas using TurnItIn with a variety of question formats. Clear and accurate responses will be awarded full marks. In order to pass this assignment, a total mark of ≥ 50% is required. If students do not pass, there will be no further opportunities to re-sit this assignment.

Entry level voice therapy technique: Students are required to submit a video demonstrating a voice therapy technique used to treat hyper functional voice disorders. This is a barrier task.

Case-based assignment: Students are required to provide a written report for a specific case provided via canvas:
- 1 page: assessment plan (including case history questions & additional assessments)
- 1 page: assessment report to a GP using ISBAR format
- 1 page: management plan
- 1 page: therapy plan for a specific case.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

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:

Assignments have a specific due date. This is to allow marked work to be returned to you in a time frame that allows you to continue to the next assignment. The faculty specifies the following penalty for late assignment submissions. • If your assignment is submitted after the due date and time it will be considered to have been submitted late. • For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. • The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. • For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work. You are responsible for ensuring that your assignment is submitted on time. This includes planning to submit your assignment sufficiently before the time it is due. In the event that you have technical difficulties, you MUST email a copy of the assignment to the unit of study coordinator and continue to attempt to upload it. As long as the version you upload is identical to the one you emailed, a penalty will not be applied. All assignments must be submitted via the required LMS. Assignments that are emailed will not be marked.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 02	Voice disorders	Lecture (2 hr)
Week 02	How the voice works	Tutorial (1 hr)
Week 03	Voice disorders	Lecture (2 hr)
Week 03	1. Identify signs and symptoms from class case; 2. Case history and interview practice	Tutorial (1 hr)
Week 04	Voice disorders	Lecture (2 hr)
Week 04	1. Auditory-perceptual voice assessment practice; 2. Functional voice assessment practice	Tutorial (1 hr)
Week 05	Voice disorders	Lecture (2 hr)
Week 05	1. Acoustic analysis of class cases; 2. Interpretation of acoustic analysis posts; 3. Record peers’ voice	Tutorial (1 hr)
Week 06	Resonance: assessment	Lecture (2 hr)
Week 06	Auditory perceptual rating (resonance)	Tutorial (1 hr)
Week 07	Voice disorders	Lecture (2 hr)
Week 07	Practice clinical handover using ISBAR	Tutorial (1 hr)
Week 08	Voice disorders	Lecture (2 hr)
Week 08	Practice differential diagnosis and review clinical handover using ISBAR	Tutorial (1 hr)
Week 09	Voice disorders	Lecture (2 hr)
Week 09	Management planning: direct therapy plan	Tutorial (1 hr)
Week 10	Resonance: instrumental assessment and therapy	Lecture (2 hr)
Week 10	Assessment and intervention planning for resonance disorders	Tutorial (1 hr)
Week 11	Voice disorders	Lecture (2 hr)
Week 11	Management plans with focus on SMART goals	Tutorial (1 hr)
Week 12	Voice disorders	Lecture (2 hr)
Week 12	Session plan and role playing therapy	Tutorial (1 hr)
Week 13	Voice disorders	Lecture (2 hr)
Week 13	Assessment support	Tutorial (1 hr)

Attendance and class requirements

While 'Live' attendance is not compulsory for this online unit, we strongly recommend you do so. If you can't attend live, please watch the recorded Zoom lectures and tutorials in your own time as well as conduct the tasks outlined each week on canvas. We know that students who don't engage during lectures, tutorials or via the discussion board on canvas struggle to keep up during this course.

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

Colton, R.H., Casper, J.K. & Leonard, R (2011). 4th Edition. Understanding Voice Problems: A Physiological Perspective for Diagnosis and Treatment. Baltimore: Williams and Wilkins

Mathieson, L. (2013). Greene and Mathieson’s the Voice and its Disorders. (6th ed.). Wiley. AVAILABLE ONLINE

Arnold E. Aronson & Diane M. Bless (2009) Clinical Voice Disorders. NY, Thieme.

A list of journal articles and book chapters is provided on Canvas within each weekly module. Recommended readings are also given in the weekly schedule below.

You will need to investigate and incorporate further readings when completing written assessments.

You will also be required to look at several learning tasks and use the auditory-perceptual rating application on Bridge2practice which can be accessed via https://bridge2practice.com/. More information about how to use this will be presented in class.

