Outline

Overview

This unit of study enables students to describe, analyse and apply their understanding of: i) Anatomy and physiology of the laryngeal, articulatory, respiratory, and neurological systems; ii) Evidence-based practice to outline person, family, or community-centred assessment, planning and intervention or service response; iii) Principles of motor learning to facilitate change for individuals with a variety of voice and resonance disorders.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Anatomy and physiology of the phonatory, articulation and resonance systems within the head and neck.
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Katrina Blyth, katrina.blyth@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
Out-of-class quiz	Online Task Question Formats: - Multiple choice - True/False - Fill in the blanks	10%	Week 04 Due date: 17 Mar 2026 at 23:59	I hour timed quiz once commenced	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Entry Level Listening Task Listening and rating task	20%	Week 06 Due date: 01 Apr 2026 at 10:00	20 mins	AI prohibited
Outcomes assessed:
Case studies	Assessment Plan & Report Case-based assignment	20%	Week 08 Due date: 26 Apr 2026 at 23:59	2 pages plus references	AI allowed
Outcomes assessed:
Performance	Entry Level Video Therapy Technique Video describing and demonstrating a single voice technique	20%	Week 11 Due date: 15 May 2026 at 23:59	2 min video	AI allowed
Outcomes assessed:
Written work	Management & Therapy Plan This is a continuation from the assessment and GP report	30%	Week 13 Due date: 31 May 2026 at 23:59	2 pages + references	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = early feedback task ?

Assessment summary

Online Quiz: This quiz will include a variety of question formats via Canvas. Feedback from this quiz will guide student performance and understanding with future assessment tasks in this unit.
Entry level listening activity: This is an in-class auditory-perceptual rating task to make judgements of 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 online software. This is a barrier task. Students will be given further opportunities to pass the task but a pass for this task is required to pass the unit of study, regardless of marks achieved in other assessment tasks.
Entry level voice therapy technique: Students can work solo or in pairs to prepare a video. Each student is required to individually submit a 2 min video explaining and demonstrating a voice therapy technique used to treat hyper-functional voice disorders. This is a barrier task. Students will be given a second opportunity to pass the task but must pass this second opportunity in order to pass the unit of study. The initial mark will be retained regardless of resit.

Assessment Plan & Report: Students will work and submit in pairs the following for a specific case provided via canvas:
- 1 page: assessment plan (including case history questions & additional assessments required to assist diagnosis process)
- 1 page: assessment report to a GP using ISBAR format
- Reference list: Must contain all citations
Feedback from this assessment will guide student performance with the management and therapy plan assessment task

Management & Therapy Plan: Using the same provided case, students are required to individually submit the following:
- 1 page: management plan including SMART goals
- 1 page: therapy plan
- Reference list: Must contain all citations

Detailed information for each assessment can be found on Canvas.

Assessment criteria

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

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

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

For more information see guide to grades.

Use of generative artificial intelligence (AI)

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:

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 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
Week 02	Voice disorders	Lecture (2 hr)
Week 02	How the voice works	Tutorial (1 hr)
Week 03	Signs and Symptoms, Case history, voice screeners	Lecture (2 hr)
Week 03	1. Identify signs and symptoms from class case; 2. Case history and interview practice	Tutorial (1 hr)
Week 04	Auditory Perceptual Analysis Functional Assessment Tasks	Lecture (2 hr)
Week 04	1. Auditory-perceptual voice assessment practice; 2. Functional voice assessment practice	Tutorial (1 hr)
Week 05	Resonance: Auditory perceptual rating	Lecture (2 hr)
Week 05	Practice resonance assessment	Tutorial (1 hr)
Week 06	Visual Assessment ISBAR	Lecture (2 hr)
Week 06	Practice clinical handover using ISBAR	Tutorial (1 hr)
Week 07	Acoustic Analysis	Lecture (2 hr)
Week 07	Interpretation of acoustic analyses of class cases	Tutorial (1 hr)
Week 08	Differential Diagnosis	Lecture (2 hr)
Week 08	Practice differential diagnosis and review clinical handover using ISBAR	Tutorial (1 hr)
Week 09	Management Plans	Lecture (2 hr)
Week 09	Management planning: SMART goals for class cases	Tutorial (1 hr)
Week 10	Direct therapies & EBP	Lecture (2 hr)
Week 10	Direct therapy feedback, motor planning with therapy	Tutorial (1 hr)
Week 11	Resonance: instrumental assessment and therapy	Lecture (2 hr)
Week 11	Signs and Symptoms of resonance disorders	Tutorial (1 hr)
Week 12	Therapy Planning and service delivery	Lecture (2 hr)
Week 12	Session plan and role playing therapy	Tutorial (1 hr)
Week 13	Voice in special populations - chronic cough, transgender, professional voice users	Lecture (2 hr)
Week 13	Assessment Support - Management & Therapy plans	Tutorial (1 hr)

Attendance and class requirements

While attendance is not compulsory for this unit, we strongly recommend you do so. If you can't attend, please watch the recorded lectures 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

These textbooks are suggested 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

A list of journal articles are provided on Canvas within each weekly module.

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. Function and Communication: Describe voice and resonance function according to anatomical, physiological, acoustic, and perceptual characteristics
LO2. Assessment and Differential Diagnosis: Utilise evidence-base practice and the ICF model, appropriate to select and interpret assessment tasks as well as communicate findings effectively (verbally & written) using the ISBAR framework
LO3. Professional and Ethical Practice: Identify the unique needs of diverse populations, including professional and non-professional voice users, adapting communication and service delivery to cultural, social, and individual contexts
LO4. Intervention planning and Implementation: Develop intervention plans Incorporating SMART goals and outcome measures as well as evidence based vocal techniques to facilitate awareness or change in voice production using motor learning principles
LO5. Interdisciplinary Collaboration: Identify and describe the role of other health professionals (e.g. ENTs, psychologists, GPs) in assessment and intervention planning as well as adapt your communication to suit varied audiences including patients, caregivers and interdisciplinary teams

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) - 1.4. 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 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 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 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 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 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. 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 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 1.3. 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 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology 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
1.3		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
2.6		Engage in learning with colleagues, students and the community
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.4		Plan speech pathology intervention or service response
3.5		Implement and evaluate intervention or service response

Responding to student feedback

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

The entry level listening task has shifted back to week 6 in 2026, prior to the break week.

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.

Online learning platform used in this unit for independent practice

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

Additional information

Additional information

Disclaimer

On this page

Useful links

CSCD5062: Voice and Resonance

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

Additional information

Additional information

Disclaimer

On this page

Useful links