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. Depth of disciplinary expertise: • Describe vocal function in terms of anatomical structures, physiological, biomechanical, aerodynamic and acoustic principles, including how we adjust pitch, volume and voice quality. • Describe and differentiate the four categories of voice impairment (organic, neurogenic, functional and psychogenic) based on their aetiology, associated signs and symptoms. • Conduct and document an auditory - perceptual evaluation of voice. • Conduct and document an acoustic analysis of voice. • Using E3BP principles and ICF, identify and select appropriate assessment tasks to diagnose voice disorders. • Analyse and interpret assessment results in terms of anatomical structures, physiological, biomechanical, aerodynamic and acoustic features of clients with voice disorders. • Identify and describe the needs of the professional voice user – e.g., singers, actors, teachers – as differentiated from the non-professional voice user. • Explain and facilitate (incorporating instructions, modelling and PML feedback) change in a client’s voice production using a variety common vocal techniques. • Consider ICF to generate SMART goals for a voice client and incorporate into management and therapy plans. • Identify appropriate client/patient outcome measures to undertake pre, during and post voice treatment to determine treatment effectiveness and incorporate these into management plans.
LO2. Critical thinking and problem solving: • Identify, using E3BP principles and levels of evidence, what is known and unknown about voice and production, and distinguish between research findings, unproven theories, anecdotes and myths. • Using E3BP principles and ICF, identify and select appropriate assessment tasks to diagnose voice disorders. • Address the specific requirements of the professional voice user when proposing assessment, management and therapy plans for this population
LO3. Communication (oral and written): • Communicate your analysis and conclusions in written and verbal form to another health professional and client respectively, using appropriate language and style. • Summarise your client to another health professional using the ISBAR format.
LO4. Information/digital literacy: • Recognise information needs and access appropriate information using search strategies. • Critically evaluate and analyse the reliability of information found. • Use information ethically, including acknowledging sources and following APA 6th citation conventions, as well as managing confidential information. • Develop and apply functional technology skills to use digital technologies for professional practice.
LO5. Inventiveness: • Using E3BP principles and ICF, identify and select appropriate assessment tasks to diagnose voice disorders. • Address the specific requirements of the professional voice user when devising assessment and treatment protocols for this population.
LO6. Cultural competence: • Able to adapt service delivery of assessment and treatment to best suit the diverse cultural, social, ethnic, and religious needs of clients • Aware of the need for diverse cross-cultural communication and interactions when delivering analysis and conclusions in written and verbal form to another health professional and patient.
LO7. Interdisciplinary effectiveness: • Identify appropriate interdisciplinary health and other professionals involved in care of the person with a voice disorder. • Include appropriate multidisciplinary health professionals in client assessment and management plans.
LO8. An integrated professional, ethical and personal identity: • Identify appropriate client/patient outcome measures to undertake pre-, during and post-voice treatment to determine treatment effectiveness and incorporate these into management plans. • Consider the ethical themes as outlined in the Speech Pathology Australia Code of Ethics when outlining management plans and liaising with other health professionals. • Demonstrate adapted professional language dependant on the audience with varied knowledge of voice and voice disorders – for example, client (child, professional voice user, adult, elderly adult) as well as a range of health professionals (ENT, psychologist, GP).
LO9. Influence: • Using E3BP principles to engage your client and other health professionals to follow your proposed voice management and therapy plans.

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
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client. 1.2. Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client. 2. Analysis and interpretation 2.1. Analyse and interpret speech pathology assessment data. 2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes. 2.4. Report on analysis and interpretation.
	Competency-based Occupational Standards for Speech Pathologists - 2. Analysis and interpretation 2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps. 2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes. 3. Planning evidence-based speech pathology practices 3.1. Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice. 3.2. Seek additional information required to plan evidence-based speech pathology practice.
	Competency-based Occupational Standards for Speech Pathologists - 2.4. Report on analysis and interpretation. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
	Competency-based Occupational Standards for Speech Pathologists - 3. Planning evidence-based speech pathology practices
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments
	Competency-based Occupational Standards for Speech Pathologists - 2.1. Analyse and interpret speech pathology assessment data. 2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps. 2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes. 2.4. Report on analysis and interpretation.
	Competency-based Occupational Standards for Speech Pathologists - 2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
	Competency-based Occupational Standards for Speech Pathologists - 6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs. 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
	Competency-based Occupational Standards for Speech Pathologists - 3.4. Establish goals for intervention in collaboration with the client and significant others. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2		Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
1.3		Administer speech pathology assessment relevant to the communication and/or swallowing condition.
2.1		Analyse and interpret speech pathology assessment data.
2.2		Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3		Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4		Report on analysis and interpretation.
2.5		Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1		Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2		Seek additional information required to plan evidence-based speech pathology practice.
3.3		Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.4		Establish goals for intervention in collaboration with the client and significant others.
3.5		Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6		Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7		Document speech pathology intervention plans, goals and outcome measurement.
4.2		Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).

Responding to student feedback

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

The number of assessment tasks has dropped from 5 to 4 since this unit was last offered. The dates of assessments 1 & 2 have been spread out as per student feedback.

Additional information

Special note regarding use of case-based materials

In this unit of study, you will be working with case study materials based on real life clients and their families. The University has gained permission to use these materials in this unit of study. However, in order to protect the privacy of the persons involved, students must not (a) disclose information about these cases to persons not enrolled in this unit of study, (b) advertently or inadvertently provide other people with access to the case-based materials, or (c) copy, reproduce, or distribute case based materials to any other person or for any other means. Students are advised to refer to the clinic policy regarding client confidentiality and privacy available on the clinic Canvas.

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

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD5062: Voice and Resonance Impairment

Semester 1, 2021 [Normal day] - Remote

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

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect